updated march 10, 2020 · 2020-03-29 · 8 satisfactory completion of a hsc course: hsc assessment...
TRANSCRIPT
Updated March 10, 2020
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Contents Introduction .............................................................................................................................................................. 5
NSW Education Standards Authority (NESA) .......................................................................................................... 5
Responsibility of Students ........................................................................................................................................ 5
Change of Personal Details ..................................................................................................................................... 5
Formative and Summative Assessment ................................................................................................................... 5
Assessment Handbooks .......................................................................................................................................... 5
Summative Assessment Task Notifications ............................................................................................................. 6
The Higher School Certificate (HSC) ....................................................................................................................... 6
Eligibility Requirements for the Higher School Certificate ........................................................................................ 7
Pattern of Study for the Higher School Certificate .................................................................................................... 7
Satisfactory completion of a HSC course: course completion criteria ...................................................................... 7
Satisfactory completion of a HSC course: HSC assessment ................................................................................... 8
Completion of HSC Internal Assessment Tasks....................................................................................................... 8
Satisfactory Completion of a Higher School Certificate Vocational Education & Training (VET) Course ................. 9
Performance Bands for the HSC – Year 12 ........................................................................................................... 10
Calculation of Marks and Summative Assessment Ranks – Year 12 ..................................................................... 11
Year 12 Internal Assessment Appeal ..................................................................................................................... 12
Arrangements for In-Class Summative Assessment Tasks involving Multiple Classes. ......................................... 13
Oral / Aural Summative Assessment Tasks ........................................................................................................... 13
Types of Summative Assessment Tasks ............................................................................................................... 14
Vocational Education & Training (VET) Assessment ............................................................................................. 15
Technology and Summative Assessment Tasks .................................................................................................... 16
Assessment / Examination Etiquette, Malpractice, Plagiarism, Cheating & All My Own Work ............................... 17
St Joseph’s College Principles and Procedures regarding Assessment / Examination Etiquette ........................... 20
Assessment / Examination Etiquette ...................................................................................................................... 22
Attendance, Absence from School & Extensions ................................................................................................... 22
Penalties for Non-Submission, Malpractice & Summative Assessment / Examination Non-Compliance ............... 27
Illness and Misadventure Applications ................................................................................................................... 27
Major Works ........................................................................................................................................................... 29
Disability Provisions ............................................................................................................................................... 30
School Reports and Student Reviews .................................................................................................................... 31
Glossary of Key Terms ........................................................................................................................................... 32
Referencing and Bibliographies ............................................................................................................................. 34
Assessment Schedules for Year 12 Courses .................................................................................................... 37
Religious Studies Faculty ................................................................................................................................... 37
CATHOLIC STUDIES ............................................................................................................................................ 38
STUDIES OF RELIGION I ..................................................................................................................................... 39
STUDIES OF RELIGION II .................................................................................................................................... 40
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English Faculty .................................................................................................................................................... 41
ENGLISH STUDIES ............................................................................................................................................... 42
ENGLISH STANDARD ........................................................................................................................................... 43
ENGLISH ADVANCED .......................................................................................................................................... 44
ENGLISH EXTENSION 1 ....................................................................................................................................... 45
Creative and Performing Arts (CAPA) Faculty .................................................................................................. 46
MUSIC 1 ................................................................................................................................................................ 47
VISUAL ARTS ........................................................................................................................................................ 48
Human Society & Its Environment (HSIE) Faculty ............................................................................................ 49
ANCIENT HISTORY .............................................................................................................................................. 50
BUSINESS STUDIES ............................................................................................................................................ 51
ECONOMICS ......................................................................................................................................................... 52
LEGAL STUDIES ................................................................................................................................................... 53
MODERN HISTORY .............................................................................................................................................. 54
SOCIETY AND CULTURE ..................................................................................................................................... 55
Mathematics Faculty ............................................................................................................................................ 56
MATHEMATICS – ADVANCED ............................................................................................................................. 57
MATHEMATICS EXTENSION 1 ............................................................................................................................ 58
MATHEMATICS EXTENSION 2 ............................................................................................................................ 59
MATHEMATICS STANDARD 2 ............................................................................................................................. 60
MATHEMATICS STANDARD 1 ............................................................................................................................. 61
PDHPE Faculty ..................................................................................................................................................... 62
COMMUNITY & FAMILY STUDIES ....................................................................................................................... 63
PDHPE ................................................................................................................................................................... 64
SPORT, LIFESTYLE & RECREATION .................................................................................................................. 65
Science Faculty .................................................................................................................................................... 66
BIOLOGY ............................................................................................................................................................... 67
CHEMISTRY .......................................................................................................................................................... 68
PHYSICS ............................................................................................................................................................... 69
Technology and Applied Studies Faculty .......................................................................................................... 70
INDUSTRIAL TECHNOLOGY – Timber Products & Furniture Technologies ......................................................... 71
SOFTWARE DESIGN and DEVELOPMENT ......................................................................................................... 72
Vocational Education & Training (VET) Faculty ................................................................................................ 73
VET CONSTRUCTION .......................................................................................................................................... 74
VET HOSPITALITY ................................................................................................................................................ 76
VET RETAIL SERVICES ....................................................................................................................................... 78
Term Planners Term 4 (2019) Assessment Schedule .................................................................................................................... 86 Term 1 (2020) Assessment Schedule .................................................................................................................... 88 Term 2 (2020) Assessment Schedule .................................................................................................................... 91 Term 3 (2020) Assessment Schedule .................................................................................................................... 93
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Introduction
The purpose of this Assessment Handbook is to provide information to parents / carers and students regarding their studies in Year 12. Students who satisfactorily complete Year 12 are awarded the Higher School Certificate (HSC).
NSW Education Standards Authority (NESA) The NSW Education Standards Authority (NESA) replaced the Board of Studies, Teaching and Educational Standards NSW (BOSTES) on 1 January 2017. NESA is the government agency responsible for education in NSW. Information can be accessed at the following website: http://educationstandards.nsw.edu.au/wps/portal/nesa/home
Responsibility of Students Students are required to both understand and comply with the St Joseph’s College Year 12 Assessment Policy as outlined in this handbook. Please note that ignorance is NOT an excuse. Consistent effort throughout the year will be necessary to ensure that students reach their potential in terms of results. Teachers will make every effort to assist that students achieve to their best, and parents / carers are asked to support students by encouraging effective homework / study patterns.
Change of Personal Details If a student’s personal details change from those provided to NESA on their Confirmation of Entry, they must advise the College immediately so that NESA can be informed as soon as possible. NESA need each student’s current postal address, email address and mobile number to send important information such as advice of dates and venues for practical and Languages oral examinations, HSC results and nomination letters for HSC showcase events. Students can also change their personal details and address in their Students Online Account. If an ATAR has been requested, student’s addresses must also be kept up to date with UAC.
Formative and Summative Assessment There are a wide range of terms used when educationalists refer to assessment. To clarify these terms and provide a context for their use, St Joseph’s College will use the terms formative and summative assessment. Formative Assessment is used as part of the teaching and learning cycle. Whereas, Summative Assessment occurs at the end of a unit or course to assist with determining a student’s level of achievement. Summative Assessment Tasks are included in this handbook.
Assessment Handbooks St Joseph’s College publishes Assessment Handbooks for each cohort. These handbooks include:
NESA requirements
St Joseph’s College Assessment Policy and Procedures
Assessment Schedules related to courses being studied which outline: o Task Number o Task Type / Name o Weighting of the Task
o Outcomes being assessed with Task o Timing of the Task
Term Planner for each academic year including an overview of assessment tasks and key events related to the nominated cohort.
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Summative Assessment Task Notifications All students will be emailed an electronic copy of each Summative Assessment Task Notification for a particular course. This notification will be issued at least TEN schools days prior to the due date of the task. The notification will include:
Course Name
Year / Class Group
Task Title
Task Number
Date Task Issued
Date Task Due
Weighting of the Task
Submission Details – explicitly outlined
Outcomes being assessed by Task
Task Description
Marking Criteria / Guidelines / Rubrics. In the event that the original due date of a Summative Assessment Task needs to be altered, students will be advised of the changes to the assessment details in the following ways: 1. Emailed to the student’s school email account; 2. Published on the ‘Student Notices via Compass’ for a minimum of THREE days; 3. Identified in the school’s fortnightly newsletter in the section ‘Curriculum Information’.
The Higher School Certificate (HSC) The Higher School Certificate (HSC) is the highest educational award in New South Wales schools. It is awarded to NSW students who have satisfactorily completed both Years 11 and 12 in the required pattern of study. To be eligible, for the HSC students must meet HSC course requirements and sit for the designated state wide HSC examinations. The HSC is an internationally recognised credential that provides a strong foundation for students wishing to pursue tertiary qualifications, vocational training or employment. For those students who leave school before completing the HSC, NESA issues the Record of School Achievement (RoSA) to eligible students. The RoSA is a cumulative credential, meaning it contains a student’s record of academic achievement up until the date they leave school. This could be between the end of Year 10 and prior to completing Year 12. The RoSA is useful to students leaving school prior to the HSC because they can show it to potential employers or places of further learning. https://ace.nesa.nsw.edu.au/higher-school-certificate and http://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/leaving-school/record-of-school-achievement/credentials
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Eligibility Requirements for the Higher School Certificate
To be eligible for the award of the Higher School Certificate, students must: a. satisfactorily complete Years 9 & 10 or gain other qualifications that satisfy NESA; b. have attended a government school, an accredited non-government school, a school outside New South Wales
recognised by NESA or a college of TAFE; c. have completed HSC All My Own Work (or its equivalent); d. have satisfactorily completed courses that comprise the pattern of study required by NESA for the award of the
Higher School Certificate; e. sit for and make a serious attempt at the requisite Higher School Certificate internal assessments &
examinations and f. meet the HSC minimum standard of literacy & numeracy within five years of starting the HSC.
Note: Students undertaking only Stage 6 Life Skills courses are not required to complete the HSC: All My Own Work program or its equivalent.
This information is taken from the ACE Manual: ACE 8004 – Eligibility requirements for the Higher School Certificate https://ace.nesa.nsw.edu.au/ace-8004
Pattern of Study for the Higher School Certificate
To qualify for the Higher School Certificate students must satisfactorily complete a Preliminary pattern of study comprising at least 12 units and a Year 12 pattern of study comprising at least 10 units. Both patterns must include: at least six units from Board Developed Courses; at least two units of a Board Developed Course in English; at least three courses of two units value or greater (either Board Developed or Board Endorsed Courses); and at least four subjects.
To satisfy pattern of study requirements for the Higher School Certificate, a student may count up to six units of Science in Year 11 and seven units of Science in Year 12. some courses have certain rules and prerequisites for example English Studies.
This information is taken from the ACE Manual: ACE 8005 – Pattern of Study for the Higher School Certificate https://ace.nesa.nsw.edu.au/ace-8005
Satisfactory completion of a HSC course: course completion criteria
The following course completion criteria refer to both the Preliminary and HSC courses.
A student will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that the student has: 1. followed the course developed or endorsed by the NSW Education Standards Authority (NESA); and
2. applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and
3. achieved some or all of the course outcomes.
This information is taken from the ACE Manual: ACE 8019 - Satisfactory completion of a Preliminary or Higher School Certificate course: Course Completion Criteria https://ace.nesa.nsw.edu.au/ace-8019 While NESA does not stipulate attendance requirements, principals may determine that as a result, of absence the above course completion criteria might not be met. Clearly, such absences are serious and principals must give students early written warning of the consequences of such absences. Warning letters must be related to the student’s absence in relation to the non-completion of the course requirements.
This information is taken from the ACE Manual: ACE 8021 – Satisfactory completion of an HSC course. https://ace.nesa.nsw.edu.au/ace-8021
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Satisfactory completion of a HSC course: HSC assessment In addition, to any other set tasks and experiences in any HSC course, students must complete HSC assessment tasks that contribute in excess of 50 percent of available marks in courses where internal assessment marks are submitted. This information is taken from the ACE Manual: ACE 8020 - Satisfactory completion of a HSC course: HSC assessment https://ace.nesa.nsw.edu.au/ace-8020
Completion of HSC Internal Assessment Tasks The NSW Education Standards Authority (NESA) expects students to attempt all set assessment tasks. For all Board Developed Courses (except VET courses and Life Skills courses) NESA requires all students to follow an assessment program and have an assessment mark submitted. The minimum requirement is that a student must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of available marks in the course, and therefore may be ineligible for the award of a HSC credential. A student who does not comply with the assessment requirements and receives a non-completion determination in a course will have neither an assessment mark nor an examination mark awarded for that course. In the case of Extension Courses, students who do not comply with the minimum assessment requirements for any co-requisite course will not receive a result in either course. This information is taken from the ACE Manual: ACE 8073 – Completion of HSC Internal Assessment Tasks https://ace.nesa.nsw.edu.au/ace-8073 Therefore, St Joseph’s College expects all Year 12 students to make a genuine attempt at all Summative Assessment Tasks for each of their courses.
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Satisfactory Completion of a Higher School Certificate Vocational Education & Training (VET) Course VET courses are ‘dual accredited’ – students receive recognition towards their RoSA as well a Certificate of Attainment. As with all HSC courses, students undertaking VET courses may be deemed to have either completed or not completed course requirements based on the course completion criteria. The HSC course requirements in a VET course are defined by:
the HSC indicative hours requirements of the course
the HSC course structure
mandatory work placement requirements (where applicable)
the HSC Requirements and Advice for examinable units of competency in Industry Curriculum Frameworks
competency-based assessment requirements.
