year 11 2020 - st francis xavier's college, hamilton · 2020-02-20 · general overview 3...
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Year 11 2020
Updated 17 February 2020
St Francis Xavier’s College Hamilton
Entrance to Administration Building
Need to talk to us? Phone
• Reception (02) 4961 2863 •
• Student Office (02) 4961 2110 Office Hours Monday to Friday
• Reception: 8:00 am - 3:30 pm
• Student Office: 8:45 am - 3:15 pm
• Finance Office: 8:30 am - 3:00 pm
Email St Francis Xavier’s College [email protected] Student Office [email protected] Finance Office [email protected] Website www.hamilton.catholic.edu.au
St Francis Xavier’s College Hamilton
Reception
Administration Building Hebburn Street Hamilton Postal Address
PO Box 300 Hamilton NSW 2303
Period Key Date Event
TERM 1 Wednesday, 30 January 2020 until Thursday, 09 April 2020
Wednesday 30 January
Year 11 commence at St Francis Xavier’s College Hamilton
Thursday, 09 April Last day of Term 1
School Holidays Friday, 10 April 2020 – Sunday, 26 April 2020
TERM 2 Monday, 27 April 2020 until Friday, 3 July 2020
Monday, 27 April Staff Inservice Day – NO CLASSES
Tuesday, 28 April 1st Day of Term 2
Monday, 25 May until Friday 29 May
Year 11 Mid-Course Assessments
Monday, 8 June Queen’s Birthday Holiday
Thursday, 2 July Year 11 Parent/Teacher Interviews from 1:30 pm
Friday, 3 July Last day of Term 2
School Holidays Saturday, 4 July 2020 – Sunday, 19 July 2020
TERM 3 Monday, 20 July 2020 until Friday, 25 September 2020
Monday, 20 July 1st Day of Term 3
Monday, 7 September until Friday, 18 September
Year 11 Final Examinations
Thursday, 24 September Last day of Term 3
School Holidays Saturday, 26 September 2020 – Sunday, 11 October 2020
TERM 4 Monday, 12 October 2020 until Friday, 18 December 2020
Monday, 12 October 1st Day of Term 4 Term 1, Year 12 Courses commence
Wednesday, 18 November Year 11 Parent/Teacher Interviews from 1:30 pm
Friday, 11 December Last day of classes for students
Week Beginning Monday, 14 December
Pupil Free Days Staff Inservice Days
2020
Welcome & Introduct ion
Dear Year 11 Students, Parent(s) and/or Guardian(s)
Welcome to the Year 11 Course. I hope that Year 11 enables you to build successful learning partnerships with your peers and teachers as well as the core knowledge and skills that will lay the foundation for a successful Higher School Certificate (HSC) Year in 2020. There is no doubt that the step up from Year 10 to Year 11 can be challenging, however we hope that you will be able to embrace the challenge with a positive attitude and approach. One way that you can do this is to ensure that you understand and manage the assessment process. Remember that there are NSW Educational Standards Authority (NESA) requirements and rules that must be adhered to if a student is to receive their Year 11 Certificate, a mandatory requirement for entry into the HSC Year. Students who satisfactorily complete the Year 11 Course will also receive A to E Grades for each subject. These grades form the Record of Student Achievement (RoSA).
This Assessment Handbook is designed to assist you to:
• understand the Year 11 Course assessment process • follow the correct procedures relating to absence, illness and misadventure • understand malpractice and the ramifications of engaging in malpractice • be organised in relation to the spread of task submission requirements • understand Disability Provisions Requirements
After each assessment task students will be given a provisional course rank (further information regarding this matter is given later in this booklet). Please note that a rank should always be considered in relation to the task mark, not simply as a rank on its own, as performance aligned to the standards is usually a better indication of achievement. For example, a student could be ranked 1st in a course, but only receive a score of 52% or alternatively, could be ranked 102 but receive a mark of 72%.
If an incident or event occurs that affects a student’s performance in a task, I urge you to read this document for clarification and if in doubt speak to the relevant Studies Coordinator or myself for further information. Unfortunately, ignorance of procedures cannot be used as an excuse to be given additional time or an estimated mark.
Listed in this booklet are the names of personnel that are responsible for the academic and wellbeing domains relating to Year 11, as well as the course codes that are often used on Assessment Calendars. Please contact these staff members if you have questions or concerns, cross communication is very important and ensures that we can work as a team to support your child, our students.
There will be two formal opportunities for parent(s), and/or guardian(s), students and staff to meet together to review student progress in Year 11. After the Mid-Year Assessments parent(s), and/or guardian(s), and students, are invited to meet with individual course teachers to review course reports and provide additional feedback. The time set aside for this meeting is from 1.30 pm to 7pm. The second opportunity will be in Term 4, when parent(s), and/or guardian(s), will have the opportunity to meet with their child’s Tutor Group Teacher to review Year 11, set goals for Year 12 and discuss strategies for success.
Parent(s), and/or guardian(s), and students are welcome to make appointments outside of these blocks by phoning or emailing the school. Please remember that it is very difficult for teachers to meet with parents unless there is a scheduled appointment time due to their class commitments.
Best wishes for 2020.
Mr Colin Mulhearn Assistant Principal– Dean of Studies [email protected]
C o n t e n t s
College Executive 1 Studies Coordinators 1-2 House Coordinators 2 Student Support 2 General Overview 3 Examination Dates 3 Entering for the Year 11 Certificate 4 Corrections to entries and withdrawals 4 Change of personal details 4 NESA Students Online 5 Year 11 Assessment Policy 6 Standards Referenced Approach 6 NESA All My Own Work 6 Year 11 Assessment 7 Responsibilities 8 Calculations of Marks 9 Reporting / Feedback 9 Assessment Task Feedback 9 Assessment Rank Appeals – Rules & Procedures (NESA) 9 Oral / Aural Assessment Tasks 10 VET Courses and Assessment 10-11 HSC Examinations for VET Subjects 11 TAFE Students 11 Assessment Requirements and Guidelines (ACE Manual – Section 11.13) 12-14 Submission of Assessment Tasks 15 Absence and Illness / Misadventure Policy 16-18 Non-Serious Attempts 19 Illness / Misadventure Appeals 20-21 Malpractice 22 NESA Rules and Procedures: How can you avoid plagiarism? Malpractice in Examinations
23-24
Assessment Appeals Policy 25 Disability Provisions 26-30 Record of Student Achievement RoSA 31 Frequently Asked Questions 32 Further Information on the aspects of the Assessment Process 32 Glossary of Terms 33 Glossary of Acronym 34 Website Information 34
Assessment Handbook Y11 2020 1
C o l l eg e E xe c ut i v e
S t u d i e s Coo rd i n a to r s
Religion
Ms Jane Rees [email protected]
Catholic Studies Studies of Religion 1 Unit Studies of Religion 1 Unit Accelerated Studies of Religion 2 Unit
English
Mrs Mary Picton [email protected]
English Studies English Standard English Advanced English Extension 1 English Extension 2
Mathematics
Mr Andrew Middleton [email protected]
Mathematics Standard Mathematics Advanced Mathematics Extension 1
Science
Mrs Vina Gibson [email protected]
Biology Chemistry Earth & Environmental Science Investigating Science Marine Studies Physics
HSIE Human Society & Its Environment
Mr Tony Stone [email protected]
Aboriginal Studies Ancient History Business Studies Economics Geography Legal Studies Modern History Society & Culture
PDHPE Personal Development, Health & Physical Education
Mr Chris Henry [email protected]
Community & Family Studies Exploring Early Childhood PDHPE Sport Lifestyle & Recreation
Mr Colin Mulhearn Assistant Principal
Dean of Studies
Mrs Julia Lederwasch Assistant Principal Dean of Students
Mrs Cassie Mowbray Ministry Coordinator
Mr Greg Ptolemy College Principal
Assessment Handbook Y11 2020 2
S t u d i e s Coo rd i n a to r s
TAS Technology & Applied Studies
Mrs Patricia Stallard [email protected]
Computing Applications Engineering Studies Food Technology Industrial Technology Information Processing & Technology Software Design & Development Textiles & Design
CAPA & LOTE Creative & Performing Arts, Language
Mr Patrick Campbell [email protected]
Dance (External) Drama French Beginners Languages by Distance Education:
Open High School & Camden Haven Music 1 Photography Visual Arts
VET Vocational Education and Training
Ms Rosemary Wilkinson [email protected]
Business Services Construction Entertainment Industry Hospitality Retail Sport Coaching
Learning Support
Ms Melissa Chellis [email protected]
Life Skills English Life Skills Mathematics Life Skills HSIE Life Skills Work & the Community Life Skills Creative Arts Life Skills Technology
Curriculum Coordinator
Mr Peter Brown [email protected]
Ho u s e Co or d in a t or s
Champagnat House (Blue)
Tutor Groups 41 - 46
Mr Daniel Mitchell [email protected]
Dominic House (Red)
Tutor Groups 51 - 56
Ms Kirsten Beletich [email protected]
MacKillop House (Gold)
Tutor Groups 61 - 66
Ms Jo Begley [email protected]
McAuley House (Green)
Tutor Groups 71 - 76
Ms Olivia Gollan [email protected]
Wellbeing Coordinator
Mr Luke Baker [email protected]
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S t u d e n t S u p po r t
Careers Adviser
Monday to Wednesday
Mrs Julie McLoughlin [email protected]
Thursday to Friday Mrs Ashley Phillips [email protected]
Learning Support & Literacy (ESL)
Monday to Thursday inclusive
Mrs Janine Gorman [email protected]
Indigenous Support & Mentoring
Wednesday to Friday
Mr Bryan Rowe [email protected]
College Counsellors
Monday and Tuesday
Ms Gayna Turner [email protected]
Wednesday to Friday
Ms Renee Tyczynski [email protected]
General Overview Each subject has an assessment schedule which clearly shows the distribution and weighting of tasks. Please ensure that you read this in conjunction with the outcomes so that you understand the direction of the assessment program.
Students will be provided with an Assessment Calendar for each term which records the date tasks are due and whether the task is a hand-in task, or an in-class task. This calendar will be emailed, a hard copy will be distributed, and a copy can also be found on the College’s website.
At least two weeks prior to each scheduled task (dependent on attendance on the day of issue) each student will receive an Assessment Notification that will provide further details in relation to individual tasks as well as the Marking Guidelines. It is essential that students carefully read this document so that they can prepare for the task, and endeavour to meet the standards. Students will be asked to sign a class list as a record of receiving the task.
Students need to clearly understand that there are significant penalties if assessment tasks are not completed and or handed in where there is no valid reason and evidence provided. See information below.
I s s u e / C o n c e r n P e n a l t y
Late Submission of a Task
25% per day for two (2) days More than two (2) days late = zero Note that weekends will count as two (2) days
Non-Completion of an Assessment Task No valid reason or supportive evidence >
Zero Mark
Academic Misconduct / Malpractice
Zero Mark
If a student knows he / she is going to be absent eg. family holiday, he / she MUST apply to the Principal for leave (at least two weeks prior) and make arrangements regarding assessments with the relevant Studies Coordinator. If leave is not applied for and granted, students can expect that a zero will be awarded for all tasks due in the time the student is absent. Year 11 is foundational to Year 12 and as such attendance should be a priority for all students.
Note that leave cannot be granted during assessment blocks.
All assessments completed in the Assessment Blocks i.e. Mid-Course and Final Year 11 Assessments contribute to the Year 11 Course Mark and RoSA Grades that are submitted to NESA. Assessments also provide an excellent opportunity for students to practise skills and receive useful feedback in preparation for their Year 12 studies.
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Examinat ion Dates
Year 11 Mid- Course Assessment Block
Commence Monday, 25 May 2020 (Term 2, Week 5) and are scheduled until
Friday, 29 May 2020 (Term 2, Week 5)
Year 11 Final Examinations
Commence Monday, 7 September 2020 (Term 3, Week 8) and are scheduled until
Friday, 18 September 2020 (Term 3, Week 9)
Students commence their Year 12 Studies on Monday, 12 October 2020 (Term 4)
and Year 12 Assessments will be scheduled during this Term. Entering for the Year 11 Cert i f icate Students must be entered with NESA for all courses they are attempting in the current year, including those courses approved by the Principal to be studied outside the College. This includes Vocational Education and Training (VET) Courses and TAFE Courses.
Students will receive a Confirmation of Entry showing their personal details, courses entered and whether they meet the eligibility requirements for the Year 11 Course. Students must sign the declaration printed on the Confirmation of Entry and return it to the College.
Once a student’s details are entered, NESA will update their Students Online Account. Students will then be able to log in and check their personal and enrolment details. Students will also receive messages from NESA, including for example, the status of any Disability Provisions Applications.
Correct ions to entr ies and withdrawals • Students must check their Confirmation of Entry and notify the College of any changes as soon as
possible, but no later than the 31 May 2020.
• A new Confirmation of Entry will be issued if any changes to a student’s entry is made. Students must sign this and return it to the school.
• The only change to entries allowed after the 31 May 2020 is withdrawal from a course (including an Extension Course).
