11 assessment handbook - cerdon...

2014/Year 11 Stage 6 Preliminary Assessment Handbook. 1.

CERDON COLLEGE

Stage 6

Preliminary Course

Assessment Booklet

2014


CONTENT PAGE

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

SENIOR ASSESSMENT POLICY.................................................................................................................... 5

EXAMINATION RULES & PROCEDURES......................................................................................................16

STUDIES OF RELIGION (1 UNIT)...................................................................................................................18

STUDIES OF RELIGION (2 UNIT)...................................................................................................................19

RELIGION, CATHOLIC STUDIES (1 UNIT) ....................................................................................................20

BUSINESS STUDIES .......................................................................................................................................21

COMMUNITY AND FAMILY STUDIES............................................................................................................22

DRAMA..............................................................................................................................................................23

ECONOMICS ....................................................................................................................................................24

ENGLISH STANDARD .....................................................................................................................................25

ENGLISH ADVANCED .....................................................................................................................................26

ENGLISH EXTENSION 1 .................................................................................................................................27

ENGLISH FUNDAMENTALS............................................................................................................................28

ENGLISH STUDIES..........................................................................................................................................29

EXPLORING EARLY CHILDHOOD.................................................................................................................30

FOOD TECHNOLOGY .....................................................................................................................................31

FRENCH CONTINUERS..................................................................................................................................32

GEOGRAPHY ...................................................................................................................................................33

HISTORY (ANCIENT).......................................................................................................................................34

HISTORY (MODERN).......................................................................................................................................35

INFORMATION PROCESSES AND TECHNOLOGY .....................................................................................36

ITALIAN CONTINUERS....................................................................................................................................37

ITALIAN BEGINNERS ......................................................................................................................................38

LEGAL STUDIES..............................................................................................................................................39

MATHEMATICS GENERAL .............................................................................................................................40

MATHEMATICS (2 UNIT).................................................................................................................................41

MATHEMATICS EXTENSION 1 (1 UNIT) ......................................................................................................42

MATHEMATICS ACCELERATED HSC COURSE (2 UNIT)...........................................................................43

MATHEMATICS EXTENSION 1 ACCELERATED HSC COURSE (1 UNIT) ................................................44

MUSIC 1 ............................................................................................................................................................45

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION............................................................46

PHOTOGRAPHY (1 UNIT) ...............................................................................................................................47

SCIENCE

BIOLOGY ......................................................................................................................................................48

CHEMISTRY .................................................................................................................................................49

EARTH & ENVIRONMENTAL SCIENCE.....................................................................................................50

PHYSICS.......................................................................................................................................................51

TEXTILES AND DESIGN .................................................................................................................................52

VISUAL ARTS...................................................................................................................................................53


CONTENT PAGE

VOCATIONAL TRAINING AND EDUCATION COURSES .............................................................................54

i) BUSINESS SERVICES..............................................................................................................................57

ii) ENTERTAINMENT.....................................................................................................................................58

iii) HOSPITALITY - COMMERCIAL COOKERY.............................................................................................59

iv) HOSPITALITY – FOOD & BEVERAGE.....................................................................................................60

WORKPLACEMENT.........................................................................................................................................63

APPENDIX ........................................................................................................................................................65


CONTACT LIST

YEAR 11 Key Personnel Mrs Patricia Baker Principal

Mrs Loretta Parker Assistant Principal Mission and Administration

Mr Frank Caristo Assistant Principal Teaching and Learning, Curriculum

Mrs Clair Simpson Guidance Coordinator

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

Mr Paul Freeman Religious Education (Assistant)

Mrs Alison Hanratty English

Mrs Naomi Collimore English (Assistant)

Mr Patrick D’Arcy Mathematics

Mrs Nita Ben Bhindi Mathematics (Assistant)

Mrs Sue Hackney Science

Mr Andrew Tham Science (Assistant)

Mrs Maria Evgenikos Human Society and Its Environment - Geography

Mrs Nancy Furia Human Society and Its Environment - History

Mr Ryan Zammit Personal Development, Health and Physical Education

Mrs Kerry Odonga Visual Arts

Mrs Sandra Ballin Technology and Applied Studies

Mr Bernard Collimore HSIE

Mrs Maria Marando & LOTE Mrs Francesca Pecora

Mr Marcel Viera Music

Ms Elizabeth Murfet Drama

Mr Andrew Moody Careers Adviser

Ms Tess McGlenchy VET Co-ordinator

Mrs Anne-Maree McEwen & Learning Support Mrs Isabel Redwin

Mrs Nancy Sylaprany Teacher/Librarian Year 11 Homeroom Team Mrs Grace Muscat 11 F11

Ms Marissa Caspe 11 F12

Mrs Maria Evgenikos 11 F13

Mrs Robyn Kelly 11 F14

Mrs Evelyn O’Donoghue 11 F15

Mrs Wanieta Young & 11 F16 Ms Paige Young

Simon Meli 11 F17


Cerdon College, Merrylands Senior Assessment Policy

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

• assist student learning.

• evaluate and improve teaching and learning programs.

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

• provide evidence of satisfactory completion of a course.

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

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

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

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

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


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

• a list of the outcomes to be assessed.

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

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

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

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

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

LATE SUBMISSION OF ASSESSMENT TASKS

In cases where an assessment task is submitted later than the DUE DATE the following penalties will apply: • 50% mark penalty for submission one day late • 80% mark penalty for submission two days late • No marks awarded for the task if it is three or more days late • Weekends, public holidays and staff development days will all be counted in assessing penalties for late submission.


Please note: In cases of oral assessment tasks and practical tas ks NO allowances will be made for work that is submitted late. ALL oral and practical tasks must b e completed on the due date. APPLICATION FOR AN EXTENSION Students seeking an extension on the due date of an assessment task must see their Guidance Co-ordinator at least one week prior to the original date. ABSENCE FROM ASSESSMENT EVENTS OR ON THE DUE DATE O F AN ASSESSMENT TASK In the event of absence from an assessment event or on the due date of an assessment task, the following process must be followed:

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

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

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

4. In the case of a misadventure appeal, supporting documentation must accompany the illness/misadventure form. This must be handed to the Guidance Coordinator before 9:00 am on the day the student returns to school. If a student is absent from an assessment event and the absence is a valid one, a substitute task may be given before the consideration of an estimate mark and the student will be advised of the process. Students should be prepared to sit the assessment event immediately upon their return to school. Where absenteeism for assessments is leading to the possibility that a student may be certified as not having studied a course satisfactorily, early warning via an “N” Notification will be given in writing, so that the student and parents are aware of the potential consequences. Absences on the day before assessment tasks or on the morning when assessment events are to be sat will be thoroughly investigated to ensure that students are not gaining an unfair advantage over other candidates in the course. A penalty may be applied if there is insufficient evidence of a genuine reason for the absence. ABSENCE FROM EXAMINATIONS Where a student is absent from an examination such as the end of course exam, Half Yearly, or HSC Trial due to illness they should follow the same procedures as above. Students may be given the opportunity to sit for a substitute exam but this will only be used as an estimate . The result from this exam will not appear in the school report and the student will not be given an exam position. Students will also be removed from the course progressive rank until the end of the course when the estimate can be reviewed, a final mark calculated and an appropriate rank determined. It is strongly advised that students do not miss examinations or events as they will not receive their rank until the end of the course. Students who are ill during exam periods or events should sit the exam, make a genuine attempt to the best of their ability at the time and then submit an Illness or Misadventure Appeal with supporting documentation. ILLNESS AND MISADVENTURE The College has its own processes for dealing with circumstances where students experience acute illness or episodes of misadventure occurring immediately before or during assessment and/or examination periods. Students are encouraged to consult the ‘Rules and Procedures Booklet for Higher School Certificate Candidates’ for the current year. These school-based guidelines apply equally in the case of either Preliminary or HSC Examinations, school-based examinations and assessment tasks. Where students feel that their circumstances have impacted on their performance in an examination or a school based assessment task, students have the right of appeal and to lodge an application for illness/misadventure.


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

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

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

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


Surname First Name Homeroom

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

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

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

eg Standard English Task 1 Oral

Scheduled Examination Date(s)

or Assessment

Submission Due Date(s)

Examination or

Assessment Weighting

eg 25%

Have you submitted the

task/completed the event?

If yes, on which date?

Additional Comments:

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Checklist

Ensure that:

Tick (�) you have made contact with your Guidance Coordinator at the time of your illness or misadventure

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

you have attached a written statement in support or relevant supporting document/s for each exam/task/event that you are appealing you have submitted this form and the accompanying documentation by 9:00 am on the day of your return to school.

Student Declaration I have completed each item on the checklist.

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

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

Student signature Date

Appeal Due to Illness or Misadventure at the time o f a

Stage 5, Preliminary or HSC Assessment Task or Even t


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

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

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

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

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



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

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

Assessment Event(s) or Task(s)

Date/s of Scheduled Assessment Event or

Submission

Will you require Special Provisions for this Assessment

Event/Task?

Reason for Application

(Medical or Misadventure)

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


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

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


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



________________________________________________________________________________________ Determination of Application

Extension Granted Revised Due Date: _______________________________________

Extension Denied Reason/s: __________________________________________

__________________________________________

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

Application for an Extension on a



NON COMPLETION OF A HSC COURSE

• A student will be considered to have satisfactorily completed a course if there is sufficient evidence that the student has:

- followed the course developed, or endorsed by the B oard; and - applied herself with diligence and sustained effort for the set tasks and experiences provided in the course by the school;

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

Where a student fails to respond to these warning letters, she places herself at risk of receiving an “N” determination. This will mean that the course will not be listed on the student’s Record of Achievement and she can put her HSC in jeopardy.

ACADEMIC HONESTY

The academic honesty of students in completing assessment tasks, and of teachers and others in guiding students, underpins the integrity of the HSC. The Board of Studies has stipulated that all HSC students will be required to have satisfactorily completed The HSC: All My Own Work program which is designed by the Board of Studies. The program aims to help HSC students to follow the principles and practices of good scholarship. This includes committing to principles of academic honesty equity and respect for the integrity of their own work and the work of others particularly when locating and using information as part of their HSC studies. The program will be integrated into each student’s study program and will be taught as part of the normal course content in Year 10. Throughout the assessment process, the highest level of integrity and honesty is required. Failure to meet this requirement may limit a student’s marks and jeopardise their HSC. From October 2013, all cases of school assessment malpractice must be reported, by the sch ool, to the Board of Studies and entered on the Register of Malpractice in HSC Assessment Tasks. A student’s mark is determined by the quality of the work produced by the student only. Any take-home assessment task or submitted work must formally acknowledge any words, ideas, designs or workmanship of others used in producing the work. It is the student’s responsibility to ensure that all unacknowledged work is genuinely their own. Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others. It includes, but is not limited to: • copying someone else’s work in part or in whole, and presenting it as their own. • using material directly from books, journals, CDs or the internet without reference to the source. • building on the ideas of another person without reference to the source. • buying, stealing or borrowing another person’s work and presenting it as their own. • submitting work to which another person such as a parent coach or subject expert has contributed substantially. • using words, ideas, designs or the workmanship others in practical and performance tasks without appropriate knowledge. • paying someone to write or prepare material. • breaching school examination rules. • using non-approved aides during an assessment task. • contriving false explanations to explain work not handed in by the due date. • assisting another student to engage in malpractice.


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


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

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

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

• keep up to date with all class work and formal asse ssment tasks.

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


STUDENTS WHO ELECT TO REPEAT ONE OR MORE HSC COURSES A candidate may repeat one or more HSC courses but must do so within the five-year accumulation period. All satisfactorily completed attempts at HSC courses will be reported on the cumulative Record of Achievement. Students should note that UAC only recognises the most recent attempt as being eligible for inclusion in the calculation of the ATAR. In the case of Extension courses, students may repeat the Extension course only or the 2 Unit course only or both the 2 Unit course and the related Extension course. For students who have already been awarded a Higher School Certificate, and who are repeating a course within the five-year accumulation period, the latest attempt will void all previous results in that course for ATAR calculation purposes.


EXAMINATIONS RULES AND PROCEDURES (YEARS 10–12)

• Students are to wear full school uniform to all exams.

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

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

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

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

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

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

• There should be NO SPEAKING in the exam room.

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

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

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

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

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

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

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

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

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

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


PRELIMINARY

ASSESSMENT

SCHEDULES

AND

REPORT

CRITERIA


STUDIES OF RELIGION 1 UNIT

BOARD DEVELOPED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3

(SYLLABUS) (SYLLABUS) DATE

Term 1

Week 9

April 2

Event

DATE

Term 2

Week 7

June 11

Event

DATE

Term 3

Weeks 8 – 10

September

4 Short Responses on ‘Nature of Religion and

Beliefs’

Research and Report on ‘Judaism’ Depth

Study

Preliminary Examination

OUTCOMES

P1 P2 P6 P8 P9

OUTCOMES

P3 P4 P5 P6 P7 P8 P9

OUTCOMES

P1 P2 P3 P4 P5 P6 P8 P9

Knowledge and understanding of course content

20 5 5 10

Source based skills

10 5 5

Investigation and Research

10 10

Communication of information, ideas and issues in appropriate forms

10

5

5

50 15 15 20

SOR Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh

AchievementExcellent

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

demonstrate an elementary knowledge and understanding of the content.

demonstrate some basic knowledge and understanding of the content.

demonstrate a sound knowledge and understanding of the content.

demonstrate a thorough knowledge and understanding of the content.

demonstrate a comprehensive knowledge and understanding of the content.

Knowledge and understanding of content

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

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

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

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

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

Communication skills

recall some elementary subject specific terminology.

use some appropriate language and terminology.

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

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

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

Terminology

investigate and select elementary information from some sources.

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

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

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

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

Investigation and research skills

complete some tasks under constant direction.

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

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

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

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

Management

Monday, 10 February 2014 Page 38 of 41

SOR Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




demonstrate a basic knowledge and understanding of the content.



demonstrate an extensive knowledge and understanding of the content.


present written, oral or graphic texts to describe elementary information relating to religion and belief systems to the course content.








effectively use appropriate language and terminology in some contexts.



Terminology



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

effectively investigate, select, organise and evaluate relevant information from a range of appropriate perspectives and sources.

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







Management



STUDIES OF RELIGION 2 UNIT

BOARD DEVELOPED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4


Term 1

Week 5

March 5

Event

DATE

Term 1

Week 9

April 2

Event

DATE

Term 3

Week 5

August 13

Event

DATE

Term 3

Weeks 8 – 10

September

2 Short Responses on

‘Nature of Religion and Beliefs’ + 10

objective responses

Research and report Judaism

Research and Oral

Presentation

Palm Cards due

Religions of Ancient Origins


OUTCOMES

P1 P2 P6 P8 P9

OUTCOMES

P3 P4 P5 P6 P7 P8 P9

OUTCOMES

P1 P2 P6 P7 P8 P9

OUTCOMES

P1 P2 P3 P4 P5 P6 P8 P9


40% 5% 10% 10% 15%

Source-based Skills

20% 5% 5% 10%

Investigation and Research

20% 5% 5% 10%

Communication of information, ideas and issues in appropriate forms

20% 5% 5% 5% 5%

100% 20% 20% 20% 40%

SR2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh




















Terminology












Management


SR2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




















Terminology












Management



RELIGION, CATHOLIC STUDIES 1 UNIT

BOARD ENDORSED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENT

S WEIGHTINGS TASK 1 TASK 2 TASK 3


Term 1

Week 10

April 8

Event

DATE

Term 2

Week 8

June 17

Event

DATE

Term 3

Weeks 8 – 10

September

Examination

In class task

Writing Task Preliminary Examination

OUTCOMES

PC6.8 PC6.10 PC6.11 PC6.12

PC6.13

OUTCOMES

PC6.2 PC6.9 PC6.10 PC6.11

PC6.12

OUTCOMES

PC6.2 PC6.4 PC6.6 PC6.9 PC6.10 PC6.11 PC6.13

Religion in Australia

30% 25% 5%

Jesus of History, Christ of Faith

40% 35% 5%

A Christian Vision of the World

30% 30%

100% 25% 35% 40%

REL Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge and understanding of content.

demonstrate a basic knowledge and understanding of content.

demonstrate a sound knowledge and understanding of content.

demonstrate a thorough knowledge and understanding of content.

demonstrate a comprehensive knowledge and understanding of content.


investigate and select some basic information from some sources with assistance.

investigate and select some basic information from a number of sources.

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

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

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


communicate some information using some appropriate terminology.

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

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

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

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







Management


REL Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge and understanding of content.

demonstrate a basic knowledge and understanding of content.

demonstrate a sound knowledge and understanding of content.

demonstrate a thorough knowledge and understanding of content.

demonstrate a comprehensive knowledge and understanding of content.


investigate and select some basic information.

investigate and select some basic information from some sources.


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

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



communicate ideas and opinions using some appropriate terminology.