VET Mandatory Work Placement The requirement to complete work placement in a VET framework course is also stated in the student declaration on the Confirmation of Entry. This is to be signed by the student and retained by the school.
If a student does not undertake the mandatory work placement component he/she will not be eligible for a Statement of Attainment and the course will not contribute to HSC units.
It is possible for the principal to certify, at a later time, that the student has subsequently completed the mandatory requirements and request that the ‘N’ determination be withdrawn – Work placement must be completed to be eligible for the relevant credential. This information is taken from the ACE Manual: ACE 8028 – Criteria for Satisfactory completion of an HSC Vocational Educational Training (VET) course. https://ace.nesa.nsw.edu.au/ace-8028 St Joseph’s College is required to apply these Satisfactory Course Completion criteria from NESA to the HSC credential. To support the implementation of these NESA requirements St Joseph’s College outlines the following points:
Principals may determine that, as a result of absences, a student may not have satisfactorily completed the course.
Students have to ‘satisfactorily’ complete the Year 11 RoSA credential requirements prior to commencing study in Year 12 courses.
Students are expected to make a serious attempt at all summative and formative assessment tasks. o The 2020 HSC Rules and Procedures explicitly outlines that students are required to “make a serious
attempt at the Summative Assessment Task / Examination by answering a range of question types. Answering only multiple-choice questions is not considered a serious attempt (p.19).”
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students/2019-rules-procedures-guide-students
o Where concerns arise in a particular course students and families will be advised formally in writing.
Concerns related to a Summative Assessment Task may result in an N Warning Letter being issued.
A pattern of concern related to Formative Assessment Tasks will result in a Formative Assessment Letter being issued and may lead to an N Warning Letter being issued.
If a student is deemed not to have completed a course, he / she will receive an ‘N’ determination. The course will be listed as ‘Not Completed’ on the student’s Record of Achievement, and this may mean that they are not eligible for the HSC in that year. Students have the right to appeal against an ‘N’ determination. The appropriate form can be obtained from the Principal. Appeals against ‘N’ determinations should be lodged with the Principal, who will advise students of the date by which the appeal must be submitted.
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Performance Bands for the HSC – Year 12
Student performance in each HSC course is measured against defined standards. HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a student within that mark range. The performance bands and descriptions give meaning to the HSC mark. For a 2 unit course, Band 6 indicates the highest level of performance and the minimum standard expected is 50. Band 6 = 90 - 100 marks Band 5 = 80 - 89 marks Band 4 = 70 - 79 marks Band 3 = 60 - 69 marks Band 2 = 50 - 59 marks Band 1 = 0 - 49 marks
Each band is aligned to what a student at that level of performance typically knows, understands and can do. The 'average' performance in most courses is usually a mark in the mid-70s (Band 4). Band 1 indicates that a student has not met enough of the course outcomes for a report to be made. Band 1 includes marks ranging from 0 to 49.
For a 1 unit Extension Course, the bands are E4 (highest level of performance) to E1.
Band E4 = 45 - 50 marks
Band E3 = 35 - 44 marks
Band E2 = 25 - 34 marks
Band E1 = 0 - 24 marks.
This information was sourced from: http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/results-certificates/understanding-results
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Calculation of Marks and Summative Assessment Ranks – Year 12 Calculation of Marks Students will receive a raw mark for each Summative Assessment Task. It should be noted, that any appeals regarding the raw mark may only be made within two days of the task being returned by the teacher – retrospective requests will not generally be considered. Raw marks are combined in accordance with the weightings indicated in each Course’s Assessment Schedule that will determine a student’s final Course Rank. Cumulative assessment information is provided on each student’s College Report published each semester. Summative Assessment Ranks – Year 12 At the conclusion of each Summative Assessment Task (VET Courses are not included) in Year 12, the teacher will provide the following advice to students:
Provisional Rank for the Summative Assessment Task in comparison to the other students in the course;
Provisional Cumulative Rank for the course in comparison to the other students in the course.
The rationale behind the use of the word provisional is due to possible appeals pending at the time the advice is given. The final Course Rank will not be finalised until the Year 12 Assessment Program for each course has concluded. Sample Layout of Summative Assessment Rank Information:
Provisional Rank for Summative Assessment Task:
/
Provisional Cumulative Rank for Course:
/
Final Assessment Rank NESA has mandated that the final HSC Internal Assessment Mark for each course is not to be made known to students, however they will be advised of their final rank. Therefore, the HSC Semester Two Report will indicate the Semester Two Course Mark and the Final Cumulative Rank. Any assessment review will be based on rank order placement only. Students, who consider that their placement in the rank order for any course is not correct, based on feedback provided on their performance during the course, may seek a school review by approaching the College Assistant Principal responsible for that year group. The review will focus on the school procedures for determining the final Internal Assessment Mark. The marks awarded for individual assessment tasks will not be subject to review as part of this process. Students have an obligation to login to the NESA Students Online Website at the end of September to check their final rank for individual courses. If there are perceived differences, then it is the student’s responsibility to immediately notify the College Year Level Assistant Principal.
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Year 12 Internal Assessment Appeal (following the Return of a Summative Assessment Task). Disagreement over a marker’s assessment of a task must be lodged within 2 school days (48 hours) of the task being returned to the student. This appeal must be lodged with the Year Level Assistant Principal using the College’s Summative Assessment Appeal Form. In the case of a multiple-choice question, being incorrectly marked the student should alert the class teacher when the task is returned. The class teacher will adjust the mark on the student’s task and inform the relevant Leader of Learning. If there is a calculation error, the student should alert the class teacher. The class teacher will adjust the mark on the student’s task, initial and date and inform the relevant Leader of Learning of the adjusted mark. In other cases, the student MUST complete a Summative Assessment Appeal Form available from Student Services or the College’s website. On the Summative Assessment Appeal Form the student will then be required to:
Outline the grounds for the appeal;
Attach Summative Assessment Appeal Form to the original task and submit to Student Services where it will be signed and dated to acknowledge receipt of the appeal;
An email from the LOJ Assessment Email Account will be sent to the student to advise of the receipt of the appeal.
The relevant Assistant Principal will discuss the appeal with the relevant Leader of Learning. Depending on the nature of the appeal the Assistant Principal and Leader of Learning will determine the most appropriate course of action. This could involve an external review (meaning a nominated teacher from outside of the College could review the appeal and provide advice). Generally, an external review will only be determined as the appropriate course of action for questions that are worth 10 or more marks.
If the appeal is upheld, the Leader of Learning will adjust the mark on the task and return the task to the student. The Leader of Learning will complete the relevant section on the Summative Assessment Appeal Form which outlines the details of the appeal. The adjusted mark is updated on the Learning Task Section of Compass (Markbook). If the appeal is not upheld, the student will be informed via the Summative Assessment Appeal Form and may be given additional feedback to clarify why the mark has not been adjusted. If the student is still not satisfied with the result, they may appeal to the relevant Assistant Principal (within 48 hours) of being notified of the appeal outcome by handing their original task, the original appeal form and a request in writing for an external review. An external review will only be sanctioned if the following grounds can be proven:
Insufficient notice of task;
Weighting of course components not matching syllabus requirements;
The task not being marked according to the published marking guidelines. The Assistant Principal in consultation with the relevant Leader of Learning, will determine if an external review is warranted. If so, the Assistant Principal will contact another Diocesan School and request a re-mark. When the task is returned, if there is a difference to the original mark the student will receive an average of the two marks – whether favourable or unfavourable to the student. Students should note that an external review will only be available for questions worth 10 or more marks, or a section worth 10 or more marks.
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Information Related to the Remarking of Tasks:
Students need to be aware that they have a total of THREE appeal reviews available to them across all courses in Year 11 and a further THREE in Year 12. If the appeal is upheld their appeal total is credited – for example, if an appeal is lodged for PDHPE Task 2 and the appeal is upheld there are three remaining, but if declined the student has ‘used up’ one appeal and has two remaining appeals.
Therefore, students should think very carefully about the grounds for their appeal and the final lodging of the appeal.
As per the principles of All My Own Work, the guiding principles of the College’s assessment program is based on the highest level of integrity and honesty.
Arrangements for In-Class Summative Assessment Tasks involving Multiple Classes. In circumstances where there are multiple classes of a course (eg: there are Two Biology classes in Year 12) and they are required to complete an In-Class Summative Assessment Task the following arrangements will be applied:
All students (in both classes) will complete the In-Class Summative Assessment Task at the same time;
The specific arrangements for the In-Class Summative Assessment Task will be communicated to the students
via the Summative Assessment Task Notification;
Students are responsible for being aware of the details for the Summative Assessment Task.
Oral / Aural Summative Assessment Tasks
If a student is absent from a scheduled Oral / Aural Summative Assessment Task (due to illness or approved / valid reason) for any course in Year 12, there may be consideration given for an alternate task.
However, students should note that for the actual HSC Examinations NO alternate arrangements will be made.
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Types of Summative Assessment Tasks There are two general types of Summative Assessment Tasks:
1. In-Class Summative Assessment Tasks – examples of these types of tasks include examinations, in-class responses, oral tasks, presentations, practical tasks and performance tasks (eg: music or drama performances)
2. Submitted Summative Assessment Tasks - examples of these types of tasks include research tasks, written
/ scientific reports and extended responses. In-Class Summative Assessments Tasks will be completed on the nominated date and in the specified lesson. This information will be identified on the Summative Assessment Task Notification. Submitted Summative Assessment Tasks can be submitted in a range of ways, depending on the nature of the task. The process for submission will be clearly outlined on each Summative Assessment Tasks Notification. The ways tasks can be submitted include:
A. Online / Electronic submission (via the Turnitin software):
Students in Years 10 to 12 are responsible for submitting their task via the Turnitin software by 9.00am on Mondays or the other specified date on the Summative Assessment Task Notification. o Students completing Oral Summative Assessment Tasks will be required to submit a copy of their
speech / presentation via the Turnitin procedures outlined above on the due date. When the student actually delivers the speech / oral presentation, they will also be required to sign an Assessment Record Sheet to acknowledge the day they presented their speech / oral presentation.
B. Hand in submissions (examples include models, artworks, design folios etc):
Students in Years 10 to 12 are responsible for submitting their task by 9.00am on the nominated date. o Tasks are to be submitted to the Submission Point of the Bertrand Centre. Students must sign the
Assessment Record Sheet to acknowledge they have submitted their task; o For printed, hard copies or hand written Summative Assessment Tasks, students must attach a
Summative Assessment Task Cover Sheet Years 10, 11 & 12 (BLUE FORM) to their task, including their Unique Student Number (USN) adhesive label;
o In circumstances where it is impractical for the Summative Assessment Task to be submitted at the Submission Point of the Bertrand Centre, tasks may be submitted to the teacher (eg Food Technology practical task, Industrial Technology practical projects, Visual Art artworks etc). In these situations, students will still be required to sign and date the Assessment Record Sheet to acknowledge they have submitted the task. Furthermore, specific details for these situations will be included on the Summative Assessment Task Notification.
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Vocational Education & Training (VET) Assessment
VET Courses are competency based, therefore, no internal assessment mark is required for these courses. However, if students intend to sit for the HSC VET Examination in 2021, an estimate mark, based on the Trial HSC Examination will be submitted to NESA in case of Illness / Misadventure in the HSC Examination. The College keeps records of all competencies achieved and these are regularly updated by the VET Coordinator to NESA so that a Statement of Attainment can be generated at the end of the course or if the student leaves prior to the completion of the course. Competencies must be completed by the end of Term 3 in Year 12 of the year sitting the HSC. Work towards the completion of any outstanding competencies will not be accepted after this. Assessment for VET courses is ongoing throughout the course and may consist of a combination of written and practical tasks or demonstrations. All units of competency studied during both the Preliminary and HSC years will count towards the student’s achievement of the Australian Qualifications Framework (AQF) Certificate, provided all units of Competency are achieved, or a Statement of Attainment if only some units of Competency are achieved. Work Placement As part of the assessment for VET Courses there is a compulsory work placement of 35 hours per year (total of 70 hours) Students need to be aware of the following:
Work Placement does not provide a valid reason for not completing or submitting a Summative Assessment Task;
Students must check their Assessment Schedule and the Assessment Calendar to ascertain if a task is scheduled during their Work Placement. Concerns must be discussed with the Assistant Principal – Curriculum at least FIVE Days prior to the Work Placement commencing.
Students who are on work placement must still meet assessment due dates.
Submitted Summative Assessment Tasks should be submitted prior to Work Placement or meet the assessment deadline and it is the student’s responsibility to ensure this occurs.
In the case of Examinations and In-Class Summative Assessment Tasks, Work Placement students must complete a Summative Assessment Variation Form and submit this to the Student Services at least THREE school days prior to the due date of the Summative Assessment Task. This will allow for the details of the task to be finalised.
HSC Examinations for VET Courses Students wishing to use achievement in their VET course for calculation towards an Australian Tertiary Admission Rank (ATAR) – where the subject is deemed eligible – can choose to undertake the written NSW Educational Standards Authority Examination and will nominate this option during the HSC year. The College requires VET students who are using a VET Course to contribute towards their ATAR are required to sit for the Trial Examination in the HSC year. The Trial Examination Mark is used in cases of Illness / Misadventure for the HSC written examination. All core and stream units of Competency covered during the Preliminary and HSC years will be assessed in the HSC examination. The HSC written examination is independent of the competency-based assessment undertaken during the course. The mark achieved by students in the examination is used as the sole basis for determining the student’s ATAR.