Change of personal detai l s If a student’s personal details change from those provided to NESA on their Confirmation of Entry, they must advise the College to inform NESA as soon as possible. NESA needs each student’s current postal address, email address and mobile number to send important information. Students can also change their personal details and address by submitting these to the Administration Office or by login to the NESA Students Online portal.
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Students can also change their personal details and address in their Students Online Account.
I f y o u a r e r e q u e s t i n g a n A T A R y o u m u s t a l s o u p d a t e y o u r a d d r e s s w i t h U A C .
NESA – available at
https://studentsonline.nesa.nsw.edu.au/
NESA – available at https://studentsonline.nesa.nsw.edu.au/go/login/&returnURL=studentdetails/
S t u d e n t s P l e a s e N o t e
T h e C o l l e g e d o e s n o t r e c e i v e a c o p y o f y o u r p i n n u m b e r ,
n o r d o e s t h e C o l l e g e h a v e t h e a u t h o r i t y , o r a c c e s s , t o r e s e t y o u r p i n .
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Year 11 Assessment Pol icy Students are advised that this Assessment Policy covers information relevant to Year 11 and Year 12.
• Students complete the Year 11 Course across three terms:
Terms 1, 2 and 3 of the Year 11 calendar year.
Each course studied has a Year 11 Assessment Schedule. Students must satisfy NESA requirements in assessment, in order to be eligible to enter Year 12.
• The provision of a separate College Assessment in reporting the Year 11 Award has a two-fold purpose. It is intended to provide an indication of a student’s attainment, which is based on:
a) a wider range of syllabus objectives than is measured by the external examination.
b) measures obtained in a variety of types of tasks throughout the course which are able to provide more comprehensive indicator of a student’s ability than at a single examination.
Standards Referenced Approach The Year 11 and Year 12 Courses use a standards-referenced approach to assessing and reporting student achievement. This means that the achievements of students are assessed and reported against specified standards that are established by NESA for each course. In a Standards Referenced Approach, students are recognised for what they know, understand and can do. The mark they receive will reflect the standard which the student has achieved in the course.
If additional information is required on the Standards Reference Approach, please contact the Dean of Studies.
NESA – Al l My Own Work The HSC: All My Own Work program is designed to help Year 12 students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their Year 12 studies. The program consists of five modules and is available in online and downloadable formats. Since 2008, all students who apply to be enrolled for one or more Year 11 or Year 12 Courses are required to have satisfactorily completed the HSC: All My Own Work Program. When students sign their Confirmation of Entry for the Year 12 Course, they are acknowledging that they understand the principles of malpractice.
NESA Website
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work
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Year 11 Assessment Achievement measures throughout the course are seen as serving three purposes.
1) They enable consideration to be given to aspects of the course, the attainment of which can best be demonstrated over time, e.g. practical skills.
2) They cater for any “self-contained” elements such as fieldwork which occur as an isolated part of the course.
3) They increase the accuracy of the final assessment of the students’ achievement by utilising multiple measures.
The Internal Formal Assessment Program is designed to encompass all syllabus outcomes other than those relating to the affective domain (interests, attitudes). Each task within the Year 11 Formal Assessment Program will be given a designated weighting in the schedule, so that students are aware of the relative importance of each task. A student who is absent from, or adversely affected during a particular task which constitutes part of the Year 11 Formal Assessment, or who is unable to present an assignment for inclusion in this course will not necessarily have a “zero” mark recorded for that task. Marks based on a substitute task or, in exceptional circumstances, an estimate based on other evidence will be accepted where the Studies Coordinator or Dean of Studies considers that the student has an acceptable reason supported by evidence, e.g. illness (with a doctor’s certificate), for not completing that task at the scheduled time. Students who do not complete an assessment task due to illness or a significant valid event deemed beyond their control must complete an Assessment Variation Form (known as a Green Form and available from the Student Services Office or Dean of Studies). Attach relevant documentation relating to the Non-Completion e.g. doctor’s certificate (note retrospective doctor’s certificates will not be accepted) or Police Report, and hand to the relevant Studies Coordinator or Dean of Studies immediately upon returning to school. If a student does not complete, and hand in this documentation as stated within the time frame, they should expect to receive zero for the task. Signed, completed forms will be filed by each Studies Coordinator to enable monitoring of performance, and notification to students, parent(s) and/or guardian(s) if they are in danger of not satisfactorily completing a course(s). The Formal Internal Assessment Program includes a requirement for each school to determine the relative achievement of its students with respect to specified Syllabus Standards. Syllabus Standards and Performance Standards are based on the aims, objectives, outcomes and content of a course. Together they specify what is to be learned and how it is achieved.
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Respons ibi l i t ie s 1) It is the responsibility of the College to:
a) conduct sound assessment programs that allow students to demonstrate the breadth and depth of their knowledge, skills and understanding.
b) develop quality assessment tasks and well-constructed marking guidelines.
c) provide effective feedback to students in relation to their strengths and weaknesses and areas for improvement.
d) develop an assessment schedule for each subject and inform students which essays, assignments, tests, exams, field studies, tutorials, etc. or parts thereof, will contribute to the assessment mark submitted to NESA for each subject. This schedule identifies the term and week of a task, but it is not a calendar of events.
e) teachers give notice of specific dates two weeks prior to when a task is due. Task notifications will not be given to students prior to the distribution to the entire cohort.
f) schedule the various assessment tasks throughout the course and ensure that such tasks cover the range of components specified by NESA.
g) collate such information as is necessary, to provide a comprehensive guide for students of the College’s requirements for Assessment in each subject.
2) It is the responsibility of each student to:
a) be aware of the various assessment instruments (essays, presentations etc.). This will involve reading this booklet carefully and managing their own schedule.
b) know the date on which assessments are due. For all assessment tasks, students will be supplied with an Assessment Schedule at the beginning of the course. Teachers must give at least two weeks written notice of any changes to assessment dates.
c) ensure that all work is submitted by the due date. Failure to submit required work must be accompanied by a valid and acceptable reason and be submitted in writing to the relevant Studies Coordinator. Poor organisation of time and/or social events is NOT considered acceptable. Technology problems, such as printers running out of ink, will not be accepted as an excuse. Students are required to back up all work onto OneDrive, the cloud, a memory stick or external drive so that work can be printed, if necessary, at school. Students are advised to email themselves a copy of all tasks (to their school address) so that it is possible to retrieve documents at school if necessary or to validate that the work was completed on time. Note that students are not able to access Hotmail accounts at school.
d) notify the relevant Studies Coordinator if other College commitments e.g. sport, excursions or work placement clash with assessment dates by completing an Assessment Variation Form (Green Form.) Usually at least two (2) weeks prior to the event.
e) if absent on the day an assessment task is given, ensure he / she collects a copy of the task from the appropriate teacher on return. Students cannot assume an automatic extension if they receive a task notification after cohort members. An application must be made to the relevant Studies Coordinator for consideration.
f) use the feedback from teachers as the basis for improvement. This may mean that, a student needs to discuss their progress individually with their teacher.
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Calculat ions of Marks Students will be given a provisional rank and raw mark for each assessment task. The rank is provisional as there may be Illness / Misadventure Appeal Applications that require an estimate to be generated when further tasks have been completed. It should be noted that any queries about raw marks may only be made at the time the task is handed back – retrospective requests will not generally be considered. The raw marks are combined in accordance with the weightings given in the Assessment Schedules to determine the final rank, after first having been mapped to ensure the marks are statistically compatible. Cumulative assessment information is given on the College Reports.
Report ing / Feedback Currently the College Year 11 Mid-Year Report indicates an assessment mark where applicable, a medium (average based on the most recent examination period) and a provisional subject rank based on the cumulative weightings of assessment tasks completed to date. The Final Year 11 Report will reflect the student’s Final Rank in courses (although successful appeals may change this rank).
Y e a r 1 1 w i l l r e c e i v e a M i d - C o u r s e R e p o r t i n T e r m 2 , a n d t h e i r F i n a l R e p o r t e a r l y i n T e r m 4 .
Assessment Task Feedback Under the NESA requirements, students will also be provided with meaningful feedback on their performance in all assessment areas. Students are encouraged to keep this feedback together in a portfolio that combines Marking Guideline Sheets for each subject. This provides an ongoing Assessment Record.
To provide students a guide of what is expected of them in their assessment tasks, a marking guideline structure should be clearly stated on their Assessment Task Notification.
Assessment Rank Appeals Rules & Procedures (NESA) 1) After each formal assessment task students will be given their rank for that particular task. If he / she
feels that their placement in the course is not correct, they should talk to their teacher immediately. 2) There is no provision for a review of the marks a student received for individual assessment tasks.
Reviews are limited to the assessment process. The only matters that the school will consider are whether or not:
a) the weightings specified by the school in its assessment program conform with NESA requirements as detailed in the relevant syllabus.
b) the procedures used by the school for determining the final assessment mark comply with its stated assessment program.
c) computational or other clerical errors have been made in the determination of the assessment mark. 3) If a student wishes to apply for a review, he / she must do so within 48 hours of the task. The Studies
Coordinator will advise the student of the outcome of the review, and will advise NESA of any changes if required.
NESA Website http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes
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Oral / Aural Assessment Tasks If a student is absent from a scheduled Oral / Aural Assessment (due to illness) for any subject in Year 11, in exceptional circumstances, there may be consideration given for an alternate task. However, students should note that for the HSC NO alternate arrangements will be made (NESA Policy).
VET Courses and 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 an estimate mark, based on the Trial Exam, is submitted to NESA in case of Illness / Misadventure. 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. Students will receive a VET Report twice per year, which will outline their progress in each course. This report forms the permanent record of achievement for students. Students will also be able to access their results any time using the Unique Student Identifier (USI). There is no pass or fail system in VET, students will be deemed competent or not yet competent for each unit of Competency studied. 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 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. The student will receive their award at the end of Preliminary and HSC Year. Whenever students are being formally assessed, through examinations or scheduled assessment events, students will need to follow the same guidelines set out in this handbook, i.e. reasons for absence, misadventure, lateness and notification to the College. The following procedures apply regarding the non-submission of assessment tasks.
1) If a student fails to submit an Assessment Task by the due date:
• the student needs to collect an Assessment Variation Form from Student Services, complete the form and return to the VET Coordinator (if he / she is absent or have approved leave when the task is due).
• the VET Coordinator and class teacher will inform the student that non-submission of task is Attempt One. The student will be given two (2) weeks to submit the task. (The VET Coordinator to notify parent(s) and/or guardian(s) by phone).
2) Failure to submit after the two weeks from due date is deemed as Attempt 2 and an official NESA
Warning Letter will be sent to parent(s) and/or guardian(s). A cover letter will accompany this letter informing parent(s) and/or guardian(s). that if the task/s is not submitted by the due date then this becomes Attempt 3 and therefore the student cannot achieve these Units of Competency.
Assessments may be conducted for individual units of competency or for groups of units of competency. For a student to be assessed as ‘Competent’ in a particular unit of Competency, the assessment tasks, whether written or practical, are required to be completed or demonstrated to a particular standard specified in the training package for that qualification. If a student is assessed as being ‘Not Yet Competent’ in a particular unit of competency, they will be required to repeat any required assessment task(s) in the same format, or in another form, until the assessor can determine achievement. Students have three (3) attempts to show that they are competent in a Unit of Competency. The following Decision-Making Rules apply and will appear on each assessment task a student receives.
• The student is allowed three (3) attempts at this event and progress will be recorded on the feedback sheet.
• If unsuccessful on first attempt the student will be advised about how to meet this competency on the feedback sheet. The student will have to resubmit/demonstrate those parts within two (2) weeks.
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• Failure to resubmit/meet the criteria on the second attempt will result in an official warning letter being sent to the student and parent(s) and/or guardian(s). The student will then have the third and final attempt to complete the event.
• If a student is absent when the task is due a Green ’Assessment Variation Form’ is to be completed (collect from the Student Services Office) and submitted to the VET Coordinator.
Work Placement As part of the formal assessment for VET Courses there is a compulsory work placement of 35 hours per year (total of 70 hours). NOTE:
• Work Placement does not provide a valid reason for missing an assessment task.
• Students must check their assessment schedule and the assessment calendar to check if a task is scheduled during their Work Placement. In this case the student must see the relevant Studies Coordinator.
• Students who are on work placement must meet assessment due dates.
• Hand-in tasks should be submitted prior to Work Placement or meet the assessment deadline and it is the student’s responsibility to ensure this.
• In the case of examination tasks, Work Placement students must complete an Assessment Variation Application and submit this to the relevant Studies Coordinator to negotiate when the examination is to be completed (either before or after, with statutory declarations completed).
HSC Examinat ions for VET Subjects 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 NESA Examination and will nominate this option during the HSC Year. The College requires all VET students to sit for the Trial Examination in the HSC Year.
All core units of Competency covered during Preliminary and HSC Years will be assessed in the HSC Examination.
The written examination is independent of the competency-based assessment undertaken during the course. The marks achieved by students in the examination are used as the sole basis for determining the student’s ATAR.