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

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

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







Management



BUSINESS STUDIES 2 UNIT



Term 1

Week 9

April 1

Hand In

DATE

Term 2

Week 8

June 17

Hand In

DATE

Term 3

Weeks 8 – 10

September

Business Investigation Business Planning Preliminary Examination

OUTCOMES

P1 P2 P7 P8 P9

OUTCOMES

P1 P3 P4 P6 P8 P9 P10

OUTCOMES

P1 P2 P3 P4 P5 P6 P8 P9 P10


40%

10%

10%

20%

Stimulus based skills

20%

5%

15%

Inquiry and research

20%

10%

10%

Communication of business information, ideas and issues in appropriate forms

20%

5%

10%

5%

100% 25% 35% 40%

BUS Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate a limited understanding of the structure, functions or processes of business.

demonstrate some understanding of the structure, functions or processes of business.

demonstrate a sound understanding of the structure, functions and processes of business and describe several influences on management strategies.

demonstrate a thorough understanding of the structure, functions and processes of business and explain most influences on management strategies.

demonstrate a comprehensive understanding of the structure, functions and processes of business and analyse the influences on management strategies.

Knowledge and understanding

identify contemporary business issues in both hypothetical and actual business situations.

outline contemporary business issues in both hypothetical and actual business situations.

investigate and describe contemporary business issues in both hypothetical and actual business situations.

investigate and explain contemporary business issues in both hypothetical and actual business situations.

investigate, synthesise and evaluate contemporary business issues in both hypothetical and actual business situations.

Stimulus Based Skills

locate some relevant business information.

select some relevant business information.

select and organise relevant business information.

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

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


communicate using some basic business terminology.

communicate using some business terminology and concepts.

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

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

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

Literacy






Management


BUS Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some of the relationships between business planning and business operations.

describe the relationship between business planning and business operations.

discuss the relationship between business planning and business operations.

explain the relationship between business planning and business operations and account for business planning processes.

analyse the relationship between business planning and business operations and critically evaluate business planning processes.

Knowledge and understanding - the business planning process

list a few factors contributing to the success or failure of business.

outline some internal and external factors contributing to the success or failure of business.

discuss the internal and external factors contributing to the success or failure of business.

explain and communicate coherently the internal and external factors contributing to the success or failure of business.

analyse and communicate coherently the internal and external factors contributing to the success or failure of business.

Knowledge and understanding - critical issues in business success and failure

locate some relevant business information.

describe elements of a business plan with some investigation into business using business terminology to present findings in a simple format.

plan and conduct an investigation into business using some relevant business terminology and concepts to present findings in an appropriate format.

plan and conduct a thorough investigation into business using relevant business terminology and concepts to present findings in an appropriate format.

comprehensively plan and conduct a detailed investigation into business consistently using all relevant business terminology and concepts to present findings in an appropriate format.


communicate using some elementary business terminology.

communicate using some basic business terminology and concepts.

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

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

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

Literacy



complete some tasks independently using time and resource management skills.

complete most tasks independently using time and resource management skills.


Management



COMMUNITY AND FAMILY STUDIES 2 UNIT

BOARD DEVELOPED COURSE Stage 6 - 2014 Preliminary Assessment Program

COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4


Term 1

Week 9

April 3

Hand In

DATE

Term 2

Week 8

June 19

Hand In

DATE

Term 3

Week 5

August 14

Hand In

DATE

Term 3

Weeks 8 – 10

September

Scavenger Hunt & Report

Survival Guide Quantitative Data Analysis


OUTCOMES

P1.1 P1.2 P4.2 P5.1 P7.1 P7.3

OUTCOMES

P2.1 P2.3 P3.2 P4.2 P7.1 P7.2

P7.4

OUTCOMES

P1.2 P2.4 P3.1 P4.2

OUTCOMES

P1.1 P1.2 P2.1 P2.2 P2.3 P2.4 P3.1 P3.2 P4.1 P5.1 P6.1 P6.2

Knowledge & understanding of how the following impact on wellbeing:

- resource management

- positive relationships

- range of societal factors

- nature of groups, families & communities

40%

5%

15%

20%

Skills in:

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

- planning to take responsible action to promote wellbeing.

25%

5%

10%

10%

Knowledge and understanding about:

- research, methodology and skills in researching critical thinking, analysing and communicating

35%

25%

10%

100% 10% 25% 25% 40%

CFS Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify facts about individuals, families and communities, and outline some factors that affect their wellbeing with assistance.

outline basic facts about individuals, families and communities and discuss some factors that affect their wellbeing.

discuss some relevant facts about individuals, families and communities and explain the impact of a range of issues that affect their wellbeing.

discuss most relevant facts about individuals, families and communities and explain the impact of a wide range of issues that affect their wellbeing.

extensively discuss relevant facts about individuals, families and communities and explain the impact of a wide range of issues that affect their wellbeing.


plan some activities under direction.

plan some activities using some appropriate management processes.

independently design and plan some activities which effectively use some management processes.

independently design and plan most activities which effectively use most management processes and resources.

independently design and plan activities which effectively use management processes and resources.

Planning and organising activities

propose some elementary solutions to problems with assistance.

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

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

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

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

Solving problems

effectively communicate some information using some terminology with assistance.

effectively communicate ideas and opinions using some appropriate terminology.

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

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

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

Communication


complete some tasks using basic time and resource management skills.




Management


CFS Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate facts about individuals, families and communities, with assistance.

recount relevant facts about individuals, families and communities and identify some factors that affect their wellbeing.

discuss some relevant facts about individuals, families and communities and explain the impact of a range of issues that affect their wellbeing.

discuss most relevant facts about individuals, families and communities and explain the impact of a wide range of issues that affect their wellbeing.

extensively discuss relevant facts about individuals, families and communities and explain the impact of a wide range of issues that affect their wellbeing.

Knowledge and understanding - families and communities

identify some statistics on the changing nature of families and outline a reason for the changes. Identify how a support network will be accessed in the future.

outline some statistics on the changing nature of families and outline some reasons for the changes. Outline how some support networks will be accessed in the future.

discuss statistics on the changing nature of families and describe some reasons for the changes. Describe how support networks will be accessed in the future.

attempt to analyse statistics on the changing nature of families and describe reasons for the changes. Explain how some support networks will be accessed in the future.

critically analyse statistics on the changing nature of families and explain a range of reasons for the changes. Predict how a range of support networks will be accessed in the future.

Collecting, analysing and organising information

effectively communicate some information using some appropriate terminology with assistance.

effectively communicate ideas and opinions using some appropriate terminology.

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

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

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

Communication

propose some solutions to problems with assistance.

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

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

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

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

Solving problems


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




Management



DRAMA

2 UNIT

BOARD DEVELOPED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 1

Week 10

April 4 - 5

Event

DATE

Term 2

Week 4

May 21

Event

DATE

Term 3

Week 2

July 22 - 23

Event

DATE

Term 3

Weeks 8 – 10

September

DATE

Term 3

Weeks 8 – 10

September

Play Production

Play Study Essay

Practitioners Playbuilding


Written


OUTCOMES

P1.3 P1.4 P1.5 P1.6 P1.7 P1.8 P2.1 P2.2 P2.3 P2.4 P2.5 P2.6 P3.1 P3.2 P3.3 P3.4

OUTCOMES

P2.1 P2.2 P3.1 P3.2 P3.3 P3.4

OUTCOMES

P1.2 P1.4 P3.2 P3.3

P3.4

OUTCOMES

P1.1 P1.2 P1.3 P1.7 P2.1 P2.4 P2.5 P2.6 P3.1 P3.2 P3.3 P3.4

OUTCOMES

P2.1 P2.2 P3.1 P3.2 P3.3 P3.4

Making in Drama is characterised by learning that involves workshopping concepts, ideas and experiences

40%

20%

10%

10%

Performing in Drama is characterised by learning that involves presenting drama and theatre to an audience.

30%

10%

10%

10%

Critically studying in Drama is characterised by learning that involves research, critical analysis, evaluation and reflection.

30%

10%

20%

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

DR2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



participate in rehearsing, devising and using some dramatic elements to make elementary performances that attempt character/role.

participate in rehearsing, devising, interpreting and utilising the dramatic elements to make basic performances that attempt character/role.

participate soundly in rehearsing, devising, interpreting and manipulating the dramatic elements to make sound performances that explore character/role development.

participate cooperatively in rehearsing, devising, interpreting and manipulating the dramatic elements to make well developed performances that explore character/role development.

participate cooperatively and spontaneously in rehearsing, devising, interpreting and manipulating the dramatic elements to make sophisticated performances that explore character/role development.

Improvisation, Playbuilding and Acting

display an elementary understanding of the elements of production and use simple technical terminology of the stage and theatre to present and analyse performances.

display a basic understanding of the elements of production and use basic technical terminology of the stage and theatre to present and analyse performances.

display a sound understanding of the elements of production and use most of the technical terminology of the stage and theatre to present and analyse performances.

demonstrate a well developed and practical understanding of the elements of production and utilise most of the technical terminology of the stage and theatre to present and analyse performances.

demonstrate a sophisticated and practical understanding of the elements of production and utilise all of the technical terminology of the stage and theatre to present and analyse performances.

Elements of Production in Performance

perform with an elementary understanding of dramatic forms and conventions, creating elementary group performances that communicate limited dramatic meaning to an audience and to engage occasionally in the written skills necessary for the elementary analysis of performance.

perform with a basic understanding of dramatic forms and conventions, creating basic group performances that communicate partial dramatic meaning to an audience and to engage at a basic level in the written skills necessary for the analysis of performance.

perform with a sound understanding of dramatic forms and conventions, creating sound group performances that communicate some dramatic meaning to an audience and to engage at a sound level in the written skills necessary for the analysis of performance.

perform with a strong understanding of dramatic forms and conventions, creating well developed group performances that communicate dramatic meaning to an audience and to engage productively in the written skills necessary for the analysis of performance.

perform with an exceptional understanding of dramatic forms and conventions, creating sophisticated group performances that clearly communicate dramatic meaning to an audience and to engage successfully in the written skills necessary for the analysis of performance.

Theatrical Traditions and Performance Styles

complete some tasks under constant supervision.




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

Management


DR2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



participate in rehearsing, devising and using some dramatic elements to make elementary performances that attempt character/role.

participate in rehearsing, devising, interpreting and utilising the dramatic elements to make basic performances that attempt character/role.

participate soundly in rehearsing, devising, interpreting and manipulating the dramatic elements to make sound performances that explore character/role development.

participate cooperatively in rehearsing, devising, interpreting and manipulating the dramatic elements to make well developed performances that explore character/role development.

participate cooperatively and spontaneously in rehearsing, devising, interpreting and manipulating the dramatic elements to make sophisticated performances that explore character/role development.

Improvisation, Playbuilding and Acting

display an elementary understanding of the elements of production and use simple technical terminology of the stage and theatre to present and analyse performances.

display a basic understanding of the elements of production and use basic technical terminology of the stage and theatre to present and analyse performances.

display a sound understanding of the elements of production and use most of the technical terminology of the stage and theatre to present and analyse performances.

demonstrate a well developed and practical understanding of the elements of production and utilise most of the technical terminology of the stage and theatre to present and analyse performances.

demonstrate a sophisticated and practical understanding of the elements of production and utilise all of the technical terminology of the stage and theatre to present and analyse performances.

Elements of Production in Performance

perform with an elementary understanding of dramatic forms and conventions, creating elementary group performances that communicate limited dramatic meaning to an audience and to engage occasionally in the written skills necessary for the elementary analysis of performance.

perform with a basic understanding of dramatic forms and conventions, creating basic group performances that communicate partial dramatic meaning to an audience and to engage at a basic level in the written skills necessary for the analysis of performance.

perform with a sound understanding of dramatic forms and conventions, creating sound group performances that communicate some dramatic meaning to an audience and to engage at a sound level in the written skills necessary for the analysis of performance.

perform with a strong understanding of dramatic forms and conventions, creating well developed group performances that communicate dramatic meaning to an audience and to engage productively in the written skills necessary for the analysis of performance.

perform with an exceptional understanding of dramatic forms and conventions, creating sophisticated group performances that clearly communicate dramatic meaning to an audience and to engage successfully in the written skills necessary for the analysis of performance.

Theatrical Traditions and Performance Styles





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

Management



ECONOMICS 2 UNIT


COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3


Term 1

Week 10

April 7

Due

DATE

Term 2

Week 6

June 3

Event

DATE

Term 3

Weeks 8 – 10

September

Research Assignment Stimulus-based Skills Preliminary Examination

OUTCOMES

P1 P3 P4 P7 P8 P9 P10 P12

OUTCOMES

P1 P2 P3 P5 P7 P8 P10 P11

OUTCOMES

P1 P2 P3 P5 P6 P7 P8 P10 P11


40%

5%

10%

25%

Stimulus-based skills

20% 10% 10%


20% 10% 10%

Communication of economic information, ideas and issues in appropriate forms

20%

10%

5%

5%

100% 25% 35% 40%

ECO Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some aspects of an economy.

describe aspects of the Australian economy and/or an overseas economy.

discuss several aspects of the Australian economy and an overseas economy.

effectively compare the Australian economy with an overseas economy.

comprehensively compare and contrast aspects of the Australian economy with an overseas economy.


locate some relevant economic information.

select some relevant economic information.

select and organise relevant economic information.

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

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


communicate elementary economic information using some basic economic terminology.

communicate basic economic information using some economic terminology and concepts.

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

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

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

Literacy






Management


ECO Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some markets. outline the role and operation of markets.

describe the role and operation of markets.

discuss the role and operation of markets.

explain the role and operation of markets.

Knowledge and understanding - the operation of markets

identify some economic problems and/or issues in an economy.

outline some economic problems and issues for individuals, firms and governments.

discuss some causes of economic problems and issues for individuals, firms and governments.

explain the nature and causes of economic problems and issues for individuals, firms and governments.

analyse the nature and causes of economic problems and issues and propose solutions for individuals, firms and governments.

Knowledge and understanding - economic problems and issues

locate some relevant economic information.

select some relevant economic information.

select and organise relevant economic information.

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

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


identify some mathematical concepts relevant to the economy with assistance.

apply basic mathematical concepts to some economic contexts.

apply mathematical concepts to most economic contexts.

apply mathematical concepts appropriately to economic contexts.

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

Stimulus-based skills

communicate elementary economic information using some basic economic terminology.

communicate basic economic information using some economic terminology and concepts.

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

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

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

Literacy






Management



ENGLISH STANDARD 2 UNIT



Term 1

Week 8

March 26

Event

DATE

Term 2

Week 8

June 18

Submission

DATE

Term 3

Week 7

August 28

Event

DATE

Term 3

Weeks 8 – 10

September

Listening/Viewing Oral Essay Preliminary Examination

Reading, Composing

OUTCOMES

P2 P3 P5 P6 P7 P10

OUTCOMES

P1 P3 P4 P8 P9

OUTCOMES

P1 P6 P7 P8

OUTCOMES

P2 P4 P5 P10 P11

Speaking

15% 15%

Listening

15% 15%

Reading

25% 15% 10%

Writing

30% 5% 5% 20%

Viewing/ Representing

15% 15%

100% 30% 20% 20% 30%

ENS Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



present a generalised, personal response.

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

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

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

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

Responding to texts

recognise basic language forms, features and structures of texts.

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

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

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

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

Analysing texts

present generalised ideas in a range of modes and media.

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

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

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

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

Representing ideas in texts

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

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

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

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

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

Composing texts






Management


ENS Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh





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

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

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

Responding to texts

recognise basic language forms, features and structures of texts.

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

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

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

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

Analysing texts

present generalised ideas in a range of modes and media.

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

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


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


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

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

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

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

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

Composing texts






Management



ENGLISH ADVANCED 2 UNIT



Term 1

Week 7

March 20

Submission

DATE

Term 2

Week 8

June 18

Event

DATE

Term 3

Week 7

August 28

Event

DATE

Term 3

Weeks 8 – 10

September

A.O.S Oral / Listening Task

Viewing Essay Preliminary Examination

Reading, Composing

OUTCOMES

P1 P2 P3 P4 P7

OUTCOMES

P2 P3 P4 P5 P6 P8 P10

P12A

OUTCOMES

P1 P6 P8 P9 P11

OUTCOMES

P2 P4 P5 P7 P10 P11

Speaking

15% 15%

Listening

15% 15%

Reading

25% 15% 10%

Writing

30% 5% 5% 20%

Viewing / Representing

15% 15%

100% 30% 20% 20% 30%

ENA Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

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

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

Responding to texts

recognise the main ideas in texts.

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

demonstrate sound skills in interpretation and analysis of texts.

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

demonstrate sophisticated skills in interpretation, analysis, synthesis and evaluation of texts.

Responding to texts - interpretation

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

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

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

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

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

Analysing texts

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

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

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


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


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

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

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

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

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

Composing texts






Management


ENA Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

demonstrate basic knowledge and understanding of the ways meanings are shaped by context and medium of production.

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

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

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

Responding to texts

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

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

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

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

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

Analysing texts

recognise the main ideas in texts.

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

demonstrate sound skills in interpretation and analysis of texts.

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

demonstrate sophisticated skills in interpretation, analysis, synthesis and evaluation of texts.