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Technology and Summative Assessment Tasks Most students now use some form of electronic technology to produce their submitted Summative Assessment Tasks. Some Summative Assessment Tasks will require that students submit the task in electronic form, and this will be specified on the Summative Assessment Task Notification. It is the responsibility of the student to back up all their work and to ensure that all reasonable steps are taken to prevent technology failure from hampering their ability to submit a task by the due date. Technology failure is NOT, in itself, a valid reason for failure to submit a Summative Assessment Task on time. Technology breakdown, as grounds for extension, will only be considered in extreme circumstances. To minimise problems in relation to technology, students should adhere to the following protocols: continually back up all work on the hard drive of their computer and on an external portable storage device
(such as a USB drive) or in a relevant cloud based storage facility (eg OneDrive); tasks which are to be submitted electronically should follow the specific instructions outlined on the Summative
Assessment Task Notification in relation to file formats and / or the use of specific software programs. In circumstances where students may utilise unconventional file formats / software programs they should consult with their teacher at least 48 hours prior to submission;
send a copy of the final version of your task to an email address that can be accessed at school (such as [email protected] email account), as well as bringing it to school on an external portable storage media.
Submission of hard copy Summative Assessment Tasks should be printed at home, where appropriate. During busy times, there may be difficulty accessing the school printers. If the task cannot be printed at home, download the task onto an external portable storage device (such as a USB drive) and bring it to school for printing. Note: printing at school must be completed prior to the time and date of submission.
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Assessment / Examination Etiquette, Malpractice, Plagiarism, Cheating & All My Own Work
Honesty in HSC Assessment – the standard This standard sets out the requirements of NESA for students submitting their own work in HSC assessments. Candidates for the HSC, as well as their teachers and others who may guide them, are required to comply with this standard. The honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others in guiding students, underpins the integrity of the HSC. Throughout the assessment process, the highest level of honesty is required. Each student’s mark will be determined by the quality of the work produced by the student only. To demonstrate honesty, any component of a student’s work that has been written, created or developed by others must be acknowledged in accordance with NESA’s subject-specific documentation. Use or inclusion of material from other sources such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and learning do not require formal acknowledgement. Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process constitutes malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. NESA treats allegations of malpractice very seriously and detected malpractice will limit a student’s marks and jeopardise their HSC. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own. Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, NESA will report matters to the Independent Commission Against Corruption. These requirements should be read in conjunction with NESA syllabuses and policies in related areas such as malpractice and satisfactory completion of a course. This information is taken from the ACE Manual: ACE 9022 – Honesty in HSC Assessment – the standard https://ace.nesa.nsw.edu.au/ace-9022
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Honesty in HSC assessment: what constitutes malpractice All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be a student’s own work or must be acknowledged appropriately. Malpractice, including plagiarism, could lead to students receiving zero marks and will jeopardise their RoSA and / or HSC results. Malpractice is any activity that allows students to gain an unfair advantage over other students. 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 of others in practical and performance tasks without appropriate acknowledgement
paying someone to write or prepare material
breaching school examination rules
using non-approved aids during an assessment task
contriving false explanations to explain work not handed in by the due date
assisting another student to engage in malpractice.
In the case of suspected plagiarism, students will be required to provide evidence that all unacknowledged work is entirely their own. Such evidence might include but is not limited to the student:
providing evidence of and explaining the process of their work, which might include diaries, journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas
answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.
This information is taken from the ACE Manual: ACE 9023 – Honesty in HSC Assessment: what constitutes malpractice https://ace.nesa.nsw.edu.au/ace-9023
NESA requires proven cases of Malpractice to be reported to them by St Joseph’s College including the penalty imposed.
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All My Own Work (AMOW)
The HSC: All My Own Work program is designed to help HSC students follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies.
The program has been developed as part of the NSW Government's Respect and Responsibility strategy and complements other approaches such as brochures for teachers, students and parents and strengthened student and teacher declarations for the HSC.
The HSC: All My Own Work program is integrated with other NSW syllabuses and programs. The program is designed to be delivered flexibly as self-paced learning modules.
The program's content is divided into five modules: 1. Scholarship Principles and Practices 2. Acknowledging Sources 3. Plagiarism 4. Copyright 5. Working with others
Each module contains:
Information and advice on the module focus questions
Quiz questions
Links to relevant websites
Summary
Frequently Asked Questions (FAQs)
Link to a glossary http://amow.bostes.nsw.edu.au/
Certifying the Completion of the All My Own Work Program The criteria for satisfactory completion of the program are similar to the criteria for satisfactory completion of a Year 11 or 12 (HSC) course. A student is considered to have satisfactorily completed the program if, in the principal's view, there is sufficient evidence that the student has:
systematically addressed the content covered by the program; and
applied themselves with diligence and sustained effort to the set tasks and experiences provided in the program by the school; and
achieved some or all of the program outcomes. As with decisions about satisfactory completion of a course, the professional judgement of principals and teachers is a key element in decisions about a student's satisfactory completion of the program. Principals are also able to deem that satisfactory completion has been demonstrated through equivalent programs. http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work
St Joseph’s College students are required to achieve a score of 80% or above for each of the five AMOW modules
to be deemed to have satisfactorily completed the AMOW program.
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St Joseph’s College Principles and Procedures regarding Assessment / Examination Etiquette
St Joseph’s College Assessment / Examination Etiquette Principles and Procedures are based on the HSC guidelines. These principles and procedures will be communicated to students and families at regular times throughout the year.
Student Conduct During Summative Assessment Tasks and Examinations – In any cases where student conduct is outside the rules, the Leader of Learning / Assistant Principal should be notified.
You must follow the day-to-day rules of the school when you sit for your examinations. Failure to observe these rules may result in zero marks for the Summative Assessment Task or Examination, no result for the course, or non-award of a RoSA or Higher School Certificate.
Behave Politely and Take Summative Assessment Tasks / Examinations Seriously
During each Summative Assessment Tasks / Examination you must:
always follow the teacher / supervisor instructions;
make a serious attempt at the examination by answering a range of question types. Answering only multiple-choice questions is not considered a serious attempt and you may have the course cancelled;
answer in English, unless the question paper directs otherwise. If you don’t write in English, you will receive zero marks for your answer;
behave politely and courteously towards the teacher / supervisor and other students.
During Summative Assessment Tasks / Examinations you must not:
Cheat;
include frivolous or objectionable material;
speak to anyone other than a supervisor;
behave in any way likely to disturb another student or upset the running of the Summative Assessment Task / Examination’s running;
be affected by alcohol or illegal drugs;
consume food unless approved by NESA (through Disability Provisions) or St Joseph’s College (for example, if you have diabetes);
take any writing booklets or examination paper, whether used or not, out of the room;
write on your body (for example your arms), tissues or material that is not exam material;
leave the room if your principal requires all students to stay until each exam ends.
If you do not follow these rules, or if you cheat in the assessment / examination in any way, you may be asked to leave the assessment / examination room. The Assistant Principal – Curriculum and Studies Coordinator will be contacted and in some cases you will be reported to NESA. The penalty may be:
o Zero for the assessment / examination; o cancellation of the course concerned, or of all courses.
and as a consequence you may be ineligible for a RoSA or Higher School Certificate.
Actions that may be illegal may be reported to the police.
This information is taken from the 2020 Higher School Certificate: Rules and Procedures (p.19 & 20). http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students
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Approved Equipment to be brought to Summative Assessment Tasks / Examinations
You should bring the equipment you know you will need and is allowed for each examination. Make sure that your equipment is in good working order, because misadventure applications will not be upheld (or supported / accepted) for equipment failure. You can bring the following items into your examinations:
black pens;
clear plastic bag / pencil case containing the required equipment;
pencils (must be at least grading 2B);
erasers and a sharpener;
a ruler marked in millimetres and centimetres;
highlighter pens;
a clear bottle of water;
a non-programmable watch, which you must take off and place on your desk in clear view and not touch during the Summative Assessment Task / Examination.
You may need to bring other certain equipment, like a calculator for some Summative Assessment Tasks / Examinations. Students need to ensure that their scientific calculator is an approved model.
When equipment is listed for an examination, it means that you might need it to answer some questions. If equipment is listed as optional, it is not essential for answering any questions, but you can bring and use it if you wish.
Items NOT Permitted in a Summative Assessment Task / Examination Room
You are not permitted to bring any of the following items into assessment tasks / examinations. They are to be left outside the room. These include:
mobile phones (At St Joseph’s College, mobile phones may be placed in a designated area nominated by the teacher. They must be turned off and the College will not be responsible for them);
programmable watches, like smart watches (At St Joseph’s College, programmable watches may be placed in a designated area nominated by the teacher. They must be turned off and the College will not be responsible for them);
any electronic devices (except a calculator, if allowed), including communication devices, organisers, tablets, music players, earphones or electronic dictionaries (At St Joseph’s College, electronic devices may be placed in a designated area nominated by the teacher. They must be turned off and the College will not be responsible for them – This is NOT the procedure for the HSC Examinations);
paper or any printed or written material (including your examination timetable);
dictionaries (except in language examinations, if allowed);
correction fluid or correction tape.
Students cannot borrow equipment during Summative Assessment Tasks / Examinations. Teachers / Supervisors may inspect your equipment when you enter the room, and will tell you where to place any unauthorised items. They are not responsible for these items.
This information is taken from the 2020 Higher School Certificate: Rules and Procedures (p.17). http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students
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Assessment / Examination Etiquette Malpractice, Plagiarism, Cheating
In circumstances, where a student is suspected of not complying with the expectations outlined above with respect to Summative Assessment Tasks / Examination Etiquette, Malpractice, Plagiarism and Cheating, St Joseph’s College, Lochinvar will apply the following course of action:
Subject / Classroom Teacher consults with Leader of Learning regarding concerns related to Summative Assessment Tasks / Examination Etiquette, Malpractice, Plagiarism and Cheating.
Students will be required to demonstrate that all unacknowledged work is entirely their own – this process will be overseen by the Leader of Learning (This could require the student to produce evidence).
For students in Years 10, 11 and 12: o The Assessment Appeals Committee will consider all evidence presented and make a final
determination; o Parents/Carers will be notified of any cases regarding breaches of Summative Assessment Tasks /
Examination Etiquette, Malpractice, Plagiarism and Cheating; o If an established case of breaching the Summative Assessment Tasks / Examination Etiquette found,
the student may be awarded a mark of ZERO or a penalty if the malpractice applies to a section of the task only;
o If an established case of plagiarism is found, the student will be awarded a mark of ZERO; o An N Warning Letter WILL be issued; o Students will be required to resubmit the Summative Assessment Task in accordance with All My Own
Work (ie the resubmitted work must be the student’s own work); o Students and families can appeal to the Principal if they disagree with the decision of the Assessment
Appeals Committee within FIVE school days of receiving notification.
Attendance, Absence from School & Extensions Where a student’s attendance pattern may jeopardise the satisfactory completion of a Preliminary course, the reason for absence and its likely effect on the student’s course progress should be established. Principals should consider:
the nature and duration of the absence;
the standing of the student within the course at the time of the absence;
the student’s prior pattern of attendance, application and achievement; and
the ability and commitment of the student to compensate for the classroom experiences missed. Leave may be granted to cover absence from the school’s educational program for short periods, provided that the reason for the absence is substantiated and that the progress of the student towards course outcomes will not be unduly affected. When leave is granted by the principal, such leave should not, of itself, jeopardise the student’s eligibility for the HSC. While NESA does not stipulate attendance requirements, principals may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by principals who must give students early warning of the consequences of such absences. Warning letters must relate the student’s absence to the non-completion of course requirements. This information is taken from the ACE Manual: ACE 8021 – Satisfactory completion of an HSC course: non-completion (‘N’) determinations. https://ace.nesa.nsw.edu.au/ace-8021 Furthermore, the NSW Education Act (1990) Part 2 – 4 (b) states “the education of a child is primarily the responsibility of the child’s parents (p.4).”
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This information is taken from the NSW Education Act (1990). https://www.legislation.nsw.gov.au/inforce/fc4bcf6a-d005-68af-fa91-fd9a7d10cd09/1990-8.pdf In light of the attendance and absence advice from NESA and the NSW Education Act outlined above, St Joseph’s College has the following expectations:
In the interest of Year 11 and 12 students achieving to their maximum potential, extended leave of THREE or more school days will NOT usually be approved by the Principal. In situations where leave may be required, families need to write to the Principal/Assistant Principal stating the details of the leave request at least 10 days prior to the commencement of leave. Consistent with HSC expectations leave will NOT be granted for / during scheduled school examination periods and would rarely be granted during an assessment cycle.
The College will provide a Notification of Leave Form which will indicate if the leave has been approved and any actions the student needs to take.
The attendance of HSC students at school will be monitored to maximise the continuity of learning. In circumstances where a HSC student’s attendance falls below 90% over an EIGHT-week period without valid reasons a meeting will be required with a member of the School’s Executive and relevant Leader of Learning.
In general, families who are aware in advance that their child will be absent from school for a period of time need to apply in writing to the Principal identifying the dates of the leave and the reason. In cases where the leave is greater than TEN days approval for Extended Leave may be issued by the College.
