I

HSC Assessment Schedule – 2017-2018 Term Week Commencing Assessments Due

4

2017

1 Oct 9

2 Oct 16

3 Oct 23

4 Oct 30

5 Nov 6 CAFS 15%

6 Nov13 Yr 12 Work placement

7 Nov20 Physics 15%, Agriculture 15%

8 Nov27 S&C 20%, Mathematics 15%, Maths Ext II 15%, Maths Gen II 15%, Maths Gen I 25%, Jap Cont 10%, Jap Beg 15%, Food 20%, Eng Stud 20%

9 Dec 4 PDHPE 10%, Music 5%, Modern 15%, Maths Ext I 15%, D&T 25%, Chem 15%, Bus Stud 25%,

10 Dec 11 Art 10%, Legal 10%, Geog 15%

1

2018

1 Jan 29

2 Feb 5

3 Feb12 Biology 20%,

4 Feb19 D&T 20%,

5 Feb26 Music 10%, Modern 10%, Jap Cont 15%, Jap Beg 15%, CAFS 20%

6 Mar 5 Yr 12 Work placement

7 Mar12 S&C 20%, Legal 15%, Food tech 25%,

8 Mar19 Geog 15%, Eng Stud 20%,

9 Mar26 Assessment free week

10 Apr 2 Half Yearly Exams

11 Apr 9 Half Yearly Exams

2

2018

1 Apr 30

2 May 7 Art 25%, Food tech 20%,

3 May 14

4 May 21

5 May 28 Physics 15%, Modern 15%

6 Jun 4 PDHPE 20%,

7 Jun 11 Mathematics 15%, Maths Ext I 15%, Maths Gen II 15%, Maths Gen II 25%, Agriculture 20%,

8 Jun 18 Maths Ext II 15%, Legal 20%, Eng Stud 30%, Chem 15%, Biology 15%

9 Jun 25 PDHPE 20%, Music 10%, Bus Stud 25%,

10 Jul 2 Art 35%, S&C 30%, Jap Cont 10%, Jap beg 10%

3

2018

1 Jul 23 Geog 15%, D&T 20%, CAFS 25%, Agriculture 15%, Physics 20%, Food Tech 20%, Chem 20%

2 Jul 30 Assessment free week

3 Aug 6 Assessment free week

4 Aug 13 Trial Exams

5 Aug 20 Trial Exams

6 Aug 27

7 Sept 3 Eng Stud 25%

8 Sept 10 Biology 15%

9 Sept 17

10 Sep 24

II

Year 12 Assessment Booklet A Note to Students Foreword

Dear Year 12 Student

It is important for you to read and understand this comprehensive description of Assessments for each HSC subject. At the end of your reading you should understand fully what Assessment Tasks you are required to complete for each subject that you are studying in the Higher School Certificate.

You can then use this detail provided in this booklet as the basis of planning and scheduling your tasks for your subjects throughout the year.

The number of tasks for each subject is clearly set out. For each of your Higher School Certificate subjects you should clearly understand the sequence, approximate time of the task, the relative value of the task and the outcomes to be assessed. From these descriptions you can draw up your own calendar of assessments with all tasks from all of the subjects you are studying. This will enable you to identify times of heavier demands and workload and times where fewer tasks are planned and adapt your planning to complete all tasks on time.

This information is extremely important for you in planning effectively, organising your time and scheduling your effort to meet these demands. You will consequently be better prepared by knowing what tasks are still ahead.

Please remember, if some of your subjects are VET subjects, the assessment for each module in these is based on you achieving a range of competencies and completing the required number of hours of work placement. At different times through the course, your skills and knowledge will be assessed but at times that are appropriate and relevant to your own development. This is a matter to be determined by you and your teacher.

This Year 12 Subject Assessment Schedule is critical to your future, so it is also important for you to develop a close, working relationship with each of your teachers. You should immediately contact them when you have problems; you should use the positive feedback they give you as an extremely important means of improving your results.

Finally, the contents of this Assessment Booklet will enable you to be better organised and prepared. Consequently this will help to minimise the stress and pressure you put on yourself. Use this booklet wisely in your final year of schooling.

Adam Forrester

(Principal)

III

Contents Page

Assessment – the basics & assessment advice IV

Important rules you should remember VI

NESA rules

Malpractice breaches of examinations rules VII

“N” determinations, expulsion of students, mandatory work placement, VIII

Invalid/unreliable results and Assessment Reviews IX

Other matters incomplete task, non-serious attempt, truanting IX

“N” determination flow diagram X-XI

“N” determination key roles XII

Glossary of key words XIV

Appendix A XV

Using computers to prepare assessments XVI

Responsibilities of students in examinations XVI

Plagiarism XVII

IV

Year 12 Assessment 2015 – 2016 Assessment – The Basics

Assessment in Year 12 is based on your individual Subject Assessment Advice (see below), issued by your subject teacher.

Whilst your final assessment rank position will be made available to you, you will not be informed of your final assessment mark.

Your ATAR is calculated differently and separately.

For each subject there will be approximately three to six tasks; any individual task is not normally worth less than 10%, or more than 40% of the total weighted mark.

You will receive clear feedback on your performance in each task- using this feedback is a major way to improve your results.

A marking guide will be provided for each task.

Besides describing the strengths and weaknesses of your task, teacher feedback should also indicate:

the student’s attainment in the task relative to the outcomes.

the student’s relative position within the group.

the cumulative rank at the current time.

At the end of Year 12 you only receive your final assessment rank order ONLY in each subject.

Assessment Advice

You will be provided with written advice about the assessment generally (this policy) and assessment in each course (subject) from your teacher.

This advice will include:

Assessment components and their weightings (important)

the general nature of each assessment task.

a schedule of when assessment tasks are planned; there must be provision for adequate notice of the precise timing of each assessment task.

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

details of administrative arrangements associated with each task (eg the school will deal with absence, late submission of tasks, illness during the tasks etc)

details on the school’s policy on malpractice (see later) in the assessment tasks.

Details of procedures to be implemented if tasks produce individual or unreliable results.

o Note: that the results of assessment tasks that have been completed by students generally cannot be discarded.

Details of procedures for dealing with student appeals arising from assessment tasks.

V

Assessment marks must not be modified to take into account possible effects of illness or domestic situation. We may offer you a substitute task or, in exceptional circumstances, an estimate based on other tasks.

VI

Important rules you should remember 1) You must hand in your assessment task in by 11:25am or by the nominated

due time to your teacher or head teacher of the faculty if you do not have the subject that day.

2) Your teacher will give you at least 10 school days notice in writing, before any assessment task is due, and the precise time required for it to be handed in.

3) You will also be told of the nature of the task, the topic area, outcomes to be assessed and relative importance of the task.

4) Your teacher will usually mark and return the task within 10 school days after the task is due – this may be delayed through student absences and other interruptions.

5) You will receive your mark/grade and your rank (where you came in that subject compared to all other students) and your cumulative rank, after every assessment task. You will not be informed of your final assessment mark.

6) The teacher will also provide you with meaningful feedback about how you went in the task – strengths and weaknesses in your performance. Using this feedback, you can make significant improvement in your results.

7) You can always obtain access to your marks/ranks from your teacher at mutually convenient times (with the exception of the final assessment mark).

8) There will be no assessment tasks in the five school days before your Half Yearly and Yearly examinations and no assessment tasks (other than examinations) during the exam period, although some tasks, such as major projects for the Board of Studies, may fall during formal examinations.

What to do when things go wrong!

(1) If you do not hand in an assessment task before the nominated due time/absent from school on the day of the assessable:

On your first day back you must approach the Head Teacher of the faculty, prior to 9 am, and obtain, fill in and return an Appendix A Form as soon as possible.

You should also include with your APPENDIX A, a Doctor’s Certificate (when sick) and/or note from your mother/father/caregiver explaining your justified absence.

Note: A note from home may not be sufficient to prevent you from receiving 0 for a task.

The Head Teacher/Principal will decide what happens.

Possibilities include: receiving zero for the task do the task at a later (mutually convenient) date. do a substitute task in extreme cases – receive an estimate for the task based on your current rank

order. Students using “Appendix A’s” will be monitored and interviewed by the Principal

when more than one Appendix A is used by a student.(recorded in First Class Welfare)

VII

If you receive a zero for any assessment task:

You should seek immediate help/support from your teacher and ensure that this serious problem will not arise again. This is your responsibility. Your Year Adviser may also be able to help you.