TAFE Students Students enrolling in TAFE will need to liaise with the TAFE College they attend regarding assessment requirements for the course. It is the student’s responsibility to be aware of specific requirements for their courses.
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Assessment Requirements and Guidel ines https://ace.nesa.nsw.edu.au/higher-school-certificate/satisfactory-completion-non-completion-leave The Year 11 Certificate is awarded to students who have fulfilled all eligibility requirements.
• Have satisfactorily completed the Year 11 Course in the required pattern of study.
• The words “satisfactorily completed” are significant and apply to both Year 11 (Terms 1, 2, 3) and Year 12 Courses (Term 4 Year 11, and Terms 1, 2, and 3 of Year 12).
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:
• followed the course developed or endorsed by NESA.
• applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the College.
• achieved some, or all of, the course outcomes. There are some important points to note from this.
• Principals may determine that, as a result of absences, a student may not have completed the course.
• Students have to “satisfactorily” complete a Year 11 Course in a subject before being allowed to attempt the Year 12 Course in that subject.
This means that students must provide evidence that they have “applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school.” (NESA). This evidence comes from work samples, standards demonstrated, marks achieved as they are linked to the standards, and application to work. NESA also requires that a student must have sat for, and made a serious attempt, at the required assessments. Year 11 students who do not make a serious attempt at the examination may not receive an award in the course concerned. This may render some students ineligible for the award of the HSC. Non-serious attempts include frivolous or objectionable material. Students who provide answers to examination questions in a language other than English (unless specifically instructed to do so) will have zero marks awarded. Non-attempts include those where only multiple-choice questions are attempted or, only one section of the paper is attempted, or the majority of the paper is not attempted. Any student identified as making a non-serious attempt, or a non-attempt, in a HSC Examination will be asked by NESA to justify why they should receive a result in the course concerned. NESA will advise the student and the school Principal of its decision at the time of the release of HSC results. NESA expects students to attempt all assessment tasks set. NESA gives schools the authority to determine their own definition of diligence and sustained effort. At St Francis Xavier College, students are expected to make a serious attempt at all formal assessments and examinations in order to have “satisfactorily completed” the course, and to have made a satisfactory attempt at the majority of formative tasks as these provide practice for the formal assessments and provide an opportunity for teachers to further assess course outcomes.
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Assessment Requirements and Guidel ines
Teachers will keep a record of student performance in all formative tasks. If a student does not complete formative tasks, parent(s) and/or guardian(s), and the relevant Studies Coordinator, will be advised through the Formative Task Letter of Concern. Such evidence will contribute to the decision to issue a Non Completion (N) Course Warning Letter.
Students whose attendance is inconsistent will be identified as a ‘student of concern’ and contact will be made with the relevant House Coordinator to determine whether there is a valid reason for continuing absences.
If there is a valid reason for absences, for example an on-going illness, and the student is not able to complete the set tasks over an extended period of time, even with adjustments, an interview will be arranged with the Dean of Studies. This is to determine if it is possible for the student to demonstrate the outcomes of the course and effectively fulfil the requirements of the Year 11 Course.
If there is not a known valid reason for on-going absences, parent(s) and/or guardian(s) will be contacted and an interview arranged to discuss why the student is regularly missing classes, the impact on the student’s capacity to demonstrate the course outcomes and whether or not additional support can be provided to assist the student meet the expectations of the Year 11 Course.
Ultimately parent(s) and/or guardian(s), and students, need to understand that the HSC is a New South Wales State Government issued credential that is accepted by universities and employers, and as such students are required to meet the course completion criteria and that in order to be eligible for entry to the HSC Course students must fulfil all requirements in Year 11.
While it is acknowledged that some students may experience on-going physical or mental health issues during the Year 12 Course, assessment measures must be fair and valid. It is not possible to assess students on potential or to provide on-going estimates for scheduled tasks. Every attempt is made to support students. Indeed, the College is proud of the level of pastoral care and compassion demonstrated by staff, however NESA requires evidence that students have met course requirements in order for the Year 11 Grades to be valid and for the award of the Record of Student Achievement.
N o t e t h a t m a r k s f r o m t h e Y e a r 1 1 C o u r s e A R E N O T i n c l u d e d i n t h e H S C I n t e r n a l A s s e s s m e n t M a r k
d e t e r m i n e d f o r N E S A . Students who have selected the following courses need to be aware that in Year 12 they will be required to undertake practical examinations, or to submit works, as part of their HSC Examination, therefore similar tasks are required in Year 11:
• Dance • Drama • English Extension 2 • Industrial Technology • Languages (except classical languages and Languages & Literature Courses)) • Music • Society and Culture • Textiles and Design • Visual Arts
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Assessment Requirements and Guidel ines
Year 11 Performances and Practical Examinations, as well as works submitted for examination, should be consistent with general community standards. Such works should be developed in a manner that takes into account the values and culture of the school and its community. The development and selection of student projects, major works, exhibitions and performances must satisfy health and safety requirements. They must:
• be undertaken within the operating guidelines and directives of education authorities and/or schools.
• recognise and reflect relevant state and national legislation, regulations and standards including those relating to Work Health and Safety (WHS), animal welfare, dangerous goods, hazardous substances and weapons.
• take account of the needs of students, teachers, markers and others, including the general public. A n y H S C P r o j e c t t h a t m i g h t b e c o n s i d e r e d d a n g e r o u s t o h e a l t h
o r s a f e t y m a y n o t b e m a r k e d .
NESA Website.
https://ace.nesa.nsw.edu.au/higher-school-certificate/examinations/submitted-works-and-practical-examinations
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Submiss ion of Assessment Tasks 1) Date / Lesson of Submission
The written Assessment Notice provided by the Coordinator / subject teacher to students will identify the due date for submission of a particular task. If a task is due during a particular lesson, this will be indicated on the initial Assessment Task Notice.
Unless specified otherwise, all prepared tasks will be due by 9:00 am on the due date. Failure to submit by this time, without a valid reason will result in a 25% penalty. Students are strongly advised to either email themselves a copy of the task or save to the cloud so that they have proof of completion if they inadvertently leave their task at home. This email would need to be presented to the relevant Studies Coordinator at the time of submission if a student wishes to avoid a late penalty being applied.
2) Method of Submission
The Assessment Calendar and Assessment Notification will clearly indicate the method of submission. Most prepared Assessment Tasks will be required to be handed in at the Administration Office no later than 9:00 am on the due date.
If a student does not hand in a task on time without a valid approved reason a penalty of 25% per school day for the first two (2) days will apply and after two (2) days zero awarded. Please note that weekends will count as two (2) days late. The late penalty is applied to the mark gained for the task. For example, if a task is marked out of 100 and a student receives a mark of 75, then 25% will be deducted from the mark if one (1) day late, making the total for the task 50 marks, two (2) days late the mark received would be 25 marks, three (3) days zero. Parents / Guardians will receive an official Penalty Letter for late assessments.
If a task is to be submitted to the Administration Office, it is the student’s responsibility to ensure that the task is handed to the relevant teacher on duty, and that the class roll is signed as verification of submission.
N o r e s p o n s i b i l i t y w i l l b e t a k e n f o r t a s k s t h a t a r e n o t s i g n e d o f f a t t h e A d m i n i s t r a t i o n O f f i c e .
In all instances students should ensure that a backup copy of Assessment Task(s) is kept. This might be a hard copy (printed copy or photocopy), or a digital copy in the cloud, on a memory stick or external hard drive. Students are advised that when working on major tasks over a period of time they should always ensure that a printed, dated copy is stored as a record of progress. If students are handing in an electronically produced work, they should also send themselves a copy of the work to their school email, or store on OneDrive so that, if required, it can then be accessed at school. Penalties for lateness will apply where a student states technology failure as the reason they have not been able to submit an assessment task. Students should note that it is not a staff member’s responsibility to print emailed items. Note that while there is availability of printing facilities in the College Library, students should not rely on this facility on the due date in case of technology/server failure.
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Absence from an Assessment Task 1) If a student is absent from an assessment task, (including examinations and during the period of a long-
term task, or the day a task is due) he / she must produce a written explanation for the absence. This written explanation must be an acceptable reason (within HSC Policy Guidelines) and must be supported by relevant and appropriate evidence. Students or parent(s) and/or guardian(s) must contact the Student Services Office, prior to 9:00am, and leave a message for the relevant Studies Coordinator indicating absence on the days of assessment. The student is also required to email the relevant Studies Coordinator to make arrangements for sitting the task on the first day of their return to school.
The following are acceptable reasons.
a) Absent due to illness
For all absences due to illness a medical certificate is required covering the period of absence. The certificate must be an original and must be on a doctor’s letterhead. The following conditions apply:
• the doctor must sight the condition on / or prior to the day of assessment or date the assessment is due.
• the certificate must cover the period of assessment (dates must appear on the certificate.)
• post-dated certificates will not be accepted.
• the doctor providing the certificate must not be a family member.
• the certificate is most helpful if it states the relevant illness / condition rather than a broad statement such as ‘a medical condition’.
• if a student is absent on and after the due date of the assessment the medical certificate must indicate the day the student is fit to return to school. The student is expected then to complete the task unless otherwise indicated.
The task must be completed immediately on return to school. If this is within an exam block, the student must advise the relevant Studies Coordinator the day the student is fit to sit the exam within the exam block. Refer to the Examination Timetable for further instructions on Absence from Exams. Assessment Variation Procedures
Contact the Student Services
Office on 4961 2110 from
8:45 am
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Absence from an Assessment Task ( c o n t i n u e d )
a) Absent due to illness (continued)
The College understands the difficulty of acquiring doctor’s appointments on the day of illness, however, due to the impact of HSC Internal Assessments on the final ranks, will only accept a parent(s) and/or guardian(s) note in exceptional circumstances, and, only after discussion with the Dean of Studies or the Dean of Students on the day of the student’s absence.
If a parent(s) and/or guardian(s) note is deemed acceptable, in the second instance a doctor’s certificate will be required regardless of the course. For example, if a student is absent for an English task due to illness and they submit a parent(s) and/or guardian(s) note, and then are subsequently absent for a Biology task due to illness, they must provide a doctor’s certificate. The rule is not exclusive to a single course.
Note “Contriving false explanations to explain work not handed in by the due date is considered Malpractice”. https://ace.nesa.nsw.edu.au/higher-school-certificate/examinations/honesty-in-assessment
b) Absent due to an acceptable unforeseen circumstances (e.g. funeral)
A letter addressed to the Dean of Studies, Dean of Students or relevant Studies Coordinator explaining the circumstances will be required and should be attached to the Assessment Variation Form. Note that the Principal or Dean of Studies may require evidence to support the request. The Dean of Studies in consultation with the Principal, will be the final arbiter of the acceptability of the reason. It is normally expected that in these circumstances a student would complete the task before leave is taken. Please note that in the case of a hand in task, where at least two week’s notification has been given, a student will not generally be given an extension.
c) Absent due to an acceptable school activities (e.g. representative sport, mock trial etc)
The Dean of Studies in consultation with the relevant Studies Coordinator determines that the activity warrants a change of circumstance for an approved College Representation. The student will need to submit an Assessment Variation Form prior to the day the assessment task is scheduled or due. The expectation is that the Assessment Variation Form is submitted at least two (2) weeks prior to the task. Please note that in the case of a hand in task, where at least two (2) weeks notification has been given, a student will not generally be given an extension.
d) Absent due to other acceptable reasons
All other circumstances must be applied for in writing to the Principal, who, in consultation with the Dean of Studies will determine if the reason is to be accepted. If the reason is NOT accepted the student will receive zero for that task.
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Absence from an Assessment Task ( c o n t i n u e d )
2) If a student submits a task after the due date, without applying for special consideration, a zero mark
will be awarded for the task. 3) If an acceptable absence occurs during the period of an extended time assessment (e.g. project,
assignment etc.) an extension of the due date can be applied for, however, students should not assume that an extension will be granted. If granted though, the extension may be pro-rata, that is, three (3) school days sickness may warrant three (3) school days extension. The granting of an extension is at the discretion of the Studies Coordinator in consultation with the Dean of Studies. Once determined, the decision will be communicated to the student in writing, on the Assessment Variation Form.
4) Students returning after being absent with an acceptable reason.
The Studies Coordinator in consultation with the Dean of Studies will determine whether:
a) to allow the student to complete the original task.
b) complete a substitute task.
c) award an estimate based on appropriate evidence (exceptional circumstances only).
Important Notice Major Works
Students undertaking a subject that requires the submission of a Major Work to NESA cannot, under any circumstance, be given an extension on the due state set by NESA for submission. If a major work is late, NESA requires the school to complete a Certification Form stating when the work was submitted. It is then purely NESA’s decision as to whether or not the work will be accepted as part of the HSC mark.
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Non-Serious Attempts NESA has determined that non serious attempts include frivolous, obscene or objectionable material. Non-serious attempts also include those where only multiple-choice questions are attempted.