In situations where leave has been approved by the Principal it is the student and families’ responsibility to discuss arrangements with respect to Summative Assessment Tasks while the child is on leave. These discussions need to take place with the Assistant Principal. A Summative Assessment Variation Form 10, 11, 12 will need to be completed for all courses where there is an impact on Summative Assessment Tasks. o It should be noted that estimate marks for Summative Assessment Tasks are only given in exceptional
circumstances and only if there is a ‘like’ task. o Submitted Summative Assessment Tasks due during the period of leave will generally be required to be
submitted prior to the commencement of leave. o Ordinarily, students will not be granted an extension for Summative Assessment Tasks that are related
to approved leave.
In situations where leave has been approved, it will be the responsibility of the student to complete work during the period of absence. The College is not compelled to provide work missed while the student is on leave.
Failure to comply with the St Joseph’s College’s expectations regarding leave may result in a student being awarded a zero mark for the impacted Summative Assessment Tasks.
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Absences due to Illness - Students in Years 10 – 12 For all absences due to medical illnesses a Summative Assessment Variation Form and a Medical Certificate is required from a registered Medical Practitioner. The Fair Work Act (2009) does allow Pharmacists to issue personal (sick / medical) leave and carer’s leave certificates as proof of a legitimate absence from work by an employee. Therefore, Medical Certificates WILL BE accepted from Registered Medical Practitioners, Dentists and Registered Clinical Psychologists and from a Registered Pharmacist / Chemist. Medical Certificates WILL NOT be accepted from the following health professionals: Dieticians, Physiotherapists, Occupational Therapist etc. (The Australian Institute of Health and Welfare defines a medical practitioner as a person whose primary employment role is to diagnose physical and mental illnesses, disorders and injuries and prescribe medications and treatments that promote or restore good health) - http://www.aihw.gov.au/medical-practitioner-related-definitions/ The Medical Certificate / Pharmacist Certificate must be an original and be on the registered Medical Practitioner’s / Pharmacist’s letterhead. In addition to these general points the following conditions also apply:
Students must submit a completed Summative Assessment Variation Form including supportive evidence to Student Services on their FIRST day of attendance back at school;
The registered Medical Practitioner / Pharmacist must sight the illness on or prior to the day of the Summative Assessment Task or the date the Summative Assessment Task is due;
The Medical Certificate / Pharmacist Certificate must cover the full period of illness;
The Medical Certificate / Pharmacist Certificate must cover the period of the Summative Assessment Task (dates must appear on the certificate);
The Medical Practitioner / Pharmacist providing the Medical Certificate / Pharmacist Certificate must not be a family member;
Ideally the Medical Certificate / Pharmacist Certificate will state, where possible, the relevant illness / condition (as this will assist the College with making a valid determination);
The missed In-Class Summative Assessment Task must be completed immediately upon return to school or at a time that is designated by the College. For Submitted Summative Assessment Tasks, the task must be submitted on the students FIRST day back at school after absence;
If a student is absent on and after the due date of the Summative Assessment Task the Medical Certificate / Pharmacist Certificate must indicate the day the student is fit to return to school;
In circumstances where students need to attend a scheduled medical appointment (eg: Paediatricians Appointment or Orthodontists Appointment etc) and this appointment coincides with a Summative Assessment Task an Assessment Variation Form MUST be submitted at least FIVE school days prior to the date of the Summative Assessment Task. A Medical Certificate will also need to be submitted on the next school day after the appointment. The Medical Certificate is to be submitted to Student Services. o In these situations, the student may complete the task prior to attending the scheduled appointment. In this
instance the student will be expected to complete a Summative Assessment Variation Declaration where they agree to NOT share any details related to the task with any peers until all students have completed the task. The declaration will be completed at the conclusion of the task.
Failure to follow any of these procedures could result in a zero mark being awarded. NESA considers “giving false reasons for not handing work by the due date” (p.8) to be Malpractice. This information is taken directly from the 2020 HSC Rules and Procedures.
Action: Summative Assessment Variation Form & Medical Certificate (or Pharmacist Certificate in extenuating circumstances)
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Absences due to an Acceptable Unforeseen Circumstance (eg Funeral) - Students in Years 10 – 12 In circumstances where a student needs to be absent for a Summative Assessment Task due to an unforeseen reason, the following actions need to take place:
Parent needs to advise the Assistant Principal of the circumstances. Written notification is required;
Student must submit a completed Summative Assessment Variation Form to Student Services on their FIRST day of attendance back at school. Evidence will be required eg: Funeral Notice;
The missed Summative Assessment Task must be completed immediately upon return to school or at a time that is suitable to the school. Students will be required to report to Student Services immediately after Learning Mentor Group where arrangements for the task will be communicated;
If possible, the student may complete the task prior to the leave. In this instance, the student will be expected to complete a Summative Assessment Variation Declaration where they agree to NOT share any details related to the task with any peers until all students have completed the task. The declaration will be completed at the conclusion of the task;
The Principal and Assistant Principal –or SJCL’s Assessment Appeals Committee will be the final arbiter of the acceptability of the reason;
In cases where the task is a Submitted Summative Assessment Task and the Summative Assessment Task Notification has been issued at least TEN school days prior to the due date of the task, a student will generally not be granted an extension.
Absences due to an Acceptable Foreseen School Circumstance (eg Extra Curricula Activities - Public Speaking, Sport, Work Placement etc) - Students in Years 10 – 12 Students representing the school in an extra-curricular activity or participating in an internal school based activity are required to follow the procedure outlined below:
The student must submit a completed Summative Assessment Variation Form to Student Services at least THREE school days prior to the due date of the Summative Assessment Task;
In situations where the task is a Submitted Task and the Summative Assessment Task Notification has been issued at least TEN school days prior to the due date of the task, a student will generally not be granted an extension;
The missed Summative Assessment Task must be completed immediately upon return to school or at a time that is suitable to the school. Students will be required to report to Student Services immediately after Learning Mentor Group where arrangements for the task will be communicated;
If possible, the student may complete the task prior to the leave. In this instance the student will be expected to complete an Assessment Variation Declaration, where they agree to NOT share any details related to the task with any peers until all students have completed the task. The declaration will be completed at the conclusion of the task;
Students with a demonstrated pattern of non-compliance (eg two occasions) with respect to submitting the Summative Assessment Variation Form three days prior to the due date of the Summative Assessment Task will place future opportunities to represent the school in doubt.
Action: Summative Assessment Variation Form & Supporting Evidence (eg Funeral Notice)
Action: Summative Assessment Variation Form including all details submitted to Student Services at least THREE school
days prior to the due date of the summative assessment task.
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Acceptable Absences during an Extended Time Assessment - Students in Years 10 – 12 If an acceptable absence occurs during the period of an extended time for Summative Assessment Tasks (eg practical project or large research assignment) an extension of the due date can be applied. However, students should not assume that an extension will be granted. If an extension of time is granted the time could be of a pro-rata nature. For example, THREE school days illness may warrant THREE school days extension.
Missed Summative Assessment Tasks - Students in Years 10 – 12 In circumstances where students have missed a Summative Assessment Task ONE of the following will take place:
The student will complete the original task. OR
The student will complete a substitute task.OR
In exceptional circumstances, an estimate mark could be used. In cases where an estimate mark is to be used, this mark will only be finalised at the completion of the Course Assessment Program. The Assistant Principal –and Leader of Learning will review the initial estimate mark and determine that the estimation has not either advantaged or disadvantaged any student.
St Joseph’s College Assessment Appeals Committee will consider the circumstances and determine which of the options outlined above will be applied.
Action: Summative Assessment Variation Form including all details submitted & Supporting Evidence.
Action: Summative Assessment Variation Form including all details submitted & Supporting Evidence.
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Penalties for Non-Submission, Malpractice & Summative Assessment / Examination Non-Compliance
Students need to clearly understand that there are significant penalties if Summative Assessment Tasks are not completed and submitted by the specified due date and there are no valid reasons and / or supporting evidence. Furthermore, penalties can also be applied for academic malpractice and / or non-compliance with St Joseph’s College Assessment / Examination Etiquette requirements. Penalties are as follows and are applicable to students from Years 12:
Description of Matter Penalty Details
Summative Assessment Task / Examination submitted / completed ONE day late:
20% of assessable mark
Summative Assessment Task / Examination submitted / completed TWO days late:
40% of assessable mark
Summative Assessment Task / Examination submitted / completed THREE days or more late:
Zero Mark for task
Non-completion of a Summative Assessment Task / Examination with no valid reason and / or supporting evidence
Zero Mark for task
Academic Malpractice and / or non-compliance Assessment / Examination Etiquette requirements.
Zero Mark for task
NB: Note weekends WILL count as TWO days
Students undertaking VET Work Placement or Work Experience will be required to submit a completed Summative Assessment Variation Form FIVE school days prior to the due date of the Summative Assessment Task.
Illness and Misadventure Applications
St Joseph’s College’s, Illness and Misadventure procedures for students in Year 12 related to Illness / Misadventure will reflect the expectations of NESA. Therefore:
Students may lodge an Illness / Misadventure application using the Summative Assessment Variation Form if they believe that circumstances occurring immediately before or during a Summative Assessment Task, and which were beyond their control, diminished their performance in the Summative Assessment Task.
Student’s application for Illness / Misadventure related to submitted Summative Assessment Tasks will generally NOT be considered as the student will have had sufficient notice to complete the task.
Students are responsible for submitting to Student Services the application for Illness / Misadventure, except in circumstances where this is not possible due to severe illness.
A student has to submit their Illness / Misadventure application on the day of the task or their FIRST school day of attendance after the due date of the task, with appropriate supporting evidence / documentation.
If a student’s circumstances prior to a task are such they believe they will be applying for Illness / Misadventure after the task, the student needs to advise the supervising teacher prior to the commencement of the task.
Illness and Misadventure can only be considered for tasks that are completed or submitted.
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A student CANNOT make an application for Illness / Misadventure on the basis of: o Difficulties in preparation or loss of time preparation time; for example, as a result of an earlier illness o Alleged deficiencies in teaching o Loss of study time or access to facilities o Long-term illness, such as glandular fever, unless the student has suffered a flare-up of the condition
immediately prior or during the task – A Medical Certificate would be required to support the reoccurrence of the illness
o The same grounds for which a student usually receives disability provisions, unless the student experiences additional unrelated difficulties during the task. Eg a hypoglycaemic event suffered by a diabetic student or a student who has been isolated but is still ill) or further difficulties occur the authenticity of which is supported by the supervising teacher.
o Misreading the Assessment Schedule / Examination Timetable o Misreading the Assessment / Examination instructions o Other commitments, such as participation in entertainment, work, VET Work Placement or sporting
events or attendance at examinations conducted by other education organisations o Technology failure – this in itself is NOT a valid reason for failure to submit a summative assessment
task on time. o attendance at a sporting or cultural event, or family holiday.
This basis for this information was sourced from the ACE Manual: ACE 11004 – Higher School Certificate - Illness / Misadventure Applications – Grounds for Appeal https://ace.nesa.nsw.edu.au/ace-11004
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Major Works
Year 12 Courses The following Year 12 courses at St Joseph’s College all require students to complete Major Works as part of their study. Each course has specific requirements which MUST be adhered to and when the works can actually commence. Information from NESA should be consulted to determine the actual requirements associated with each course. The courses include:
Industrial Technology
Music
Society and Culture
Visual Arts This information is taken from the ACE Manual: ACE 8063 – Study of Preliminary and HSC courses. https://ace.nesa.nsw.edu.au/ace-8063
Monitoring of Major Works Teachers of students in Year 12 completing Major Works in the courses listed above will be required to complete a Record of Major Works Progress Report. This review of individual student’s progress will need to be completed a minimum of twice each term. The teacher and student are to sign the report after each review. Once a teacher has completed each review they should discuss the progress of each individual student with the relevant Leaders of Learning. In cases where there is a possible concern the Assistant Principal should be advised. Depending on the nature of the concern some possible courses of actions could include:
an interview with the child and their family
issuing of an N Warning letter If a student disagrees with the teacher’s comments in the report they should communicate their concerns to the relevant Leader of Learning. The Leader of Learning is to discuss the matter with both the student and teacher documenting the details of these conversations.
St Joseph’s College Major Works Expectations Students in all stages are expected to be respectful of the following points when considering options for their Major Works:
Catholic traditions, faith and ethos
Values, culture, ethos and traditions of St Joseph’s College Lochinvar
General community expectations
Personal / family circumstances of themselves or other community members All students should discuss their intentions when developing ideas for their work with their teachers. In situations where the points identified above, could be comprised, the teacher should communicate in writing their concern with the Principal as a matter of urgency. Depending on the circumstances, the Principal may need to discuss the situation with the student and their family.
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Disability Provisions Disability provisions provide eligible students with practical support to allow them to access and participate in their Summative Assessment Tasks. These practical arrangements are designed to help students who couldn't otherwise make a reasonable attempt to demonstrate their knowledge of the assessment material. If provisions are granted they are solely determined by how the student’s assessment performance is affected.
Students’ additional assessment needs may include learning, medical, vision or hearing difficulties. Examples of provisions available include: braille or large-print papers, use of a writer and/or reader, use of an oral interpreter, extension of test time, rest breaks, separate examination supervision and permission to take medication.
Who can apply for disability provisions?
A student with a disability recognised in the Commonwealth Disability Standards for Education 2005. The definition of ‘disability’ in the Disability Discrimination Act 1992 (Cth) includes: physical intellectual psychiatric sensory neurological, and learning disabilities, as well as physical disfigurement, and the presence in the body of disease-causing organisms.