You will have a letter sent home advising your parents/caregivers of the circumstances and warning them of possible future repercussions. You will receive a copy of this letter, as well as digital advice, to sign and return the “receipt” at the end of the letter proving that you have received it. The record in the schools postal book of the despatch of this letter will be considered proof of both the dispatch and receipt of this correspondence.

(2) If you receive another zero in that subject:

In addition to (2), you will also be interviewed by the Deputy Principal and Head Teacher. In this interview you will have the process of an “N” determination, possibilities of expulsion and the seriousness of the situation explained.

You will also receive a copy of your second official warning.

Your parents/caregivers will be asked to come to school by the Deputy Principal and Head Teacher, for an interview; you will attend that interview.

Even though you have received a zero, you will still have to submit a task to satisfy NESA course requirements.

(2) If you receive another Zero – but in a different subject

In addition to (2) you may be interviewed by the Head Teacher/Deputy Principal.

Your parents/caregivers will be invited to come to the school for an interview by the Deputy Principal and / or Head Teacher – with you in attendance.

NESA HSC Rules The HSC rules state that you must make a genuine attempt to complete tasks to

the value of more than 50% of the assessment tasks marks in each subject.

You must work in each subject with “diligence and sustained effort”. You are expected therefore, to work every period in each subject and attend school regularly.

“Diligence and sustained effort” is also important for assessing students for “Principal’s Recommendations” for University entrance and also critical aspects of any character reference for a student.

Generally you must attend school for at least 85% of school time. Students who have high levels of absence from school may be in danger of being given an “N” determination in that subject. The best results in subjects are more often than not, from students who have high levels of attendance. Warning letters will be sent home and interviews (with parents/caregivers) will occur.

Malpractice and breaches of examination rules Students who do not comply with the Board of Studies examination rules for a course may have their paper cancelled for that course. This may render the student ineligible for the Record of Achievement and/or the HSC

During the school formal examinations, student malpractice/breaches of the examination rules may have their papers cancelled. In some subjects this may mean students have not completed at least 50% of assessment task marks and this would result in an “N” determination in that subject. Such breaches would also have to be judged as to whether they constitute a “non-serious attempt”.

VIII

“N” Determinations An “N” determination decided by the Principal means that you have “failed” that subject. These determinations are given to students who do not meet course requirements after support and assistance. This may be due to a failure to meet the (85%) attendance requirements or failure to completed at least 51% of assessment tasks’ marks.

A Course where the Principal gives an “N” determination will not be included on the student’s Record of Achievement.

Sometimes an “N” determination may mean that the student is also ineligible for the Award of HSC.

“Students studying an HSC course must make a genuine attempt to complete course requirements. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these course requirements”.

This decision would be made after discussions with the Head Teacher and Principal.

“Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of the available marks”.

“Where students are studying VET Framework courses, they must also complete the mandatory work placement hours in order to be deemed satisfactory.”

The Board of Studies will withhold a course if a student is found to have engaged in malpractice or a non-serious attempt at the examination(s). If a student is found to have engaged in malpractice in the examinations for more than one course in any single year, then all courses attempted in that year will be withheld by the Board.”

Expulsion of Students

A post-compulsory aged student may be expelled from school for:

“Unsatisfactory participation in learning, eg a documented pattern of non-satisfactory completion, non-serious attempts to meet course objectives and/or compliance with the Board of Studies requirements for the award of a Higher School Certificate”.

“Prior to making a decision to expel… the student must receive at least one formal written warning that such action is being contemplated. A program of improvement should be developed in conjunction with the student. The student must also be provided with a reasonable period in which to demonstrate an improvement in his or her participation”.

Mandatory work placement

An “N” determination may be given to a student who has not undertaken or completed the compulsory work placement – the student has not made a “genuine attempt” to complete course requirements. Organising this work placement is your responsibility (with the support/advice of your teacher and the Workplace Coordinator).

IX

Invalid/unreliable assessment results If the assessment task is deemed to have produced invalid or unreliable results, the assessment task will not be included in the final compilation of final assessment marks. After discussions with the Head Teacher and students, the teacher will decide to: (a) use a substitute, re-scheduled task or (b) given the number of assessment tasks remaining, omit the task in question

entirely Where more than one class undertakes the assessment task, the teachers will make the final decision after negotiations and advice from the Head Teacher and students.

Reviews

The school sends the final assessment marks to the Board of Studies with a particular final rank order. Student marks remain confidential. The Board will send to the school, cards for each student, detailing their rank order in each subject. It is the student’s responsibility to collect the card. A student may request an assessment review – based on their rank order placement.

The review will focus on the school’s procedures for determining the final assessment mark (not the teachers’ judgements of the worth of the individual performances in assessment tasks)

The marks and grades awarded will not be subject to review. Students may also seek a review of any “N” determination.

Any review is managed by the Principal. The Board of Studies– focusing on whether the school review was conducted properly, may make further reviews. The student will be advised of the outcome of the review.

Other Matters

Incomplete Tasks – It is better for a student to submit an incomplete task than not to submit a task at all (you must attempt over 50% of assessment marks).

A Non-serious Attempt – student fails to seriously attempt all section/s of a task. A non-serious attempt means the task is not included as part of the individual students’ assessment.

Truanting – if a student truants from school to avoid an assessable task, a zero will be awarded, with the associated other repercussions.

More Help – contact your teacher, the Head Teacher, your Year Adviser, the Deputy Principal, the Principal or any other staff member.

Assessment tasks – absences on the day prior to an assessment task being due must have a justified reason for absence

A Forrester Principal

X

How Do You Receive an “N” Determination?

Students are issued with, and sign for an assessment schedule for course, beginning of course at P/T night (1.1)

Advice provided to student and parents /carers about ‘N’ award procedure – booklet and emailed digital copy to each student and copy on “S” drive(1.2)

Teacher identifies student not meeting -course completion criteria or “zero” for a task by letter and informs HT. -student has missed an assessment event or Failing to meet course outcomes for classwork or -work placement with reason explanation (1.3)

Parent /carer and student is advised in writing by mail and email, by Head teacher of tasks or actions needed to correct problem in ‘N’ Award warning letter. HT maintains records (1.4)

Student required to provide receipt of ‘N’ Award warning letter. Student is given 2 weeks to correct problem, from mailing date. New due date assigned. (1.5)

N Award resolved (1.6) – receiving a zero mark but course outcomes satisfied

Task or action completed as

serious attempt

Yes

No

Parent /carer and student is advised in writing by mail and email by Head teacher of tasks or actions needed to correct problem in 2

nd ‘N’ Award warning letter

Student required to provide receipt of ‘N’ Award warning letter. Student is given 2 weeks to correct problem, from mailing date New due date assigned. (1.7)

Faculty Head Teacher interview with student and parent carers (1.8)

N Award resolved (1.6) receiving a zero mark but course outcomes satisfied

Task or action completed as

serious attempt completed as

serious attempt

Yes

No

XI

‘N’ Award remains unresolved. Student awarded (1.9)

Student has completed less than 51% of assessment marks‘ (1.10)

Student has completed more than 51% of assessment marks‘ (1.10)

Expulsion

Continues with studies

Under post compulsory age

Post compulsory age

Repeat that course

No

XII

“N” Determination Key roles Act No.

Staff member

Activity Description

1.1 Teacher Issue assessment schedule

Assessment schedule with dates and weightings of assessment tasks issued to students – mail, email & “s” drive.

Assessment task schedule should be in assessment handbook issued to students

1.2 Teacher Student and Parent / Carer provided information on N Award procedure

Advice provided to student and parents /carers about N award procedure for

- Year 10 courses

-Preliminary HSC

-Higher School Certificate (HSC)

1.3 Teacher Identifying failure of student to meet course criteria

Student to meet course completion must have

-Followed the course developed by the NSW Board of Studies

-Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course

-Achieved some or all of the course outcomes

-Where appropriate, made a genuine effort at assessment tasks that contribute in excess of 50% of available marks

-Completed the mandatory work placement component for Industry Curriculum Framework courses.