NESA Website.
https://ace.nesa.nsw.edu.au/ace-9025
NESA also notes that students who provide answers to examination questions in a language other than English (unless specifically instructed to do so) will have zero marks awarded. (Assessment Certification Examination Manual 9025) In addition to this standard, if a Studies Coordinator believes a student has not attempted the majority of questions set in the task, a non-serious attempt may be identified. If it is determined that a student has not made a serious attempt, the Studies Coordinator will notify the Dean of Studies, and an interview will be held with the student to discuss why the task is incomplete. The Studies Coordinator will also complete a NESA Non-Completion (N) Warning letter for a ‘non-serious attempt’ to notify the student and parent(s) and/or guardian(s). There may be a request for an interview with the parent(s) and/or guardian(s) to discuss the student’s progress in the course. Note that two (2) N Warning letters can mean a student will not be eligible to receive their HSC. Remember that a student may be required to re-submit a task or sit an alternative task so that feedback on knowledge and understanding can be provided and to ensure that course outcomes are met.
NESA Website. https://ace.nesa.nsw.edu.au/higher-school-certificate/internal-assessment/non-completion
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I l lness / Misadventure Appeals Illness / Misadventure Appeals only apply when a student has completed a task but believes that circumstances that occurred immediately before or during a formal assessment (that were beyond their control) impacted negatively on or diminished their assessment performance. Therefore, the Illness / Misadventure Appeal process is designed for cases where, because of illness or misadventure, a student’s actual performance, in an examination type task is not a true measure of a student’s achievement (not potential). Illness / Misadventure does not apply to tasks that are take home tasks as the student will have had sufficient notice to complete the task. Therefore, students are strongly advised to work consistently on take home tasks so that if they are ill prior to the hand-in they are still able to complete the task to a reasonable standard. Illness/Misadventure Appeal provisions are open only to those Year 11 students who have or will complete a ‘like’ task with ‘like’ outcomes, therefore students need to seriously consider the impact of Illness / Misadventure Appeals. For example, if a student is required to present a speech and there is only one (1) speech in the Assessment Schedule they cannot be given Illness / Misadventure. The student would need to complete the speech at a future time as arranged by the relevant Studies Coordinator. In the case of a Year 11 Task Illness/Misadventure Appeal, if the appeal is upheld, the student will be awarded either an estimate or the mark received in the task, whichever is the higher mark. Note that in the case of extended tasks, Illness / Misadventure will not usually apply as the student would have had sufficient opportunity to complete the task in a timely manner. The right to submit an Illness/Misadventure Appeal, and the responsibility for doing so, rests with the student, except where it is impossible for the student to do so, such as in cases of severe illness. Illness / Misadventure Appeal forms are available from the Dean of Studies, Studies Coordinators as well as from the Student Services Office during Assessment Blocks. A student must submit the Illness / Misadventure Appeal to the Dean of Studies within two (2) school days (48 hours) of sitting for the task otherwise the Appeal will not be considered or processed. If applying for Illness / Misadventure the student must:
• notify the supervising teacher of the assessment event prior to commencing the task. The supervising teacher will then record the information in the Assessment Variation Book (in the case of major exams / assessments) and write observational notes about the student to pass onto the relevant Studies Coordinator.
• accept that an Illness / Misadventure Card will be placed on the student’s desk for the duration of the task so that all supervisors can observe the student.
• complete and return an Illness / Misadventure Appeal Form with attached evidence / documentation to the Dean of Studies within two (2) school days (48 hours) of sitting for the designated task.
Note a student cannot submit an appeal on the basis of;
• difficulties in preparation or loss of preparation time, for example as a result of an earlier illness.
• alleged deficiencies in teaching.
• loss of study time or access to facilities.
• long-term illnesses such as glandular fever, unless the student suffers a flare-up of the condition during the examination (a doctor’s certificate is required to confirm this).
• the same grounds for which they received disability provisions, unless the student experiences additional unrelated difficulties during an examination.
• misreading the examination timetable.
• misreading examination instructions.
• other commitments, such as participation in entertainment, work or sporting events, or attendance at examinations conducted by other education organisations.
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I l lness / Misadventure Appeals ( c o n t i n u e d ) The Dean of Studies will present the Illness / Misadventure Appeal applications to the Studies Team who will act as the panel to determine whether the Illness / Misadventure Appeal should be upheld and note this on the Illness / Misadventure Appeal Form. The student will be informed of the final decision by the relevant Studies Coordinator or Dean of Studies once all marks have been finalised for the relevant task.
Final Appeal If the Appeal is declined, the student is able to appeal to the Principal provided they have further supporting evidence to support the Appeal. This Appeal must be submitted in writing to the Principal within five (5) school days of the declined notification.
NESA and the College require that where possible students attend all assessment events. It should be noted however, that neither NESA, nor the College expect students to attend an assessment event against specific documented medical advice. Where students are in doubt, they are advised to contact the Dean of Studies or Dean of Students. NOTE
If a successful Misadventure Appeal is awarded in Semester 1, and there is not a like task to use when generating an estimate, students may not receive a mark and rank on the Semester 1 Report as there may be insufficient evidence to support an appropriate estimate. The student will receive a teacher comment to give feedback on the student’s progress in the course to date.
Tasks that fail to discriminate, or are invalid for other reasons
In rare circumstances a task might not adequately discriminate between students (in such a case everyone gets the same, or a very similar, mark). Sometimes a task might become invalid due to problems associated with its administration (such as noise or other disruptions). In these circumstances the class teacher in consultation with the head of faculty will replace the original assessment task with an additional task. Sufficient notice will be provided for any additional tasks and, if necessary, weightings will be adjusted accordingly.
An assessment task may be deemed to be invalid (or unreliable) if it: • Does not provide a reasonable spread of marks. • Fails to discriminate between students of higher and lower ability. • Can be demonstrated that all or part of the task was conducted in a manner that has prejudiced or
disadvantaged one or more students. • Is of a practical nature and produces data or results that are considered to be significantly different to
those expected. If a student suspects that a task may be invalid, they should raise the issue with the teacher in the first instance. The teacher will then raise the issue with their head of faculty and the Assistant Principal-Dean of Studies. The teacher, head of faculty and the Assistant Principal-Dean of Studies will examine the data concerning the task and make a decision as to its validity.
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Malpract ice
“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. Malpractice is any activity that allows a student to gain an unfair advantage over other students. Malpractice includes but is not limited to:
• speaking to anyone other than a teacher/supervisor in the assessment room. • copying someone else’s work in part or whole and presenting it as your 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 your own. • submitting work that another person, such as a parent, coach, tutor or subject expert, has contributed to 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 assessment/examination rules. • cheating in an assessment/examination. • 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. • having an electronic device in the assessment/examination room. • colluding with another student to complete a task. • communicating with another student in the assessment/examination room. • bringing notes, paper, unauthorised material into an exam/assessment room. • writing on your clothing, body, tissues or material that is not exam assessment material. 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”.
NESA – available at
https://ace.nesa.nsw.edu.au/higher-school-certificate/internal-assessment/honesty-in-assessment
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NESA Rules and Procedures How can you avoid plagiar i sm? To avoid plagiarism, you must give credit whenever you:
• quote from someone’s actual spoken or written words. • use another person’s ideas, opinions, or theories in an assignment or essay. • make use of pieces of information, such as statistics, graphs, drawings, that are not common knowledge. • paraphrase another person’s spoken or written words. To avoid using unintentional plagiarism you may:
• use quotation marks around everything that comes directly from a text or article. • try to summarise ideas and arguments in your own words. Don’t just rearrange a few words here and
there. • check that you have correctly paraphrased and acknowledged the original ideas. • check your summary against the original text. Plan your work
• Plan ahead and begin writing your assignments well before they are due. Leaving work until the last minute doesn’t give you enough time to read, digest, form your own ideas and write information in your own words. When students rush to meet a tight deadline, they are more likely to plagiarise unintentionally or succumb to the temptation to ‘cut and paste’ information directly from electronic resources.
• Learn how to acknowledge your sources of information. • The golden rule: make sure your assessments are referenced correctly. Referencing
• Referencing allows you to acknowledge the contribution of other writers in your work. Whenever you use words, ideas or information from other sources in your assignments, you must cite and reference those sources.
• Inaccurate references or, worse still, no references at all can be regarded as plagiarism. Most extended responses must contain references; an unreferenced prepared assessment implies every word, idea and fact is your own work. Referencing is a way to provide evidence to support the assertions and claims in your own assignments. By citing experts in your field, you are demonstrating the extent of your reading and research. Referencing is also a way to give credit to the writers from whom you have borrowed words and ideas.
• References should always be accurate, allowing your readers to trace the sources of information you have used. The best way to make sure you reference accurately is to keep a record of all the sources you used when reading and researching for an assignment.
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NESA Rules and Procedures ( c o n t i n u e d ) Malpractice in Examinations/Timed Assessments
In the case of examinations / timed assessments, students should note that taking any of the following into the examination room or classroom will be treated as malpractice.
• A mobile phone. Mobile phones are not permitted in an assessment/examination room under any circumstances.
• Any electronic device (except a calculator where permitted). This includes communication devices, smart watches, organisers, tablets (e.g. iPads, etc), music players or electronic dictionaries.
• Paper or any printed or written material (including your assessment timetable unless specified in the assessment notification).
• Dictionaries, except where permitted in Languages examinations. Students who communicate with another student in the examination room, or borrow equipment during a task, will also be treated as engaging in malpractice, and could risk the ultimate penalty of zero being awarded for the task. For all instances of deemed malpractice, the Studies Coordinator, after consultation with the Dean of Studies will interview the student and notify he/she that in the first instance zero will be recorded for the task. This penalty may be reviewed in terms of the plagiarism depending on the extent. If a student engages in malpractice during an examination/timed assessment, whether intentional or not, the student can expect that zero will be recorded for the task. In the case of prepared, hand in tasks the Dean of Studies and relevant Studies Coordinator will determine if the malpractice is substantial and as a result has advantaged the student. If this is the case the zero result will stand, however, if for example a section of the task is the only part demonstrating malpractice the student may only be penalised for this section. The relevant Studies Coordinator will negotiate an interview time between the Dean of Studies and the student. The Studies Coordinator will be present for the interview, and the student will be given the opportunity to respond to the allegation of malpractice. At the student’s request, a support person may also be involved. The student will then be advised of any penalty by the Dean of Studies, and a letter to the parent(s) and/or guardian(s) will then be generated by the Studies Coordinator and co-signed by the Dean of Studies to nominate the task, weighting, penalty and adjusted mark / rank. The Studies Coordinator will also issue a Non Completion (N) Warning Letter which will be posted to the parent(s) and/or guardian(s) indicating that the task will need to be resubmitted (in the case of a hand in task) in order for the student to demonstrate the outcome (s) of the course. In the case of an examination where malpractice occurs, the Studies Coordinator may also require that the student sit another examination. There will be an offer (sometimes a request) that a parent(s) and/or guardian(s) make an appointment to discuss the issue. Where a student is found to have engaged in malpractice, the relevant House Coordinator will also be informed so that appropriate pastoral support is provided to the student. Students should note that confidentiality will be maintained at all times. Students, parent(s) and/or guardian(s) should note that NESA requires all schools to register incidents of malpractice indicating the course, nature of the offence and the applied penalty. This is to ensure that schools across the State of NSW follow fair and just procedures and ensure that students who engage in malpractice do not receive an advantage.
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Assessment Appeals Pol icy Internal Assessment Appeal following the handing back of an Assessment Task Disagreement over a marker’s assessment of a task must be lodged within two (2) school days (48 hours) of the task being handed back to the student.
In the case of a multiple choice or single answer being incorrectly marked, the student should alert the class teacher, who will adjust the mark on the student’s script and inform the Studies Coordinator.
If there is a calculation error, the class teacher will adjust the mark on the student’s script, initial and date and inform the relevant Studies Coordinator of the adjusted mark.
In all other cases, the student must complete an Assessment Appeal Form. This form is available either from the Dean of Studies, Studies Coordinator or the school website. The student will then be required to indicate the grounds for a review, attach to the original task, and hand to the classroom teacher who will then sign and date and pass onto the relevant Studies Coordinator.
If the appeal is upheld, the Studies Coordinator will adjust the mark on the script and return it to the class teacher to give back to the student, then complete the Assessment Appeals data file, make a comment on the Appeal Form and place in the student’s file.
If the appeal is not upheld, the student will be informed via the Appeal Form and may be given additional feedback to clarify why the mark has not be adjusted.
If the student is still not satisfied with the result, he / she may appeal to the Dean of Studies (within 48 hours of being notified of the appeal outcome) by handing their original script, 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 subject components not matching syllabus requirements. • the task not being marked according to the published marking guidelines.
The Dean of Studies, in consultation with the Studies Coordinator, will determine if an external review is warranted. If so the Dean of Studies will contact another Diocesan School and request a re-mark. When the script 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 each or a section worth 10 or more marks. Important Rules in relation to re-marks Students need to be aware that they have a total of three appeal reviews available to them across each course within the Preliminary Year. If the appeal is upheld their appeal total is credited. For example, if an appeal is lodged for the PDHPE Mid-Course Examination, and the appeal is upheld, there are still three (3) remaining, but if declined, the student has ‘used up’ one (1) and has two (2) remaining. Therefore, students should think very carefully about the grounds for their appeal and the final lodging of the appeal. Remember The highest level of fairness in the assessment process and 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 also required.