Interpreting texts

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

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

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


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


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

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

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

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

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

Composing texts






Management



ENGLISH EXTENSION 1 1 UNIT



Term 2

Week 3

May 12

DATE

Term 3

Week 3

July 30

Submission & Event

DATE

Term 3

Weeks 8 – 10

September

Essay Event

Writing / Representing / Oral


Reading, Composing

OUTCOMES

P1 P2 P3

OUTCOMES

P1 P2 P3

OUTCOMES

P1 P2 P3

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

25

5

10

10

Skills in:

- complex analysis

- sustained composition

- independent investigation

25

10

10

5

50 15 20 15

EN3 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the ways in which aspects of texts have been appropriated into a range of contexts.

demonstrate basic knowledge and understanding of the ways in which aspects of texts have been appropriated into a range of contexts.

demonstrate sound knowledge and understanding of the ways in which aspects of texts have been appropriated into a range of contexts.

demonstrate detailed knowledge, perceptive understanding and evaluation of the ways in which aspects of texts have been appropriated into a range of contexts.

demonstrate extensive, detailed knowledge, highly perceptive understanding and sophisticated evaluation of the ways in which aspects of texts have been appropriated into a range of contexts.

Responding to texts

conduct some basic independent investigation of key texts.

conduct a basic independent investigation of key texts and their appropriations into different contexts.

demonstrate sound skills in independent investigation of key texts and their appropriations into different contexts.

demonstrate well developed skills in independent investigation of key texts and their appropriations into different contexts.

demonstrate highly developed skills in independent investigation of key texts and their appropriations into different contexts.

Independent investigation

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

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

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

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

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

Composing texts






Management


EN3 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the ways in which aspects of texts have been appropriated into popular culture.

demonstrate basic knowledge and understanding of the ways in which aspects of texts have been appropriated into popular culture.

demonstrate sound knowledge and understanding of the ways in which aspects of texts have been appropriated into popular culture.

demonstrate detailed knowledge, perceptive understanding and evaluation of the ways in which aspects of texts have been appropriated into popular culture.

demonstrate extensive detailed knowledge, highly perceptive understanding and sophisticated evaluation of the ways in which aspects of texts have been appropriated into popular culture.

Responding to texts

conduct an elementary independent investigation of key texts.

conduct some basic independent investigation of key texts and their appropriations into particular cultural contexts.

demonstrate sound skills in independent investigation of key texts and their appropriations into particular cultural contexts.

demonstrate well developed skills in independent investigation of key texts and their appropriations into particular cultural contexts.

demonstrate highly developed skills in independent investigation of key texts and their appropriations into particular cultural contexts.

Independent investigation

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

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

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

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

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

Composing texts






Management



FUNDAMENTALS OF ENGLISH 2 UNIT (PRELIMINARY COURSE)

(1 UNIT YEAR 11 AND 1 UNIT YEAR 12)

1 UNIT BOARD DEVELOPED COURSE Stage 6 - 2014 Preliminary Assessment Program



Term 1

Week 6

March 13

Event

DATE

Term 2

Week 7

June 11

Event

DATE

Term 3

Week 6

August 21

Event

Reading Task Writing Writing

OUTCOMES

P3 P4 P7

OUTCOMES

P1 P2 P3 P4 P7

OUTCOMES

P2 P5

Module A

N/A 20

Module C

N/A 15 15

20 15 15

ENF Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh





produce some informed, personal responses through interpretation of texts.

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

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

Responding to texts

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

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

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

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

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

Analysing texts

present generalised ideas in some modes and media.

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

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

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

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


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

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

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

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

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

Composing texts






Management


ENF Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh





produce some informed, personal responses through analysis of text

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

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

Responding to texts

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

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

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

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

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

Analysing texts

present generalised ideas in some modes and media.

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

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

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

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


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

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

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

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

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

Composing texts






Management



ENGLISH STUDIES CONTENT ENDORSED COURSE

Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 1

Week 1

April 29

Submission

DATE

Term 2

Week 5

May 29

Event

DATE

Term 2

Week 1

July 17

Submission

DATE

Term 3

Week 5

August 12

Event

DATE

Term 3

Weeks 8 - 10

September

Portfolio – Family Event

Oral Task and

PowerPoint

Portfolio - Career

Group Task - Film


Reading & Writing

OUTCOMES

P1.1 P3.1 P4.1 P4.2

OUTCOMES

P2.1 P2.2

OUTCOMES

P3.1 P3.2 P4.1 P4.2

OUTCOMES

P1.4 P4.1 P4.2

OUTCOMES

P1.4 P2.3 P3.2

Objective One 30% 10% 10% 10%

Objective Two 30% 15% 15%

Objective Three 25% 5% 15% 5%

Objective Four 15% 5% 5% 5%

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

EST Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

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

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

Responding to texts

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

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

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

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

consistently use correct punctuation and spelling and varied sentence structure.

Composing texts - writing

attempt to write a range of text forms with assistance.

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

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

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

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

Composing texts - expression






Management


EST Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

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

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

Responding to texts

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

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

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

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

consistently use correct punctuation and spelling and varied sentence structure.

Composing texts - writing

attempt to write a range of text forms with assistance.

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

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

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

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

Composing texts - expression

communicate using informal communication skills.

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

communicate ideas employing some appropriate techniques of oral communication.

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

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

Composing texts - oral

identify some language and other techniques with assistance.

identify and comment on language and other techniques with assistance.

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

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

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

Terminology






Management



EXPLORING EARLY CHILDHOOD 2 UNIT

CONTENT ENDORSED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3


Term 1

Week 6

March 12

Hand In

DATE

Term 2

Week 7

June 11

Hand In

DATE

Term 3

Weeks 8 – 10

September

Parent Guide Child Safe Home Preliminary Examination

OUTCOMES

1.1 2.1 5.1 6.1

OUTCOMES

1.2 1.3 2.5 6.1

OUTCOMES

1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 2.5 3.1 4.1 4.2 4.3 5.1

6.1 6.2


50% 15% 15% 20%

Skills

50% 15% 15% 20%

100% 30% 30% 40%

EX2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline the physical and/or emotional demands of pregnancy and childbirth.

describe the physical and/or emotional demands of pregnancy and childbirth.

explain the physical and emotional demands of pregnancy and childbirth.

discuss the physical and emotional demands of pregnancy and childbirth.

critically examine the physical and emotional demands of pregnancy and childbirth.

Knowledge and understanding - pregnancy and childbirth

outline facts about the development of young children with assistance.

describe relevant factors that affect the development of young children.

discuss relevant factors that affect the development of young children and apply knowledge of content to some contexts.

examine relevant factors that affect the development of young children and apply knowledge of content to most contexts.

critically analyse relevant factors that affect the development of young children and apply knowledge of content to a variety of contexts.

Knowledge and understanding - young children

communicate some information using some appropriate terminology with assistance.



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

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

Communication and interaction

collect some information and present it with assistance.

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

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

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

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

Research and analysis

identify some steps in the decision making process with assistance.

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

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

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

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

Decision making, evaluative and reflective thinking






Management


EX2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline facts about the development of young children with assistance.

describe relevant factors that affect the development of young children.

discuss relevant factors that affect the development of young children and apply knowledge of content to some contexts.

examine relevant factors that affect the development of young children and apply knowledge of content to most contexts.

critically analyse relevant factors that affect the development of young children and apply knowledge of content to a variety of contexts.

Knowledge and understanding - promoting positive behaviour

outline an environmental issue that impacts on the safety of young children.

describe some environmental issues that impact on the safety of young children.

explain some environmental issues that impact on the safety of young children.

discuss a range of environmental issues that impact on the safety of young children.

critically examine a range of environmental issues that impact on the safety of young children.

Knowledge and understanding - child safety

communicate some information using some appropriate terminology with assistance.



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

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

Communication and interaction

collect some information and present it with assistance.

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

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

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

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


identify some steps in the decision making process with assistance.

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

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

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

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

Decision making, evaluative and reflective thinking






Management



FOOD TECHNOLOGY 2 UNIT



Term 1

Week 8 March 28 Written

Oral

Week 9 March 31-April 1

DATE

Term 2

Week 8 June 17

Prac Part A

Written Part B TERM 3 Week 1 July 14

DATE

Term 3

Week 6 August 19

Prac Part A

Written Part B

Week 6 August 22

DATE

Term 3

Weeks 8 – 10

September

Survey Report and Oral Presentation

Experiment and Research

Design Process Preliminary Examination

OUTCOMES

P1.2 P3.2 P4.2

OUTCOMES

P2.2 P3.2 P4.1 P4.4

OUTCOMES

P2.1 P3.1 P3.2 P4.3 P5.1

OUTCOMES

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

P4.3 P4.4


20% 20%

Research, Analysis and Communication

30% 20% 10%

Experiment and Preparation

30% 20% 10%

Design, Implementation and Evaluation

20% 20%

100% 20% 30% 30% 20%

FT2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall general information about food production, processing and consumption. Recall general information on the importance of food to health.

recall some specific facts about food production, processing and consumption and the impact on society. Recall some specific facts on the importance of food to health.

demonstrate a sound knowledge and understanding about food systems in the production, processing and consumption of food. Make some comment about their impact on society and the importance of food to health.

demonstrate a thorough knowledge and understanding about food systems in the production, processing and consumption of food. Develop a thorough appreciation of their impact on society and the importance of food to health.

demonstrate extensive and detailed knowledge and understanding about food systems in the production, processing and consumption of food. Develop a comprehensive appreciation of their impact on society and the importance of food to health.


demonstrate an elementary understanding of research material.

demonstrate some analysis and reporting skills in dealing with basic Food Technology concepts.

demonstrate successfully some interpretive, analytical and reporting skills in dealing with some Food Technology concepts.

demonstrate clear and logical interpretive, analytical and reporting skills in dealing with most Food Technology concepts.

demonstrate outstanding interpretive, analytical and reporting skills in dealing with all complex Food Technology concepts.


communicate using elementary terminology and simple explanations.

communicate ideas in basic form using some correct terminology.

communicate successfully using some appropriate terminology.

communicate information effectively, using specific technical detail and accurate terminology. Show evidence of critical thinking in discussion of issues surrounding relevant food technologies.

communicate information effectively, consistently using explicit technical language in a concise and focused format. Demonstrate evidence of well-developed critical thinking skills in debate and discussion of issues surrounding relevant food technologies.

Communication






Management


FT2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall general information of food production, processing and consumption. Recall general information on the importance of food to health.

recall some specific facts of food production, processing and consumption and the impact on society. Recall some specific facts on the importance of food to health.

demonstrate a sound knowledge and understanding of food systems in the production, processing and consumption of food. Make some comment about their impact on society and the importance of food to health.

demonstrate a thorough knowledge and understanding of food systems in the production, processing and consumption of food. Develop a thorough appreciation of their impact on society and the importance of food to health.

demonstrate extensive and detailed knowledge and understanding of food systems in the production, processing and consumption of food. Develop a comprehensive appreciation of their impact on society and the importance of food to health.


display some comprehension of content and communicate using elementary terminology and simple explanations.

discuss ideas in basic forms using correct terminology.

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

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

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


apply elementary food facts to some practical activities in Food Technology.

display basic skill in applying knowledge to some practical activities in Food Technology.

display skills in applying some knowledge to a range of practical activities in Food Technology.

display competence in applying knowledge to a range of practical activities in Food Technology.

display expertise in applying theoretical concepts to a comprehensive range of practical activities in Food Technology.

Experimentation and preparation

display some elementary solutions to Food Technology issues.

display basic solutions to Food Technology issues.

display some skill in designing and developing solutions to a range of Food Technology issues with sound judgement about the solutions.

design and develop solutions to a range of Food Technology issues and make a range of judgements about the solutions.

design creative solutions to Food Technology issues and display extensive and detailed evaluations of the solutions.

Design, implementation and evaluation






Management



FRENCH CONTINUERS 2 UNIT

BOARD DEVELOPED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 1

Week 10

April 9

Due

DATE

Term 2

Week 5

May 21

Due

DATE

Term 3

Week 1

July 18

Event

DATE

Term 3

Week 5

August 12

Event & Due

DATE

Term 3

Weeks 8 – 10

September

Assignment

Reading Task

Listening Task Reading Task Preliminary Examination

OUTCOMES

P1.1 P1.2 P1.3 P1.4 P2.1 P2.2

OUTCOMES

P2.3 P3.1 P3.3 P3.4 P3.5 P3.6

P4.3

OUTCOMES

P2.3 P3.1 P3.2 P3.3 P3.4 P3.5

OUTCOMES

P2.3 P3.1 P3.2 P3.3 P3.4 P3.5 P3.6 P4.3

OUTCOMES


Speaking

20% 10% 10%

Listening and Responding

30% 20% 10%

Reading and Responding

40% 15% 15% 10%

Writing

10% 5% 5%

100% 15% 15% 20% 15% 35%

FR2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary understanding of spoken texts.

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

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

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

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

Listening

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

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

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

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

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

Speaking

demonstrate an elementary understanding of written texts.

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

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

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

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

Reading and responding. Part A: Analysis of text

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

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

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

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

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

Reading and responding. Part B: Response to text

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

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

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

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

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

Writing






Management


FR2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh








Listening






Speaking


















Writing






Management



GEOGRAPHY 2 UNIT




Term 1

Week 7

March 20

Due

DATE

Term 3

Week 1

July 15

Due

DATE

Term 3

Week 5

August 13

Event

DATE

Term 3

Weeks 8 – 10

September

Research on

Contemporary Issues

Senior Geography

Project

Extended

Response on Global Challenges


OUTCOMES

P1 P2 P3 P7 P8 P12

OUTCOMES

P7 P8 P9 P10 P11 P12

OUTCOMES

P4 P5 P6 P8 P12

OUTCOMES

P1 P2 P3 P4 P5 P8 P10

P12


40% 5% 10% 25%

Geographical tools and skills

20% 5% 5% 10%

Geographical inquiry and research, including fieldwork

20% 5% 15%

Communication of geographical information, ideas and issues in appropriate forms

20% 5% 5% 5% 5%

100% 15% 25% 20% 40%

GE2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate limited knowledge and understanding of the nature and functioning of biophysical environments that may or may not use a case study.

demonstrate basic knowledge and understanding of the nature and functioning of biophysical environments, including the interactions between them and the human impacts on them, using a case study.

demonstrate sound knowledge and understanding of the nature and functioning of biophysical environments, including the interactions between them and the human impacts on them, using a case study at a range of scales.

demonstrate thorough knowledge and understanding of the nature and functioning of biophysical environments, including the interactions between them and the human impacts on them, using a variety of case studies at a range of scales.

demonstrate extensive knowledge and understanding of the nature and functioning of biophysical environments, including the interactions between them and the human impacts on them, using a variety of case studies at a range of scales.

Knowledge and understanding - biophysical interactions

attempt to apply elementary mathematical techniques and mapping skills to identify geographical data and patterns.

apply some basic mathematical techniques and mapping skills to outline geographical data and patterns.

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

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

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

Skills and fieldwork

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

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

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

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

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

Communication and literacy






Management


GE2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate limited knowledge and understanding of the geographical nature of global challenges confronting humanity.

demonstrate basic knowledge and understanding of the geographical nature of global challenges confronting humanity.

demonstrate sound knowledge and understanding of the geographical nature of global challenges confronting humanity.

demonstrate thorough knowledge and understanding of the geographical nature of global challenges confronting humanity.

demonstrate extensive knowledge and understanding of the geographical nature of global challenges confronting humanity.

Knowledge and understanding - global challenges

apply elementary mathematical techniques and mapping skills to identify geographical data and patterns with assistance.

apply some basic mathematical techniques and mapping skills to outline geographical data and patterns.

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

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

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

Skills and fieldwork

demonstrate limited geographical understanding of a research project and may or may not use geographical information.

demonstrate basic geographical understanding of a research project and select and outline some geographical information.

demonstrate sound geographical understanding of a research project and select, organise and describe relevant geographical information from sources.

apply thorough geographical understanding to a research project and select, organise and explain relevant geographical information from a variety of sources.

apply comprehensive geographical understanding to a research project and select, organise and analyse relevant geographical information from a variety of sources.

Senior Geography Project (SGP)

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

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

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

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

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

Communication and literacy






Management



ANCIENT HISTORY 2 UNIT



Term 1

Week 7

March 14

Event

DATE

Term 2

Week 2

May 5

Event

DATE

Term 2

Week 8

June 16

Due

DATE

Term 3

Weeks 8 – 10

September

Topic Test and Source Study

Investigating the Past: History, Archaeology &

Science

Group Oral Task and Source Study

Tutankhamun’s Tomb

Essay

Historical Investigation


Human Remains and Thera

OUTCOMES

P2.1 P3.2 P3.5 P4.1 P4.2

OUTCOMES

P1.1 P2.1 P3.1 P3.2 P3.6 P4.1

P4.2

OUTCOMES

P1.1 P2.1 P3.1 P3.2 P3.3 P3.4 P3.6 P4.1 P4.2

OUTCOMES

P1.1 P2.1 P3.1 P3.2 P3.4 P4.1

P4.2


40%

10%

5%

Human Remains 10%

Thera 15%

Source based skills

20% 10% 5% 5%

Historical inquiry and research

20% 10% 10%

Communication of historical understanding in appropriate forms

20%

10%

10%

100% 20% 30% 25% 25%

AHS Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

make an assessment of the contribution of people, groups, events, institutions and factors contributing to change and continuity.

make a comprehensive assessment of the contribution of people, groups, events, institutions and the significance of factors contributing to change and continuity.


identify some ancient sources and evidence.

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

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

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

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

Use of sources

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

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

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

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

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

Historical research and communication - finding and using information

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

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

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

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

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

Historical research and communication - presentation

work within a group to achieve some set goals.

work within groups to achieve most set goals.

negotiate and work in groups to achieve most set goals.

negotiate and work effectively in groups to achieve set goals.

negotiate and work effectively and efficiently in groups to achieve set goals within deadlines.