-Although attendance itself is not a criterion for the completion of a course, it is possible that a student with irregular attendance may not course completion criteria

1.4 Head Teacher

Inform student about N Award

Head Teacher informs student, parent / carer in writing about N award in N award notification letter

Action to rectify problem noted in N Award notification letter N

1.5 Head Teacher

N Award warning letter

Award warning letter must be receipted by student

2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem

N due date for task must be stated

A copy of N Award letter provided to Faculty Head teacher

A copy of N Award letter in student file

1.6 Head Teacher

Task completed

N Award resolved for assessment task or action

Faculty Head Teacher informed of N Award completion

1.7 Head Teacher

2nd

N Award letter for non-completion of

Teacher informs student, parent / carer in writing about N award in N award notification letter

XIII

1st N Award

warning letter Action to rectify problem noted in N Award notification

letter N Award warning letter must be receipted by student

2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem

N due date for task must be stated

A copy of N Award letter provided to Faculty Head teacher

A copy of N Award letter in student file

1.8 Faculty Head Teacher and Deputy Principal

Faculty Head Teacher to interview student and parent carer. All parties are advised of consequences of failure to resolve N Award

Faculty Head Teacher to liaise with Deputy Principal

Record of interview copy to student file

Record of interview to be placed on First Class Welfare by Head Teacher

1.9 Head Teacher

Unresolved N Award

Head Teacher record that the student has unresolved N Award

Parent / Carer Student sent a copy of the unresolved N Award

A copy of unresolved N Award to Faculty Head Teacher

A copy of unresolved N Award letter in student file

A copy of unresolved N Award letter to Year Level Head teacher

1.10 Head Teacher, Deputy Principal

Resolution Student if more than post compulsory age – leave the course

Student if younger than post compulsory age – repeat the course

Student may continue if assessment tasks completed are above 51%

XIV

Glossary of key words Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, and employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgment of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically Add a degree or level of accuracy depth, knowledge and understanding, logic,

(analysis/ questioning, reflection and quality to (analyse/evaluation)

evaluate)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

XV

Appendix A

LATE SUBMISSION OF / OR ABSENCE ON DUE DATE OF AN ASSESSMENT TASK Student Name: _________________________________________________________ Subject: ______________________________________________________________ Teacher: _________________________ Date of Task: ____________________ Reason: _____________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Supporting Evidence: _____________________________________________________ In applying for this special consideration I assure the Principal that I am not seeking unfair advantage over other students in this course Student Signature: ______________________________ Recommendation of Head Teacher: Supported Not Supported ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Head Teacher Signature: ____________________________ I have noted the above request and have taken the following action: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Principal's Signature: ____________________________

XVI

Using computers to prepare assessments Students using computers to prepare assessments must have:

A back-up disk

A printout of progressive hard copies, as they work through their assignment

Kept all rough notes during the preparation of the assignment

These excuses are not acceptable: My disk or USB is corrupt

My printer ran out of paper

The files were lost

When situations like these arise it your responsibility to submit at least one of the following:

rough notes

Back-up disk which the student can print from later in the day using the school facilities. Students are to be aware of incompatibility regarding software used and the school structures.

progressive hardcopies

In the event that TECHNOLOGY is a necessary component of an assignment, it is essential that satisfactory in class access is given to students to use this technology in either the library or computer rooms. The marking guidelines must be structured in such a way that the content of the assignment not the presentation generated by the use of the technology carries the majority of the weighting for marks. It is not satisfactory for a fully programmed POWERPOINT DISPLAY to be presented as a student’s oral presentation. The student must speak and only use the PowerPoint display to visually enhance their presentation.

Group work Group work needs to be thoroughly planned to ensure no student is at a disadvantage. At the School when a Group work task is issued it is mandatory that an INDIVIDUAL ASSIGNMENT is completed for submission by each student in the group.

Responsibility of students in examinations Full school uniform must be worn to all examinations. Prepare yourself properly for

the examination

Be outside the examination room at least 10 minutes prior to the examination starting time

Have pencils, pens, calculator etc in a clear plastic sleeve – pencil cases are not permitted in the examination room

Leave all books, paper, study notes in your bag outside the examination room

No paper is to be brought into the examination room – writing paper will be supplied

Respond properly to all directions given by the supervisor

Use the full time allocated for an examination – no student will be permitted to leave the examination room early

There is to be no borrowing of equipment during the examination

Put your hand up to ask a question

Do not disturb any person during the time you are in an examination room

Put up your hand and ask permission if you need to go to the toilet

Mobile phones and IPods are not permitted in the examination room Senior students who are unable to attend a scheduled examination due to illness must notify the School Office prior to the commencement of the examination and provide a medical certificate on their return to school.

XVII

Students who are unable to attend the scheduled time for examinations due to an important appointment or commitment must see the subject Head Teacher prior to the examination period. Depending on the situation the student may sit the paper at alternate time OR an estimate will be given based on the student’s previous standard of performance. This will be at the discretion of the Head Teacher and Principal.

Plagiarism

What is plagiarism? In recent years a small number of students have found themselves in difficulties as they result of submitting assessment tasks which have been copied in whole or in part, from the intellectual work of others. On occasion this has been done innocently, the student not realising they were doing anything wrong. However, whether innocent or not, the presentation of someone’s work as your own (plagiarism) is against the rules of Glen Innes High School, and is not acceptable. It is likely to result in severe penalties, depending on the extent of the plagiarism. Generally, a percentage calculation of the proportion of the assessment that has been plagiarised is completed and this proportion of the mark is awarded zero. If students are copying work from other students, then in this instance both students will be penalised.

What do I need to do to avoid plagiarism?

1) Have a BIBLIOGRAPHY?

A Bibliography is a list of books and publications you have used in your

research.

2) HOW DO I SET OUT A BIBLIOGRAPHY?

See your class teacher for examples. There are also samples available in the

Library:

XVIII

Course/Subject: Agriculture 2 units

Task Number Task 1 Task 2 Task 3 Task 4 Task 5

Due Date Term 4

Week 7

Term 1

Week 10/11

Term 2

Week 7

Term 3

Week 1

Term 3

Weightings

Assessment

Instruments

Plant Experiment

Report

1/2 Yearly Exam

Product Report

Elective Assignment

Trial HSC Exam

Outcomes H1.1, 2.1, 2.2 H1.1, 2.1,

2.2, 3.4, 4.1, 5.1

H3.4, 4.1, 5.1 H1.1, 2.1, 2.2

H1.1, 2.1, 2.2, 3.1, 3.2, 3.3, 3.4, 4.1,

5.1

Plant/ Animal

Production 15% 15% 5% 0% 15% 50%

Farm/ Product

Study 0% 0% 15% 0% 15% 30%

Elective 0% 0% 0% 15% 5% 20%

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

H.S.C. Agriculture Course Outcomes:

A student: H 1.1 explains the influence of physical, biological, social, historical and economic factors on

sustainable production H 2.1 describes the inputs, processes and interactions of plant production systems H 2.2 describes the inputs, processes and interactions of animal production systems H 3.1 assesses the general business principles and decision making processes involved in sustainable

farm management and marketing of farm products. H 3.2 critically assesses the marketing of a plant or animal product H 3.3 critically examines the technologies and technological innovation employed in the production

and marketing of agricultural products. H 3.4 evaluates the management of the processes in agricultural systems H 4.1 applies appropriate experimental technique s, technologies, research methods and data

presentation H 5.1 evaluates the impact of innovation, ethics and current issues on Australian agricultural systems.