Note that often a student’s first response when they receive a task back is to appeal if he/she is not happy with the mark, however, preparation before the task is a far better method of dealing with results!
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Disabi l i ty Provis ions Disability Provisions in the Year 11 Course are practical arrangements designed to help students who couldn't otherwise make a fair attempt to show what they know in an exam room. Who can apply for Disability Provisions? Any Year 11/12 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.
Australian Human Rights Commission https://www.humanrights.gov.au/dda-guide-who-does-dda-protect
Note that the Disability Provisions apply only where the disability is such that a practical arrangement is required to reduce disadvantage in an exam situation. Disability Provisions also apply to temporary and emergency related disabilities such as where a student breaks their arm a week before an assessment type task. The provisions granted are solely determined by how the student’s assessment performance is affected. Disability Provisions are available to students for the Preliminary Course Assessments including practical and oral / aural examinations. These provisions apply to students who qualify on the grounds of the NESA recognised disability or learning difficulty, medical condition or injury. Students may have been given Disability Provisions for the Preliminary Course based on evidence obtained, however, in the case of HSC Examinations and tasks, the final decision for the granting of Disability Provisions can only be determined by NESA. Disability Provisions may include but are not limited to:
• braille papers. • large print papers. • use of a writer. • use of a reader. • rest breaks. • small group supervision. • food intake. • permission to take medication.
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Disabi l i ty Provis ions (cont inued) Sample Provisions Diabetic provisions allow students to:
• have small group supervision or be seated near an exit, to leave the room if necessary. • take bite-sized food and drink into the assessment/examination room. • take blood glucose testing equipment into the assessment/examination room to monitor their Blood
Glucose Level (BGL). • take their insulin syringe or insulin pump into the assessment/examination room for use as necessary or
wear their insulin pump into the assessment/examination room (pump may be worn at all times). • have five minutes per half hour without access to the assessment/exam paper or responses that can be
used to eat, drink, go to the toilet or check their BGL. • take remedial action of up to 20 minutes if the BGL is below 5 mmol/L or above 15mmol/L.
Note that students must not have access to their examination questions, and answers,
during any extra time associated with diabetic provisions. Rest breaks
Rest breaks are breaks in the assessment/examination time in which students:
• must turn over or close their assessment/examination questions and answers.
• must not read, write or make notes.
• may stretch, move, rest or refocus in their seat. How are rest breaks calculated?
The maximum amount of time granted is given as a rate of minutes per half-hour of assessment/examination time, usually five minutes per half-hour of assessment/examination time. The total amount of time allowable for breaks is calculated by multiplying this rate by the number of half-hour intervals. Can students take a rest break for shorter than five minutes?
NO. All students, even those without rest breaks, take short moments to stretch or refocus during their allocated assessment/examination time. Rest breaks are designed for students with disabilities that cannot be reasonably addressed in this manner. Therefore, each rest break must be taken for a minimum of five (5) minutes. If a student’s remaining rest break allowance falls below five (5) minutes, no further rest breaks may be taken. For example, if a student is approved rest breaks at the rate of five (5) minutes per half hour, the allowance for rest breaks in a three (3) hour examination starts at 30 minutes. If the student elects to take, for example, three (3) x nine (9) minute rest breaks, a fourth rest break may not be taken as the remaining allowance is only three (3) minutes. Can students take a rest break for longer than five minutes?
YES. If the student does not feel sufficiently rested after five (5) minutes, they may elect to take a longer break, as long as the total time taken for rest breaks does not exceed what has been approved. The supervisor is to record the amount of time taken to rest and ensure it does not exceed the maximum allowance. For example, if a student is approved rest breaks at the rate of five (5) minutes per half hour, the total amount of rest breaks taken in a three (3) hour examination must not exceed 30 minutes. Therefore, the student may choose to take, for example, one (1) x 12 minute, one (1) x 8 minute and two (2) x 5 minute rest breaks.
Assessment Handbook Y11 2020 28
Disabi l i ty Provis ions (cont inued) Must breaks be taken at half-hourly intervals?
NO. The student can determine the times at which rest breaks are to be taken, and must advise the assessment/examination supervisor whenever they wish to take a rest break. Must students be in small group supervision to take rest breaks?
Students approved rest breaks are automatically granted small group supervision. Most students choose to use small group supervision but, some students may elect to sit with the main body of students and be placed at the front or back of the assessment/examination room. Either option is permitted, but students should be aware that if they elect to sit with the main body of students, they may still be doing their examination when the other students have finished and are leaving the room. Should students practise with rest breaks in examination situations?
YES. Students will benefit from being aware of how to use the rest break provision to best suit their assessment/examination needs. For example, some students may require five (5) minute breaks at regular intervals. Other students may benefit from taking fewer breaks of longer duration. An awareness of the assessment/examination format and individual assessment/examination needs will assist students in using rest breaks to best suit their needs. Reader / Writer
People who act as readers and writers do so on a voluntary basis. Who can act as a Reader and/or Writer?
• A Year 11 student. It is recommended that a competent Year 11 student act as a Reader/Writer for a HSC student. These students should be familiar with the subjects being assessed.
• A former student of the school. • A suitable adult. • A retired teacher. Who cannot act as a Reader and/or Writer?
• A relative or friend of the student. • A currently employed teacher or private tutor. • A non-teaching employee at the student’s school (e.g. a teacher’s aide, school secretary, lab
technician). • Anyone who recently taught the student. • Anyone who has a close relative sitting the same assessment/examination. • A NESA appointed examination supervisor or Presiding Officer. Can the Reader and Writer be the same person?
YES. If a student has been granted both a Reader and a Writer, NESA would expect that the same person act as both. Can students use a Reader and / or Writer in a language assessment/examination?
A Reader and / or Writer may be used in some parts of a language assessment/examination. The support person is permitted to read and / or write in English only. The student will need to read and / or write for themselves in the language being assessed.
Assessment Handbook Y11 2020 29
Disabi l i ty Provis ions ( c o n t i n u e d ) What a Reader can do
• Read the assessment/exam questions and any incorporated stimulus or resource material as many times as the student asks them to.
• Read the student’s answers back to them. What a Reader cannot do
• Interpret the question(s) for the student. • Advise the student in any way. • Read in the language being assessed in a Language Assessment/Examination. What a Writer can do
• Write the student’s answers exactly as dictated by the student. • Ask the student to repeat a word or sentence. • Ask the student to spell difficult or obscure words. • Punctuate and use capital letters without the specific direction of the student. • Operate a calculator at the student’s direction. • Rule lines as directed by the student. • Re-read the last two (2) sentences that have been written, to enable the student to regain their place in
their work. What a Writer cannot do
• Interpret the question or advise the student in any way. • Make comments on the student’s work. • Alter the student’s work or write words that the student has not dictated. • Re-write a student’s written work (i.e. a student cannot write out their answers and then have the writer
re-write them). • Type for the student. • Draw (if the student is unable to draw, please contact Student Support). • Write in the language being assessed in a Language Assessment/Examination. What the Student can do
• Practise using a Writer as often as possible before the actual assessment/examination. • Dictate his or her answers exactly as he or she wishes them to be written down. • Advise the Writer when to start a new paragraph, when to put something in brackets or inverted
commas, and when to underline something. • Regularly read over what the Writer has written. • Make notes, essay plans or jot down ideas during the writing time. • Use a Writer for part of the assessment/exam and write the other parts for themselves. Please note that
extra time (to compensate for the dictation process) applies only to the time the student uses a writer. What the Student cannot do
• Ask to have the question interpreted. • Ask a reader in a Language Assessment/Examination, to read in the language being examined. • Ask a writer in a Language Assessment/Examination, to write in the language being examined.
Assessment Handbook Y11 2020 30
Disabi l i ty Provis ions ( c o n t i n u e d ) In Year 11 all documentation relating to Disability Provisions will need to be updated if a student is seeking Disability Provisions for the HSC. A member of the Learning Support Staff and the House Coordinator will discuss this procedure with the designated student. Where a student believes that a condition has emerged since Year 11, he / she may approach the House Coordinator or Learning Support Coordinator for advice. The House Coordinator, in conjunction with the Learning Support Coordinator, will then provide the student with the NESA forms that need to be completed, and request that school documentation pertaining to the disability provisions be managed by the Learning Support Coordinator or designated staff member. Please note that it is the student and parent(s) and/or guardian(s) responsibility to ensure the completion and submission of the relevant forms by the due date. The Learning Support Coordinator, after consultation with the Dean of Studies, will ultimately inform the student whether or not Disability Provisions can be accessed for timed assessment tasks and examinations while awaiting a formal decision from the NESA. To ensure that teachers are aware of students accessing Disability Provisions, the Learning Support Coordinator will provide updated lists of eligible students to all Studies Coordinators who will then organise the provisions for tasks other than block examinations. When the application for Disability Provisions has been assessed by the NESA, a letter will be issued to the school and student by NESA indicating the provisions that have been approved or declined. If provisions are declined the student is able to appeal to NESA via the College, however, this must be done within 14 days of the date of the letter indicating the provisions have been declined. In order for that appeal to be considered, the student must provide further evidence for consideration. Note that it is the student’s responsibility to determine if he / she wishes to appeal if provisions are declined, and to submit additional supporting evidence to the Learning Support Coordinator. It is also the student’s responsibility to follow up with the Learning Support Coordinator if a letter from NESA regarding the status of the appeal, if correspondence is not received in a timely manner. NESA has a Panel of Specialists that includes medical practitioners, educational psychologists, and consultants for the visually or hearing impaired. The category of the disability and the evidence presented will determine who reviews the file.
NESA Website http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions
Assessment Handbook Y11 2020 31
Record of Student Achievement- RoSA In 2013 NESA introduced the Record of Student Achievement or RoSA for the Year 11 Course. As such, schools are required to submit grades for all students completing any Stage 6 Year 11 Board Developed or Board Endorsed Course, except VET Courses and Life Skills Courses.
Therefore, when students receive their HSC Results, they will now receive Grades from A to E for their performance in the Year 11 Course. The grade which was awarded to each student at the completion of a Stage 6 Year 11 Course indicates the student’s overall achievement in relation to the Common Grade Scale for Year 11 Courses.
NESA’s grading system is intended to describe the student’s achievement at the end of each Stage 6 Year 11 Course. Teachers make the final judgement of the grade deserved on the basis of available assessment information and with reference to the Common Grade Scale for Year 11 Courses and other material produced by the NESA to support the consistent awarding of grades.
Students who leave school prior to the completion of the HSC are entitled to receive a RoSA and will be nominated as leavers to NESA by the Dean of Studies. RoSA is a credential that could potentially be used to assist students in seeking work or entry to TAFE.
The Common Grade Scale describes performance at each of five grade levels. Grade A
The student demonstrates extensive knowledge of content and understanding of course concepts and applies highly developed skills and processes in a wide variety of contexts. In addition, the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.
Grade B
The student demonstrates thorough knowledge of content and understanding of course concepts and applies well developed skills and processes in a variety of contexts. In addition, the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.
Grade C
The student demonstrates sound knowledge of content and understanding of course concepts and applies skills and processes in a range of familiar contexts. In addition, the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.
Grade D
The student demonstrates a basic knowledge of content and understanding of course concepts and applies skills and processes in some familiar contexts. In addition, the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.
Grade E
The student demonstrates an elementary knowledge of content and understanding of course concepts and applies some skills and processes with guidance. In addition, the student demonstrates elementary skills in recounting information and communicating ideas.
NESA website
http://www.boardofstudies.nsw.edu.au/rosa/
Assessment Handbook Y11 2020 32
Frequent ly asked quest ions What happens if I fail to submit or attempt an Assessment Task?
You are expected to submit all Assessment Tasks even in cases where no mark is recorded (e.g. due to lateness without a valid reason). If you fail to submit an Assessment Task, the Studies Coordinator will complete a Non-Completion (N) Warning Letter to notify you and your parent(s) and/or guardian(s). The letter will indicate what action you need to take in order to satisfy NESA requirements. Failure to submit a task without a valid reason or without having completed an Assessment Variation Form will result in a zero mark being awarded. What happens if I am sick for a task or have an accident on the way to school before a task?
Students may lodge an Illness/Misadventure Appeal if they believe that circumstances occurring immediately before or during an assessment, and which were beyond their control, diminished their assessment performance. Illness / Misadventure only applies where the student has actually sat for the task, it does not apply to submitted tasks, only timed assessments and exam type tasks.
Note that NESA’s General Guidelines state it is not possible for the school to compensate for the effect of an existing or long-term illness or misadventure on your performance during a task, nor for difficulties in preparation or loss of preparation time.
What happens in relation to practical works?
Some subjects require students to complete and submit a project as part of their HSC Assessment e.g. Visual Arts Body of Work, Industrial Technology a practical project; Drama Performance; English Speech.
The classroom teacher should be able to certify that the works are the student’s own original work; if this cannot be certified the matter will be referred to the Studies Coordinator. What happens if I arrive late for an assessment/examination?