Historical research and communication - group work






Management


AHS Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

make an assessment of the contribution of people, events, institutions and factors contributing to change and continuity.

make a comprehensive assessment of the contribution of people, events, institutions and the significance of factors contributing to change and continuity.


identify some ancient sources and evidence.

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

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

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

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

Use of sources

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

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

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

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

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


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

communicate a basic argument through descriptive texts using historical terms, demonstrating evidence of individual research.

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

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

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

Presentation






Management



MODERN HISTORY 2 UNIT



Term 1

Week 8

March 19

After School

Event

DATE

Term 2

Week 4

May 19

Due

DATE

Term 3

Week 5

August 14

Event

DATE

Term 3

Weeks 8 – 10

September

Research and

Group Oral Task The Fall of the

Romanovs

Essay - Historical

Investigation

Research

Source Study

The World at the Beginning of the 20th

Century


Decolonisation of

Indochina (15%) and The World at the beginning of

the 20th Century (5%)

OUTCOMES

P1.1 P1.2 P2.1 P3.1 P3.2 P3.4 P3.5 P4.1 P4.2

OUTCOMES

P1.1 P1.2 P2.1 P3.1 P3.2 P3.3 P3.4 P3.5 P4.1

P4.2

OUTCOMES

P1.1 P2.1 P3.2 P3.3 P3.4 P4.1

P4.2

OUTCOMES

P1.1 P1.2 P2.1 P3.3 P3.4 P4.1 P4.2


40% 10% 10% 20%

Source based skills

20% 5% 5% 10%

Historical inquiry and research

20% 5% 10% 5%

Communication of historical understanding in appropriate forms

20% 5% 10% 5%

100% 20% 25% 25% 30%

MHS Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

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

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


identify some source types and interpretations of the past.

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

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

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

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

Use of sources

locate and provide some elementary information on the past.

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

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

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

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


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

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

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

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

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

Historical research and communication - presentation






Management


MHS Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



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

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

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

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

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


identify some source types and interpretations of the past.

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

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

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

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

Use of sources

locate and provide some elementary information on the past.

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

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

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

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


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

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

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

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

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

Presentation






Management



INFORMATION PROCESSES AND TECHNOLOGY 2 UNIT




Term 1

Week 9

April 1

Event

DATE

Term 2

Week 8

June 19

Due

DATE

Term 3

Weeks 8 – 10

September

Practical Assessment Spreadsheets and

Databases

Group Project Preliminary Examination

OUTCOMES

P1.1 P1.2 P6.1 P6.2

OUTCOMES

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

P6.2 P7.1 P7.2

OUTCOMES

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

P6.2

Introduction to Information Skills and Systems

20% 10% 5% 5%

Tools for Information Processes

50% 10% 20% 20%

Developing Information Systems

30% 15% 15%

100% 20% 40% 40%

IPT Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some elementary facts about information processes and information technology.

identify some basic facts about information processes and information technology.

describe some facts and functions of information processes and information technology.

demonstrate a thorough understanding of the facts and functions of information processes and information technology.

demonstrate an extensive and detailed understanding of the facts and functions of information processes and information technology.

Introduction to information skills and systems

identify and use elementary computer based and non-computer based resources and tools at an elementary level.

identify and use computer based and non-computer based resources and tools.

demonstrate sound understanding when selecting and using computer based and non-computer based resources and tools in order to process information.

demonstrate detailed understanding when selecting and using computer based and non-computer based resources and tools in order to process information.

demonstrate comprehensive understanding when selecting and using computer based and non-computer based resources and tools in order to process information.

Tools for information processes

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





Management


IPT Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify and use elementary computer based and non-computer based resources and tools at an elementary level.

identify and use computer based and non-computer based resources and tools.

demonstrate sound understanding when selecting and using computer based and non-computer based resources and tools in order to process information.

demonstrate detailed understanding when selecting and using computer based and non-computer based resources and tools in order to process information.

demonstrate comprehensive understanding when selecting and using computer based and non-computer based resources and tools in order to process information.

Tools for information processes

recognise and apply management and communication techniques to an individual and group based project with assistance.

recognise and apply basic management and communication techniques to an individual and group based project.

recognise, apply and explain sound management and communication techniques to an individual and group based project.

recognise and thoroughly apply management and communication techniques to an individual and group based project.

recognise and comprehensively apply management and communication techniques to an individual and group based project.

Developing information systems

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





Management



ITALIAN CONTINUERS 2 UNIT



Term 1

Week 10

April 9

Due

DATE

Term 2

Week 5

May 21

Due

DATE

Term 3

Week 1

July 18

Event

DATE

Term 3

Week 5

August 12

Event & Due

DATE

Term 3

Weeks 8 – 10

September

Assignment

Reading Task

Listening Task Reading Task Preliminary Examination

OUTCOMES

P1.1 P1.2 P1.3 P1.4 P2.1 P2.2

OUTCOMES

P2.3 P3.1 P3.3 P3.4 P3.5 P3.6

P4.3

OUTCOMES

P2.3 P3.1 P3.2 P3.3 P3.4 P3.5

OUTCOMES

P2.3 P3.1 P3.2 P3.3 P3.4 P3.5 P3.6 P4.3

OUTCOMES


Speaking

20% 10% 10%

Listening and Responding

30% 20% 10%

Reading and Responding

40% 15% 15% 10%

Writing

10% 5% 5%

100% 15% 15% 20% 15% 35%

IT2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh








Listening






Speaking


















Writing






Management


IT2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh








Listening






Speaking


















Writing






Management



ITALIAN BEGINNERS

2 UNIT

BOARD DEVELOPED COURSE

Stage 6 2014 Preliminary Assessment Program

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

(SYLLABUS) (SYLLABUS) 2014

Term 1

Week 10

April 9

Due

2014

Term 2

Week 4

May 21

Due & Event

2014

Term 2

Week 1

July 18

Due & Event

2014

Term 2

Week 5

August 12

Due & Event

2014

Term 3

Weeks 8 - 10

September

Due & Event

Assignment Listening and Reading

Listening Reading and Writing


OUTCOMES

P1.1 P1.2 P1.3 P3.1 P3.2

P3.3

OUTCOMES

P2.1 P2.2 P2.4 P2.5 P2.6

OUTCOMES

P2.1 P2.2 P2.3 P2.4 P2.5

P2.6

OUTCOMES

P1.1 P1.2 P1.3 P1.4 P2.1

P2.2 P2.3 P2.4 P2.5 P2.6

P3.1 P3.2 P3.3 P3.4

OUTCOMES

P1.1 P1.2 P1.3 P1.4 P2.1

P2.2 P2.3 P2.4 P2.5 P2.6

P3.1 P3.2 P3.3 P3.4

Listening

Interacting Understanding

35%

5%

* 15%

15%

Reading

35%

* 10% 15% 10%

Writing

15% * 5% * 5% * 5%

Speaking

15% * 5% * 10%

100% 10% 15% 15% 20% 40%

* Pre Prepared

ITB Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify isolated details and phrases in spoken texts.

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


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

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

Listening

communicate using single phrases with resources to English syntax.

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

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

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

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

Speaking

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

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

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

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

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

Writing

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

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

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

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

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

Reading and responding






Management


ITB Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify isolated details and phrases in spoken texts.

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


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

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

Listening

communicate using single phrases with resources to English syntax.

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

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

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

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

Speaking

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

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

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

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

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

Writing

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

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

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

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

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

Reading and responding






Management



LEGAL STUDIES 2 UNIT



Term 1

Week 8

March 28

Event

DATE

Term 2

Week 5

May 26

Due

DATE

Term 3

Week 5

August 12

Due

DATE

Term 3

Weeks 8 – 10

September

In class Task Research Task Communication Task


OUTCOMES

P1 P2 P3

OUTCOMES

P1 P3 P4 P5 P7 P8 P9

OUTCOMES

P1 P2 P3 P4 P5 P6 P7 P8

P9 P10

OUTCOMES

P1 P2 P3 P4 P5 P6 P7 P9

P10


60% 20% 40%


20% 20%

Communication of Legal Studies information, issues and ideas in appropriate forms

20% 20%

100% 20% 20% 20% 40%

LST Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some legal concepts and terminology and/or attempt to apply them to some appropriate legal contexts.

identify some legal concepts and terminology and apply them to some appropriate legal contexts.

identify legal concepts and terminology and apply them to appropriate legal contexts.

demonstrate a thorough understanding of legal concepts and terminology and apply them to appropriate legal contexts.

demonstrate a comprehensive understanding of all legal concepts and terminology and apply them to all appropriate legal contexts.

Knowledge and understanding - legal concepts

identify some legal issues.

outline how the legal system addresses issues.

explain how the legal system addresses issues.

evaluate the effectiveness of the legal system in addressing issues.

consistently analyse and evaluate the effectiveness of the legal system in addressing issues.

Skills

communicate using some basic legal terminology.

communicate using some legal terminology and concepts.

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

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

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

Literacy






Management


LST Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



identify some legal concepts and terminology and/or attempt to apply them to appropriate legal contexts.

identify some legal concepts and terminology and apply them to some appropriate legal contexts.

identify legal concepts and terminology and apply them to appropriate legal contexts.

demonstrate a thorough understanding of legal concepts and terminology and apply them to appropriate legal contexts.

demonstrate a comprehensive understanding of all legal concepts and terminology and apply them to all appropriate legal contexts.

Knowledge and understanding - legal concepts

identify some legal issues.

outline how the legal system addresses issues.

explain how the legal system addresses issues.

evaluate the effectiveness of the legal system in addressing issues.

consistently analyse and evaluate the effectiveness of the legal system in addressing issues.

Skills

communicate using some basic legal terminology.

communicate using some legal terminology and concepts.

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

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

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

Literacy






Management



GENERAL MATHEMATICS 2 UNIT



Term 1

Week 9

April 3

Event

DATE

Term 2

Week 6

June 5

Event

DATE

Term 3

Week 6

August 22

Event

DATE

Term 3

Weeks 8 – 10

September

Test Practical In class Task Preliminary Examination

OUTCOMES

MGP-2 MGP-3 MGP-9 MGP-10

MGP-1

OUTCOMES

MGP-1 MGP-6 MGP-9 MGP-10 MGP-2 MGP-3

OUTCOMES

MGP-1 MGP-2 MGP-7 MGP-10 MGP-5 MGP-9

OUTCOMES

MGP-1 - 10

Concept Skills and Techniques

50% 10% 10% 10% 20%

Reasoning and Communication

50% 5% 10% 15% 20%

100% 15% 20% 25% 40%

MAG Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



perform basic algebraic modelling manipulations with assistance.

perform basic algebraic modelling manipulations without assistance.

perform familiar algebraic modelling manipulations.

perform familiar and unfamiliar algebraic modelling manipulations to solve familiar problems.

perform complex algebraic modelling manipulations to solve unfamiliar problems.

Algebraic modelling

perform basic calculations in financial mathematics with assistance.

perform basic calculations in financial mathematics without assistance.

perform familiar calculations in financial mathematics.

perform familiar and unfamiliar calculations in financial mathematics to solve familiar problems.

perform complex calculations in financial mathematics to solve unfamiliar problems.

Financial mathematics


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



complete all tasks maximising possible performance by effectively using time and resource management skills.

Management


MAG Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



solve simple questions involving measurements with assistance.

solve basic questions involving measurements.

solve familiar questions involving measurements.

solve familiar and unfamiliar problems involving measurement.

solve complex problems involving measurement.

Measurement

solve simple questions involving data analysis with assistance.

solve basic questions involving data analysis.

solve familiar questions involving data analysis.

solve familiar and unfamiliar data analysis problems.

solve complex data analysis problems.

Data analysis

solve simple questions involving probability with assistance.

solve basic questions involving probability.

solve familiar questions involving probability.

solve familiar and unfamiliar questions involving probability.

solve complex questions involving probability.

Probability



complete some tasks using time and resource management skills.

complete all tasks using time and resource management skills.


Management



MATHEMATICS 2 UNIT



Term 1

Week 9

April 3

Event

DATE

Term 2

Week 6

June 4

Event

DATE

Term 3

Week 6

August 22

Event

DATE

Term 3

Weeks 8 – 10

September

Test Open Book Practical Preliminary Examination

OUTCOMES

P2 P3 P4

OUTCOMES

P2 P3 P4 P5

OUTCOMES

P2 P3 P4 P5

OUTCOMES

P2 P3 P4 P5 P6 P7 P8

Concepts, Skills and Techniques

50% 7% 15% 8% 20%


50% 8% 15% 7% 20%

100% 15% 30% 15% 40%

MA2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



perform arithmetic and algebraic manipulation involving simple surds, rational expressions and functions with assistance.

perform arithmetic and algebraic manipulation involving simple surds, rational expressions and functions.

perform arithmetic and algebraic manipulation involving familiar surds, rational expressions and functions.

perform arithmetic and algebraic manipulation involving familiar and unfamiliar surds, rational expressions and functions.

perform arithmetic and algebraic manipulation involving complex surds, rational expressions and functions.

Algebra

choose and apply appropriate trigonometric techniques to simple problems with assistance.

choose and apply appropriate trigonometric techniques to simple problems.

choose and apply appropriate trigonometric techniques to familiar problems.

choose and apply appropriate trigonometric techniques to familiar and unfamiliar problems.

choose and apply appropriate trigonometric techniques to complex problems.

Trigonometry






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply some appropriate techniques to coordinate geometry in order to solve simple problems with assistance.

choose and apply some appropriate techniques to coordinate geometry in order to solve simple problems.

choose and apply appropriate techniques to coordinate geometry in order to solve familiar problems.

choose and apply appropriate techniques to coordinate geometry in order to solve familiar and unfamiliar problems.

choose and apply appropriate techniques to coordinate geometry in order to solve complex problems.

Coordinate geometry

choose and apply some appropriate techniques to geometry in order to solve simple problems with assistance.

choose and apply some appropriate techniques to geometry in order to solve simple problems.

choose and apply appropriate techniques to geometry in order to solve familiar problems.

choose and apply appropriate techinques to geometry in order to solve familiar and unfamiliar problems.

choose and apply appropriate techniques to geometry in order to solve complex problems.

Geometry

choose and apply some appropriate techniques in order to solve simple problems involving the derivatives with assistance.

choose and apply some appropriate techniques in order to solve simple problems involving the derivatives.

choose and apply appropriate techniques in order to solve familiar problems involving the derivatives.

choose and apply appropriate techniques in order to solve familiar and unfamiliar problems involving the derivatives.

choose and apply appropriate techniques in order to solve complex problems involving the derivatives.

Derivatives






Management



MATHEMATICS EXTENSION 1 1 UNIT



Term 1

Week 8

March 25

DATE

Term 2

Week 6

June 5

DATE

Term 3

Weeks 8 – 10

September

Test Open Book Preliminary Examination

OUTCOMES

PE3 PE2 PE6

OUTCOMES

PE2 PE3 PE6

OUTCOMES

PE2 PE3 PE4 PE5 PE6

Concepts, Skills and Techniques

50% 15% 15% 20%


50% 15% 15% 20%

100% 30% 30% 40%


AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to solve simple problems involving circle geometry with assistance.

choose and apply appropriate techniques to solve simple problems involving circle geometry.

choose and apply appropriate techniques to solve familiar problems involving circle geometry.

choose and apply appropriate techniques to solve familiar and unfamiliar problems involving circle geometry.

choose and apply appropriate techniques to solve complex problems involving circle geometry.

Circle geometry

choose and apply appropriate techniques to solve simple problems involving permutations, combinations and further probability with assistance.

choose and apply appropriate techniques to solve simple problems involving permutations, combinations and further probability.

choose and apply appropriate techniques to solve familiar problems involving permutations, combinations and further probability.

choose and apply appropriate techniques to solve familiar and unfamiliar problems involving permutations, combinations and further probability.

choose and apply appropriate techniques to solve complex problems involving permutations, combinations and further probability.

Permutations, combinations and further probability






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to solve problems involving polynomials withassistance.

choose and apply appropriate techniques to solve problems involving polynomials.

choose and apply appropriate techniques to solve familiar problems involving polynomials.

choose and apply appropriate techniques to solve familiar and unfamiliar problems involving polynomials.

choose and apply appropriate techniques to solve complex problems involving polynomials.

Polynomials

choose and apply appropriate techniques to solve problems involving Further Trigonometry with assistance.

choose and apply appropriate techniques to solve problems involving Further Trigonometry.

choose and apply appropriate techniques to solve familiar problems involving Further Trigonometry.

choose and apply appropriate techniques to solve familiar and unfamiliar problems involving Further Trigonometry.

choose and apply appropriate techniques to solve complex problems involving Further Trigonometry.

Further Trigonometry






Management



MATHEMATICS

2 UNIT BOARD DEVELOPED COURSE

(ACCELERATED STUDENTS)

STAGE 6 2013 - 2014 HSC ASSESSMENT SCHEDULE



Term 1

Week 5

March 7

2014

Term 1

Weeks 9 - 11

March - April

2014

Term 2

Week 8

June 18

2014

Term 3

Weeks 3 - 5

July - August

Open Book Task HALF YEARLY EXAMINATION

Practical Task HSC TRIAL EXAMINATION

OUTCOMES

H2 H4 H5 H6 H7

OUTCOMES

P2 – P8

H2 H4 H5 H6 H7 H8

OUTCOMES

H2 - H9

OUTCOMES

P2 - P8

H2 - H9

Concepts Skills and Techniques

50% 7% 15% 8% 20%


50% 8% 15% 7% 20%

100% 15% 30% 15% 40%


AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to applications of calculus when solving simple problems with assistance.

choose and apply appropriate techniques to applications of calculus when solving simple problems.

choose and apply appropriate techniques to applications of calculus when solving familiar problems.

choose and apply appropriate techniques to applications of calculus when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to applications of calculus when solving complex problems.