XIX

Course/Subject: Biology 2 Units

Task Number Task 1 Task 2 Task 3 Task 4 Task 5

Due Date Term1

Week 3

Term 1

Week 10/11

Term2

Week 8

Term3

Term 3

Week 8

Assessment Instrument

Practical investigation -

Task and Report

Half Yearly Exam

Skills -Problem Solving

Genetics

HSC

Trial Exam

Module Review

Outcomes H11, H12, H13, H14, H15

H1, H2, H3, H6, H7, H8

H4, H6, H12 H1 – H16 All

MODULE 1 Maintaining a Balance

20 10 7.5 5

MODULE 2

Blue Print of Life 10 7.5 5

MODULE 3

The Search for Better Health

7.5 5

OPTION

Communication 10 7.5

Marks 20% 20% 15% 30% 15%

H.S.C. Course Outcomes Biology: A student: H1. Evaluates how major advances in scientific understanding and technology have changed the direction or

nature of scientific thinking H2. Analyses the ways in which models, theories and laws in biology have been tested and validated H3. Assesses the impact of particular advances in biology on the development of technologies H4. Assesses the impacts of applications of biology on society and the environment H5. Identifies possible future directions of biological research H6. Explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism H7. Analyses the impact of natural and human processes on biodiversity H8. Evaluates the impact of human activity on the interactions of organisms and their environment H9. Describes the mechanisms of inheritance in molecular terms H10. Describes the mechanisms of evolution and assesses the impact of human activity on evolution H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate information and

understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16. Justifies positive values about and attitude towards both the living and non-living components of the

environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications

XX

Course: Business Studies 2 Units

Outcomes H1 critically analyses the role of business in Australia and globally H2 evaluates management strategies in response to changes in internal and external influences H3 discusses the social and ethical responsibilities of management H4 analyses business functions and processes in large and global businesses H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats H10 applies mathematical concepts appropriately in business situations

Assessment

Components

Task 1 Task 2 Task 3 Task 4 Weight

Task Date Term 4,

Week 9

Term 1

Week 10/11

Term 2

Week 9

Term 3

Week 4/5

TBA

Syllabus Content Marketing

Marketing/

Operations Finance All Topics

Task Type Marketing Plan

Mid-Course Exam

Case Study: Finance

Trial HSC

All Topics

Outcomes H4, H6, H7,

H8, H9

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

H8, H9

H5, H6, H7, H8, H9, H10

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

Knowledge

and

understanding of course content

5 15 5 15 40

Stimulus-based Skills 5 5 10 20

Inquiry and research 10 10 20

Communication of business information, ideas an issues in

appropriate forms 5 5 5 5 20

Total 25 20 25 30 100

XXI

Course/Subject: Chemistry 2 Units

Task Number Task 1 Task 2 Task 3 Task 4 Task 5

Due Date

Term4

Week 9

Term1

Week 10/11

Term2

Week 8

Term3

Week 1

Term3

Week5

Assessment

Instrument

Research and Presentation

½ Yearly Practical Skills Assessment

Course Overview Trial HSC

Outcomes:

Components

Wei

ghti

ngs

Outcomes from: H2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

Outcomes from:

H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

Outcomes from: H3, 7, 8, 9, 10, 11, 12, 13, 14, 5, 16

Outcomes from:

H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

Outcomes from:

H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

Skills 20% 5 5 8 2

Production of Materials

20% 10 6.5 3.5

The Acidic Environment

20% 8.5 2.5 3 6

Chemical Monitoring and

Management 20% 3 10 7

Option 20% 1.5 10 8.5

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

H.S.C. Chemistry Course Outcomes:

A Student: H1. Evaluates how major advances in scientific understanding and technology have changed the

direction or nature of scientific thinking H2. Analyses the ways in which models, theories and laws in physics have been tested and validated H3. Assesses the impact of particular advances in physics on the development of technologies H4. Assesses the impacts of applications of Chemistry on society and the environment H5. Identifies possible future directions of Chemistry research H6. Explains reactions between elements and compounds in terms of atomic structures and periodicity H7. Describes the chemical basis of energy transformations in chemical reactions H8. Assesses the range of factors which influence the type and rate of chemical reactions H9. Describes and predicts reactions involving carbon compounds H10. Analyses stoichiometric relationships H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate

information and understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16. Justifies positive values about and attitude towards both the living and non-living components

of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

XXII

Course: Community & Family Studies (CAFS) 2 units

Section

Weighting

Task 1

T4 Wk 5

Case Study - Parenting &

Caring

Task 2

T1 Wk 5

Depth Study – Groups

and context

Task 3

T1 Wk 10/11

Mid Course Exam

Task 4

T3 Wk 1

IRP

Task 5

Trial Exam

Outcomes H1.1, H2.2, , H2.3, H3.2, H4.2, H5.1, H5.2

H1.1, H2.2, H2.3, H3.1, H4.2, H5.1

H1.1, H2.2, H2.3, H3.1, H3.3H4.2,, H5.1, H5.2,

H4.1, H4.2, H.1., H2.1, H2.2, H2.3, H3.4, H5.2, H6.1, H6.2

H1.1, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H4.2, H5.1, H5.2, H6.1, H6.2

Components

25% 5 15 5 Research Methodology

Groups in Context 25% 15 5 5

Parenting

and Caring 25% 15 5 5

Option Module

- work 25% 5 10 10

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

H.S.C. Course Outcomes Community and Family Studies: A Student: H 1.1 analyses the effect of resource management on the well being of individuals, groups, families

and communities. H2.1 analyses different approaches to parenting and caring relationships. H2.2 evaluates strategies to contribute to positive relationships and the well being of individuals,

families and communities. H2.3 critically examines how individual rights and responsibilities in various environments

contribute to well being. H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups. H3.2 evaluates networks available to individuals’ groups and families within communities. H3.3 critically analyses the role of policy and community structures in supporting diversity. H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups,

families and communities. H4.1 justifies and applies appropriate research methodologies. H4.2 communicates ideas, debates issues and justifies opinions. H5.1 proposes management strategies to enable individuals and groups to satisfy their specific

needs and to ensure equitable access to resources. H5.2 develops strategies for managing multiple roles and demands of family, work and other

environments H6.1 analyses how the empowerment of women and men influences the way they function within society. H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles

leading to the creation of positive social environments.

I

Training and Assessment Strategy – Standard Program Approved by: RTO Manager Date of Approval:

22/12/16

Delivery Site: Glen Innes HIGH SCHOOL Names of VET Teachers: Suzy Woods

Course Duration: x years

Date of commencement: 27/01/2017

Date of conclusion: End of Term 3 2018

Qualification Code and Title: CPC20211 Certificate II in Construction Pathways_R3

Curriculum Framework 2Ux2yr 26201 http://www.boardofstudies.nsw.edu.au/syllabus_hsc/construction.html

This course is from Training Package Construction, Plumbing & Services V9.2 http://training.gov.au/Training/Details/CPC08

Qualification Packaging Rules:

Core units - 6 Elective Units - 6 (minimum of 2 from at least 1 field of work)

Co

re U

nit

s

Code Unit of Competency Pre/Co-requisite

Units Qualification

Status BOS Status

Indicative Hours

CPCCCM1012A Work effectively and sustainably in the construction industry - Core Compulsory 25

CPCCCM1013A Plan and organise work - Core Compulsory 10

CPCCCM1014A Conduct workplace communication - Core Compulsory 10

CPCCCM1015A Carry out measurements and calculations - Core Compulsory 20

CPCCCM2001A Read and interpret plans and specifications - Core Compulsory 20

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

CPCCOHS1001A Core Compulsory 15

CPCCOHS1001A Work safely in the construction industry - Course

Prerequisite Compulsory 10

CPCCCM2005B Use construction tools and equipment - Nil for Qual Compulsory 20

Carpentry &

Joinery

CPCCCA2011A Handle carpentry materials CPCCOHS2001A Group B Elective Elective 20

CPCCCA2002B Use carpentry tools and equipment CPCCOHS2001A Group B Elective Elective 10

CPCCJN2001A Assemble components CPCCOHS2001A Group F Elective Elective 15

CPCCJN2002B Prepare for off-site manufacturing processes CPCCOHS2001A Group F Elective Elective 10

Electives CPCCCM2006 Apply basic levelling procedures CPCCOHS2001A Group H Elective Elective 15

235

General Elective

CPCCCO2013A Carry out concreting to simple forms CPCCOHS2001A Group H Elective Elective 20

Carpentry CPCCCA2003A Erect and dismantle formwork for foots and slabs on ground CPCCOHS2001A Group H Elective Elective 25

II

Glen Innes HIGH SCHOOL SCOPE AND SEQUENCE

CPC20211 Certificate II in Construction Pathways

120-240hr Component 2018

Event Event Title Term 4 Term 1 Term 2 Term 3

H

r 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10

Course

Prerequisite GIT Whitecard

Event 0 Literacy & Numeracy

Skills assessment

Event 1 Carpentry Field

Event 2 Workplace com.

Event 3

(7&8)

Concreting and

Footing

* *

Event 4 Basic Levelling

* *

Event 5 Construction Major

Project

* *

Work Readiness

Work Placement

Event 3 * Competency Assessment Revision Work Placement

Event 2 Event 4 Event 5

I

Course: Design & Technology 2 units

Date

Task 1

T4 Wk 9

Task 2

T1 Wk 4

Task 3

T1 Wk 10/11

Task 4

T3 Wk1

Task 5

T3

Sect

ion

Wei

gh

tin

g

Proposal for Major Design

Project

Written Report

Case Study of

Innovation

Half Yearly Examination

Presentation to audience of

MDP

Trial Examination

Outcomes H4.1, H4.2

H4.3, H5.2, H6.1

H2.2, H3.1, H3.2, H6.2

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

H5.1, H5.2

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

Components

Knowledge and skills in:

Innovation

Emerging Technologies

40% 20 5 15

Designing and Producing

60% 25

5 20 10

Marks 100% 25% 20% 10% 20% 25%

H.S.C. Course Outcomes

A Student:

1.1 critically analyses the factors affecting design and the development and success of the design projects.