Note that the disability provisions apply only where the disability is such that a practical arrangement is required to reduce disadvantage in an assessment situation. Disability provisions also apply to temporary and emergency-related disabilities. A typical example of an ‘emergency’ is where a student breaks their writing arm a week before an examination.
Schools’ Responsibility Under the Disability Discrimination Act
All schools must be sure that students with disabilities, including learning difficulties, are able to access and participate in education on the same basis as students without disability. Disability provisions for the HSC Examination are determined by NESA. The Disability Standards for Education, issued under the Commonwealth Disabilities Discrimination Act, outline the obligations of education and training providers. These obligations can be accessed at https://www.legislation.gov.au/Details/F2005L00767
St Joseph’s College disability provisions are applicable for all Summative Assessment Tasks, including examinations. St Joseph’s College procedures aim to ensure:
Consistent academic standards applied to all students. Any adjustments or access arrangements made must maintain the academic rigour of the Summative
Assessment Task and the integrity of the credential being studied. The principle of non-discrimination must be balanced with the maintaining of rigour and integrity and equity for
all students. That there is an appeal process as part of the procedures which need to be submitted to NESA.
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Applying for Disability Provisions for the HSC
St Joseph’s Learning Support Leader of Learning will make an application on behalf of the student to NESA for disability provisions. Accompanying the application will be the following information:
Identification of disability;
Reports from Registered Medical Practitioners and Registered Clinical Psychologists;
Vision or hearing test results;
Other supporting documentation (eg: Mental Health Plans);
Teacher comments as designated by NESA.
In the case of students who have been diagnosed with a Mental Health condition, he /she will need to have a letter of diagnosis from the relevant Medical Professional (eg: Registered Clinical Psychologists; Registered Paediatrician). This diagnosis cannot be any older than twelve months. The letter needs to make reference to the regular therapy being undertaken by the student, if possible. Furthermore, students with a Mental Health diagnosis should be receiving ongoing intervention / therapy from the relevant Medical Professional (eg: Psychologist). In situations where the student has a Mental Health Plan this should be provided to the College.
The Learning Support Leader of Learning will determine if additional information is required prior to presenting the application along with the supporting evidence to NESA. Whilst waiting a determination from NESA the Learning Support Leader of Learning in consultation with the Assistant Principal will determine the relevant provisions.
School Reports and Student Reviews In accordance with government requirements, St Joseph’s College will issue two Academic Reports throughout the Year 12 Course. The first report will be issued approximately half way through the Year 12 Assessment Program and the second at the conclusion of the Year 12 Assessment Program (Term 3 of the HSC Year). These reports will be written in plain English, as well as including comments related to a student’s achievement. They may also include advice to assist the student improving their performance in the coming semester. Two formal opportunities are provided for families to meet with teachers throughout the year to discuss the progress of individual students. In addition to the Semester Reports, St Joseph’s College also issues two Student Reviews. These are issued throughout Terms Four (2019) and Two (2020). The aim of the Student Review is to provide feedback to families about their child as a learner in each of their courses, rather than provide a specific focus on academic achievement.
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Glossary of Key Terms The key words below are taken from NESA website. These words are used in Summative Assessment Tasks and for Examination questions to outline what students are expected to do. The glossary has been developed to help provide a common language and consistent meaning across all courses.
Using the glossary will help teachers and students understand what is expected in responses to examination and assessment tasks.
Key Word Meaning / Expectation.
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.
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Key Word Meaning / Expectation. 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.
This information can be accessed at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/exam-advice-resources/glossary-keywords/
34
Referencing and Bibliographies
Plagiarism NESA (2018) defines plagiarism as, “when you pretend that you have written or created a piece of work that someone else originated. It is cheating, it is dishonest, and it could jeopardise your HSC exam results.” To avoid unintentionally plagiarising someone else’s work it is important to acknowledge sources you have used either directly or indirectly to help produce an assessment piece. Acknowledging sources by using in-text citations, Reference lists and Bibliographies will help you avoid plagiarism.
Referencing Referencing sources properly, in the style required by your teacher and course, is an essential part of senior writing. At St Joseph’s College, Lochinvar, use of the APA referencing style is the preferred method. APA uses the author, date citation style. This style allows readers to find the information sources cited both in-text and in the References or Bibliography at the end of your work. Use of the Microsoft Word Referencing tool is a convenient and simple means of maintaining and producing in-text citations, reference lists and bibliographies. Students requiring help with referencing are encouraged to seek help from the Teacher Librarian Mrs Greaves.
APA Basics: APA is an in-text referencing style. This means that short referencing (Author, Date) must be included in the text of your assignment when you quote research and information from outside sources (books, journals, websites etc.). Full details of the references cited in your assignment are then listed in References at the end of your work. A Bibliography is different to a References list in that it lists all the sources you read, whether cited or not within your work, to help write your assignment.
In-text citations: Every time you paraphrase, or use an idea directly from another source in your work you must include an in-text citation to that source. To make an in-text citation, you must include the author’s surname/s and the year of the publication in parentheses, e.g. (Smith & Jones, 2018). This allows the reader to find the appropriate full reference in the References or Bibliography at the end of your document.
If you include a direct quote (word-for-word) the in-text citation must include the page number/s where the quotation appeared e.g. (Smith & Jones, 2018, p. 56).
When paraphrasing a source (putting it into your own words), it is not required to include page numbers in the in-text citation, however it may still be useful to do so to help the reader locate the paraphrased information in a large source such as a book.
References and Bibliographies: When making a final list of References or creating a Bibliography: start on a separate page at the end of your document, include the title of the list, whether it be References (all sources you directly cite) or Bibliography (all sources you read, whether cited or not, to help complete the assessment) always organised sources in alphabetical order, never use numbers or bullet points, ensure the second and subsequent lines of each source have hanging indents, ensure the titles of book, journals and websites are underlined or written in italics if typed.
35
Sample Reference list
References
Australian Bureau of Statistics. (2008). Childhood education and care (No. 4402.0). Retrieved from
http://www.abs.gov.au
Beckett, S. T. (2008). The science of chocolate (2nd ed.). Cambridge, United Kingdom: Royal Society of
Chemistry.
Branch, S., Ramsay, S., & Barker, M. (2008). The bullied boss: A conceptual exploration of upwards bullying. In
A. Glendon, B. M. Thompson & B. Myors (Eds.), Advances in organisational psychology (pp. 93-112).
Retrieved from http://www.informit.com.au/humanities.html
Cioe, J. (2012). The normal distribution [Lecture notes]. Retrieved from http://moodle.vle.monash.edu.au
Corporations Act 2001 (Cth). Available from http://www.austlii.edu.au
Department of Health and Ageing. (2012). Aboriginal and Torres Strait Islander health performance framework
2012 report. Retrieved from
http://www.health.gov.au/internet/publications/publishing.nsf/Content/oatsih-hpf-2012-toc
MacIntyre, S. (2008, August). Participation in the classroom, productivity in the workforce: Unfulfilled
expectations. Paper presented at the 13th Australian Council for Educational Research Conference,
Brisbane Qld. Retrieved from research.acer.edu.au/research_conference_2008/8
Preston, R. (2010). Observations in acute care: Evidence based approach to patient safety. British Journal of
Nursing 19, 442-447. Retrieved from http://www.britishjournalofnursing.com
Ramsey, J. K., & McGrew, W. C. (2005). Object play in great apes: Studies in nature and captivity. In A. D.
Pellegrini & P. K. Smith (Eds.), The nature of play: Great apes and humans (pp. 89-112). New York, NY:
Guilford Press.
Sievers, W. (1966). Monash University [Photograph]. Retrieved from
http://trove.nla.gov.au/work/15565401?q=monash&c=picture&versionId=18284000
Tranquilli, A. L., Lorenzi, S., Buscicchio, G., Di Tommaso, M., Mazzanti, L. & Emanuelli, M. (2014). Female
fetuses are more reactive when mother eats chocolate. The Journal of Maternal-Fetal & Neonatal
Medicine, 27(1), 72-74. doi:10.3109/14767058.2013.804053
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TEXT TYPE REFERENCING SAMPLES BOOKS
TYPE IN-TEXT REFERENCE REFERENCE LIST
One author
… notes its prominence (Weller, 2011). OR Weller (2011) notes that …
Weller, M. (2011). The digital scholar: How technology is transforming academic practice. New York, NY: Bloomsbury Publishing.
Two authors
… has surfaced (DeWit & O’Neill, 2014). OR DeWit and O’Neill (2014) describe …
DeWit, S. C., & O’Neill, P. A. (2014). Fundamental concepts and skills for nursing (4th ed.). St. Louis, MO: Elsevier.
JOURNAL ARTICLES TYPE IN-TEXT REFERENCE REFERENCE LIST
One author
… notes its prominence (Acciari, 2014). OR Acciari (2014) notes that …
Acciari, M. (2014). The Italianization of Bollywood cinema: Ad hoc films. Studies in European Cinema, 11(1), 14-25. http://doi.org/10.1080/17411548.2014.903099
Two authors
… has surfaced (Marra & Edmond, 2014). OR Marra and Edmond (2014) describe …
Marra, A. R., & Edmond, M. B. (2014). New technologies to monitor healthcare worker hand hygiene. Clinical Microbiology and Infection, 20(1), 29-33. http://doi.org/10.1111/1469-0691.12458
WEB RESOURCES TYPE IN-TEXT REFERENCE REFERENCE LIST
Web page with author/s listed Follows the same author formatting as other resources
For in-text citations use the year only … notes its prominence (Palmer, 2008). OR Palmer (2008) notes that …
For the reference list, include the month and day (if provided) Palmer, L. F. (2008, July 17). Insufficient milk syndrome: A fallacy becomes a reality. Retrieved from http://babyreference.com/insufficient-milksyndrome-a-fallacy-becomes-a-reality/
Web page with corporate author Created by an organisation, government body, or a group
For in-text citations use the year only ... in their care (HealthTimes, 2015). OR HealthTimes (2015) suggests ...
For the reference list, include the month and day (if provided) HealthTimes. (2015, May 27). The future of aged care nursing in Australia. Retrieved from https://healthtimes.com.au/hub/agedcare/2/news/nc1/the-future-of-aged-care-nursing-in-australia/495/
YouTube and other streaming video
… colour (Vsauce, 2013). OR Vsauce (2013) posits that …
Vsauce. (2013). Is your red the same as my red? [Video file]. Retrieved from https://www.youtube.com/watch?v=evQsOFQju08
OTHER
For more information and examples on citing sources please refer to the University of Newcastle document Quick Guide to APA 6th Referencing http://libguides.newcastle.edu.au/ld.php?content_id=24800207 OR email Mrs Greaves [email protected] OR ask for referencing assistance at the Bertrand Centre circulation desk.
Assessment Schedules for Year 12 Courses Religious Studies Faculty
38
CATHOLIC STUDIES
NESA Code: 63048
FACULTY: RELIGIOUS STUDIES
Leader of Learning: Melissa Blandford [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 9 9-12-19
Term 1 (2020) Week 10
31-3-2020
Term 2 (2020) Week 9
22-6-2020
Term 3 (2020) Week 3 - 5
Task Description Source Analysis Task -
Peace and Justice Studies
Oral Task - Contemporary Moral
Issues
Research Task - Science and Religion
End of Course Examination
Outcomes HB 6.2
JM 6.1, 6.2, 6.3 HB 6.2, 6.5 JM 6.4, 6.5
HB 6.2 JM 6.4, 6.5
HB 6.2, 6.5 JM 6.1, 6.2, 6.3, 6.4,
6.5
Assessment Components Total Weighting
Not Applicable
Task Weighting 20 20 30 30 100%
Note The Course Mark submitted to NESA is out of 50.
39
STUDIES OF RELIGION I
NESA Code: 15370
FACULTY: RELIGIOUS STUDIES
Leader of Learning: Melissa Blandford [email protected]
Task Components Task 1 Task 2 Task 3
Task Date Term 1 (2020)
Week 4 21-2-2020
Term 2 (2020) Week 4
18-5-2020
Term 3 (2020) Weeks 3 - 5
Task Description Source Analysis - Christianity Research/Written Response -
Buddhism Trial Examination
Outcomes H 1, 2, 4, 5, 6, 7, 8, 9 H 1, 2, 4, 5, 6, 7, 8, 9 H 1, 2, 3, 4, 5, 6, 8, 9
Assessment Components Total Weighting
Knowledge and Understanding
10 10 20 40%
Source-Based skills 10 5 5 20%
Investigation and Research 5 15 20%
Communication of information, ideas and issues in appropriate forms
5 10 5 20%
Task Weighting 30 40 30 100%
Note The Course Mark submitted to NESA is out of 50.