Applications of calculus

choose and apply appropriate techniques to series and application when solving simple problems with assistance.

choose and apply appropriate techniques to series and application when solving simple problems.

choose and apply appropriate techniques to series and application when solving familiar problems.

choose and apply appropriate techniques to series and application when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to series and application when solving complex problems.

Series and application






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to applications of differentiation to solving simple problems with assistance.

choose and apply appropriate techniques to applications of differentiation to solving simple problems.

choose and apply appropriate techniques to applications of differentiation to solving familiar problems.

choose and apply appropriate techniques to applications of differentiation to solving familiar and unfamiliar problems.

choose and apply appropriate techniques to applications of differentiation to solving complex problems.

Applications of differentiation

choose and apply appropriate techniques to integration when solving simple problems with assistance.

choose and apply appropriate techniques to integration when solving simple problems.

choose and apply appropriate techniques to integration when solving familiar problems.

choose and apply appropriate techniques to integration when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to integration when solving complex problems.

Integration




complete most tasks using time and resource management skills.


Management



MATHEMATICS EXTENSION 1

1 UNIT BOARD DEVELOPED COURSE

(ACCELERATED STUDENTS) STAGE 6 2013 - 2014 HSC ASSESSMENT SCHEDULE



Term 1

Weeks 9 - 11

March - April

2014

Term 2

Week 5

May 30

2014

Term 3

Weeks 3 - 5

July - August

HALF YEARLY EXAMINATION

Practical Task HSC TRIAL EXAMINATION

OUTCOMES

PE2 PE3 PE 4 PE5 PE6

HE2 HE3 HE7

OUTCOMES

HE2 HE3 HE4 HE6 HE7

OUTCOMES

PE2 - PE6

HE2 - HE7

Concepts Skills and Techniques

50% 12% 13% 25%


50% 23% 12% 15%

100% 35% 25% 40%


AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to mathematical induction when solving simple problems with assistance.

choose and apply appropriate techniques to mathematical induction when solving simple problems.

choose and apply appropriate techniques to mathematical induction when solving familiar problems.

choose and apply appropriate techniques to mathematical induction when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to mathematical induction when solving complex problems.

Mathematical Induction

hoose and apply appropriate techniques to the binomial theorem when solving simple problems with assistance.

choose and apply appropriate techniques to the binomial theorem when solving simple problems.

choose and apply appropriate techniques to the binomial theorem when solving familiar problems.

choose and apply appropriate techniques to the binomial theorem when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to the binomial theorem when solving complex problems.

Binomial Theorem






Management



AchievementBasic

AchievementSound

AchievementHigh



choose and apply appropriate techniques to integration when solving simple problems with assistance.

choose and apply appropriate techniques to integration when solving simple problems.

choose and apply appropriate techniques to integration when solving familiar problems.

choose and apply appropriate techniques to integration when solving familiar and unfamiliar problems.

choose and apply appropriate techniques to integration when solving complex problems.

Integration

choose and apply appropriate differentiation techniques to solving simple problems with assistance.

choose and apply appropriate differentiation techniques to solving simple problems.

choose and apply appropriate differentiation techniques to solving familiar problems.

choose and apply appropriate differentiation techniques to solving familiar and unfamiliar problems.

choose and apply appropriate differentiation techniques to solving complex problems.

Application of differentiation





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

Management



MUSIC 1 2 UNIT



Term 1

Week 9

April 2

Event

DATE

Term 2

Week 3

May 14

Event

DATE

Term 2

Week 6

June 6

Progressive Assessment

DATE

Term 3

Week 5

August 13

Event

DATE

Term 3

Weeks 8-10

September

Performance

Aural

Composition

Assessment Due

Musicology

Assessment Prac


OUTCOMES

P1 P5 P9

OUTCOMES

P4 P6

OUTCOMES

P3 P4 P6 P7 P8

OUTCOMES

P2 P4 P5 P6 P7

OUTCOMES

P1 P4 P6 P9 P10 P11

Performance

25% 12% 13%

Composition

25% 25%

Musicology

25% 25%

Aural

25% 15% 10%

100% 12% 15% 25% 25% 23%

MU1 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate with guidance solo and ensemble performance techniques in popular music including some elementary stylistic interpretation.

demonstrate basic solo and ensemble performance techniques in popular music including examples from art music, jazz and contemporary popular styles displaying some stylistic interpretation.

demonstrate confident, competent solo and ensemble performance techniques in popular music including examples from art music, jazz and contemporary popular styles displaying some stylistic interpretation.

demonstrate confident, competent solo and ensemble performance techniques in popular music including examples from art music, jazz and contemporary popular styles displaying stylistic interpretation.

demonstrate confident, competent advanced solo and ensemble performance techniques in popular music including examples from art music, jazz and contemporary popular styles displaying characteristic stylistic interpretation.

Performance

demonstrate some aural and musicological understanding in musical examples studied and in relationship to the chosen repertoire.

demonstrate some developed aural and musicological understanding in musical examples studied and in relationship to the chosen repertoire.

demonstrate sound aural and musicological understanding in musical examples studied and in relationship to the chosen repertoire.

demonstrate thorough, detailed aural and musicological understanding in musical examples studied and in relationship to the chosen repertoire.

demonstrate comprehensive aural and musicological understanding displaying critical evaluation in the musical examples studied and in relationship to the chosen repertoire.

Aural/Musicology

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


complete some tasks independently by using time and resource management skills without direction.



Management


MU1 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate solo performance techniques including some elementary stylistic interpretation.

demonstrate basic solo performance techniques displaying some technical competence and stylistic interpretation.

demonstrate confident, competent solo performance techniques displaying some stylistic interpretation.

demonstrate confident, competent solo performance techniques displaying stylistic interpretation.

demonstrate confident, competent advanced solo performance techniques displaying characteristic stylistic interpretation.

Performance

write a composition demonstrating some understanding of scoring conventions and concepts of music and with guidance, provide some details of the creative process in a journal/log.

write a composition demonstrating basic understanding of scoring conventions and how to use concepts of music providing some details of the creative process in a journal/log.

write a stylistic composition demonstrating understanding of scoring conventions and how to use concepts of music providing some details of the creative process in a journal/log.

write an extended composition demonstrating detailed knowledge of scoring conventions and how to use the concepts of music providing details of the creative process including development of ideas, in a journal/log.

write an extended composition demonstrating comprehensive knowledge of scoring conventions and how to stylistically use the concepts of music providing details of the creative process including a convincing development of ideas, in a journal/log.

Composition

research and present in the form of a music viva some information on music from another culture.

research and present in the form of a music viva information on music from another culture displaying basic understanding of the music concepts.

research and present in the form of a music viva information on music from another culture displaying some understanding of the musical concepts.

research and present in the form of a music viva information on music from another culture which includes evaluation of the style and displays an understanding of the concepts.

research and present in the form of a music viva information on music from another culture which includes a critical evaluation of the style and a comprehensive understanding of the concepts.

Musicology

define some musical terminology in listening to musical concepts.

use correct terminology in listening to musical concepts.

aurally discriminate musical concepts and correct use of music terminology.

aurally discriminate musical concepts and detailed use of music terminology.

aurally analyse musical concepts with the use of complex music terminology.

Aural

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


complete some tasks using time and resource management skills without direction.

complete all tasks using effective time and resource management skills.

complete all tasks to an excellent standard using effective time and resource management skills.

Management



PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

2 UNIT



Term 1

Week 7

March 18

Due

DATE

Term 2

Week 5

May 29

Due

DATE

Term 3

Week 4

August 7

Due

DATE

Term 3

Weeks 8 – 10

September

Outdoor Recreation and First Aid Plan

Video Analysis Essay Preliminary Examination

OUTCOMES

P6 P10 P12 P14 P16

OUTCOMES

P7 P9 P16

OUTCOMES

P5 P6 P15 P16

OUTCOMES

P1 – P17

(Not P13)

Knowledge and understanding:

- the way the body moves

- Factors that affect health

40%

5%

5%

10%

20%

Skills in:

- Influencing personal and community health

- Taking action to improve participation and performance in physical activity

30%

10%

5%

5%

10%

Skills in critical thinking, research and analysis

30%

10%

10%

10%

100% 25% 20% 25% 30%

PHP Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline some applied anatomy and physiology principles with assistance.

describe some applied anatomy and physiology principles and apply some of these to movement contexts.

explain most applied anatomy and physiology principles and apply most of these to movement contexts.

analyse a variety of movements and apply most knowledge of anatomy and physiology principles to a variety of movement contexts to improve performance.

critically analyse a variety of movements and apply knowledge of anatomy and physiology principles to a wide variety of movement contexts to improve performance.

Knowledge and understanding - body in motion

outline outdoor recreation principles and first aid strategies relevant to some contexts and develop a plan to enhance participation in outdoor environments with assistance.

describe outdoor recreation principles and first aid strategies relevant to some contexts and develop plans to enhance participation in outdoor environments.

explain the suitability of outdoor recreation principles and first aid strategies relevant to most contexts and develop plans to enhance participation in outdoor environments.

assess the suitability of outdoor recreation principles and first aid strategies for a range of contexts and develop effective plans to enhance participation in outdoor environments.

critically assess the suitability of outdoor recreation principles and first aid strategies relevant for a range of contexts and develop highly effective plans to enhance participation in outdoor environments.

Knowledge and understanding - outdoor recreation

use some resources to form some opinions about health and physical activity concepts with assistance.

use some resources to form some opinions about health and physical activity concepts.

use some resources to form some conclusions about health and physical activity concepts.

utilise a range of resources to form conclusions about most health and physical activity concepts.

analyse a range of resources to form conclusions about health and physical activity concepts and apply these to a range of contexts.




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

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

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

Communicating ideas and information






Management


PHP Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



outline the different meanings given to health and physical activity concepts with assistance.

describe the different meanings given to health and physical activity concepts and explain how these meanings affect personal health.

explain the social construction of health and physical activity. Explain how these meanings affect personal health and identify some environmental factors that impact on individuals.

analyse the social construction of health and physical activity. Explain how these meanings affect personal health and identify most environmental factors that impact on individuals.

critically analyse the social construction of health and physical activity and examine the interrelationships between environmental factors and individual health behaviours.

Knowledge and understanding - better health for individuals

use some resources to form some opinions about health and physical activity concepts with assistance.

use some resources to form some opinions about health and physical activity concepts.

use some resources to form some conclusions about health and physical activity concepts.

utilise a range of resources to form conclusions about most health and physical activity concepts.

analyse a range of resources to form conclusions about health and physical activity concepts and apply these to a range of contexts.




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

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

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

Communicating ideas and information

identify some barriers to achieving good health and plan some appropriate strategies with assistance.

identify some barriers to achieving good health and plan some appropriate strategies.

identify some barriers to achieving good health and propose some novel solutions to overcome these.

articulate most barriers to achieving good health and propose novel solutions to overcome most of these.

clearly articulate barriers to achieving good health, propose novel solutions to overcome these and recommend strategies for future directions.

Solving problems






Management



PHOTOGRAPHY

VIDEO AND DIGITAL IMAGING

1 UNIT

CONTENT ENDORSED COURSE Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3


Terms 1

Photography

Fundamentals Practical - Event

Week 9 March 26

Photography

Fundamentals Theory - Event

Week 10 March 31

DATE

Terms 2 and 3

Design Elements

Practical – Task Due Term 2 Week 2 May 8

Lighting Techniques Research/Practical

Task Due

Term 3 Week 1 July 18

DATE

Term 3

Portraiture

Research/Practical Week 6

August 21

Tasks Due

OUTCOMES

M 1 – 6

OUTCOMES

CH 1 – 5

M 1 – 6

OUTCOMES

CH 1 – 5

M 1 – 6

Making 70% 20% 30% 20%

Critical Historical Study

30% 10% 10% 10%

100% 30% 40% 30%

PHO Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



articulate ideas and concepts where meaning registers at an elementary level.

articulate ideas and concepts confined to some aspects of the work. Meaning registers at a basic level.

articulate ideas and concepts showing some connections that are apt and coherent. Meanings register at some levels.

articulate ideas and concepts that are coherent and subtle in some aspects of the work. Meanings register at a number of levels.

articulate ideas and concepts that are elaborate in some aspects of the work. Meanings register at a number of levels.

Photographic practice - imagery

demonstrate elementary technical accomplishment.

demonstrate basic awareness of refinement with some technical understanding.

demonstrate technical proficiency with some refinement.

demonstrate technical sensitivity and some moderation and refinement.

demonstrate technical sensitivity, refinement and discrimination.

Photographic practice - technical ability

show completion of some tasks with assistance and limited documentation.

show completion of some tasks and exhibits basic documentation.

show completion of all work and exhibits sound documentation.

show evidence of involvement and completion of all tasks including all technical and personal documentation.

show evidence of involvement and completion of all tasks with a sustained level of interest including all technical and personal documentation.

Process and documentation






Management


PHO Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



articulate ideas and concepts where meaning registers at an elementary level.

articulate ideas and concepts confined to some aspects of the work. Meaning registers at a basic level.

articulate ideas and concepts showing some connections that are apt and coherent. Meanings register at some levels.

articulate ideas and concepts that are coherent and subtle in some aspects of the work. Meanings register at a number of levels.

articulate ideas and concepts that are elaborate in some aspects of the work. Meanings register at a number of levels.

Photographic practice - imagery

demonstrate elementary technical accomplishment.

demonstrate basic awareness of refinement with some technical understanding.

demonstrate technical proficiency with some refinement.

demonstrate technical sensitivity and some moderation and refinement.

demonstrate technical sensitivity, refinement and discrimination.

Photographic practice - technical ability

research with elementary understanding of interpretation and representation in photography practice.

research with some understanding of interpretation and representation in photographic practice.

research with a sound understanding of interpretation and representation in photographic practice.

research with a depth of understanding of interpretation and representation in photographic practice.

research with a mature and insightful understanding of interpretation and representation in photographic practice.

Critical - historical study - photography history






Management



BIOLOGY

2 UNIT



Term 1

Week 9

March 31

In Class

DATE

Term 2

Week 5

May 27

Hand In

DATE

Term 3

Week 5

August 11

Hand In

DATE

Term 3

Weeks 8 – 10

September

Practical Assessment

Field Report Research Task Preliminary Examination

OUTCOMES

P2 P5 P12 P14

OUTCOMES

P6 P7 P11 P15 P16

OUTCOMES

P1 P4 P10 P13 P14

OUTCOMES

P1 P2 P3 P4 P6 P8 P9 P10 P14


40% 5%

5% 10%

20%

Skills in planning and conducting first-hand investigations, communicating information based on these investigations

30%

10%

15%

5%

Skills in scientific thinking, problem-solving and in communicating understanding and conclusions

30%

10%

5%

5%

10%

100% 25% 25% 15% 35%

BIO Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology related to some areas of Biology. Demonstrate an elementary knowledge and understanding of the course content.

use simple definitions, terms, diagrams and graphs to communicate understanding of concepts. Demonstrate a basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms. Demonstrate a sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate a thorough knowledge and understanding of the course content using a number of examples.

present information clearly in written, graphical and diagrammatic forms to demonstrate extensive knowledge and understanding of the course content using a number of examples.


describe simple safety precautions in experimental procedures and follow a simple method individually and as part of a team.

describe safety precautions in experimental procedures and follow a given method adequately both individually and as part of a team.

describe the correct apparatus for a particular investigation and demonstrate an adequate understanding of experimental methodology. Record experiments as concise and accurate scientific reports proficiently working individually and in teams.

describe and justify appropriate experimental procedures and adapt given methods to new situations. Record experiments as concise and accurate scientific reports with quantitative results where appropriate. Work proficiently both individually and in teams.

demonstrate skills in design, implementation and evaluation of experimental procedures, addressing accuracy, reliability, safety and validity issues. Produce comprehensive scientific reports working individually and as part of a team.

Practical skills

manipulate biological data in an elementary manner.

carry out basic calculations on biological data and draw simple inferences from observations.

demonstrate sound skills to manipulate biological data identifying simple relationships and making generalisations. Apply biological concepts to solve problems in familiar situations.

analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information. Display competence in manipulating data to solve problems. Apply the concepts to unfamiliar situations.

apply critical thinking skills to develop solutions to problems. Analyse, evaluate and extrapolate data effectively, identify complex relationships, quantify explanations and descriptions and synthesise information to draw conclusions.