1.2 relates the practices and processes of designers and producers to the major design project. 2.1 explains the influence of trends in society on design and production. 2.2 evaluates the impact of design and innovation on society and the environment. 3.1 analyses the factors that influence innovation and the success of innovation. 3.2 uses creative and innovative approaches in designing and producing. 4.1 identifies a need or opportunity and researches and explores ideas for design development

and production of a major design project. 4.2 selects and uses resources responsibly and safely to realise a quality major design project. 4.3 evaluates the processes undertaken and the impacts of the major design project.

5.1 manages the development of a quality major design project.

II

Course: English Extension I 1 unit Length: 1 year Module B –Texts and Ways of Thinking Elective 2– Romanticism

H.S.C. Course Outcomes English Extension I:

1. A student distinguishes and evaluates the values expressed through texts.

2. A student explains different ways of valuing texts.

3. A student composes extended texts.

4. A student develops and delivers sophisticated presentations.

Wei

ghti

ngs

Task 1

Term 4

Week 7

Task 2

Term 1

Week 8

Task 3

Term 2

Week 1

Task 4

Term 2

Week 9

Task 5

Term 3

Trial HSC

Outcomes

(see below) 3 1, 4 3 2, 3, 4 1, 2, 3

In Class Narrative 5 5

Tutorial

30

Writing Folio 30

Trial HSC

30

Totals 100% 5 30 5 30 30

MO

DES

Listenin/Speaking

20

20

Reading/ Writing

60 5

5 30 20

Viewing/ Representing

20

10

10

Totals 100% 5 30 5 30 30

III

Course: English Extension II 1 unit Length: 1 year

H.S.C. Course Outcomes English Extension II:

1. A student develops and presents an extended composition, which demonstrates depth, insight, originality and skills in independent investigation.

2. A student reflects on and documents own process of composition.

Weightings

Task 1

Term 1

Week 4

Task 2

Term 2

Week 4

Task 3

Term 2

Week 10

Outcomes

(see below)

1(10%),

2 (10%)

1(20%),

2(10%)

1(20%),

2(30%)

Viva Voce addressing the

Proposal for the Major Work

20 20

Report 30 30

Draft version of the Major Work and reflection on progress to date

50 50

Totals 100% 20 30 50

IV

Course: English Advanced 2 units

H.S.C. Course Outcomes English Advanced: 1. A student explains and evaluates the effects of different contexts of responders and composers on

text. 2. A student explains relationships among texts. 2A. (Advanced only) A student recognises different ways in which particular texts are valued. 3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and structures of

texts shape meaning and influence responses. 5. A student explains and evaluates the effects of textual forms, technologies and their media of

production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate

information, ideas and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a

range of perspectives.

Wei

ghti

ngs

Task 1

T4

Wk 10 Area of Study

Discovery Frost

Task 2

Tm 1

Wk 7

Module C

Ten Canoes

Task 3

Tm 1

Wk 10/11

MC Exam

Task 4

Tm 2

Wk 6

Module B

Hamlet

Task 5

Tm 3

Wk 2 Module A

Pride & Predudice

Letters To Alice

Task 6

Tm 3

Trial HSC

Outcomes

(see below)

1, 2, 3, 4, 5, 9 & 10

5, 7, 8, 10 & 13

1, 2, 3 & 10

3, 5, 6& 10

2A, 8, 11, 12, 12A,

13

1, 2, 2A, 3, 4, 5, 6, 7, 8, 9, 10,

11

Components 40 25 10 5

Area of Study

Module A 20 15 5

Module B 20 15 5

Module C 20 15 5

Totals 100%

25 15 10 15 15 20

MO

DES

Listening 15 10 5

Speaking 15 10 5

Reading 25 5 5 5 5 5

Writing 30 5 10 5 10

Viewing/ Representing

15 5 5 5

Totals 100%

25 15 10 15 15 20

V

9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

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

12. A student reflects on own processes of responding and composing. 12A. (Advanced only) A student explains and evaluates different ways of responding to and composing text. A student reflects on own processes of learning.

VI

Course: English Standard

2 units

H.S.C. Course Outcomes English Standard: 1. A student demonstrates understanding of how relationships between composer, responder, text and context

shape meaning. 2. A student demonstrates understanding of the relationships among texts. 3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape

meaning and influence responses. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas

and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of

perspectives. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideas. 10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of

purposes and audiences. 11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of

language. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.

Wei

gh

tin

gs

Task 1

T4

Wk 10

Area of Study - Discovery Frost

Task 2

Tm 1

Wk 7

Module B

A Beautiful Mind

Task 3

Tm 1

Wk 10/11

MC Exam

Task 4

Tm 2

Wk 6

Module A

Henry Lawson

Task 5

Tm 2 Wk 10

Module C

Educ Rita

Task 6

Tm 3

Trial HSC

Outcomes 1, 2, 3, 4, 5, 9, and

10

3, 4, 6 and 10

1, 2, 11 and 10

8, 11, 12 and 13

7, 8, 10, 12 and 13

1, 2, 3, 4, 5, 6, 7, 8, 9,

10, 11.

Components 40 25 10 5

Area of Study

Module A 20 15 5

Module B 20 15 5

Module C 20 15 5

Totals 100% 25 15 10 15 15 20

MO

DES

Listening 15 10 5

Speaking 15 10 5

Reading 25 5 5 5 10

Writing 30 10 5 5 5 5

Viewing/ Representing

15 10 5

Totals 100% 25 15 10 15 15 20

VII

Course: English Studies 2 units

H.S.C. Course Outcomes English Studies: H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning H1.2 explains the ideas and values of the texts H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship. H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences H4.1 plans and organises to complete tasks or projects, both individually and collaboratively H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics

Wei

ghti

ngs

Task 1

T4

Wk 8

We are Australian

Task 2

Tm 1

Wk 8

Module A

English and the Media

Task 3

Tm 1

Wk 10/11

MC Exam

Task 4

Tm 2

Wk 8

Module B

English in film

making

Task 6 Tm 3 Wk 7

Module C

English and travel

Outcomes

(see below)

H1.1, H1.2, H1.4, H2.2, H4.1, H4.2

H1.2, H1.3, H2.2, H3.2, H3.2, H4.2

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

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

Mandatory Unit 20 20

Module A 25 20 5

Module B 30 30

Module C 25 25

Totals 100 20 20 5 25 25

Mo

des

Knowledge and Understanding

30 10 5 10 5

Reading/listening/viewing/ speaking/ representing

20 5 5 5

Using language accurately 20 5 5 10

Planning, independent and group work

30 5 10 10 5

Totals 100 20 20 5 30 25

VIII

Course: Food Technology 2 units

H.S.C. Course Outcomes (Food Technology):

A student: H1.1 Explains manufacturing processes and technologies used in the production of food products. H1.2 Examines the nature and extent of the Australian Food Industry. H1.3 Justifies processes of food product development and manufacture in terms of market, technological and environmental considerations. H1.4 Evaluates the impact of food manufacture on the individual, society and environment. H2.1 Evaluates the relationships between food, its production, consumption, promotion and health. H3.1 Investigates operations of one organisation within the Australian Food Industry. H3.2 Independently investigates contemporary nutrition issues. H4.1 Develops, prepares and presents food using product development processes. H4.2 Applies principles of food preservation to extend the life of food and maintain safety. H5.1 Develops, realises and evaluates solutions for a range of food situations.