You can still enter the assessment/examination room however no extra time will be given.
Further Informat ion Further information on aspects of the Assessment Process may be obtained from the NESA, or Dean of Studies, or, for specific queries, from the relevant Studies Coordinator.
Note Students turning 18 years of age during their senior years at St Francis Xavier College must still have all official College letters regarding leave, absence, permission notes and forms signed by either parent(s) and/or guardian(s).
Assessment Handbook Y11 2020 33
Glossary of Terms NESA has published a list of skills, which students need to understand and be able to demonstrate through their assessment tasks. These terms are verbs and state what a student is to do in a task or assessment. These terms will be found throughout the outcomes of their courses and in the wording of their assessment tasks. Students should make good use of every chance to practise them and evaluate their efforts until they are confident, they can demonstrate the skills across all their courses. The NESA list is as follows. 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 judgment of value, quality, outcomes, results or size Calculate ascertain/determine from given facts, figures or information Clarify make clear or plain Classify arrange or include in classes/categories Compare show how things are similar or different Construct make; build; put together items or arguments Contrast show how things are different or opposite Critically (analyse/evaluate)
add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/ evaluation)
Deduce draw conclusions Define state meaning and identify essential qualities Demonstrate show by example Describe provide characteristics and features Discuss identify issues and provide points for and/or against Distinguish recognise or note/indicate as being distinct or different from; to note differences
between Evaluate make a judgement based on criteria; determine the value of Examine inquire into Explain relate cause and effect; make the relationships between things evident; provide
why and/or how Extract choose relevant and/or appropriate details Extrapolate infer from what is known Identify recognise and name Interpret draw meaning from Investigate plan, inquire into and draw conclusions about Justify support an argument or conclusion Outline sketch in general terms; indicate the main features of Predict suggest what may happen based on available information Propose put forward (for example a point of view, idea, argument, suggestion) for
consideration or action Recall present remembered ideas, facts or experiences Recommend provide reasons in favour Recount retell a series of events Summarise express, concisely, the relevant details Synthesise putting together various elements to make a whole
Assessment Handbook Y11 2020 34
Glossary of Acronym AHRC Australian Human Rights Commission AQF Australian Qualifications Framework ATAR Australian Tertiary Admission Rank BGL Blood Glucose Level ESL Learning Support & Literacy HSC Higher School Certificate NESA New South Wales Education Standards Authority UAC Universities Admissions Centre USI Unique Student Identifier VET Vocational Education and Training WHS Work Health and Safety
Websi te Informat ion Australian Human Rights Commission
https://www.humanrights.gov.au/dda-guide-who-does-dda-protect NSW Education Standards Authority (NESA)
Change of Personal Details http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students
All My Own Work http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work
Assessment Ranks Appeal – HSC Rules & Procedures (NESA): http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes
Extract from NESA 2020 Rules & Procedures http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students
Disability Provisions http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions
RoSA Record of Student Achievement http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/leaving-school/record-of-school-achievement
Assessment Handbook Y11 2020 35
A S S E S S M E N T S C H E D U L E S
2020 Ye ar 11 Cou r s e Ce r t i f i c a te
ASSESSMENT SCHEDULES
St Franc i s Xavier ’s Col lege Hamil ton
Assessment Handbook Y11 2020 36
Assessment Schedules
Aboriginal Studies 37 Ancient History 38 Biology 39 Business Studies 40 Studies in Catholic Thought 1 Unit 41 Chemistry 42 Community & Family Studies 43 Computing Applications 44 Design and Technology 45 Drama 46 Earth and Environmental Science 47 Economics 48 Engineering Studies 49 English Studies 50 English Standard 51 English Advanced 52 English Extension 1 53 Exploring Early Childhood 1 Unit 54 Food Technology 55 French Beginners 56 Geography 57 Industrial Technology - Multimedia 58 Industrial Technology – Timber Products & Furniture Technologies 59 Information Processes and Technology 60 Investigating Science 61 Legal Studies 62 Marine Studies 63 Mathematics Standard 64 Mathematics Advanced 65 Mathematics Extension 1 66 Modern History 67 Music 1 68 Personal Development, Health and Physical Education 69 Photography 70 Physics 71 Society and Culture 72 Software Design and Development 73 Sport, Lifestyle and Recreation 74 Studies of Religion 1 Unit 75 Studies of Religion 1 Unit Accelerated 76 Studies of Religion 1 Unit Accelerated – HSC Course 77 Studies of Religion 2 Unit 78 Textiles and Design 79 VET Business Services 80 VET Construction 81 VET Entertainment Industry 82 VET Hospitality 83 VET Retail 84 VET Sports Coaching 85 Visual Art___________________________________________________ 86
Assessment Handbook Y11 2020 37
A b o r i g i n a l S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020 Week 7
Term 2, 2020 Week 4
Term 3, 2020 Weeks 8 - 9
Content Area Aboriginality and the Land Heritage and Identity All Year 11 Topics Task Type Media File and Study
Hand up in class (Wed 11 March) Extended Response Essay In Class Task (Wed 20 May)
Year 11 Final Examination
Outcomes P2.2, P4.1, P4.3 P1.2, P2.1, P2.2 P1.1, P1.2, P2.1, P2.2, P3.2, P4.1, P4.2
Assessment Components Task 1 Task 2 Task 3 Weight
Knowledge, understanding of course content 5% 10% 15% 30%
Investigating, analysis, synthesis and evaluation of information of a variety of sources and perspectives
10% 10% 5% 25%
Research and inquiry methods 15% 5% 20%
Communication of information, ideas and issues in appropriate forms
5% 10% 10% 25%
Total Weighting 35% 35% 30% 100%
Assessment Handbook Y11 2020 38
A n c i e n t H i s t o r y 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Investigating Ancient History & Case Study A
Historical Investigation Case Study B Features of Ancient Societies
Task Type In class Thursday 2nd April
Historical Investigation Research Upload to Compass
Year 11 Final Examination
Outcomes AH 11 3,4,5,6,7,9,10 AH 11 1,2,3,5,6,8,9 AH 11 1,2,3,4,5,6,9 Assessment Components Task 1 Task 2 Task 3 Weight
Knowledge, understanding of course content 15% 25% 40%
Source based skills: analysis, synthesis and evaluation of historical information from a variety of sources
10% 5% 5% 20%
Historical Inquiry and research including mandatory historical investigation
20% 20%
Communication of historical understanding in appropriate forms
5% 5% 10% 20%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 39
B i o l o g y 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 9 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Selected areas from Cells as a Basis of Life & Organisation of Living Things
Hypothesis, Designing, Analysing & Processing Data and Drawing Conclusions
Examination
Task Type Analysis and processing of data Incorporating Depth Study
Analysis and processing of data Year 11 Final Examination
Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 11-8
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 11-8 11-9
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8 / 11-9 / 11-10 / 11-11
Assessment Components
Task 1 Task 2 Task 3 Weight
Skills in Working Scientifically
20% 20% 20% 60%
Knowledge and understanding
10% 10% 20% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 40
B u s i n e s s S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 7 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Nature of Business Business Management All three (3) topics
Task Type Research Report Topic Test Year 11 Final Examination
Outcomes P1, 2, 6, 7, 8 P2, 4, 5, 6, 7, 8, 9, 10 P1, 2, 3, 4, 5, 6, 7, 8, 9, 10
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge, understanding of course content 10% 10% 20% 40%
Stimulus-based skills 5% 15% 20% Inquiry and Research 10% 10% 20% Communication of Business Information Ideas and issues in appropriate forms
10% 5% 5% 20%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 41
Studies in Catholic Thought 1 U n i t 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020 Week 7
Term 2, 2020 Week 8
Term 3, 2020 Week 8 - 9
Content Area The Human Person The Trinitarian Reimagining of Creation Task Type Research Task Presentation Year 11 Final Examination Outcomes SCT 11.1, 11.2, 11.3, 11.6 11.7,
11.9 11.10 SCT 11.1, 11.2, 11.3, 11.6, 11.7, 11.8 11.9, 11.10
SCT 11.1, 11.3, 11.4, 11.5, 11.6, 11.7, 11.10
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding
5% 5% 10% 20%
Religious skills - Using Scripture & Catholic Church documents - Analyses, synthesises, & evaluation based on evidence from scripture, theology, philosophy & other sources
5%
5%
10%
Inquiry and research skills 5% 5% 10% Communication of religious ideas and understanding in appropriate forms
5%
5%
10%
Total Weighting 15% 15% 20% 50%
Assessment Handbook Y11 2020 42
C h e m i s t r y 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 8 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Analysing & Processing Data and Drawing Conclusions
Analysing & Processing Data and Drawing Conclusions
Examination
Task Type Analysis and processing of data Incorporating Depth Study
Analysis and data processing Year 11 Final Examination
Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 11-8 11-9
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8 / 11-9 / 11-10 / 11-11
Assessment Components
Task 1 Task 2 Task 3 Weight
Skills in Working Scientifically
20% 20% 20% 60%
Knowledge and understanding
10% 10% 20% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 43
C o m m u n i t y & F a m i l y S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 5 Term 3, 2020 Week 1
Term 3, 2020 Weeks 8 - 9
Content Area “Resource Management” + “Individual & Groups”
“Families & Communities” All Modules will be assessed
Task Type Scenario Report Resource Management in Groups
Examining a Community Issue affecting Families
Year 11 Final Examination
Outcomes K: P1.1, 1.2 S: P3.2, 4.2, 5,1, 6.1, 6.2
K: P1.2, 2.1, 2.3 S: P3.2, 4.1, 4.2, 6.2
P1.1 – P6.2
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding of course content
10% 10% 20% 40%
Skills in critical thinking, research methodology, analysing and communicating
20% 20% 20% 60%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 44
C o m p u t i n g A p p l i c a t i o n s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 11 Term 2, 2020 Week 9
Term 3, 2020 Week 6
Content Area Project 1 Project 2 Project 3 Task Type Written/Practical Written/Practical Written/Practical Outcomes 1.1, 1.2, 1.3, 2.1, 2.2, 4.1, 5.1 1.1, 1.2, 1.3, 2.1, 2.3, 3.1, 3.2,
4.1, 4.3, 5.1 1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1
Assessment Components
Task 1 Task 2 Task 3 Weight
Module 1: Hardware & Software Skills
30% 30%
Module 2: Graphics I Module 3: Graphics II
30%
30%
Module 4: Spreadsheets I Module 5: Spreadsheets II
40%
40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 45
D e s i g n a n d T e c h n o l o g y 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 5 Term 3, 2020 Week 7
Term 3, 2020 Weeks 8 - 9
Content Area Designer Case Study & SHAPE Report
Design Project 1 Design Project 2
Task Type Research Practical/theory Practical/theory Outcomes P1.2, P2.1, P2.3, P6.1 P2.1, P2.2, P2.3, P3.1, P3.2, P4.1 P1.1, P1.2, P2.2, P2.3, P3.1, P3.2,
P4.1, P6.1
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
15% 15% 20% 50%
Skills and knowledge in the designing, managing, producing and evaluating design projects
15% 15% 20% 50%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 46
D r a m a 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 5
Term 3, 2020 Final Examination
Content Area Acting Theatrical Tradition Theatrical Traditions & Elements of Production
Task Type Research / Workshopping / Performance
Theory Year 11 Final Examination Research / Performance
Outcomes P1.2, 1.5, 1.6, 1.7, 2.1, 3.1 P3.2, 3.3 P1.1, 1.3, 2.1, 2.3, 2.4, 3.1, 3.3
Assessment Components
Task 1 Task 2 Task 3 Weight
Making 10% 30% 40%