Problem solving






Management


BIO Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology related to some areas of Biology to demonstrate an elementary knowledge and understanding of the course content.

use basic definitions, terms, diagrams and graphs to communicate understanding of concepts to demonstrate a basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms to demonstrate a sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate a thorough knowledge and understanding of the course content, using a number of examples.

present information clearly in written, graphical and diagrammatic forms to demonstrate an extensive knowledge and understanding of the course content, using a number of relevant examples.


manipulate biological data in an elementary manner.

carry out basic calculations on biological data and draw basic inferences from observations.

demonstrate sound skills in manipulating biological data identifying simple relationships and making generalisations. Apply biological concepts to solve problems in familiar situations.

display competence in manipulating data to solve problems. Apply the concepts to unfamiliar situations. Analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information.

apply critical thinking skills to develop solutions to problems. Analyse, evaluate and extrapolate data effectively, identify complex relationships, quantify explanations and descriptions and synthesise information to draw conclusions.

Problem solving

locate and select elementary information and communicate it adequately in elementary scientific formats.

locate and select basic relevant information and communicate it adequately by using some appropriate terminology and basic scientific formats.

locate and select relevant information from a range of sources and communicate a sound understanding of concepts using some appropriate terminology and scientific formats.

locate relevant information from a variety of sources and effectively communicate a detailed understanding of concepts using appropriate terminology and scientific formats.

locate and synthesise relevant information from diverse and current sources and communicate ideas and concepts succinctly, logically and sequentially using a variety of scientific formats and appropriate terminology to display an excellent grasp of the content.

Research skills

participate in field trip activities and record simple data. Demonstrate a basic understanding of the concepts covered on the field trip.

collect simple data in the field and present it in various formats. Demonstrate a sound understanding of the concepts covered on the field trip.

collect quantitative and qualitative data in the field and present it in various formats. Draw simple inferences from the data. Demonstrate a sound understanding of the concepts covered on the field trip.

collect quantitative and qualitative data in the field and present it in various scientific formats. Process data to make inferences and identify relationships. Demonstrate a well developed understanding of the concepts covered on the field trip.

collect extensive quantitative and qualitative data in the field and present it in various scientific formats. Process data to make complex inferences and identify relationships. Demonstrate an excellent understanding of the concepts covered on the field trip.

Field trip






Management



CHEMISTRY

2 UNIT



Term 1

Week 8

March 18

Hand In

DATE

Term 2

Wk 1 SH: Apr 29

Wk1 AT: Apr 30

Event

DATE

Term 3

Week 3

July 29

Event

DATE

Term 3

Weeks 8 – 10

September

Model Making

Practical Assessment

Mole concept problem solving

quiz


OUTCOMES

P1 P2 P3 P6 P13

OUTCOMES

P2 P11 P12 P14 P15

OUTCOMES

P10 P13 P14

OUTCOMES

P1

P3 – P11

P14 P16


40% 15% 5% 5% 15%


30%

20%

10%


30%

10%

15%

5%

100% 25% 25% 20% 30%

CHE Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology and formulae related to some areas of chemistry. Demonstrate an elementary knowledge and understanding of the course content.

use simple definitions, terms, diagrams and graphs to communicate understanding of concepts. Demonstrate a basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms. Demonstrate a sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate a thorough knowledge and understanding of the course content using a number of examples with supporting equations.

present information clearly in written, graphical and diagrammatic forms to concisely demonstrate extensive knowledge and understanding of the course content using a number of examples with supporting equations.


describe simple safety precautions in experimental procedures and follow a basic method with assistance.

describe the correct apparatus for a particular investigation and follow a given method adequately both individually and as part of a team.


describe and justify appropriate experimental procedures and adapt given methods to new situations. Record experiments as concise and accurate scientific reports with quantitative results where appropriate. Work proficiently both individually and in teams.

demonstrate skills in design, implementation and evaluation of experimental procedures, addressing accuracy, reliability, safety and validity issues. Produce comprehensive scientific reports working individually and as part of a team.

Practical skills

recall elementary terminology and formulae related to some areas of Chemistry and make simple substitutions of data into chemical calculations.

substitute data from information given in written, tabular, graphical and diagrammatic form and manipulate basic chemical data including stoichiometry data.

demonstrate sound skills to carry out calculations and/or substitute into equations, using relevant symbols and units when manipulating chemical data including stoichiometric data, and construct balanced symbol equations.

display competence in manipulating equations to solve problems involving a number of steps. Apply the concepts to unfamiliar situations. Analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information.

apply critical thinking skills in developing solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate chemical data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.

Problem solving and application






Management


CHE Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary terminology related to some areas of Chemistry to demonstrate an elementary knowledge and understanding of the course content.

use basic definitions, terms, diagrams and graphs to communicate understanding of concepts to demonstrate a basic knowledge and understanding of the course content.

describe concepts and information clearly in written, graphical and diagrammatic forms to demonstrate a sound knowledge and understanding of the course content.

present information clearly in written, graphical and diagrammatic forms to demonstrate a thorough knowledge and understanding of the course content, using a number of examples.

present information clearly in written, graphical and diagrammatic forms to demonstrate an extensive knowledge and understanding of the course content, using a number of relevant examples.


recall elementary terminology and formulae related to some areas of Chemistry and make elementary substitutions of data into chemical calculations.

substitute data from information given in written, tabular graphical and diagrammatic form and manipulate basic chemical data including stoichiometry data.

demonstrate sound skills to carry out calculations and/or substitute into equations, using relevant symbols and units when manipulating chemical data including stoichiometric data, and construct balanced symbol equations.

display competence in manipulating equations to solve problems involving a number of steps. Apply the concepts to unfamiliar situations. Analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information.

apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate chemical data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.







Management



EARTH AND ENVIRONMENTAL SCIENCE 2 UNIT

BOARD DEVELOPED COURSE

Stage 6 - 2014 Preliminary Assessment Program COMPONENTS WEIGHTINGS TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 1

Week 8

March 28

Event

DATE

Term 2

Week 3

May 16

Due

DATE

Term 2

Week 7

June 13

Event

DATE

Term 3

Week 6

August 21

Due

DATE

Term 3

Weeks 8 – 10

September

Topic Test Field Report Practical

Practical Task Research Preliminary Examination

OUTCOMES

P1 P2 P5 P7 P11 P15

OUTCOMES

P6 P7 P9 P13 P14

OUTCOMES

P3 P4 P7 P10 P11 P12

P13 P14 P15

OUTCOMES

P4 P7 P8 P13 P14

OUTCOMES

P1 – P14


40% 8% 8% 8% 8% 8%

Practical

30% 5% 5% 5% 10% 5%

Problem Solving 30% 7% 2% 2% 2% 17%

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

EES Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge and understanding of the course content.

demonstrate a basic knowledge of the course content. and understanding of the course content including experimental work. Use simple definitions, terms and diagrams.

demonstrate a sound knowledge and understanding of the course content and experimental work and outline simple experimental procedures.

demonstrate a thorough knowledge and understanding of the course content, experiments and investigative techniques. Outline how such investigations should be carried out.

demonstrate extensive knowledge and understanding of content, key experiments and investigation techniques and explain clearly how such investigations are carried out.


locate and select basic information and communicate it adequately.

locate and select mostly relevant information and communicate it adequately.

demonstrate proficiency in locating and selecting relevant data from information given in tabular, written graphical and diagrammatic forms to communicate a sound understanding of concepts.


locate relevant information from diverse, current sources and use this to synthesise into their own work displaying an excellent grasp of the content. Communicate ideas succinctly, logically and sequentially using a variety of scientific formats.

Research skills

present some data on vegetation cover and water pollutants in a table and attempt an elementary explanation.

present some statistical data on vegetation cover and water pollutants which is partly discussed with basic significant research material included.

present statistical information on vegetation cover and water pollutants which is mostly correct and display some understanding of the significance of these. Show evidence of original research relevant to the data.

present statistical information on vegetation cover and water pollutants in the correct format. Correctly discuss and interpret this data including a summary of relevant research material.

present and analyse statistics on vegetation cover and water pollutants and interpret the significance of these. Arrive at valid conclusions as to the source of introduced plants. Include a summary of relevant primary research material sourced from the internet.

Field report






Management


EES Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate an elementary knowledge of the course content with assistance to complete experimental work.

demonstrate a basic knowledge of the course content and use simple terms and diagrams to explain experimental work.

demonstrate a sound knowledge of course content and outline key experimental techniques.

demonstrate a thorough knowledge and understanding of course content and explain key experimental techniques.

demonstrate extensive knowledge and understanding of course content and key experimental techniques.


use the water testing equipment with assistance.

record some aspects of water quality using basic water quality equipment.

record all aspects of water quality using basic water quality equipment.

correctly test and record all aspects of water quality using chemical and biological testing equipment.

accurately test and record all aspects of water quality using chemical and biological testing equipment. Derive a conclusion as to overall water quality.

Practical skills

find web sites and extract useful information with assistance.

collect and use data from the web and arrive at a basic understanding.

source information from at least one location and mark this on a palaeo-geographic map.

use the web to source most of the information required to construct a palaeo-geographic map.

successfully research the web, sourcing correct palaeo-geographic information from several sites. Correctly use and interpret that information.


locate and select elementary information and communicate it adequately in elementary scientific formats.

locate and select basic relevant information and communicate it adequately by using some appropriate terminology and basic scientific formats.



locate and synthesise relevant information from diverse and current sources and communicate ideas and concepts succinctly, logically and sequentially using a variety of scientific formats and appropriate terminology to display an excellent grasp of the content.

Research skills






Management



PHYSICS

2 UNIT




Term 1

Week 8

March 28

Due

DATE

Term 2

Week 8

June 16

Due

DATE

Term 3

Week 7

August 26

Event

DATE

Term 3

Weeks 8 - 10

September

Open-ended Investigation

Research Task Practical Investigation


OUTCOMES

P2 P6 P7 P11 P12 P13 P14

P15

OUTCOMES

P1 P3 P4 P5 P7 P8

OUTCOMES

P2 P3 P4 P5 P8 P12 P14

OUTCOMES

P1 P3

P6 P7 P8 P9 P10 P12 P14


40% 5% 15% 20%


30%

10%

5%

10%

5%


30%

10%

15%

5%

100% 25% 20% 25% 30%

PHY Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the course content. Recall elementary terminology and formulae related to some areas of Physics.

demonstrate a basic knowledge and understanding of the course content. Use simple definitions, terms, diagrams and graphs to communicate understanding of concepts.

demonstrate a sound knowledge and understanding of the course content. Describe concepts and information clearly in written, graphical and diagrammatic form.

present information clearly in written, graphical and diagrammatic form to demonstrate a thorough knowledge and understanding of the course content, using a number of examples.

present information clearly in written, graphical and diagrammatic form to concisely demonstrate an extensive knowledge and understanding of the course content, using a number of examples.


locate and select basic information and communicate it adequately in simple scientific formats.

locate and select mostly relevant information and communicate it adequately by using some appropriate terminology and simple scientific formats.



locate and synthesise relevant information from diverse and current sources. Communicate ideas and concepts succinctly, logically and sequentially using a variety of scientific formats and appropriate terminology to display an excellent grasp of the content.

Practical skills

recall elementary terminology and formulae related to some areas of Physics. Make simple substitutions of data into calculations.

substitute data from information given in written, tabular graphical and diagrammatic forms and manipulate basic physics data.

carry out calculations and/or substitute into equations, using relevant symbols and units when manipulating data.

analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information. Display competence in manipulating equations to solve problems involving a number of steps. Apply the concepts to unfamiliar situations.

apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.







Management


PHY Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



demonstrate elementary knowledge and understanding of the course content. Recall elementary terminology and formulae related to some areas of Physics.

demonstrate a basic knowledge and understanding of the course content. Use simple definitions, terms, labelled diagrams and graphs to communicate understanding of concepts.

demonstrate a sound knowledge and understanding of the course content. Describe concepts and information clearly in written, graphical and diagrammatic form.

present information clearly in written, graphical and diagrammatic form to demonstrate a thorough knowledge and understanding of the course content, using a number of examples.

present information clearly in written, graphical and diagrammatic form to concisely demonstrate an extensive knowledge and understanding of the course content, using a number of examples.

knowledge and understanding

recall elementary terminology and formulae related to some areas of Physics. Make simple substitutions of data into equations.

substitute data from information given in written, tabular, graphical and diagrammatic form and manipulate basic Physics' data. Identify the correct formulae for the appropriate situation.

carry out calculations and/or substitute into the correct equations. Use relevant symbols and units when manipulating data.

analyse information given in written, tabular, graphical and diagrammatic forms and relate this to other relevant information. Display competence in manipulating equations to solve problems involving a number of steps. Apply the concepts to unfamiliar situations.

apply critical thinking skills to develop solutions to problems involving a long sequence of related tasks. Analyse, evaluate and extrapolate data effectively, identifying complex relationships, quantifying explanations and descriptions and synthesising information to draw conclusions.


describe simple safety precautions in experimental procedures and follow a simple method individually and as part of a team.

describe safety precautions in experimental procedures and follow a given method adequately both individually and as part of a team.


describe and justify appropriate experimental procedures and adapt given methods to new situations. Record experiments as concise and accurate scientific reports with quantitative results where appropriate. Work proficiently individually and in teams.

demonstrate the ability to design, implement and evaluate experimental procedures, addressing accuracy, reliability, safety and validity issues. Produce comprehensive scientific reports working individually and as part of a team.

Practical Skills

locate and select basic information and communicate it adequately in simple scientific formats.

locate and select mostly relevant information and communicate it adequately by using some appropriate terminology and simple scientific formats.



locate and synthesise relevant information from diverse and current sources. Communicate ideas and concepts succinctly, logically and sequentially using a variety of scientific formats and appropriate terminology to display an excellent grasp of the content.

Research skills






Management



TEXTILES & DESIGN 2 UNIT



Term 1

Week 6

March 11

Hand In

DATE

Term 2

Week 6

June 5

Hand In

DATE

Term 3

Week 9

August 27

Hand In

DATE

Term 3

Weeks 8 – 10

September

Experimental Folio and Mini Project

Preliminary Textile

Project 1

Preliminary Textile

Project 2


OUTCOMES

P2.1 P2.2 P2.3 P4.1

OUTCOMES

P1.1 P1.2 P2.1 P2.2 P2.3 P3.2

P4.1

OUTCOMES

P2.1 P2.2 P2.3 P3.1 P3.2 P4.1

OUTCOMES

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

P5.2 P6.1

Knowledge and understanding of textiles and the textile industry

50%

10%

10%

10%

20%

Skills in design, manipulation, experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technologies

50%

10%

15%

15%

10%

100% 20% 25% 25% 30%

TD2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall some simple knowledge of textile concepts.

show basic understanding of textile design and production.

demonstrate sound knowledge and understanding of textile design and production.

demonstrate a thorough knowledge and understanding of textile design and production.

demonstrate an extensive knowledge and understanding of textile design and production.


communicate ideas and information using simple terminology.

communicate ideas and information using simple diagrams and text.

communicate ideas and information in adequate written, visual and graphic forms.

communicate ideas and information clearly in written, visual and graphic forms.

communicate ideas and information clearly and comprehensively in written, visual and graphic forms.

Communication

demonstrate simple skills in various design projects.

demonstrate basic skills in various design projects.

demonstrate skill and competence in various design projects.

demonstrate skill and proficiency in various design projects.

demonstrate skill and expertise in various design projects.

Design skills

develop and modify design ideas in a simple manner.

develop and modify design ideas in a basic manner.

develop and modify creative design ideas and projects.

develop and evaluate appropriate design ideas and projects.

develop and evaluate aesthetically pleasing functional design ideas and projects.

Design application

select and use fibres, fabrics and techniques in a simple manner.

select and use fibres, fabrics and techniques for specific use.

select, discuss and use fibres, yarns, fabrics and techniques for specific use.

select and justify fibres, yarns, fabrics and techniques for specific usage.

select and extensively justify fibres, yarns, fabrics and techniques for specific usage.

Manufacturing techniques






Management


TD2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



recall elementary textile concepts, processes, properties and performance.

show basic understanding of textile design, production, properties and performance.

demonstrate sound knowledge and understanding of textile design, production, properties and performance.

demonstrate a thorough knowledge and understanding of textile design, production, properties and performance.

demonstrate an extensive knowledge and understanding of textile design, production, properties and performance.

Knowledge and understanding - Properties and Performance

recall elementary facts about the Textiles, Clothing, Footwear and Allied Industry.

show basic understanding of the Textiles, Clothing, Footwear and Allied Industry.

demonstrate sound knowledge and understanding of the Textiles, Clothing, Footwear and Allied Industry.

demonstrate thorough knowledge and understanding of the Textiles, Clothing, Footwear and Allied Industry.

demonstrate an extensive knowledge and understanding of the Textiles, Clothing, Footwear and Allied Industry.

Knowledge and understanding - Textile Industry

communicate ideas and information using simple terminology.

communicate ideas and information using simple diagrams and text.

communicate ideas and information in adequate written, visual and graphic forms.

communicate ideas and information clearly in written, visual and graphic forms.

communicate ideas and information clearly and comprehensively in written, visual and graphic forms.

Communication

demonstrate simple skills in various design projects.

demonstrate basic skills in various design projects.

demonstrate skill and competence in various design projects.

demonstrate skill and proficiency in various design projects.

demonstrate skill and expertise in various design projects.

Design skills

develop and modify design ideas in a simple manner.

develop and modify design ideas in a basic manner.

develop and modify creative design ideas and projects.

develop and evaluate appropriate design ideas and projects.

develop and evaluate aesthetically pleasing functional design ideas and projects.