Wei

gh

tin

gs

Task 1

T4 Wk8

Australian Food Industry Investigation

Task 2

T1 Wk 7

Food Manufacture Case Study

Task3

T2 Wk 2

Food Product Devel’t Design Task

Task 4

T3 Wk1

Diet and Health in Australia Report

Task 5

T3

Trial HSC

Outcomes

(see below)

H4.1, H1.3 H1.4

H1.1, H4.2 H4.1 H 1.3 H2.1, H3.2, H5.1

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

H4.2, H5.1 Components

Knowledge and understanding

20% 20%

Research, analysis and communication

30% 20%

Experimentation and preparation

30% 15% 5% 10%

Design, implement and evaluate

20% 5% 15% 10%

Totals 100% 20% 25% 20% 20% 20%

IX

Course: Geography 2 units

Sect

ion

Wei

ghti

ng

Task 1

Report on Urban Places

&

In-class test (objective

response and short answer

questions)

Term 4 Wk10

Task 2

Mid- course exam

Term 1

Wk 10/11

Task 3

Fieldwork Report on

Ecosystems at Risk

Term 1 Wk8

Task 4

Geographic Inquiry

People and Economic Activity

Term 3 Wk 1

Task 5

Trial Exam

Term 3

Outcomes

H1, H3, H5, H7, H6, H8,

H9, H10

H1, H3, H2, H4, H6, H7,

H8, H9, H10, H5, H11, H12, H13

H1, H3, H5, H6, H7, H8,

H9, H10,

H1, H4, H6, H7, H8, H9, H10, H11, H12, H13

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

H7, H10, H11, H12, H13

Components

40% 5 10 5 5 15 Knowledge and understanding of course content

Geographical tools and skills

20% 5 5 5 5

Geographical inquiry and research, including fieldwork

20% 5 5 5 5

Communication of geographical information, ideas and issues in appropriate forms

20% 5 5 5 5

Total 100% 15% 25% 15% 15% 30%

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

H2 explains the factors which place ecosystems at risk and the reasons for their protection H3 analyses contemporary urban dynamics and applies them in specific contexts

H4 Analyses the changing spatial and ecological dimensions of an economic activity H5 evaluates environmental management strategies in terms of ecological sustainability H6 evaluates the impacts of, and responses of people to, environmental change H7 Justifies geographical methods applicable and useful in the workplace and relevant to a changing

world H8 plans geographical inquiries to analyse and synthesise information from a variety of sources H9 evaluates geographical information and sources for usefulness, validity and reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in

geographical contexts H11 applies mathematical ideas and techniques to analyse geographical data

X

H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms.

XI

Course: Hospitality 2 Unit

2017/18 Training and Assessment Strategy Approved by: RTO

Manager Date of approval: 25/01/2017

Delivery site: Glen Innes High School

Names of VET teachers: Naomi Muggleton

This course is from Training Package: SIT Tourism, Travel and Hospitality Training Package

SIT20416 Certificate II in Kitchen Operations

Course duration: 2 years

Date of commencement: 27/01/2017

Date of conclusion: End of Term 3, 2018

Qualification Code and Title: SIT20416 Certificate II in Kitchen Operations

SIT20416 Certificate II in Kitchen Operations Curriculum Framework Indicate if TAS is for 26511 2 x 2yr

Qualification packaging rules: 13 units must be completed

Core units - 8 Elective Units - 5

SIT20416 Certificate II in Kitchen Operations

Core units

Code

Unit of competency

Pre-requisite units

AQF status

NESA status

Indicative hours

BSBWOR203 Work effectively with others - Core Mandator

y 15

SITXFSA001 Use hygienic practices for food safety

- Core Mandator

y 10

SITXWHS001 Participate in safe work practices

- Core Mandator

y 15

SITHIND002 Source and use information on the hospitality industry

- Elective Mandator

y 20

SITHCCC001 Use food preparation equipment

SITXFSA001

Core Mandatory/Stream

20

SITHCCC005 Prepare dishes using basic methods of cookery

SITXFSA001

Core Mandatory/Stream

40

SITHKOP001 Clean kitchen premises and equipment

SITXFSA001

Core Mandatory/Stream

10

SITXFSA002 Participate in safe food handling practices

- Elective Mandator

y/Stream 15

SITHCCC011 Use cookery skills effectively SITXFSA001

Core Elective 20

SITXINV002 Maintain the quality of perishable items

SITXFSA001

Core Elective 5

RTO mandator

y SITHCCC002

Prepare and present simple dishes

SITXFSA001

Elective Elective 20

.

Sub Total 190

Elective units

Code Elective options Pre-

requisite units

AQF status

NESA status

Indicative hours

SITHCCC003 Prepare and present sandwiches

SITXFSA001

Elective Elective 10

SITHCCC006 Prepare appetisers and salads

SITXFSA001

Elective Elective 25

BSBSUS201

Participate in environmentally sustainable work practices

-

Elective Elective 15

I

Glen Innes High School - SIT20416 Certificate II in Kitchen Operations

HSC course 2018

H

r

Term 4

Term 1

Term 2

Term 3

1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0 1 2 3 4 5 6 7 8 9

1

0

1

1

Unit Code Unit Title

Assessment Event E 4

E 1 0

SITHCCC0

11

Use

cookery skills

effectively

(holistic)

10

SITHCCC0

01

Use food preparation

equipment

10

SITXINV002

Maintain the quality

of

perishable items

5

SITHCCC0

02

Prepare

and present

simple dishes

20

Elective

Units

BSBWOR2

03

Work

effectively with others

15

SITFSA002

Participate

in safe

food handling

15

Ongoing assessment

Event 4 Elective unit Elective unit Elective unit Event 10 Exam

I

Course: Legal Studies

2 unit

Components

Wei

ghti

ngs

Task 1

T4 Wk 10

Crime: Unit Test/Research Response

Task 2

T1 Wk7

Human Rights:

Presentation of a

contemporary issue

Task3

T1 Wk 10/11

Mid Course Exam

Task 4

T2 Wk 8

Focus Study 1: Written Research

Task

Task 5

T3

Trial HSC

H1, H2, H3, H4, H5, H6, H7, H8, H9.

H1, H3, H4, H5, H6, H7,

H8, H9, H10.

H1, H2, H3, H4, H5, H6, H7, H8, H9.

H1, H4, H5, H6, H7, H8,

H9, H10.

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

H7, H9, H10.

Knowledge and understanding of course content

60 5 5 20 5 25

Research 20 5 5 10

Communication 20 5 5 5 5

Marks 100 15 15 20 20 30

H.S.C. Course Outcomes (Legal Studies):

A student: H1. identifies and applies legal concepts and terminology H2. describes and explains key features of and the relationship between Australian and international law H3. analyses the operation of domestic and international legal systems H4. evaluates the effectiveness of the legal system in addressing issues H5. explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change H6. assesses the nature of the interrelationship between the legal system and society H7. evaluates the effectiveness of the law in achieving justice H8. locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents H9. communicates legal information using well-structured and logical arguments H10. analyses differing perspectives and interpretations of legal information and issues.

II

Course: HSC Japanese Beginners 2 units

HSC Course Outcomes:

A student: Interacting 1.1 establishes and maintains communication in Japanese 1.2 manipulates linguistic structures to express ideas effectively in Japanese 1.3 sequences ideas and information 1.4 applies knowledge of the culture of Japanese-speaking communities to interact appropriately Understanding texts 2.1 understands and interprets information in texts using a range of strategies 2.2 conveys the gist of and identifies specific information in texts 2.3 summarises the main points of a text 2.4 draws conclusions from or justifies an opinion about a text 2.5 identifies the purpose, context and audience of a text 2.6 identifies and explains aspects of the culture of Japanese-speaking communities in texts Producing texts 3.1 produces texts appropriate to audience, purpose and context 3.2 structures and sequences ideas and information 3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in Japanese 3.4 applies knowledge of the culture of Japanese-speaking communities to the production of texts

We

igh

tin

gs

Task 1

T 4 W 8 2011

Listening Comprehensio

n Test

Task 2

T 1 Wk 5

Speaking Interview 3

min. duration

Task3

T1 Wk 10/11

Half Yearly Exam

Task 4

T2 W 10

Writing, formal

composition

Task 5

T3

Trial HSC

Objectives & Outcomes

(see below)

2.1, 2.2, 2.3, 2.4, 2.5, 2.6

1.1,1.2,1.3,

1.4, 3.1, 3.2,3.3,3.4

2.1, 2.2, 2.3, 2.4, 2.5, 2.6

3.1,3.2,3.3,3.4 All

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

Speaking 20% 10 10

Listening 30% 15 5 10

Reading 30% 20 10

Writing 20% 10 10

Totals 100% 15 15 20 10 40

III

Topics Topics are studied from two interdependent perspectives of “The Personal World” and “Japanese-speaking communities” 1 – Family life, home and neighbourhood 2 – People, places and communities 3 – Education and work 4 – Friends, recreation and pastimes 5 – Holidays, travel and tourism 6 – Future plans and aspirations

This course outline was prepared July 2017 by Mercurius Goldstein with reference to: - Board of Studies NSW. Japanese Beginners: Stage 6 Syllabus, Preliminary and HSC Courses. Updated version June 2009, pp. 12-20 - Board of Studies NSW. Assessment & Reporting in Beginners Stage 6 Courses. Updated May 2015.