Performing 20% 10% 30%
Critically Studying 30% 30%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 47
E a r t h a n d E n v i r o n m e n t a l S c i e n c e 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 7 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Hypothesis, Designing, Analysing & Processing Data and Drawing Conclusions
Selected areas from Earth’s Resources & Plate Tectonics
Examination
Task Type Working Scientifically. Incorporating Depth Study
Analysis and data processing Year 11 Final Examination
Outcomes 11/12-1 11/12-3 11/12-4 11/12-5 11/12-7 11-8
11/12-2 11/12-4 11/12-5 11/12-6 11/12-7 11-8 / 11-9
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8 / 11-9 / 11-10 / 11-11
Assessment Components
Task 1 Task 2 Task 3 Weight
Skills in Working Scientifically
20% 20% 20% 60%
Knowledge and understanding
10% 10% 20% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 48
E c o n o m i c s 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 10 Term 2, 2020 Weeks 8
Term 3, 2020 Weeks 8 - 9
Content Area Introduction consumer and market firms
Government Markets Government in the economy Labour markets Financial markets
Task Type Inquiry, stimulus-based skills question (in class)
Research, stimulus-based response (in class)
Year 11 Final Examination
Outcomes P1,2,3,4,7,8,9,10,12 P1,2,3,5,6,7,8,9,10,12 P1,2,3,5,6,7,8,9,10,11
Assessment Components Task 1 Task 2 Task 3 Weight
Knowledge, understanding of course content 10% 10% 20% 40%
Stimulus based skills 5% 5% 10% 20% Inquiry and Research 5% 15% 20% Communication of economic information, ideas and issues in appropriate forms
5% 5% 10% 20%
Total Weighting 25% 35% 40% 100%
Assessment Handbook Y11 2020 49
E n g i n e e r i n g S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Weeks 5 - 6 Term 3, 2020 Week 5
Term 3, 2020 Weeks 8 -9
Task Name Engineered Products Analysis Engineering Solution and Report Yearly Examination
Task Type Topic Test Written Report Year 11 Final Examination Written Examination
Outcomes P1.2, P2.1, P4.1, P4.2 P1.1, P2.2, P3.1, P3.2 P5.1, P5.2, P6.2
P1.2, P2.1, P3.1, P3.3, P4.2, P4.3, P6.1
Assessment Components
Task 1 Task 2 Task 3 Weight
Focus Modules 2: Engineered Products
30% 30%
Focus Module 4: Biomedical Engineering
30%
30%
All Focus Modules
40% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 50
E n g l i s h S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10
Term 2, 2020 Week 9
Term 3, 2020 Week 8
Content Area Mandatory Module Achieving Through English
Module C: On the Road Module F: Mi Tunes
Task Type Mock Interview Critical Response Supported Task
Portfolio, including examination
Outcomes ES11-1, ES11-3, ES11-4, ES116, ES11-9
ES11-3, ES11-5, ES11-7, ES11-9, ES11-10
ES11-1, ES11-2, ES11-5, ES11-8, ES11-10
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
15 15 20 50%
Skills in: • Comprehending texts • Communicating ideas • Using language
accurately, appropriately and effectively
15 15 20 50%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 51
E n g l i s h S t a n d a r d 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10
Term 2, 2020 Week 9
Term 3, 2020 Week 8
Content Area Common Module: Reading to Write
Contemporary Possibilities Close Study of Literature
Task Type Supported Task Short analytical responses and extended writing
Multimodal Task Critical Response – Essay under examination conditions
Outcomes EN11-3, EN11-4, EN11-5, EN11-9
EN11-1, EN11-2, EN11-3, EN11-5, EN11-7
EN11-1, EN11-3, EN11-5, EN11-6, EN11-8
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
15 15 20 50%
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes
15 15 20 50%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 52
E n g l i s h A d v a n c e d 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 9
Term 3, 2020 Week 8
Content Area Common Module: Reading to Write
Narratives that Shape Our World Critical Study of Literature
Task Type Supported Task Short analytical responses and extended writing
Multimodal Task Critical Response – Essay under examination conditions
Outcomes EA11-3, EA11-5, EA11-9 EA11-1, EA11-2, EA11-3, EA11-5, EA11-7, EA11-9
EA11-1, EA11-3, EA11-5, EA11-6, EA11-8
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
15% 15% 20% 50%
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes
15% 15% 20% 50%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 53
E n g l i s h E x t e n s i o n 1 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 9
Term 3, 2020 Week 9
Content Area Texts, Culture and Value Texts, Culture and Value Related Research Project
Task Type Critical Response – Essay In Class
Imaginative Composition Hand In
Multimodal Presentation Research and Learning Journal
Outcomes EE11-1, EE11-2, EE11-3, EE11-5
EE11-2, EE11-3, EE11-6 EE11-1, EE11-2, EE11-3, EE11-4, EE11-5
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of complex texts and of how and why they are valued
15% 15% 20% 50%
Skills in complex analysis, sustained composition and independent investigation
15% 15% 20% 50%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 54
E x p l o r i n g E a r l y C h i l d h o o d 1 U n i t 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 3 Term 3, 2020 Week 5
Term 3, 2020 Week 8 - 9
Content Area “Pregnancy and Childbirth” + “Child Growth and Development”
“Children’s Literature” All modules
Task Type Report – Caring for Children Book Production and Report Final Year 11 Examination Outcomes 1.1, 1.5, 2.1, 2.2, 2.3, 2.4,
4.1, 4.2, 5.1 1.2, 1.3, 1.4, 2.3, 3.1, 4.1, 4.2, 6.2 1.2, 1.3, 1.5, 2.1, 2.2, 2.4,
4.3, 5.1, 6.1, 6.2
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding
20% 10% 20% 50%
Skills 15% 20% 15% 50% Total Weighting 35% 30% 35% 100%
Assessment Handbook Y11 2020 55
F o o d T e c h n o l o g y 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 8 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Task Name Food Availability and Selection Nutrition End of Course Examination Food Quality Nutrition Food Availability/Selection
Task Type Research / Practical Topic Analysis Final Year 11 Examination Written Examination
Outcomes P1.1, P1.2, P3.2, P4.1 P1.1, P1.2, P2.1, P3.1, P3.2, P5.1 P1.1, P1.2, P2.1, P2.2, P4.3, P3.1, P4.4, P3.2, P5.1
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
10% 30% 40%
Knowledge and skills in designing, researching, analysing and evaluating
10% 10% 10% 30%
Skills in experimenting with and preparing food by applying theoretical concepts
20% 10% 30%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 56
F r e n c h B e g i n n e r s 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 5 Term 3, 2020 Week 1
Term 3, 2020 Final Examination
Content Area Family Life, Home & Neighbourhood Friends, Pastimes
Family Life, Home & Neighbourhood Friends, Pastimes People & Communities
Family Life, Home & Neighbourhood Friends, Pastimes People & Communities
Task Type Listening & Responding Reading & Responding (Research)
Writing in French Speaking in French (All Research)
Year 11 Final Examination (Unseen)
Outcomes 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4
Assessment Components
Task 1 Task 2 Task 3 Weight
LISTENING Questions in English Answers in French
20% 10% 30%
SPEAKING Conversation/Interview
20% Research Component
20%
READING Comprehension passages in French, questions in English and answers in English
10% Research Component
20% 30%
WRITING Written observation in French
10% Research Component
10% 20%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 57
G e o g r a p h y 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 7
Term 3, 2020 Weeks 8 - 9
Content Area Biophysical Interactions
Biophysical Interactions, Senior Geography Project
Biophysical Interactions, Global Challenges
Task Type Supported writing and skills Research Project Year 11 Final Examination
Outcomes P1, 2, 3, 9, 10, 12 P7, 8, 9, 10, 11, 12 P1, 2, 3, 4, 5, 6, 7, 9, 10, 12
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge, understanding of course content
10% 10% 20% 40%
Geographic tools and skills 5% 5% 10% 20%
Geographic inquiry and research, including fieldwork
5% 15%
20%
Communication of geographical information, ideas and issues in appropriate forms
5% 5% 10% 20%
Total Weighting 25% 35% 40% 100%
Assessment Handbook Y11 2020 58
I n d u s t r i a l T e c h n o l o g y M u l t i m e d i a
2020 Year 11 Assessment Schedule Task Date Term 2, 2020
Week 4 Term 3, 2020 Week 6
Term 3, 2020 Weeks 8 - 9
Content Area Focus Area Project 1 Focus Area Project 2 Year 11 Final Examination
Task Type Folio/Practical Folio/Practical Written Examination
Outcomes P2.1, P3.1, P3.2, P3.3, P4.1, P4.2, P4.3 P5.1, P6.1, P6.2
P1.2, P2.1, P3.1, P3.2, P3.3, P4.1, P4.2, P4.3, P5.1, P5.2, P6.1, P6.2
P1.1, P1.2, P2.1, P4.3, P6.1, P6.2, P7.1, P7.2
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of the organisation and management of, and manufacturing processes & techniques used by, the focus area
5% 15% 20% 40%
Knowledge, skills and understanding in designing, managing, problem solving, communicating and the safe use of manufacturing processes and techniques through the production of projects
15% 25% 20% 60%
Total Weighting 20% 40% 40% 100%
Assessment Handbook Y11 2020 59
I n d u s t r i a l T e c h n o l o g y T i m b e r P r o d u c t s & F u r n i t u r e T e c h n o l o g i e s
2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 7 Term 3, 2020 Week 4
Term 3, 2020 Weeks 8 - 9
Content Area Assessment Task 1 Assessment Task 2 Assessment Task 3
Task Type Folio/Practical Folio/Practical Year 11 Final Examination – Written Examination
Outcomes P2.1, P2.2, P3.1, P3.2, P4.1, P4.2, P5.1
P1.2, P2.1, P3.1, P3.2, P3.3, P4.1, P4.2, P4.3, P5.1, P5.2, P6.1, P6.2
P1.1, P1.2, P2.1, P4.3, P6.1, P6.2, P7.1, P7.2
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
5% 15% 20% 40%
Knowledge and skills in the management, communication and production of projects
15% 25% 20% 60%
Total Weighting 20% 40% 40% 100%
Assessment Handbook Y11 2020 60
I n f o r m a t i o n P r o c e s s e s a n d T e c h n o l o g y 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 5 Term 3, 2020 Week 7
Term 3, 2020 Weeks 8 - 9
Content Area Introduction to information skills and systems Tools for Information Processes
Tools for Information Processes Developing information systems
All modules
Task Type Practical & Theory Topic Test
Personal Information System Project Year 11 Final Examination
Outcomes P1.1, P1.2, P2.1, P3.1, P4.1, P7.2
P1.1, P1.2, P2.1, P3.1, P4.1, P5.1, P1.1, P1.2, P2.1, P3.1, P4.1, P5.1, P6.1, P7.1
Assessment Components
Task 1 Task 2 Task 3 Weight
Introduction to information skills and systems
5% 15% 20%
Tools for information processes
15% 20% 15% 50%
Developing information systems
20% 10% 30%
Total Weighting 20% 40% 40% 100%
Assessment Handbook Y11 2020 61
I n v e s t i g a t i n g S c i e n c e 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Selected areas from Cause and Effect - Observing & Cause and Effect – Inferences and Generalisations
Hypothesis, Designing, Analysing & Processing Data and Drawing Conclusions
Examination
Task Type Analysis and processing of data
Analysis and data processing Incorporating Depth Study
Year 11 Final Examination
Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 11-8 11-9
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8 / 11-9 / 11-10 / 11-11
Assessment Components
Task 1 Task 2 Task 3 Weight
Skills in Working Scientifically
20% 20% 20% 60%
Knowledge and understanding
10% 10% 20% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 62
L e g a l S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 9 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area The Legal System and Criminal
Trial
Law Reform in Practice Whole Course
Task Type Topic Test Research Task Year 11 Final Examination
Outcomes P1, 2, 3, 4 ,5, 6, 7, 9, 10 P1, 2, 4, 5, 8, 9, 10 P1, 2, 3, 4, 5, 6, 7, 9, 10
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge, understanding of course content 15% 20% 25% 60%
Inquiry and Research
10% 5% 5% 20%
Communication of Legal Studies information issues and ideas in appropriate forms
5% 5% 10% 20%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 63
M a r i n e S t u d i e s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 10 Term 2, 2020 Week 9
Term 3, 2020 Week 8 - 9
Content Area Marine Safety and First Aid The Marine Environment
Marine Safety and First Aid The Marine Environment Life in the Water Humans in Water
Marine and Maritime Employment Marine Safety and First Aid The Marine Environment Life in the Water Humans in Water Dangerous Marine Creatures
Task Type Skills and Knowledge Task Class Task Year 11 Final Examination
Outcomes 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.3, 5.4 / 1.1, 1.4, 2.2. 2.3, 5.1, 5.3.