Design application

select and use fibres, fabrics and techniques in a simple manner.

select and use fibres, fabrics and techniques for specific use.

select, discuss and use fibres, yarns, fabrics and techniques for specific use.

select and justify fibres, yarns, fabrics and techniques for specific usage.

select and extensively justify fibres, yarns, fabrics and techniques for specific usage.

Manufacturing techniques






Management



VISUAL ARTS 2 UNIT



Term 1 Week 10 April 7

1a) Sculpture Drawing

Term 2 Week 8 June 16

1b) Paintings

Due

DATE

Term 2

Week 2

May 9

Due

DATE

Term 3

Week 3

July 30

Due

DATE

Term 3 Week 7

August 18 4a) Printmaking

Term 3 Week 7

August 18 4b) VAPD

Due

DATE

Term 3

Weeks 8-10

September

Practical Written Task Written Task Process - VAPD

Printmaking - Product


OUTCOMES

P7 P8

OUTCOMES

P7 P8 P10

OUTCOMES

P1 – P6

OUTCOMES

P1 – P6

OUTCOMES

P7 – P10

Art History and Art Criticism

50% 15% 15% 20%

Artmaking

50% 20% 30%

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

VA2 Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



represent ideas in elementary ways with a limited selection of materials.

articulate ideas and concepts to some degree and display some technical skill.

articulate ideas and concepts with some coherence and some technical proficiency.

articulate ideas and concepts with coherence and demonstrate technical sensitivity.

articulate ideas and concepts that are subtle and sustained and display technical sensitivity, refinement and discrimination.

Artmaking

demonstrate some reference to artistic practice, the conceptual framework and the frames that shows some reference to the ways in which ideas, subject matter and materials can be presented.

demonstrate some understanding of artistic practice, the conceptual framework and the frames that shows an awareness that different meanings are possible in the visual arts.

demonstrate a sound understanding of artistic practice, the conceptual framework and the frames that shows a knowledge of the relationships sustained at a number of levels by makers, audience and artwork.

demonstrate a developed understanding and engagement with artistic practice, the conceptual framework and the frames that shows sustained knowledge of the relationships within and between agencies and interpretive frameworks in the art world.

demonstrate a highly developed understanding and sustained engagement with artistic practice, the conceptual framework and the frames that shows knowledge of complex and subtle relationships within and between agencies and interpretive frameworks in the art world.

Art history - art criticism






Management


VA2 Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh



represent ideas in elementary ways with a limited selection of materials.

articulate ideas and concepts to some degree and display some technical skill.

articulate ideas and concepts with some coherence and some technical proficiency.

articulate ideas and concepts with coherence and demonstrate technical sensitivity.

articulate ideas and concepts that are subtle and sustained and display technical sensitivity, refinement and discrimination.

Artmaking

demonstrate some reference to artistic practice, the conceptual framework and the frames that shows some reference to the ways in which ideas, subject matter and materials can be presented.

demonstrate some understanding of artistic practice, the conceptual framework and the frames that shows an awareness that different meanings are possible in the visual arts.

demonstrate a sound understanding of artistic practice, the conceptual framework and the frames that shows a knowledge of the relationships sustained at a number of levels by makers, audience and artwork.

demonstrate a developed understanding and engagement with artistic practice, the conceptual framework and the frames that shows sustained knowledge of the relationships within and between agencies and interpretive frameworks in the art world.

demonstrate a highly developed understanding and sustained engagement with artistic practice, the conceptual framework and the frames that shows knowledge of complex and subtle relationships within and between agencies and interpretive frameworks in the art world.

Art history - Art criticism






Management



VOCATIONAL EDUCATION AND TRAINING (VET) COURSES

VET CURRICULUM FRAMEWORKS In 2014, four 2-unit Vocational Courses are available to Year 11 students at Cerdon College:

• Business Services

• Entertainment

• Hospitality – Commercial Cookery

• Hospitality – Food and Beverage Work placement Work Placement (70 hours) is mandatory for each course undertaken for study. Students not completing a work placement will not have fulfilled their HSC requirements . The completion of work placement hours will be recorded with the VET Cluster Coordinator and Board of Studies. Where it appears that a student is in danger of not meeting this requirement, she will be advised in writing, with sufficient time to redress the situation.

Work placement allows the student to apply the theory and practical skills learnt in class. Some competencies may be assessed in the workplace. Students will be offered placements in the Sydney metropolitan area, provided by our structured work place learning agency South West Connect. Students are required to accept the place offered. Recognition of Prior Learning Students can use their current casual employment for work placement if it is directly related to the subject. An ‘Application for Recognition of Prior Learning’ must be obtained from their VET teacher and completed by the student and their employer. The VET Cluster Coordinator will assess the application and students will be informed as to the success of their application. Assessment Assessment occurs at the school level where students are assessed against the units of competency outlined in the syllabus. A unit of competency outlines what a competent worker can do in the workplace. Elements of competency break down the units into smaller tasks. All elements of a unit of competency must be completed before the student is deemed to have satisfactorily achieved the competency. Competencies are the application of skills and knowledge to workplace tasks or functions and therefore combine both theory and practical skills. Competencies also embody the ability to transfer and apply skills and knowledge to new situations and environments and include problem solving. Each student’s progress of competency achievement is recorded on a regular basis throughout the course and maintained in the VET teacher’s Competency Register. At specific times throughout the Preliminary and HSC year the student’s competency achievement is also recorded by the VET Cluster Coordinator online with the Board of Studies. Adequate notice (at least two weeks) will be provided to students about each formal assessment event. It must also be noted that assessment of competency is an on-going process, and might occur when the individual student is deemed ready. Where necessary, students will be provided three attempts to demonstrate competency on any one task.


Qualifications Students completing Vocational HSC courses will receive the following recognition:

• The course is recorded on the HSC Record of Achievement

• All units of competency and/or elements of competency achieved are reported in the Competency Register and online with the Board of Studies.

• The student will receive an AQF Certificate or Statement of Attainment from the Board of Studies listing competencies achieved. Competency Based Assessment Students in VET courses must assume that they are being constantly assessed in both formal and informal contexts. VET subjects are assessed on a continuous basis. The techniques used for collecting evidence of competency may include:

• workplace performance • a project

• role play/simulation • written exercises

• oral questioning • oral presentations

• tests or examinations • finished product

• demonstration of specific skills/knowledge • practical tasks

Remember: In competency based assessments you are either competent or not yet competent . Students in need of further training can ask to be re-assessed but such re-assessment must consider deadlines for internal and external reporting. Standards Referenced Assessment Students studying VET courses can choose to sit the HSC Examination and may have one VET course mark counted towards their ATAR. The external HSC examination for VET Curriculum Framework courses is optional. Students wishing to include their VET marks in the calculation of their ATAR must sit the HSC examination. All students will be entered with the Board of Studies to sit the examination. Those choosing NOT to sit the HSC examination will be required to complete a “Request to Withdraw for HSC VET Examination” form during the latter half of Year 12. School Based Standards Referenced Assessment Throughout the Preliminary and HSC components of the VET course, students will complete three compulsory standards referenced examination tasks. They will provide valuable opportunities to develop HSC examination techniques and information and feedback to the student on the progress and depth of their understanding of the course content. The examinations also facilitate the calculation of the mandatory estimate mark provided to the Board of Studies during Year 12. The examination tasks are scheduled at the following times:

Task Task Type Timing Weighting

Task 1 Preliminary Examination Term 3, Weeks 8-10, 2014 20%

Task 2 HSC Mid Course Examination Term 1, Weeks 9-10, 2015 30%

Task 3 Trial HSC Examination Term 3, Weeks 3 - 5, 2015 50%


Appeals If you disagree with the outcome of an assessment because you believe that you have met the standards for performance (benchmarks), you have the right to appeal. You must ask for a review as soon as possible after receiving your result. You should take the following steps:

1. Speak to the teacher who assessed your work.

2. If you are not satisfied with your discussion with the teacher then make an appointment to speak to the VET Cluster Coordinator.

3. The VET Cluster Coordinator will discuss your concerns with you.

4. A joint meeting will be arranged between you, the teacher and the VET Cluster Coordinator so that your concerns and those of the teacher can be addressed.

The result of this meeting may be:

1. A revised assessment by the teacher.

2. A new assessment task for part of the disputed task.

3. A full assessment task to be completed in place of the disputed task.


BUSINESS SERVICES The Business Services Curriculum Framework has been developed to provide students with entry level vocational qualifications. This is achieved through a training package set by the Australian Qualifications Framework (AQF). Students who achieve competencies receive either a Statement of Attainment or the full Certificate II (BSB20112) on completion of their studies. The Business Services Curriculum Framework also provides students with 2 Units towards their HSC credentials and will be considered for their Australian Tertiary Admission Rank (ATAR). It must be remembered that only one VET course can be included for a student’s ATAR. The 240 hour course is based on 9 core units of competency and a selection of elective competencies. You must attempt all the units of competency below and complete a minimum of 70 hours of work placement. Examination Students will complete a 2 hour written examination paper for their end of Preliminary course assessment. The following core competencies may be assessed:

Unit Code Core Units HSC Indicative Hours

BSBCMN201A Communicate in the workplace. 15

BSBCUS201B Deliver a service to customers. 15

BSBIND201A Work effectively in a business environment. 20

BSBINM201A Process and maintain workplace information. 20

BSBWHS201A Contribute to health and safety of self and others. 15

BSBSUS201A Participate in environmentally sustainable work practices. 15

BSBWOR202A Organise and complete daily work activities. 15

BSBWOR203B Work effectively with others. 15

BSBWOR204A Use business technology. 15

Elective units

Unit code Unit title

BSBITU201A Produce simple word processed documents. 20

BSBITU202A Create and use spreadsheets. 20

BSBITU303A Design and produce text documents. 25

BSBITU304A Produce spreadsheets 20

BSBADM311A Maintain business resources 15

BSBFLM303C Contribute to effective workplace relationships 25

BSBFLM312C Contribute to team effectiveness 15

BSBINM301A Organise Workplace information 20

Students will also undertake ongoing assessments in the five elective units.

BSA Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



Not yet attempted Developing CompetentCommunicate in the workplace

Not yet attempted Developing CompetentDeliver a service to customers

Not yet attempted Developing CompetentWork effectively in a business environment

Not yet attempted Developing CompetentProcess and maintain workplace information

Not yet attempted Developing CompetentContribute to health and safety of self and others

Not yet attempted Developing CompetentParticipate in environmentally sustainable work practices

Not yet attempted Developing CompetentOrganise and complete daily work activities

Not yet attempted Developing CompetentWork effectively with others

Not yet attempted Developing CompetentUse business technology

Not yet attempted Developing CompetentProduce simple word processed documents

Not yet attempted Developing CompetentCreate and use spreadsheets

Not yet attempted Developing CompetentDesign and produce text documents

Not yet attempted Developing CompetentProduce spreadsheets

Not yet attempted Developing CompetentMaintain business resources

Not yet attempted Developing CompetentContribute to effective workplace relationships

Not yet attempted Developing CompetentContribute to team effectiveness

Not yet attempted Developing CompetentOrganise Workplace information


BSA Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




Not yet attempted Developing CompetentDeliver a service to customers

Not yet attempted Developing CompetentWork effectively in a business environment

Not yet attempted Developing CompetentProcess and maintain workplace information

Not yet attempted Developing CompetentContribute to health and safety of self and others


Not yet attempted Developing CompetentOrganise and complete daily work activities


Not yet attempted Developing CompetentUse business technology

Not yet attempted Developing CompetentProduce simple word processed documents

Not yet attempted Developing CompetentCreate and use spreadsheets

Not yet attempted Developing CompetentDesign and produce text documents

Not yet attempted Developing CompetentProduce spreadsheets

Not yet attempted Developing CompetentMaintain business resources

Not yet attempted Developing CompetentContribute to effective workplace relationships

Not yet attempted Developing CompetentContribute to team effectiveness

Not yet attempted Developing CompetentOrganise Workplace information



ENTERTAINMENT The Entertainment Curriculum Framework has been developed to provide students with entry level vocational qualifications and the opportunity to gain a range of general skills and knowledge suitable for entry to employment in the live production, theatre and events industries. This is achieved through a training package set by the Australian Qualifications Framework (AQF). Students who achieve competencies receive either a Statement of Attainment or the full Certificate III (CUE30203) on completion of their studies. The Entertainment Curriculum Framework also provides students with 2 Units towards their HSC credentials and will be considered for their Australian Tertiary Admission Rank (ATAR). It must be remembered that only one VET course can be included for a student’s ATAR. Students must attempt: � ALL compulsory units of competency � A selection of units of competency to a minimum value of 100 indicative hours from the elective units. � A minimum of 70 hours mandatory work placement. Examination Students will complete a 2 hour written Preliminary examination. The following core competencies may be assessed in the examination as well as a selection from elective units.

Compulsory Units of Competency

Unit Code Unit Title

BSBCMM201A Communicate in the workplace

BSBOHS201A Participate in OHS processes

CUEAUD06B Apply a general knowledge of vision systems to work activities

CUECOR01C Manage own work and learning

CUECOR02C Work with others

CUECOR03B Provide quality service to customers

CUECOR04B Deal with conflict and resolve complaints

CUEIND01D Source and apply entertainment industry knowledge

CUESOU07B Apply a general knowledge of audio to work activities

CUESTA05C Apply a general knowledge of staging to work activities

CUFLGT101A Apply a general knowledge of lighting to work activities

Elective Units

Unit Code Unit Title

HLTFA301B Apply first aid.

BSBDIV301A Work effectively with diversity.

CUFLGT302A Record and operate standard lighting cues.

CUFLGT303A Install and operate follow spots

CUETGE15B Handle physical elements safely during bump in/bump out

CUESTA02C Operate staging elements

MEM18001C Use hand tools

ENT Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh




Not yet attempted Developing CompetentParticipate in OHS processes

Not yet attempted Developing CompetentApply a general knowledge of vision systems to work activities

Not yet attempted Developing CompetentManage own work and learning

Not yet attempted Developing CompetentWork with others

Not yet attempted Developing CompetentProvide quality service to customers

Not yet attempted Developing CompetentDeal with conflict and resolve complaints

Not yet attempted Developing CompetentSource and apply entertainment industry knowledge

Not yet attempted Developing CompetentApply a general knowledge of audio to work activities

Not yet attempted Developing CompetentApply a general knowledge of staging to work activities

Not yet attempted Developing CompetentApply a general knowledge of lighting to work activities

Not yet attempted Developing CompetentApply first aid

Not yet attempted Developing CompetentWork effectively with diversity

Not yet attempted Developing CompetentRecord and operate standard lighting cues

Not yet attempted Developing CompetentInstall and operate follow spots

Not yet attempted Developing CompetentHandle physical elements safely during bump in/bump out

Not yet attempted Developing CompetentOperate staging elements

Not yet attempted Developing CompetentUse hand tools


ENT Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh




Not yet attempted Developing CompetentParticipate in OHS processes

Not yet attempted Developing CompetentApply a general knowledge of vision systems to work activities

Not yet attempted Developing CompetentManage own work and learning

Not yet attempted Developing CompetentWork with others

Not yet attempted Developing CompetentProvide quality service to customers

Not yet attempted Developing CompetentDeal with conflict and resolve complaints

Not yet attempted Developing CompetentSource and apply entertainment industry knowledge

Not yet attempted Developing CompetentApply a general knowledge of audio to work activities

Not yet attempted Developing CompetentApply a general knowledge of staging to work activities

Not yet attempted Developing CompetentApply a general knowledge of lighting to work activities

Not yet attempted Developing CompetentApply first aid

Not yet attempted Developing CompetentWork effectively with diversity

Not yet attempted Developing CompetentRecord and operate standard lighting cues

Not yet attempted Developing CompetentInstall and operate follow spots

Not yet attempted Developing CompetentHandle physical elements safely during bump in/bump out

Not yet attempted Developing CompetentOperate staging elements

Not yet attempted Developing CompetentUse hand tools



HOSPITALITY COMMERCIAL COOKERY STRAND

The Hospitality Curriculum Framework has been developed to provide students with entry level vocational qualifications and the opportunity to gain a range of practical skills and knowledge suitable for entry to employment in the hospitality industry. This is achieved through a training package set by the Australian Qualifications Framework (AQF). Students who achieve competencies will receive a Statement of Attainment Certificate II in Kitchen Operations (SIT20312). The Hospitality Curriculum Framework also provides students with 2 Units towards their HSC credentials and will be considered for their Australian Tertiary Admission Rank (ATAR). It must be remembered that only one VET course can be included for a student’s ATAR. Students will be assessed against the units of competency outlined in the syllabus. Where appropriate assessment events may combine skills and knowledge across units and elements of competency to ensure cost effective integrated assessment which allows students to demonstrate the required level of performance. Examination Students will complete a 2 hour written Preliminary examination. The following core Competencies may be assessed in the examination as well as a selection from elective units.

Mandatory Units of Competency


SITHIND201 Source and use information on the hospitality industry

BSBWOR203B Work effectively with others

SITXWHS101 Participate in safe work practices

SITXFSA101 Use hygienic practices for food safety

Compulsory Units of Commercial Cookery


SITHCCC101 Use food preparation equipment

SITHKOP101 Clean kitchen premises and equipment

SITHCCC201 Produce dishes using basic methods of cookery

SITXFSA201 Participate in safe food handling practices

Elective units


SITHCCC007A Prepare sandwiches

SITHCCC202 Produce appetisers and salads

SITHCCC207 Use cookery skills effectively

BSBSUS201A Participate in Environmentally sustainable work practices

SITHCCC102 Prepare simple dishes

SITXINV202 Maintain the quality of perishable items

HLTAID003 Provide First Aid


NOTE The end of the Preliminary Examination will comprise many of the above units. These will also be used to assess elements of competency.