IV

Course: Japanese Continuers 2018 Course 2 units

HSC Course Outcomes:

A student will: Exchange information, opinions and experiences in Japanese 1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience Express ideas through the production of original texts in Japanese 2.1 applies knowledge of language structures to create original text 2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information Analyse, process and respond to texts that are in Japanese 3.1 conveys the gist of texts and identifies specific information 3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from language and context Understands aspects of the language and culture of Japanese-speaking communities 4.1 recognises and employs language appropriate to different social contexts 4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture

Wei

ghti

ngs

Task 1

T 4 W 8 Speaking Task –

travel guide

Task 2

T 1 Wk 5

Reading test

Task3

T1 Wk 10/11

Mid-course exam

Task 4

T2 W 10

Speaking Task – future intentions

Task 5

T3

Trial HSC

Objectives & Outcomes

(see below)

1.1-4

4.1-3

1.1-4 3.1-6

All 1.1-4

4.1 All

Speaking 20% 10 10

Listening and responding

25% 10 15

Reading and responding

40% 15 10 15

Writing 15% 5 10

Totals 100% 10 15 25 10 40

V

Themes and Topics

The individual The Japanese-speaking communities

The changing world

Personal world, eg. personal information, home and neighbourhood, family/friends, places of interest in Australia

Daily life, eg. routine, school life

Leisure, eg. interests, sports, healthy lifestyle, holidays/travel

Future plans, eg. education, careers, lifestyle

Travelling in Japan, eg. transport/directions, tickets/reservations, accommodation, places of interest

Living in Japan, eg. meeting/visiting people, shopping/eating, customs/etiquette

Cultural life, eg. traditional culture, contemporary culture

The world of work, eg. casual work, careers using Japanese

Current issues, eg. technology, youth issues, social issues

This course outline was prepared July 2017 by Mercurius Goldstein with reference to: - Board of Studies NSW. Japanese Continuers: Stage 6 Syllabus. Updated version June 2009 published 2010, pp. 12-20 - NSW Education Standards Authority. Assessment and Reporting in Languages Continuers Stage 6 courses. Updated February 2017.

VI

Course: Mathematics General 1 2 units

HSC Mathematics General 1 Course

Strand: Financial Mathematics (FM)

Strand: Data and Statistics (D)

Strand: Measurement (M)

Strand: Probability (P)

Strand: Algebra and Modelling (AM)

Focus Study 1: Mathematics and Design

Focus Study 2: Mathematics and Household Finance

Focus Study 3: Mathematics and the Human Body

Focus Study 4: Mathematics and Personal Resource Usage

Task 1

T4 Wk 8 2017

Test

Task 2

T1 Wk 10 2018

Half Yearly

Test

Task 3

T2 Wk 7 2018

Test

Task 4

T3 2018

Trial Exam

Outcomes

FM, P & FS1 FM, P, D, M &

FS2 All + FS3 All + FS4

Concepts, skills and techniques

15 10 15 10

Reasoning & Communication

10 15 10 15

Marks

25 25 25 25

VII

Course: Mathematics General 2 2 units

HSC Mathematics General 2 Course

Strand: Financial Mathematics (FM)

Strand: Data and Statistics (D)

Strand: Measurement (M)

Strand: Probability (P)

Strand: Algebra and Modelling (AM)

Focus Study 1: Mathematics and Health

Focus Study 2: Mathematics and Resources

Task 1

T4 Wk 8

Test

Task 2

T1 Wk 10/11

Mid-Course

Exam

Task 3

T2 Wk 7

Test

Task 4

T3

Trial HSC

Outcomes M & FM M, FM, P, D All + FS1 All strands

Concepts, skills and techniques

10 15 5 20

Reasoning & Communication

5 15 10 20

Marks 15 30 15 40

VIII

Course: Mathematics 2 units

Task 1

T 4 Wk 8

TEST

Task 2

T1 Week 10/11

Mid-Course Exam

Task 3

T2 Week 7

Test

Task 4

T3

Trial HSC

Outcomes H2, H3, H4 H1-H9 H1-H9 H1-H9.

Concepts, skills and techniques

10 15 5 20

Reasoning & Communication

5 15 10 20

Marks 15 30 15 40

H.S.C. Course Outcomes Mathematics: A student: H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts.

H2 Constructs arguments to prove and justify results.

H3 Manipulates algebraic expressions involving logarithmic and exponential functions.

H4 Expresses practical problems in mathematical terms based on simple given models.

H5 Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems.

H6 Uses the derivative to determine the features of the graph of a function.

H7 Uses the features of a graph to deduce information about the derivative.

H8 Uses techniques of integration to calculate areas and volumes.

H9 Communicates using mathematical language, notation, diagrams and graphs.

IX

Course: Mathematics Extension I 1 unit

H.S.C. Course Outcomes Mathematics Extension I: A student:

HE 1 Appreciates the interrelationship between ideas drawn from different areas of mathematics.

HE 2 Uses inductive reasoning in the construction of proofs.

HE 3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, exponential growth and decay.

HE 4 Uses the relationship between functions, inverse functions and their derivatives.

HE 5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement.

HE 6 Determines integrals by reduction to a standard form through a given substitution.

HE 7 Evaluates mathematical solutions to problems and communicates them in an appropriate notation and logic.

Task 1

T4 Wk 9 2017

TEST

Task 2

T1 Week 10 2018

Mid-Course Exam

Task 3

T2 Week 7 2018

Test

Task 4

T3 2018

Trial HSC

Outcomes HE1, HE2. HE7 HE1-HE7 HE3, HE4 HE1-HE7.

Concepts, skills and techniques

10 15 5 20

Reasoning & Communication

5 15 10 20

Marks 15 30 15 40

X

Course: Mathematics Extension II No of Units: 1 unit Length: 1 year

Task 1

T4 Wk 8

Task 2

T1 Week 10/11

Mid-Course Exam

Task 3

T2 Week 8

Test

Task 4

T3

Trial HSC

Outcomes HE1-HE9 HE1-HE9 HE1-HE9 HE1-HE9

Concepts, skills and techniques

10 15 5 20

Reasoning & Communication

5 15 10 20

Marks 15% 30% 15% 40%

H.S.C. Course Outcomes Mathematics Extension II: A student:

HE 2 1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems.

HE2. 2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings.

HE2. 3. Uses the relationship between algebraic and geometric representations of complex numbers and of conic sections.

HE2. 4. Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials

HE2. 5. Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion.

HE2. 6 Combines the ideas of algebra and calculus to determine important features of the graphs of a wide variety of functions.

HE2. 7. Uses the techniques of slicing and cylindrical shells to determine volumes. HE2. 8. Applies further techniques of integration, including partial fractions, integration by parts and

recurrence formulae, to problems. HE2. 9. Communicates abstract ideas and relationships using appropriate notation and logical

argument.