40
STUDIES OF RELIGION II
NESA Code: 15380
FACULTY: RELIGIOUS STUDIES
Leader of Learning: Melissa Blandford [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 7 26-11-19
Term 1 (2020) Week 8
17-3-2020
Term 2 (2020) Week 7
10-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description In Class Test -
Buddhism
Source Analysis - Christianity
Research/Written Response - Islam
Trial Examination
Outcomes H 1, 2, 4, 5, 6, 8, 9 H 1, 2, 4, 5, 6, 7, 8, 9 H 1, 2, 4, 5, 6, 7, 8, 9 H 1, 2, 3, 4, 5, 6, 8, 9
Assessment Components Total Weighting
Knowledge and Understanding of Course Content
10 5 5 20 40%
Source-Based Skills 10 5 5 20%
Investigation and Research 5 5 10 20%
Communication of information, ideas and issues in appropriate forms
5 5 5 5 20%
Task Weighting 20 25 25 30 100%
English Faculty
42
ENGLISH STUDIES
NESA Code: 15126
FACULTY: ENGLISH
Leader of Learning: Aidan Linehan [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8 5-12-19
Term 1 (2020) Week 7
12-3-2020
Term 2 (2020) Week 9
25-6-2020
Term 3 (2020) Weeks 3 – 5
Task Description
Multimodal Presentation –
Common Module (Texts
and Human Experiences)
Reading / Viewing and Written Response - Module F (Mi-Tunes)
Portfolio Task – All Modules
Trial Examination
Outcomes ES12-1, ES12-4, ES12-5, ES12-6,
ES12-8
ES12-3, ES12-5, ES12-7, ES12-8,
ES12-9
ES12-1, ES12-4, ES12-5, ES12-7,
ES12-10
ES12-2, ES12-3, ES12-4, ES12-5,
ES12-9
Assessment Components Total Weighting
Knowledge and understanding of course content
15 10 15 10 50%
Skills in:
Comprehending texts
Communicating ideas
Using language accurately, appropriately and effectively
10 15 15 10 50%
Task Weighting 25 25 30 20 100%
43
ENGLISH STANDARD
NESA Code: 15130
FACULTY: ENGLISH
Leader of Learning: Aidan Linehan [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 1 (2020)
Week 3 10-2-2020
Term 1 (2020) Week 7
13-3-2020
Term 2 (2020) Week 4
22-5-2020
Term 3 (2020) Weeks 3 - 5
Task Description
Multimodal Presentation –
Common Module (Texts
and Human Experiences)
Analytical Response - Module B (Close Study of
Literature Robert Gray)
Imaginative Response and Reflection -
Module C Trial Examination
Outcomes EN12-1, EN12-2, EN12-3, EN12-5, EN12-6, EN12-8
EN12-1, EN12-3, EN 12-5, EN12-7,
EN12-1, EN12-2, EN12-3, EN12-4, EN12-5, EN12-9
EN12-1, EN12-3, EN12-4, EN12-5, EN12-6, EN12-7
Assessment Components Total Weighting
Knowledge and understanding of course content
10 15 10 15 50%
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes
10 15 10 15 50%
Task Weighting 20 30 20 30 100%
44
ENGLISH ADVANCED
NESA Code: 15140
FACULTY: ENGLISH
Leader of Learning: Aidan Linehan [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8 6-12-19
Term 1 (2020) Week 10 2-4-2020
Term 2 (2020) Week 10
29-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description
Multimodal Presentation –
Common Module (Texts
and Human Experiences) & Module C (5%)
Comparative Response - Module A (Textual Conversations)
Critical Response - Module B (Critical Study
of Literature)
Trial Examination Module A Module B
Module C (20%)
Outcomes
EA12-1, EA12-2, EA12-3, EA12-6, EA12-7, EA12-8,
EA12-9
EA12-1, EA12-3, EA12-4, EA12-5, EA12-6, EA12-8
EA12-1, EA12-3, EA12-4, EA12-5,
EA12-1, EA12-3, EA12-4, EA12-5, EA12-6, EA12-7, EA12-8, EA12-9
Assessment Components Total Weighting
Knowledge and understanding of course content
10 15 15 10 50%
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes
10 15 15 10 50%
Task Weighting 20 30 30 20 100%
45
ENGLISH EXTENSION 1
NESA Code: 15160
FACULTY: ENGLISH
Leader of Learning: Aidan Linehan [email protected]
Task Components Task 1 Task 2 Task 3
Task Date Term 1 (2020)
Week 11 7-4-2020
Term 2 (2020) Week 9
25-6-2020
Term 3 (2020) Week 3-5
Task Description Imaginative Response and Reflection – Literary Worlds
Critical Response – World of Upheavals
Trial Examination
Outcomes EE12-2, EE12-4, EE12-5 EE12-1, EE12-2, EE12-3,
EE12-4 EE12-2, EE12-3, EE12-4,
EE12-5
Assessment Components Total Weighting
Knowledge and Understanding of complex texts and of how and why they are valued
15 20 15 50%
Skills in complex analysis sustained composition and independent investigation
15 20 15 50%
Task Weighting 30 40 30 100%
Note The Course Mark submitted to NESA is out of 50.
Creative and Performing Arts (CAPA) Faculty
47
MUSIC 1
NESA Code: 15290
FACULTY: CREATIVE ARTS
Leader of Learning: Mrs Melonie Hawke [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8 2-12-18
Term 1 (2020) Week 10 3-4-2020
Term 2 (2020) Week 8
16-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Core Composition – Popular Music Genre
Core Musicology – Rock Music Genre &
One Elective
Core Performance & Two Electives
Trial Examination - Core Aural
Outcomes H2, H3, H5, H7, H8 H1, H2, H3, H4, H5,
H6, H7, H8 H1, H2, H3, H4, H5,
H6, H7, H8 H4, H6
Assessment Components Total Weighting
Core Aural 25 25%
Core Performance 10 10%
Core Composition 10 10%
Core Musicology 10 10%
Electives (15% each) 15 30 45%
Task Weighting 10 25 40 25 100%
48
VISUAL ARTS
NESA Code: 15400
FACULTY: CREATIVE ARTS
Leader of Learning: Mrs Melonie Hawke [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 1 (2020)
Week 2 5-2-2020
Term 2 (2020) Week 4
20-5-2020
Term 3 (2020) Week 1
22-7-2020
Term 3 (2020) Weeks 3 - 5
Task Description Development of
Body of Work & Visual Arts Process Diary
Progress of Body of Work and Extended
Response
Refinement of Body of Work & Visual Arts
Process Diary Trial Examination
Outcomes H1, H2, H3, H4, H5,
H7, H8, H9, H10 H1, H2, H3, H4, H5,
H7, H8, H9, H10 H1, H2, H3, H4, H5,
H6 H7, H8, H9, H10
Assessment Components Total Weighting
Artmaking 10 10 30 50%
Art Criticism and Art History 10 20 20 50%
Task Weighting 20 30 30 20 100%
Human Society & Its Environment (HSIE) Faculty
50
ANCIENT HISTORY
NESA Code: 15020
FACULTY: HSIE Leader of Learning: Mrs Lisa Peel [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 6 21-11-19
Term 1 (2020) Week 8
16-3-2020
Term 2 (2020) Week 7
9-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description
Personalities in their Times
Akhenaten: In class response
Core Cities of Vesuvius –
Pompeii and Herculaneum:
Historical analysis
Historical Periods The Julio-Claudians
AD14-69: Analysis and
Evaluation of Sources
Trial Examination
Outcomes *Updated 5.11.19
*AH12.3, AH12.4, AH12.5, AH12.8
*AH12.2, AH12.6, AH12.7, AH12.10
AH12.1, AH12.2, AH12.6, AH12.9
AH12-1 TO AH12-10
Assessment Components Total Weighting
Knowledge and understanding of course content
5 10 5 20 40%
Historical skills in the analysis and evaluation of sources and interpretations
5 10 5 20%
Historical inquiry and research 10 10 20%
Communication of historical understanding in appropriate forms
5 5 5 5 20%
Task Weighting 20 30 20 30 100%
51
BUSINESS STUDIES
NESA Code: 15040
FACULTY: HSIE
Leader of Learning: Mrs Lisa Peel [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8(Turnitin) 2-12-19
Term 1 (2020) Week 10
30-3-2020
Term 2 (2020) Week 8
19-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Research Task
Extended Response
Case Study
Trial Examination
Outcomes H2, H3, H4, H5, H7,
H8 H3, H5, H6, H7, H8,
H9 H4, H6, H7, H8, H9,
H10 H1, H2, H3, H4, H5,
H6, H9, H10
Assessment Components Total Weighting
Knowledge and Understanding of course content
10 5 10 15 40%
Stimulus-based skills 5 10 5 20%
Inquiry and research 10 10 20%
Communication of business information, ideas and issues in appropriate forms
5 5 10 20%
Task Weighting 20 25 25 30 100%
52
ECONOMICS
NESA Code: 15110
FACULTY: HSIE
Leader of Learning: Mrs Lisa Peel [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 7 28.11.19
Term 1 (2020) Week 9
26-3-2020
Term 2 (2020) Week 7
12-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Case Study
The Global Economy
Media Report Australia’s Place in the
Global Economy
Research Task Economic Issues
Trial Examination
Outcomes H1, H2, 38, H4, H5 H6, H7, H8, H9, H10 H7, H9, H10, H11,
H12 H1, H2, H5, H6, H7
Assessment Components Total Weighting
Knowledge and understanding of course content
5 10 10 15 40%
Stimulus based skills 10 5 5 20%
Inquiry and research 5 10 5 20%
Communication of economic information, ideas and issues in appropriate forms
5 5 10 20%
Task Weighting 20 30 20 30 100%
53
LEGAL STUDIES
NESA Code: 15220
FACULTY: HSIE
Leader of Learning: Mrs Lisa Peel [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 1 (2020)
Week 2 3-2-2020
Term 2 (2020) Week 1
29-4-2020
Term 2 (2020) Week 6
4-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Research Task -
Crime In Class Test - Human Rights
Extended Response - Family
Trial Examination
Outcomes H1, H7, H8, H9, H10 H1, H3, H4, H5, H6 H1, H3, H5, H7, H8,
H9 H1, H2, H3, H4, H6,
H7, H9
Assessment Components Total Weighting
Knowledge and understanding of course content
10 10 5 15 40%
Analysis and evaluation 5 10 5 20%
Inquiry and research 10 10 20%
Communication of legal information, issues and ideas in appropriate forms
5 5 10 20%
Task Weighting 25 20 25 30 100%
54
MODERN HISTORY
NESA Code: 15270
FACULTY: HSIE
Leader of Learning: Mrs Lisa Peel [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 7 25-11-19
Term 1 (2020) Week 7
10-3-2020
Term 2 (2020) Week 7
9-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description
In Class Test - Power and Authority in the
Modern World 1919 - 1946
Historical Analysis - National Studies
Extended Response - Peace and Conflict
Trial Examination
Outcomes MH 12-2, MH12-3, MH12-4, MH12-5,
MH12-6
MH12-1, MH12-2, MH12-7, MH12-8,
MH12-9
MH12-1, MH12-2, H12-5, MH12-7, MH12-8, MH12-9
MH12-1, MH12-2, MH12-5, MH12-6,
MH12-9
Assessment Components Total Weighting
Knowledge and Understanding of course content
10 5 5 20 40%
Historical skills in the analysis and evaluation of sources and interpretations
5 10 5 20%
Historical inquiry and research
10 10 20%
Communication of historical understanding in appropriate forms
5 5 5 5 20%
Task Weighting 20 30 20 30 100%
55
SOCIETY AND CULTURE
NESA Code: 15350
FACULTY: HSIE
Leader of Learning: Mrs Lisa Peel [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8 2-12-19
Term 1 (2020) Week 6
2-3-2020
Term 2 (2020) Week 10
30-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Research Task -
Social and Cultural Continuity and Change
Written Report - The PIP Process
In Class Test -Social Conformity and Nonconformity
Trial Examination
Outcomes H1, H2, H3, H4, H5,
H6, H7, H9, H10 H1, H2, H3, H5, H7,
H9, H10 H1, H2, H3, H5, H7,
H9, H10 H1, H2, H3, H4, H5, H6, H7, H8, H9, H10
Assessment Components Total Weighting
Knowledge and understanding of course content
5 10 15 20 50%
Application and evaluation of social and cultural research methods
10 10 5 5 30%
Communication of information, ideas and issues in appropriate forms
5 5 5 5 20%
Task Weighting 20 25 25 30 100%
Mathematics Faculty
57
MATHEMATICS – ADVANCED
NESA Code: 15255
FACULTY: MATHEMATICS
Leader of Learning: Mrs Melissa Hurn [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 6 19-11-19
Term 1 (2020) Week 8
18-3-2020
Term 2 (2020) Week 5
27-5-2020
Term 3 Weeks 3 - 5
Task Description In Class Test Investigation Task In class test Trial Examination
Outcomes MA12-1, MA12-5, MA12-9, MA12-10
MA12-8, MA12-9, MA12-10
MA12-3, MA12-6, MA12-9, MA12-10
MA12-1, MA12-2, MA12-3, MA12-4, MA1205, MA12-6, MA12-7, MA12-8, MA12-9, MA12-10
Assessment Components Total Weighting
Concepts, skills and techniques
10 20 5 15 50%
Reasoning and Communicating
10 10 15 15 50%
Task Weighting 20 30 20 30 100%
58
MATHEMATICS EXTENSION 1
NESA Code: 15250
FACULTY: MATHEMATICS
Leader of Learning: Mrs Melissa Hurn [email protected]
Task Components Task 1 Task 2 Task 3
Task Date Term 4 (2019)
Week 8 3-12-19
Term 2 (2020) Week 2
4-5-2020
Term 3 (2020) Weeks 3 - 5
Task Description Investigation Task In Class Test Trial Examination
Outcomes ME12-1, ME12-2, ME12-6, ME12-7
ME12-5, ME12-3, ME12-6, ME12-7
ME12-1, ME12-2, ME12-3, ME12-4, ME12-5, ME12-6,
ME12-7
Assessment Components Total Weighting
Concepts, skills and techniques
20 15 15 50%
Reasoning and Communicating
20 15 15 50%
Task Weighting 40 30 30 100%
Note The Course Mark submitted to NESA is out of 50 for Extension 1 Students.