Task Module 1 Safety and Hygiene Type of Task

SITXWHS101 Participate in safe work practices (15 hours) T B A 1

SITXFSA101 Use hygienic practices for food safety (10 hours) T B A

Task Module 2 Kitchen Skills 1 Type of Task

SITHCCC101 Use food preparation equipment (20 hours)

SITHCCC102 Prepare simple dishes (20 hours)

SITXINV202 Maintain the quality of perishable items (5 hours)

2

SITHKOP101 Clean kitchen premises and equipment (10 hours)

T B A

Task Module 3 Kitchen Skills 2 Type of Task

SITHCCC103 Prepare sandwiches (10 hours)

SITHCCC202 Produce appetisers and salads (25 hours)

3

SITXFSA201 Participate in safe food handling practices (15 hours)

T B A

Workplacement 1 and 2 Semester 2 Examination

HCC Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh



Not yet attempted Developing CompetentSource and use information on the hospitality industry


Not yet attempted Developing CompetentParticipate in safe work practices

Not yet attempted Developing CompetentUse hygienic practices for food safety

Not yet attempted Developing CompetentUse food preparation equipment

Not yet attempted Developing CompetentClean kitchen premises and equipment

Not yet attempted Developing CompetentProduce dishes using basic methods of cookery

Not yet attempted Developing CompetentParticipate in safe food handling practices

Not yet attempted Developing CompetentPrepare sandwiches

Not yet attempted Developing CompetentProduce appetisers and salads

Not yet attempted Developing CompetentUse cookery skills effectively

Not yet attempted Developing CompetentParticipate in Environmentally sustainable work practices

Not yet attempted Developing CompetentPrepare simple dishes

Not yet attempted Developing CompetentMaintain the quality of perishable items

Not yet attempted Developing CompetentProvide First Aid


HCC Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh








Not yet attempted Developing CompetentClean kitchen premises and equipment

Not yet attempted Developing CompetentProduce dishes using basic methods of cookery



Not yet attempted Developing CompetentProduce appetisers and salads

Not yet attempted Developing CompetentUse cookery skills effectively

Not yet attempted Developing CompetentParticipate in Environmentally sustainable work practices

Not yet attempted Developing CompetentPrepare simple dishes

Not yet attempted Developing CompetentMaintain the quality of perishable items

Not yet attempted Developing CompetentProvide First Aid



HOSPITALITY 2 UNIT

FOOD AND BEVERAGE Students will be assessed against the units of competency outlined in the syllabus. Where appropriate assessment events may combine skills and knowledge across units and elements of competency to ensure cost effective integrated assessment which allows students to demonstrate the required level of performance.

Mandatory Units of Competency


SITXFSA101 Use hygienic practices for food safety

SITXWHS101 Participate in safe work practices

BSBWOR203B Work effectively with others

SITHIND201 Source and use information on the hospitality industry

Compulsory Units of Food and Beverage


SITHFAB203 Prepare and serve non-alcoholic beverages

SITHFAB204 Prepare and serve espresso coffee

SITHFAB206 Serve food and beverage

SITXCCS202 Interact with customers

Elective units


SITHCCC101 Use food preparation equipment

SITHCCC103 Prepare sandwiches

SITXFSA201 Participate in safe food handling practices

SITHACS101 Clean premises and equipment

SITHIND202 Use hospitality skills effectively

SITXCOM201 Show social and cultural sensitivity

BSBSUS201A Participate in environmentally sustainable work practices


NOTE

The Preliminary Examination will comprise most of the above units.

These will also be used to assess elements of competency.

Assessment Tasks:

• Module 1 Safety and Hygiene

• Module 2 Kitchen Basics

• Module 3 Café Operations

• Preliminary Examination

• Workplacement 1 and 2

• Participation in College Coffee Shop

• Participation in school based functions

HFB Criteria for Year 11 Semester 1Elementary

AchievementBasic

AchievementSound

AchievementHigh







Not yet attempted Developing CompetentPrepare and serve non-alcoholic beverages

Not yet attempted Developing CompetentPrepare and serve espresso coffee

Not yet attempted Developing CompetentServe food and beverage

Not yet attempted Developing CompetentInteract with customers




Not yet attempted Developing CompetentClean premises and equipment

Not yet attempted Developing CompetentUse hospitality skills effectively

Not yet attempted Developing CompetentShow social and cultural sensitivity



HFB Criteria for Year 11 Semester 2Elementary

AchievementBasic

AchievementSound

AchievementHigh







Not yet attempted Developing CompetentPrepare and serve non-alcoholic beverages

Not yet attempted Developing CompetentPrepare and serve espresso coffee

Not yet attempted Developing CompetentServe food and beverage

Not yet attempted Developing CompetentInteract with customers




Not yet attempted Developing CompetentClean premises and equipment

Not yet attempted Developing CompetentUse hospitality skills effectively

Not yet attempted Developing CompetentShow social and cultural sensitivity




WORK PLACEMENT Students undertaking VET Industry Curriculum Framework courses (Business Services, Entertainment and Hospitality) should note that work placement is a COMPULSORY component of their course. A mandatory 70 hours of work placement is the HSC requirement for all VET courses. Students at Cerdon College will complete 2 placements in 2013, the first being towards the end of Term 2, the second at the beginning of Term 4. Work placement allows the student to apply the theory and practical skills learnt in class. Some competencies may be assessed in the workplace. Failure to complete the work placement component of their VET course will result in the student receiving an ‘N’ (unsatisfactory) award for that subject. Students will be offered placements in the Sydney Metropolitan area as provided by South West Connect. Students are required to accept the place offered. It should be noted that Entertainment work placement opportunities may arise at times outside those stipulated above and students must accept these opportunities to ensure they meet their HSC requirements. Students and parents are reminded that work placement hours are industry hours (not school hours) which may require early morning, evening or weekend attendance. Students will complete their work placement during the nominated time outlined above. Wherever possible, their VET teacher will visit them and speak with their employer at some stage during their placement, as part of the work placement assessment. Being on work placement is not an excuse for missing or being late to hand in a ‘take home’ assessment task. Work placement dates are known well in advance, students need to ensure they have made any necessary arrangements. Students must make alternative arrangements with their teacher if any ‘in class’ assessment activities occur whilst they are on work placement. Students, parents/guardians and employers will be required to complete the ‘Student Placement Record’ . This form outlines expected behaviour whilst the student is on work placement. Students must complete and submit all paperwork regarding work placement ON TIME to confirm their place and avoid losing the placement to another student or school. Assignments and journals completed whilst on work placement must be submitted to their VET teacher within 7 days of their work placement to ensure timely recording of work placement hours and competencies achieved. Absences from work placement MUST be reported to the employer, VET Cluster Coordinator and to the school. In the case of illness a medical certificate must be produced upon returning to school and any hours lost in the workplace will be made up at another time. Students can use their current casual employment for work placement if it is directly related to the subject. An ‘Application for Recognition of Prior Learning’ must be obtained from their VET teacher and completed by the student and their employer. The VET Cluster Coordinator will assess the application and students will be informed as to the success of their application.


APPENDIX


Student No:

GEOGRAPHY DEPARTMENT

Assessment Task Notification

COURSE Year 11 Geography TASK NO 1

TASK TITLE Biophysical Interactions – Land Clearing

WEIGHTING 15%

DATE OF ISSUE

DUE DATE

March 2 2010

March 19 2010

TOTAL MARK 20

Task In pairs, or individually, you are to undertake research into the issue of LAND CLEARING in the BIOSPHERE. The following points must be addressed.

Outline the scale of operation of TWO land clearing sites (from 2 different countries) Explain the key biophysical processes and interactions with other components that relate to land clearing Describe the sensitivity (impacts) of the biophysical environment to change Evaluate the importance of understanding key biophysical processes for effective management

You are free to choose whichever presentation method that suits you. It may include:

a written report a website a PowerPoint Presentation

a brochure/pamphlet a song or poem an oral or dramatic presentation

a video presentation a site model a wiki or podcast If you have another idea on how you want to present your information, then raise it with your teacher to get permission. Your presentation may include diagrams, maps, tables and/or annotated photos depending on the method chosen. If you are presenting in pairs, you both MUST include a detailed individual log of work that you completed. You and your partner will need to sign both logs. You MUST include a full detailed bibliography of all your sources – refer to “All My Own Work” if you are unsure.

Syllabus Outcomes: P1, P2, P3, P7, P8, P12

Rubric: You will be assessed on how well you:

present a sustained, logical, well-structured answer to the question.

communicate geographical information, ideas and issues.

refer to appropriate case studies and illustrative examples where appropriate.

CERDON COLLEGE Sherwood Road (PO Box 277) MERRYLANDS NSW 2160 PHONE: 8724 7300 FAX: 8724 7399


Assessment Rules

• Word limits include all words. Typed assessments must use either Times New Roman or Arial size 12

font and work must be double spaced.

• This Coversheet , including the Student Confirmation and evaluation, must be attached to the assessment task.

• Assessment tasks that require submission, must be submitted on the DUE DATE in the relevant class or in subjects where there are multiple classes by 8:45am to the Subject Teacher/Coordinator. The DUE DATE applies even if the student is absent, on an excursion or school activity. It is the student’s responsibility to ensure work is submitted by the DUE DATE. For assessment tasks collected in class, submission will be at the beginning of the lesson. Students who arrive late to the lesson after the assessment task has been collected without sufficient reason will be penalised.

• Assessment tasks submitted later than the DUE DATE will incur the following penalties : 50% mark penalty for submission one day late 80% mark penalty for submission two days late No marks awarded for the task if it is three or more days late

Weekends, public holidays and staff development day s will all be counted in assessing penalties for late submission. In cases of oral assessment tasks and practical tas ks NO allowances will be made for work that is submitted late. ALL oral and practical tasks must be completed on the due date.

• If a student is aware that she will be absent for any time during the assessment period, she must notify her teacher.

• If a student is absent on the day of the assessment task/event , they must contact their Guidance Coordinator that day. In case of an illness, a doctor’s certificate is required which must cover the period of illness and must be handed to their Guidance Coordinator before 8:45am on the day they return to school. This should accompany the form for illness/misadventure and the assessment task.

• Where a student is absent from an assessment event due to illness they may be given the opportunity to sit for the event, or a substitute event, but this will only be used as an estimate . The result from this event will not appear in the school report. Students will also be removed from the course progressive rank until the end of the course when the estimate can be reviewed, a final mark calculated and an appropriate rank determined. It is strongly advised that students do not miss events as they will not receive their rank until the end of the course. Students who are ill during events should sit the exam, make a genuine attempt to the best of their ability at the time and then submit an Illness or Misadventure Appeal with supporting documentation.

• Absences on the day before assessment tasks or on the morning when assessment events are to be sat will be thoroughly investigated to ensure that students are not gaining an unfair advantage over other candidates in the course. A penalty may be applied if there is insufficient evidence of a genuine reason for the absence.

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

• No students are to bring mobile phones or other electronic devices into the classrooms where assessment events will occur. Any student found to have a mobile phone on her person or accesses her mobile phone during an assessment event is liable to receive zero marks for the task.


Student Confirmation

� I acknowledge that the work I am submitting is my own work.

� I have followed the guidelines of the All My Own Work program.

� I have not plagiarised the work of others.

N. B. In placing a ‘tick’ in the boxes above and wr iting your student number, you are indicating that the work you are submitting is your own work.

Student Number: ______________________________ Da te: ___________________

Assessment Task Evaluation – To be completed prior to the time of submission.

Student Self Evaluation Strongly Agree

Agree Somewhat/ Sometimes

Disagree Strongly Disagree

1. This is my best work

2. I was organised

3. I understood the task

4. I took notice of the marking guidelines/rubric

5. I checked the meaning of key words in the Glossary of Terms

Task Evaluation Excellent Very Good

Good Satisfactory Unsatisfactory

1. The timing of the task within the topic being studied

2. The explanation provided of the task

3. The scaffolding/structure of the task

4. Access/availability of resources for the task

5. The usefulness of the marking criteria

6. The degree of difficulty of the task

7. Word limit / time allocation of the task

This assessment took me 0 – 1 2 – 3 4 – 5 6 – 7 8+ hours to do (Circle one)

Comments on any other aspects of the task:

_______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________


Year 11 Geography – Biophysical Interactions – Land Clearing Marking Criteria

Name: _______________________ Class: ____________ Teacher: BP

Major Area Elementary Mark Satisfactory Mark Substantial Mark High Mark Excellent Mark

101 Knowledge and understanding Content of the assignment

Identify the ways that people and communities manage and are affected by contemporary geographical issues, with guidance.

1

Identify the ways that people and communities manage and are affected by contemporary geographical issues.

2

Describe the ways that people and communities manage and are affected by contemporary geographical issues.

3

Explain the ways that people and communities manage and are affected by contemporary geographical issues.

4

Analyse the ways that people and communities manage and are affected by contemporary geographical issues.

5

201 Skills Interpretation of fieldwork skills

Read and construct elementary geographical data with guidance.

1

Construct and interpret basic geographical data and use it to answer questions.

2

Construct and interpret a variety of geographical data and use it to answer questions.

3

Construct and interpret a variety of increasingly complex geographical data to describe and explain patterns and processes.

4

Construct and interpret a variety of complex geographical data to explain and evaluate patterns and processes.

5

301 Fieldwork Interpretation of fieldwork observations & data

Participate in fieldwork and gather elementary data with guidance.

1

Use some geographical tools and strategies to gather basic fieldwork data.

2

Use geographical tools and strategies to gather fieldwork data and answer questions based on data and observations.

3

Use geographical tools and strategies to gather fieldwork data, answer questions and explain observations.

4

Use geographical tools and strategies to gather fieldwork data, answer questions, explain observations and discuss geographical processes.

5

401 Research Variety of secondary sources

Locate geographical information with assistance.

1

Locate geographical information gathered from a limited range of sources.

2

Select, organise and explain geographical information gathered from a range of sources.

3

Select, organise and analyse relevant geographical information gathered from a wide range of sources.

4

Select, analyse and interpret relevant geographical information from a wide variety of sources.

5

501 Communication and literacy Quality of message communicated in your presentation

Communicate elementary geographical information in simple verbal and/or non-verbal forms.

1

Communicate basic geographical information clearly in verbal and/or non-verbal forms.

2

Communicate sound geographical information coherently and responsively in verbal and/or non-verbal forms using some appropriate terminology.

3

Communicate complex geographical information effectively in verbal and/or non-verbal forms using appropriate terminology.

4

Communicate sophisticated complex geographical information coherently in verbal and/or non-verbal forms using appropriate terminology.

5

Total: ____ / 25 A (20-25) B (15-19) C (10-14) D (5-9) E (0-4) Teacher Feedback: ________________________________ ______________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________



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

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

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

eg Standard English Task 1 Oral

Scheduled Examination Date(s)

or Assessment

Submission Due Date(s)

Examination or

Assessment Weighting

eg 25%

Have you submitted the

task/completed the event?

If yes, on which date?

Additional Comments:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Checklist

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

illness or misadventure


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

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


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

I declare that all the information I have supplied is true. Student signature Date

Appeal Due to Illness or Misadventure at the time o f a




Important: • Please submit this form along with any supporting documentation/written statement at least one week prior to the task/event date (excluding extenuating circumstances). • Only list those assessment event/s or task/s for which you are applying for an extension.

Assessment Event(s) or Task(s)

Date/s of Scheduled Assessment Event or

Submission

Will you require Special Provisions for this Assessment

Event/Task?

Reason for Application

(Medical or Misadventure)

Checklist

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


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

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


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



____________________________________________________________________________________ Determination of Application

Extension Granted Revised Due Date: _________________________________________

Extension Denied Reason/s: ________________________________________________

_________________________________________________

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

Application for an Extension on a



A Glossary of Key Words This glossary contains key words that appear frequently in Board of Studies syllabuses, performance descriptions and examinations.

The purpose behind the glossary is to help students prepare better for the HSC by showing them that certain key words are used similarly in examination questions across the different subjects they are studying.

In classrooms, teachers of different subjects could use the glossary to help students to better understand what the examination questions in their subject require. Students should recognise the consistent approach of teachers of different subjects and get cues about how to approach examination questions.

For example, students would be better placed to respond to 'explain' questions if, in the context of different subjects, they developed an understanding that 'explain' could require them to relate cause and effect; make the relationships between things evident; provide why and/or how.

It is also important that the key words should not be interpreted in an overly prescriptive way. Teachers must ensure that they do not use them in ways that conflict with their particular meaning within subjects. To do this would be counterproductive. A term like 'evaluate', for example, requires a different kind of response in Mathematics from that required in History and this needs to be respected.

When using key words to construct questions, tasks and marking schemes, it is helpful to ask what the use of the term in a particular question requires students to do.

Key words are best discussed with students in the context of questions and tasks they are working on, rather than in isolation.

It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analyse/evaluate) Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)


Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

11 assessment handbook - cerdon...

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