XI

Course: Modern History 2 units

SYLLABUS OUTCOMES A student H1.1 describes the role of key features, issues, individuals, groups and events of selected twentieth century studies H1.2 analyses and evaluates the role of key features, issues, individuals, groups and events of selected twentieth century studies H2.1 explains forces and ideas and assesses their significance in contributing to change and continuity during the twentieth century H3.1 asks relevant historical questions H3.2 locates, selects and organises relevant information from different types of sources H3.3 analyses and evaluates sources for their usefulness and reliability H3.4 explains and evaluates differing perspectives and interpretations of the past H3.5 plans and presents the findings of historical investigations, analysing and synthesising information from different types of sources H4.1 uses historical terms and concepts appropriately H4.2 communicates a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

Weightings

Task 1

T4 Wk9

Source Analysis

Task 2

T1 Wk 6

Oral

Presentation

Task3

T1 Wk 10/11

MC Exam

Task 4

T2 Wk 5

Research

Essay

Tasks 6

T3

Trial HSC

Outcomes

(see below)

H3.1,H3.3,H3.4H3.5,H4.1,H4.2

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

H4.2

H3.2,H3.3,

H4.1,H4.2

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

H4.2

H1.2,H.3.3,H3.4,H4.1,

H4.2

Components

Core Study WW1 1914-

1918 25% 15 5 5

National Study Germany 1918-1939

25% 10 10 5

International Study Cold War

25% 15 10

Personalities Leni Refenstahl

25% 15 10

Are

as

of

Ass

essm

ent

Oral 10% 10

Research 25% 10 15

Source Analysis 25% 15 10

Examination/

Test Items 40% 15 30

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

XII

Course: Music 2 units

H.S.C. Course Outcomes Music Course I: H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles H5 critically evaluates and discusses performances and compositions H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music H9 performs as a means of self-expression and communication H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities H11 demonstrates a willingness to accept and use constructive criticism

Weighting

Task 1

T 4 Wk 9

2017

Performance

Task 2

T 1 Wk5

2018

Musicology

Viva Voce

Task3

T 1 Wk 10/11

2018

MC Exam

Task 4

T 2 Wk 9

2018

Composition & Portfolio

Task 5

T3

2018

Trial HSC

Outcomes

(see below)

H1,H2,H3,H4,H5,

H1,H2,H3,H4,H5,H9

H1,H2,H3,H4,H5,

H1,H2,H3,H4,H5, H1,H2,H3,H4,H5,H8,H11

Components

Core Performance 10% 5% 5%

Core Musicology 10% 10%

Core Composition 10% 10%

Core Aural 25% 15% 10%

Elective 1 15% 10% 5%

Elective 2 15% 10% 5%

Elective 3 15% 15%

Totals 100% 5% 10% 35% 10% 40%

XIII

Course: PD, Health & PE 2 umit

A student: H1 describes the nature, and justifies the choice, of Australia’s health priorities. H2 analyses and explains the health status of Australians in terms of current trends and groups most

at risk. H3 analyses the determinants of health and health inequalities. H4 argues the case for the new public health approach to health promotion. H5 explains the different roles and responsibilities of individuals, communities and governments in

addressing Australia’s health priorities. H6 demonstrates a range of personal health skills that enables them to promote and maintain health. H7 explains the relationship between physiology and movement potential. H8 explains how a variety of training approaches and other interventions enhance performance and

safety in physical activity. H9 explains how movement skill is acquired and appraised. H10 designs and implements training plans to improve performance. H11 designs psychological strategies and nutritional plans in response to individual performance needs. H12 analyse the influence of socio-cultural factors on the way people participate in and value physical

activity and sport. H13 select and applies strategies for the management of injuries and the promotion of safety in sport

and physical activity. H14 argues the benefits of health promoting actions and choices that promote social justice. H15 critically analyses key issues affecting the health of Australians and proposes ways of working

towards better health for all. H16 devises methods of gathering, interpreting and communicating information about health and

physical activity concepts. H 17 selects appropriate options and formulates strategies based on a critical analysis of the factors

that affect performance and safe participation.

Task 1

T4 Wk.9

In – class

Essay

Study Log

Submission 1

Term 1

Wk 8

Task 2

T1 Wk.10/11

Mid Course

Exam

Task 3

T2 Wk. 6

Exam Simulation

Task 4

T2 Wk. 9

Study Log Submission

2

Task 5

T3

Trial HSC

Outcomes / Components

Wei

ghti

ngs

H1 – H5 &

H14 – H16

H1 – H5,

H7– H11 & H14 – H17

H7 – H11 & H16 & H17

H1 – H5 & H14 –

H16H7 – H11 & H16 –

H17.

H1 – H5 & H7 – H11 & H16 – H17

Health Priorities In Australia 40% 10

10 10 10

Factors Affecting Performance

40% 10 15 10 10

Sports Medicine 10% 5 5

Option of Choice

10% 5

MARKS 100% 10% 0 20% 20% 20% 30%

XIV

Course: Physics 2 units

Task Number Task 1 Task 2 Task 3 Task 4 Task 5

Due Date

Term 4

Week 7

Term 1

Week 10/11

Term 2

Week 5

Term 3

Week 1

Term 3

Assessment Instruments Practical Skills ½ Yearly Exam

Second Hand Data

Research Option Trial HSC

Outcomes Weight Outcomes from

H11,12,13,14,15

Outcomes from

H1,2,3,4,5,6,7,8,910,11,12,13,1

4,15

Outcomes from

H9,10,11,

12,13,14,15

Outcomes from

H1,2,3,4,5,6,7,8,9

10,11,12,13,14,15

Outcomes from

H1,2,3,4,5,6,7,8,9,

10,11,12,13,14,15

Components

Space

25% 15 5 5

Motors and Generators

25% 15 10

From Ideas to Implementation

25% 15 10

Option 25% 20 5

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

H.S.C. Course Outcomes Physics: A student: H1. Evaluates how major advances in scientific understanding and technology have changed the

direction or nature of scientific thinking. H2. Analyses the ways in which models, theories and laws in physics have been tested and validated. H3. Assesses the impact of particular advances in physics on the development of technologies. H4. Assesses the impacts of applications of physics on society and the environment H5. Identifies possible future directions of physics research H6. Explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity H7. Explains the effects of energy transfers and energy transformations H8. Analyses wave interactions and explain the effects of those interactions H9. Explains the effects of electric, magnetic and gravitational fields H10. Describes the nature of electromagnetic radiation and matter in terms of the particles H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate

information and understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16 Justifies positive values about and attitude towards both the living and non-living components

of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

XV

Course: Society and Culture HSC Course 2 unit

Component Weighting % Task 1 Task 2 Task 3 Task 4

Social and Cultural

Continuity and Change

In class test

Depth Study: Popular Culture

Research task

Trial HSC Depth Study: Social

Conformity and non-

conformity

Research Task

Term Four

Week 8

Term One

Week 7

Term 3

TBA

Term 2

Week 10

Outcomes H1, H4, H5, H6, H7, H8,

H9, H10

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

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

H1, H2, H3, H5, H7, H9,

H10

Knowledge and understanding of

the course content

50 7 9 17 17

Application and evaluation of social

and cultural research

methodologies

30 8 6 9 7

Communication of information, ideas

and issues in appropriate forms

20 5 5 4 6

Marks 100 20 20 30 30

HSC Course Outcomes

A student:

H1 explains the interaction between persons, societies, cultures and environments across time

H2 analyses relationships within and between social and cultural groups

H3 accounts for cultural diversity and commonality within societies and cultures

H4 evaluates continuity and change, and assesses social futures and strategies for change and the

implications for societies and cultures

H5 evaluates the influence of power, authority, gender and technology on decision-making and

participation in society

H6 applies and evaluates the methodologies of social and cultural research

H7 applies appropriate language and concepts associated with society and culture

H8 selects, organises and evaluates information and sources for usefulness, validity and bias

H9 plans an investigation, analyses and synthesises information from a variety of perspectives and

sources

H10 communicates information, ideas and issues using appropriate written, oral and graphic forms H11 uses planning and review strategies to manage complex tasks, making effective use of time and resources

XVI

Course: Visual Art Assessment Schedule 2017-2018 2 unit

: H1: initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions H2: applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work H3: demonstrates an understanding of the frames when working independently in the making of art H4: selects and develops subject matter and forms in particular ways as representations in art-making H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work H7: applies their understanding of practice in art criticism and art history H8: applies their understanding of the relationships among the artist, artwork, world and audience H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Component Task 1 Task 2 Task 3 Interim 1 Task 4 Task 5 Total

Artmaking

Work for Art Impress!

Process and development of BOW in VAPD, and with samples

Art study

Research and Essay about related artist practice.

Art criticism and art history

Mid-course Exam based on case study content.

Development of the body of work-including VAPD and works under development.

BOW interim review with markers

9 Art sheets

Essay draft

Development of BOW.

Critical review by art markers

Essay

Trial HSC

Art Criticism

Art History

Term 4

Week 9-10

4th

December

Term 1

Week 10/11

Term 2

Week 2

BOW

Week 9 T2

BOW for CAPA

Week 10 Term 2

Essay final

Term 3

H1, H2,H3, H4

H7, H8, H9 H1, H2, H3, H4, H5

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

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

H7,H8,H9,H10

Artmaking 10 15 25 50

Art criticism and Art history

10 10 10 20 50

Marks 10 10 25 35 20 100