The Course Mark submitted to NESA is out of 100 for Extension 2 Students.
59
MATHEMATICS EXTENSION 2
NESA Code: 15260
FACULTY: MATHEMATICS
Leader of Learning: Mrs Melissa Hurn [email protected]
Task Components Task 1 Task 2 Task 3
Task Date Term 4 (2019)
Week 7 26-11-19
Term 2 (2020) Week 9
25-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description In class Task – Complex
Numbers Investigation Task Trial Examination
Outcomes MEX-12-1, MEX12-4, MEX12-7, MEX12-8
MEX12-1, MEX12-3, MEX12-4, MEX12-7, MEX12-8
MEX12-1, MEX12-2, MEX12-3, MEX12-4, MEX12-5, MEX12-6,
MEX12-7, MEX12-8
Assessment Components Total Weighting
Concepts, skills and techniques
20 15 15 50%
Reasoning and Communicating
20 15 15 50%
Task Weighting 40 30 30 100%
Note The Course Mark submitted to NESA is out of 100.
60
MATHEMATICS STANDARD 2
NESA Code: 15236
FACULTY: MATHEMATICS
Leader of Learning: Mrs Melissa Hurn [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 7 25-11-19
Term 1 (2020) Week 6
5-3-2020
Term 2 (2020) Week 4
19-5-2020
Term 3 (2020) Weeks 3 - 5
Task Description In Class Test –
Trigonometry, Ratio and Rates
Investigation Task - Data
In Class Test - Networks
Trial Examination
Outcomes MS2-12-3, MS2-12-4, MS2-12-9, MS2-12-10
MS2-12-2, MS2-12-7, MS2-12-8, MS2-12-9,
MS2-12-10
MS2-12-8, MS2-12-9, MS2-12-10
MS2-12-1, MS2-12-2, MS2-12-3, MS2-12-4, MS2-12-5, MS2-12-6, MS2-12-7, MS2-12-8, MS2-12-9, MS2-12-10
Assessment Components Total Weighting
Understanding Fluency & Communicating
15 10 10 15 50%
Problem solving, Reasoning & Justification
10 10 15 15 50%
Task Weighting 25 20 25 30 100%
61
MATHEMATICS STANDARD 1
NESA Code: 15231 and also 15232 (optional exam). Students intending to sit for the exam need to enrol in both courses.
FACULTY: MATHEMATICS
Leader of Learning: Mrs Melissa Hurn [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 7 25.11.19
Term 1 (2020) Week 7
Term 2 (2020) Week 5
Term 3 (2020) Weeks 3 - 4
Task Description In Class Test -
Statistics
In Class Test - Financial
Mathematics
Investigation Task – Trigonometry and Scale
Drawings Trial Examination
Outcomes MS1-12-2, MS1-12-7,
MS1-12-8 MS1-12-5, MS1-12-9,
MS1-12-10 MS1-12-3, MS1-12-4, MS1-12-9, MS1-12-10
MS1-12-1, MS1-12-2, MS1-12-3, MS1-12-4, MS1-12-5, MS1-12-6, MS1-12-7, MS1-12-8
Assessment Components Total Weighting
Understanding, Fluency & Communicating
10 15 10 15 50%
Problem Solving, Reasoning and Justification
10 10 15 15 50%
Task Weighting 20 25 25 30 100%
PDHPE Faculty
63
COMMUNITY & FAMILY STUDIES
NESA Code: 15060
FACULTY: PDHPE
Leader of Learning: Guy Perrin [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 10 16.12.19(Turnitin)
Term 1 (2020) Week 6
4-3-2020
Term 2 (2020) Week 8
15-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Research Task –
Independent Research Project
In Class Written Response – Groups in
Context
Research and Oral Presentation –
Parenting and Caring, Individual’s and Work
Trial Examination
Outcomes H4.1, H4.2 H2.2, H2.3, H3.1, H3.3, H4.1, H4.2,
H5.1, H6.2
H2.1, H2.2, H3.2, H3.3, H3.4, H6.1
H1.1, H2.1, H2.2, H2.3, H3.1, H3.3, H3.4, H4.1, H5.1,
H5.2, H6.1
Assessment Components Total Weighting
Knowledge & understanding of course content
5 15 10 10 40
Skills in critical thinking, research methodology, analysing and communicating
15 5 20 20 60
Task Weighting 20 20 30 30 100
64
PDHPE
NESA Code: 15320
FACULTY: PDHPE
Leader of Learning: Guy Perrin [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 7 26-11-18
Term 1 (2020) Week 7
11-3-2020
Term 2 (2020) Week 6
2-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Extended Response –
Health Priorities in Australia
Training Program design and Evaluation
- Factors Affecting Performance
Extended Response to Stimuli - Improving
Performance Trial Examination
Outcomes H1, H2, H3, H4, H5,
H14, H15, H16 H7, H8, H9, H10, H11, H16, H17
H7, H8,H9, H10, H16, H17
H1, H2, H3, H4, H5, H7, H8, H9, H10, H11, H13, H14, H15, H16,
H17
Assessment Components Total Weighting
Knowledge and understanding of course content
10 10 15 15 40
Skills in critical thinking, research, analysis and communicating
10 15 10 15 60
Task Weighting 20 25 25 30 100
65
SPORT, LIFESTYLE & RECREATION
NESA Code: 35014
FACULTY: PDHPE
Leader of Learning: Guy Perrin [email protected]
Task Components Task 1 Task 2
Task Date Term 1 (2020) Weeks 7- 10
Term 2 (2020) Week 6-10
Task Description
Individual Games Target Sports
Assessment. Rules and skills
Fitness Fitness Testing and
analysis
Outcomes 1.1,3.1,4.4 2.2 and 3.3
Assessment Components Total Weighting
Knowledge & understanding 50% 50% 50%
Skills 50% 50% 50%
Task Weighting 50% 50% 100%
Science Faculty
67
BIOLOGY
NESA Code: 15030
FACULTY: SCIENCE
Leader of Learning: Paulina Phillips [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8 6-12-19
Term 1 (2020) Week 10 1-4-2020
Term 2 (2020) Week 6
3-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Topic Test – Heredity
Depth Study Portfolio including excursion
activity and research based on Genetics
First Hand Investigation –
Microorganisms and disease
Trial Examination
Outcomes BIO11/12-4, BIO11/12-5, BIO11/12-6, BIO11/12-7,
BIO12-12, BIO12-13
BIO11/12-1, BIO11/12-2, BIO11/12-3, BIO 11/12-4,
BIO11/12-5, BIO12-12, BIO12-13
BIO11/12-1, BIO11/12-2, BIO11/12-3, BIO11/12-5,
BIO12-14, BIO12-15
BIO11/12-1, BIO11/12-2, BIO11/12-3, BIO11/12-4, BIO11/12-5, BIO11/12-6, BIO11/12-7, BIO12-12 BIO12-13, BIO12-14,
BIO12-15
Assessment Components Total Weighting
Skills in working scientifically
10 20 20 10 60%
Knowledge and understanding of course content
5 10 5 20 40%
Task Weighting 15 30 25 30 100%
68
CHEMISTRY
NESA Code: 15050
FACULTY: SCIENCE
Leader of Learning: Paulina Phillips [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 9 11-12-19
Term 1 (2020) Week 9
23-3-2020
Term 2 (2020) Week 10
30-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description
First-Hand Investigation and
Depth Study Module 6
Research Task Module 5
Analysis Task Module 7
Trial Examination
Outcomes CH11/12-1, CH11/12-2, CH11/12-3, CH11/12-5,
CH11/12-7, CH12-13
CH11/12-4, CH11/12-5, CH11/12-6, CH11/12-7,
CH12-12
CH11/12-4, CH11/12-5, CH11/12-6, CH11/12-7,
CH12-14, CH12-15
CH11/12-1, CH11/12-2, CH11/12-3, CH11/12-4, CH11/12-5, CH11/12-6, CH11/12-7, CH12-12, CH12-13, CH12-14,
CH12-15
Assessment Components Total Weighting
Skills in working scientifically
20 15 15 10 60%
Knowledge and understanding of course content
10 5 5 20 40%
Task Weighting 30 20 20 30 100%
69
PHYSICS
NESA Code: 11310
FACULTY: SCIENCE
Leader of Learning: Paulina Phillips [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8 4-12-19
Term 1 (2020) Week 6
5-3-2020
Term 2 (2020) Week 9
23-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description
First Hand Investigation and Data Analysis
Students conduct a short practical and answer questions – Practical
22.11.19 Report Due 4.12.19
Motor Construction
Students construct a simple motor
Depth Study – Students present an investigation they have planned and conducted using either
primary or secondary data (submitted)
Trial Examination
Outcomes PH11/12-4, PH11/12-5, PH11/12-6, PH11/12-7,
PH12-12
PH11/12-3, PH11/12-6, PH11/12-7, PH12-13
PH11/12-1, PH11/12-2, PH11/12-3, PH11/12-4,
PH11/12-7, PH12-14
PH11/12-1, PH11/12-2, PH11/12-3, PH11/12-4, PH11/12-5, PH11/12-6,
PH11/12-7 PH12-12, PH12-13, PH12-14,
PH12-15
Assessment Components Total Weighting
Skills in working scientifically 15 10 20 10 60%
Knowledge and understanding of course content
5 10 10 20 40%
Task Weighting 20 20 30 30 100%
Technology and Applied Studies Faculty
71
INDUSTRIAL TECHNOLOGY – Timber Products & Furniture Technologies
NESA Code: 15200
FACULTY: TECHNOLOGY & APPLIED STUDIES (TAS)
Leader of Learning: Mrs Julie Elliott [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 8
Term 1 (2020) Week 7
9-3-2020
Term 2 (2020) Week 8
18-6-2020
Term 3 (2020) Weeks 3 - 5
Task Description Designing & Planning
Presentation Product Analysis
Project Development and Management
Report Trial Examination
Outcomes H3.1, H3.2, H3.3,
H5.1, H3.2, H4.3, H5.2,
H6.1, H2.1, H3.3, H4.1, H5.1, H5.2, H6.2,
H1.1, H1.2, H1.3, H3.1, H4.3, H6.1,
H7.1, H7.2
Assessment Components Total Weighting
Knowledge and understanding of course content
5 5 10 20 40%
Knowledge & skills in the design, management, communication and production of a major project
15 15 20 10 60%
Task Weighting 20 20 30 30 100%
72
SOFTWARE DESIGN and DEVELOPMENT
NESA Code: 15360
FACULTY: TECHNOLOGY & APPLIED STUDIES (TAS)
Leader of Learning: Mrs Julie Elliott [email protected]
Task Components Task 1 Task 2 Task 3 Task 4
Task Date Term 4 (2019)
Week 3 31.10.19
Term 2 (2020) Week 10 1-7-2020
Term 3 (2020) Week 1
22-7-2020
Term 3 (2020) Weeks 3 - 5
Task Description
In Class Test – Knowledge and
Understanding of Social and Ethical
Issues
Portfolio Planning - Documentation for
Project
Project - Software Application
Trial Examination
Outcomes
H1.1, H1.2, H1.3, H2.2, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1,
H6.2, H6.3
H1.1, H1.2, H2.1, H3.1, H3.2, H4.1, H4.2, H5.1, H5.2,
H5.3, H6.2, H6.3, H6.4
H1.1, H1.2, H2.1, H3.1, H3.2, H4.1, H4.2, H5.1, H5.2,
H5.3, H6.2, H6.3, H6.4
H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H5.3, H6.2, H6.3, H6.4
Assessment Components Total Weighting
Knowledge and understanding of course content
20 30 50%
Knowledge & skills in the design and development of software solutions
15 35 50%
Task Weighting 20 15 35 30 100%
Vocational Education & Training (VET) Faculty
74
VET CONSTRUCTION
NESA Code: 26201
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term Units of Competency Assessment
Event Tasks Due Date
Term 4 (2019)
CPCCM1015A – Carry out measurements and calculations CPCCCA2001B – Use carpentry tools and equipment
Event 6 – Garden Seat Event 6 – Garden Seat
Topic Test Project Learner Activities Observation & Oral Questioning Project Learner Activities
Term 4 Week 5 (2019) (continuing)
Term 1 (2020)
CPCCA2002B – Use carpentry tools and equipment CPCCM1012A Work effectively and sustainably in the construction industry
Event 6 – Garden seat Event 7 - Sustainable
Observation and Oral questioning Project Learner Activities Workplace evidence Assessment task Learner Activities
Term 1 Week 9 (2020) (continuing)
The remaining information for VET Construction is located on the next page.
75
VET CONSTRUCTION
NESA Code: 26201
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term Units of Competency Assessment
Event Tasks Due Date
Term 2 (2020)
CPCCM1012A – Work effectively and sustainably in the construction industry CPCCBL2001A – Handle and prepare bricklaying and blocklaying materials CPBL2002A – Use bricklaying and blocklaying tools and equipment CPCCM2004A – Handle construction materials
Event 7 – Sustainable Event 8 – Brick & Block Event 8 – Brick & Block Event 8 – Brick & Block
Workplace Evidence Assessment Task Learner Activities
Observation & Oral Questioning Oral Questioning & Demonstration Project
Observation & Oral Questioning Oral Questioning & Demonstration Project
Observation & Oral Questioning Oral Questioning & Demonstration Assessment Task
Term 2 Week 3 (2020) Term 2 Week 10 (2020) Term 3 Week 10 (2020) (continuing)
Term 3 (2020)
CPCCM2004A – Handle construction materials CPCCC02013A – Carry out concreting to simple forms
Event 9 – Concreting Event 9 – Concreting
Observation & Oral Questioning Oral Questioning & Demonstration Assessment Task
Observation & Oral Questioning Oral Questioning & Demonstration Assessment Task
Term 3 Week 2 (2020) Term 3 Week 9 (2020)
76
VET HOSPITALITY
NESA Code: 26511
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term Units of Competency Assessment
Event Tasks Due Date
Term 4 (2019)
SITHKOP001 – Clean Kitchen Premises and Equipment SITHCCC002 – Prepare and present Simple dishes SITHCCC003 – Prepare and present Sandwiches SITXWHS001 – Participate in Safe Work Practices SITHIND002 – Source and use information on the hospitality industry SITHCCC005 – Produce dishes using basic methods of cookery SITHFAB005 – Prepare and serve Expresso Coffee
Event 2
Event 1
Event 3
Event 5
Student Demonstration, Observation – weekly practicals
Topic Test
Project Observation – weekly practicals
Coffee Service
Week 3 (High Tea)
Week 4
Term 4 Week 9 (2019)
Ongoing
The remaining information for VET Hospitality is located on the next page.
77
VET HOSPITALITY
NESA Code: 26511
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Terms 1, 2 & 3 (2020)
SITHIND002 – Source and use information on the hospitality industry SITHCCC005 – Produce dishes using basic methods of cookery BSBWOR203 – Work effectively with others SITXINV002 – Maintain the quality of perishable items SITXFSA002 – Participate in safe food handling practices HLTAID003 – Apply First Aid SITHCCC011 – Use Cookery Skills Effectively SITHIND002 – Source and use information on the hospitality industry
Event 3
Event 4
Event 6
Topic Test Ongoing observation - practicals
Demonstration Topic Test
Topic Test
Observation Scenario
Test and Demonstration (outsourced)
Ongoing service periods
Portfolio
Term 2 Week 9 (2020)
Term 3 Week 9 (2020)
Term 2 Week 2 Term 3 Week 2
78
VET RETAIL SERVICES
NESA Code: 26911
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term Units of Competency Assessment
Event Tasks Due Date
Term 4 (2019)
CHCDIV001 - Work with Diverse people SIRXCEG001 – Engage the customer
Event 4
Customer Service & working with diversity Effective communication strategies, providing service to a diverse range of customers. Questions: communicating, dealing with diverse customer Scenarios: providing customer service within the store to solve problems & enquiries, work with socially diverse people Portfolio: personal reflection on diversity, work with diversity people, procedures for customer service
Term 4 Week 6 (2019)
Further information for VET Retail Services is located on the next page.
79
VET RETAIL SERVICES
NESA Code: 26911
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term 1 (2020)
SIRRINV001 – Receive & handle retail stock SIRXRSK001 – Identify & Respond to Security Risk SIRRMER001 – Produce Visual Merchandise Displays
Event 5
Receiving, protecting & presenting merchandise in the retail store Test, Question: receive, handle stock, merchandising & store security in relation to merchandise Scenarios: receive, process, maintain stock; follow merchandise, display guidelines for events & maintain the merchandise, display Portfolio: stock, merchandise/display procedures & apply store procedures to respond to risk
Term 1 Week 6 (2020)
Further information for VET Retail Services is located on the next page.
80
VET RETAIL SERVICES
NESA Code: 26911
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term 2 (2020)
SIRXRSK001 – Identify and Respond to Security Risk SIRXSLS002 – follow point of sale procedures SIRRRTF001 – Balance and secure point of sale terminal
Event 6
Procedures for the POS & maintaining security Questions/test: POS procedures, identify security risks, balancing POS Portfolio: store procedures for POS set up, maintenance, transactions & balancing; procedures for security of cash handling to respond to risk Scenarios: store procedures for POS set up, maintenance, transactions & balancing; procedures for security of cash handling to respond to risk Trial HSC Exam - Multiple choice, short answer, extended response for SHSC skill development
Term 2 Week 7 (2020)
Further information for VET Retail Services is located on the next page.
81
VET RETAIL SERVICES
NESA Code: 26911
FACULTY: VET
Leader of Learning: Mr Simon Ramage [email protected]
Term 3 (2020)
SIRXSLS001 – Sell to the retail customer SIRXPDK001 – Advise on products and services
Event 7
Develop product knowledge for selling Observation/Scenario: advise and sell to respond to 4 customers enquiries to close the sale Question/Test: selling skills and advising customers Portfolio: Store procedures for selling and accessing product information
Term 3 Week 7 (2020)
82
Y E A R 1 2 2 0 1 9 – T E R M 4 – 2 0 1 9 : W E E K S 1 - 6 Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 1
14 OCTOBER – DAY 2 15 October – DAY 3 16 OCTOBER – DAY 4 17 OCTOBER – DAY 5 18 OCTOBER – DAY 6
Staff Spirituality
Day Pupil Free
WEEK 2
21 October - DAY 1 22 October - DAY 2 23 October - DAY 3 25 October - DAY 4 26 October - DAY 5
WEEK 3
28 October – DAY 6 29 October - DAY 1 30 October - DAY 2 31 October - DAY 3 1 November – DAY 4
Software Design & Development – In class Test
WEEK 4
4 November - DAY 5 5 November - DAY 6 6 November - DAY 1 7 November - DAY 2 8 November - DAY 3
WEEK 5
11 November - DAY 4 12 November - DAY 5 13 November - DAY 6 14 November - DAY 1 15 November - DAY 2
WEEK 6
18 November - DAY 3 19 November - DAY 4 20 November - DAY 5 21 November - DAY 6 22 November - DAY 1
Mathematics Advanced – In class test
Ancient History – In class Response: Personalities in their times – Akhenaten
Physics – First hand investigation & Data analysis - Practical
83
Y E A R 1 2 2 0 1 9 – T E R M 4 – 2 0 1 9 : W E E K S 7 - 1 0 Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 7
25 November - DAY 2 26 November - DAY 3 27 November - DAY 4 28 November - DAY 5 29 November - DAY 6
Modern History – In class test – Power & Authority in the Modern World 1919-1946 Mathematics Standard 2 – In class task – Trigonometry, Ratio & Rates Mathematics Standard 1 – In class test – Statistics
Studies of Religion II – In Class Task – Buddism Mathematics Extension 2 – In Class Task - Complex Numbers PDHPE – Extended Response – Health Priorities in Australia St Joseph’s Sport Stars Presentation Evening
Economics – Case Study – The Global Economy
WEEK 8
2 December - DAY 1 3 December – DAY 2 4 December – DAY 3 5 December – DAY 4 6 December – DAY 5
Music 1 – Core Composition – Popular Music Genre Business Studies – Research Task (Turnitin) Society & Culture – Research Task – Social & Cultural Continuity & Change
Mathematics Extension 1 – Investigation Task
Physics – First hand investigation task & Data Anaysis (Report Due)
English Studies – Multimodel presentation – Common Module
English Advanced – Multimodel presentation – Common Module Biology – Topic Test - Heredity
WEEK 9
9 December - DAY 6 10 December - DAY 1 11 December - DAY 2 12 December - DAY 3 13 December - DAY 4
Catholic Studies – Source Analysis task – Peace & Justice
Chemistry – First hand Investigation& Depth Study – Module 6
WEEK 10
16 December - DAY 5 17 December – DAY 6 18 December - DAY 1 19 December - DAY 2 20 December DAY 3
Community & Family Studies – Independent Research Project (Turnitin)
LAST DAY OF SCHOOL Years 7-11 Awards
Presentation Evening
P/T Interviews 10.30 am – 4.00 pm
Staff Liturgy
School Closed
School Closed
84
Y E A R 1 2 2 0 2 0 – T E R M 1 – 2 0 2 0 : W E E K S 1 - 6 Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 1
27/1
Australia Day Public Holiday
28/1
STAFF PD DAY PUPIL FREE
29/1
STAFF PD DAY PUPIL FREE
30 JANUARY 31 JANUARY
Year 12 Return to Classes
WEEK 2
3 February 4 February 5 February 6 February 7 February
Legal Studies – Research Task (Crime)
Visual Arts - Task 1
SJL SWIMMING CARNIVAL
WEEK 3
10 February 11 February 12 February 13 February 14 February
English Standard – Multimodel presentation – Common module
WEEK 4
17 February 18 February 19 February 20 February 21 February
School Photos
Year 12 HSC Assessment Evening 6pm
Commissioning of 2020 Leaders
Studies of Religion 1 – Source Analysis Task
WEEK 5
24 February
25 February 26 February 27 February 28 February
WEEK 6
2 March 3 March 4 March 5 March 6 March
Society & Culture – Written Report
Community & Family Studies – In Class Written Response
Maths Standard 2 Investigation Task Physics – Motor Construction
85
Y E A R 1 2 2 0 2 0 – T E R M 1 – 2 0 2 0 : W E E K S 7 - 1 1 Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 7 SLR – (Task 1 commences)
9 March 10 March 11 March 12 March 13 March
Industrial Technology – Product Analysis
Modern History – Historical Analysis
PDHPE – Task 2
English Studies – Reading/viewing & written response
English Standard – Analytical Response
WEEK 8
16 March 17 March 18 March 19 March 20 March
Ancient History – Core Task 2
Studies of Religion II – Source Analysis
Maths Advanced – Investigation Task St Joseph’s Feast Day
SJL Cross Country
WEEK 9
23 March 24 March 25 March 26 March 27 March
Chemistry – Research Task (Module 5)
Economics – Media Report
WEEK 10
30 March 31 March 1 April 2 April 3 April
Business Studies - Extended Response
Catholic Studies – Oral Task
Biology – Task 2 English Advanced – Comparative
Response
Music 1 – Core Musicoloogy
WEEK 11
6 April 7 April 8 April 9 April 10 April
English Extension 1 – Imaginative Response &
Reflection
Last Day of Term 1
Good Friday
86
Y E A R 1 2 2 0 2 0 – T E R M 2 – 2 0 2 0 : W E E K S 1 - 6 Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 1
27 April 28 April 29 April 30 April 1 May
Legal Studies - In Class Test
WEEK 2
4 May 5 May 6 May 7 May 8 May
Maths Extension 1 –Task 2
WEEK 3
11 May 12 May 13 May 14 May 15 May
Year 12 P/T Conferences 4-7
pm
Year 12 Semester 1 Awards Ceremony
WEEK 4
18 May 19 May 20 May 21 May 22 May
Studies of Religion 1 – Task 2
Maths Standard 2 – Task 3
Visual Arts – Task 2
English Standard – Task 3
WEEK 5
25 May 26 May 27 May 28 May 29 May
Maths Advanced- Task 3
WEEK 6 SLR – Task 2 commences
1 June 2 June 3 June 4 June 5 June
PDHPE – Task 3
Biology – Task 3
Legal Studies – Task 3
87
Y E A R 1 2 2 0 2 0 – T E R M 2 – 2 0 2 0 : W E E K S 7 - 1 0 Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 7
8 JUNE 9 June 10 June 11 June 12 June
PUBLIC HOLIDAY
Ancient History – Task 3 Modern History –Task 3
Studies of Religion II – Task 3
Economics –Task 3
MING CARNIVAL
WEEK 8
15 June 16 June 17 June 18 June 19 June
Community & Family Studies Task 3
Music 1 - Task 3
Industrial Technology – Task 3
Business Studies–Task 3
Week 9
22 June 23 June 24 June 25 June 26 June
Catholic Studies – Research Task 3
Physics – Task 3
English Extension 1 –Task 2
English Studies – Task 3 Maths Extension 2 – Task 2
WEEK 10
29 June 30 June 1 July 2 July 3 July
English Advanced – Task 3
Society & Culture – Task 3 Chemistry – Task 3
SDD – Portfolio planning
LAST DAY OF TERM 2
88
Y E A R 1 2 2 0 2 0 – T E R M 3 – 2 0 2 0 : Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 1
20 July 21 July 22 July 23 July 24 July
Visual Arts – Task 3 SDD – Project
WEEK 2
27 July 28 July 29 July 30 July 31 July
WEEK 3
3 August 4 August 5 August 6 August 7 August
St Mary of the Cross MacKillop Feast Day
WEEK 4
10 August 11 August 12 August 13 August 14 August
Society & Culture – Personal Interest Project Submitted to NESA
Industrial Technology Timber – Project Submitted to NESA
WEEK 5
17 August 18 August 19 August 20 August 21 August
TRIAL EXAMINATIONS (TIMETABLE TO BE CIRCULATED)
TRIAL EXAMINATIONS (TIMETABLE TO BE CIRCULATED)
TRIAL EXAMINATIONS (TIMETABLE TO BE CIRCULATED)
89
Y E A R 1 2 2 0 2 0 – T E R M 3 – 2 0 2 0 : Year 12 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 6
24 August 25 August 26 August 27 August 28 August
WEEK 7
31 AUGUST 1 September 2 September 3 September 4 September
Visual Arts – Body of Work Submitted to NESA
WEEK 8
7 September 8 September 9 September 10 September 11 September
WEEK 9
14 September 15 September 16 September 17 September 18 September
WEEK 10
21 September 22 September 23 September 24 September 25 September
Year 12 Awards Ceremony
Last Day of Term 3
HSC MUSIC PERFORMANCES – DATE TO BE CONFIRMED
90