1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.2, 5.1 5.3 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.3, 5.4 / 1.1, 1.4, 2.2. 2.3, 5.1, 5.3. / 1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.2, 5.1 5.3
Assessment Components
Task 1 Task 2 Task 3 Weight
Skills in Working Scientifically
20% 20% 20% 60%
Knowledge and Understanding
10% 10% 20% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 64
M a t h e m a t i c s S t a n d a r d 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Weeks 7 Term 2, 2020 Weeks 5 - 6
Term 3, 2020 Weeks 8 - 9
Content Area Topics in Class Topic Test Various Topics All Topics covered to this point
Task Type Open Book In Class Research/Investigation style task
Year 11 Final Examination
Outcomes MS11-1, MS11-3, MS11-4, MS11-5, MS11-9, MS11-10
MS11-2, MS11-4, MS11-6, MS11-7, MS11-9, MS11-10
ALL
Assessment Components
Task 1 Task 2 Task 3 Weight
Concepts, skills and techniques Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts
17.5%
12.5%
20%
50%
Reasoning and communication Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret and use mathematical models
17.5%
12.5%
20%
50%
Total Weighting 35% 25% 40% 100%
Assessment Handbook Y11 2020 65
M a t h e m a t i c s A d v a n c e d 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Weeks 10 Term 2, 2020 Weeks 5 - 6
Term 3, 2020 Weeks 8 - 9
Content Area Topics in Class Topic Test Various Topics All Topics covered to this point
Task Type Open Book In Class Research/Investigation style task
Final Year 11 Examination
Outcomes MA11-1, MA11-2, MA11-8, MA11-9
MA11-1, MA11-2, MA11-3, MA11-4, MA11-8, MA11-9
ALL
Assessment Components
Task 1 Task 2 Task 3 Weight
Concepts, skills and techniques Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts
17.5%
12.5%
20%
50%
Reasoning and communication Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret and use mathematical models
17.5%
12.5%
20%
50%
Total Weighting 35% 25% 40% 100%
Assessment Handbook Y11 2020 66
M a t h e m a t i c s E x t e n s i o n 1 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Weeks 7 Term 2, 2020 Weeks 5 - 6
Term 3, 2020 Weeks 8 - 9
Content Area Topics in Class Topic Test Various Topics All Topics covered to this point
Task Type Open Book
In Class Research/Investigation style task
Year 11 Final Examination
Outcomes ME11-1, ME11-2, MA11-6, MA11-7
ME11-1, ME11-2, ME11-3, ME11-6, ME11-7
ALL
Assessment Components
Task 1 Task 2 Task 3 Weight
Concepts, skills and techniques Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts
17.5%
12.5%
20%
50%
Reasoning and communication Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and to interpret and use mathematical models
17.5%
12.5%
20%
50%
Total Weighting 35% 25% 40% 100%
Assessment Handbook Y11 2020 67
M o d e r n H i s t o r y 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 8 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Investigating Modern History & Case Study A
Historical Investigation
Case Study B The Shaping of the Modern World: World War 1
Task Type In Class Historical Investigation Research and Hand in
Year 11 Final Examination
Outcomes MH1,2,4,5,6,7,10 MH1,2,3,4,5,6,7,8,9,10 MH1,2,3,4,5,6,7,9,10 Assessment Components
Task 1 Task 2 Task 4 Weight
Knowledge, understanding of course content 10% 10% 20% 40%
Source based skills: analysis, synthesis and evaluation of historical information from a variety of sources
10% 5% 5% 20%
Historical Inquiry and research including mandatory historical investigation
10% 10% 20%
Communication of historical understanding in appropriate forms
10% 5% 5% 20%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 68
M u s i c 1 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 2 Term 3, 2020 Week 4
Term 3, 2020 Weeks 8 - 9
Content Area Composition & Performance Performance & Musicology Aural
Task Type Composition & Portfolio & Performance
Performance & Evaluation and Viva Voce Examination
Aural Assessment Task
Outcomes P1, 2, 3, 7, 8 P1, 4, 5, 6, 7, 8 P4, 6, 8
Assessment Components
Task 1 Task 2 Task 3 Weight
Musicology 25% 25% Composition 25% 25% Performance 10% 15% 25% Aural 25% 25% Total Weighting 35% 40% 25% 100%
Assessment Handbook Y11 2020 69
P e r s o n a l D e v e l o p m e n t , H e a l t h a n d P h y s i c a l E d u c a t i o n 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 8 Term 3, 2020 Week 2
Term 3, 20109 Weeks 8 - 9
Content Area “Better Health for Individuals” “The Body in Motion” + “Fitness Choices”
All Modules will be assessed
Task Type Health Behaviours Report Fitness, Training and Movement Efficiency Report
Year 11 Final Examination
Outcomes K: P1, P2, P3, S: P4, P5, P6, P15, P16
K: P7, P8 S: P5, P6, P10, P11, P15, P16, P17
K: P1, P2, P3, P7, P8, P9 S: P4, P5, P6, P12, P15, P16, P17
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding of course content
10% 10% 20% 40%
Skills in critical thinking, research, analysis and communicating
20% 20% 20% 60%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 70
P h o t o g r a p h y 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 2 Term 3, 2020 Week 6
Term 3, 2020 Final Examination
Content Area Introduction to Digital Photography, Developing a Point of View
Point of View Critical and Historical Studies
Task Type Practical Practical / Theory Year 11 Final Examination Theory
Outcomes M1, 2, 3, 4, 5, 6 CH1, CH2, CH3, CH4,CH5
M1, 2, 3 CH1, 2, 3, 4, 5
CH1, 2, 3, 4, 5
Assessment Components
Task 1 Task 2 Task 3 Weight
Making 30% 40% 70% Critical and Historical Studies
5% 25% 30%
Total Weighting 35% 40% 25% 100%
Assessment Handbook Y11 2020 71
P h y s i c s 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 9 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Selected areas from Kinematics Hypothesis, Designing, Analysing & Processing Data and Drawing Conclusions
Examination
Task Type Analysis and processing of data Incorporating Depth Study
Analysis and processing of data Year 11 Final Examination
Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 11-8 11-9
11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 11-8 / 11-9 / 11-10 / 11-11
Assessment Components
Task 1 Task 2 Task 3 Weight
Skills in Working Scientifically
20% 20% 20% 60%
Knowledge and Understanding
10% 10% 20% 40%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 72
S o c i e t y a n d C u l t u r e 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 8 Term 2, 2020 Week 8
Term 3, 2020 Weeks 8 - 9
Content Area Social and Cultural World
Personal and Social Identity All Year 11 Topics
Task Type In Class Task Wednesday 18th March
Research Year 11 Final Examination
Outcomes P1, 2, 7, 8, 9, 10 P1, 2, 3, 4, 5, 6, 7, 10 P1, 2, 3, 4, 5, 6, 7, 10 Assessment Components Task 1 Task 2 Task 3 Weight
Knowledge, Understanding of Course Content 15% 5% 30% 50%
Application and evaluation of social and cultural research methodologies
5% 15% 10% 30%
Communication of information, ideas, and issues in appropriate forms
10% 10% 20%
Total Weighting 30% 30% 40% 100%
Assessment Handbook Y11 2020 73
S o f t w a r e D e s i g n a n d D e v e l o p m e n t 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020
Week 5
Term 3, 2020 Week 7
Term 3, 2020 Weeks 8 – 9
Content Area Algorithm, Programming & Software development approaches
Developing software solutions All modules
Task Type Theory / Practical Test Practical project Year 11 Final Examination
Outcomes P1.1, P1.2, P1.3, P2.1, P2.2, P3.1, P4.1, P4.2, P5.1, P5.2, P6.1, P6.2, P6.3
P1.1, P1.2, P1.3, P2.1, P2.2, P3.1, P4.2, P4.3, P5.1, P5.2, P6.1, P6.3
P1.1, P1.2, P1.3, P2.1, P2.2, P3.1, P4.2, P4.3, P5.1, P5.2, P6.1, P6.3
Assessment Components
Task 1 Task 2 Task 3 Weight
Concepts and issues in the design and development of software
15% 15% 30%
Introduction to software development
10% 25% 15% 50%
Developing software solutions
15% 5% 20%
Total Weighting 25% 40% 35% 100%
Assessment Handbook Y11 2020 74
S p o r t , L i f e s t y l e a n d R e c r e a t i o n 1 U n i t 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 9 Term 3, 2020 Week 1
Term 3, 2020 Week 8 - 9
Content Area “Games and Sports Applications I”
“Social Perspectives” “Social Perspectives” and “Games and Sports Applications II”
Task Type Performance in Games Report Research Report Final Year 11 Examination
Outcomes 1.1, 1.3, 3.1, 3.2, 4.4 1.4, 2.4, 3.7, 4.5 1.1, 2.1, 3.2, 4.1, 4.5
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding
15% 15% 20% 50%
Skills 20% 15% 15%
50%
Total Weighting 35% 30% 35% 100%
Assessment Handbook Y11 2020 75
S t u d i e s o f R e l i g i o n 1 U n i t 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 6 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Nature of Religion and Beliefs
Religious Tradition Study – Buddhism
All Topics
Task Type Research & source based task Essay Year 11 Final Examination Outcomes
P1, P2, P6, P7,P8. P9 P2, P3, P4, P5, P6, P7, P8, P9 P3, P4, P5, P6, P7, P8, P9
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding
5% 10% 25% 40%
Source based skills
5% 10% 5% 20%
Investigation and Research
10% 10% 20%
Communication
5% 5% 10% 20%
Total Weighting 25% 35% 40% 100%
Assessment Handbook Y11 2020 76
S t u d i e s o f R e l i g i o n 1 U n i t A c c e l e r a t e d 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 3 Term 1, 2020 Week 6
Term 2, 2020 Week 6
Content Area Nature of Religion and Beliefs
Religious Tradition Study 1 Buddhism
Religious Depth Study 2 Christianity
Task Type Short answer question & multiple choice In class
Research task Hand in
Year 11 Final Examination
Outcomes P1, P2, P8 P3, P4, P5, P6, P7, P8, P9 P3, P4, P5, P6, P7, P8, P9
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding
10% 10% 20% 40%
Source based skills 10% 10% 20%
Investigation and Research 10% 10% 20%
Communication 5% 5% 10% 20%
Total Weighting 35% 35% 30% 100%
Assessment Handbook Y11 2020 77
S t u d i e s o f R e l i g i o n 1 U n i t A c c e l e r a t e d 2020 HSC Assessment Schedule
Task Date Term 1, 2020
Week 8 - 9 Term 2, 2020 Week 10
Term 3, 2020 Week 3 - 4
Content Area Buddhism – Religious Depth Study
Religion in Australia Post 1945 All Topics
Task Type Mid HSC supported topic test Research task Hand in
Trial HSC Examination
Outcomes H1, H2, H4, H5, H6, H7, H8, H9
H1, H2, H3, H4, H5, H6, H8, H9 H1, H2, H3, H4, H5, H6, H8, H9
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding
10% 10% 20% 40%
Source based skills 10% 10% 20%
Investigation and Research 10% 10% 20%
Communication 5% 5% 10% 20%
Total Weighting 35% 35% 30% 100%
Assessment Handbook Y11 2020 78
S t u d i e s o f R e l i g i o n 2 U n i t 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 6 Term 2, 2020 Week 5
Term 3, 2020 Weeks 8 - 9
Content Area Nature of Religion and Beliefs
Religious Tradition Study – Buddhism and Religions of Ancient Origin
All Topics
Task Type Research Task – hand in Extended response and short answer questions
Year 11 Final Examination
Outcomes P1, P2, P6, P7, P8, P9 P2, P3, P4, P5, P6, P7, P8, P9 P2, P3, P4, P5, P6, P7, P8, P9 Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and Understanding
10% 10% 20% 40%
Source based skills
10% 10% 20%
Investigation and Research
10% 10% 20%
Communication
5% 5% 10% 20%
Total Weighting 25% 35% 40% 100%
Assessment Handbook Y11 2020 79
T e x t i l e s a n d D e s i g n 2020 Year 11 Assessment Schedule
Task Date Term 1, 2020
Week 11 Term 3, 2020 Week 6
Term 3, 2020 Weeks 8 - 9
Content Area Design Project 1 Design Project 2 Year 11 Final Examination
Task Type Practical / Theory Practical / Theory Written Examination
Outcomes P1.2, P2.1, P2.3, P6.1 P2.1, P2.2, P2.3, P3.1, P3.2, P4.1 P1.1, P1.2, P2.2, P2.3, P3.1, P3.2, P4.1, P5.1, P5.2, P6.1
Assessment Components
Task 1 Task 2 Task 3 Weight
Knowledge and understanding of course content
10% 20% 20% 50%
Skills and knowledge in the design, manufacture and management of textiles projects
10% 20% 20% 50%
Total Weighting 20% 40% 40% 100%
Assessment Handbook Y11 2020 80
V E T B U S I N E S S S E R V I C E S 2020 Year 11 Assessment Schedule
Term Units of Competency Assessment Event Tasks Date Due Term 1 2020 BSBWHS201 Contribute to work
health & safety of self & others Event 1 1. Testing
2. Portfolio 3. Observation
Term 1 Week 9 BSBITU213 - Use digital technologies
to communicate remotely Term 2 2020 BSBWOR204 Use business
technology Event 2 1. Testing
2. Portfolio 3. Observation
Term 2 Week 8 BSBITU201 Produce simple word
processed documents
Term 3 2020 BSBINM201 Process & maintain workplace information
Event 3 1. Testing 2. Scenario 3. Observation
Term 3 Week 9 BSBWOR202 Organise & complete
daily work activities
Assessment Handbook Y11 2020 81
V E T C o n s t r u c t i o n 2020 Year 11 Assessment Schedule
Term Units of Competency Assessment Event Tasks Date Due Term 1, 2020 CPCCOHS2001A Apply OHS
requirements, policies and procedures in the construction industry CPCCOHS1001A Work safely in the construction industry CPCCCM1014A Conduct workplace communication
Event 1 – Workshop Induction White Card Event 2 Saw Horse
SFX – WHS Workshop Induction SFX – WHS Workshop Induction Examination Portfolio Scenario/Role play Oral Questioning EXTERNAL PROVIDER TO DELIVER Short Answer Questions Portfolio Oral Questioning
Week. 5 Week. 8-9 TBC Week. 10
Term 2, 2020 CPCCCM2001 Read and Interpret Plans CPCCCA2011A Handle Carpentry Materials
Event 3 – Plan Reading Event 4 – Handle Carpentry Materials
Short Answer Questions Questioning Topic Test – test will take place during the Assessment block. Scenario – Handling and Clean-up Oral Questioning – Practical Task
Week. 5 Week. TBC Week. 9
Term 3, 2020 CPCCCM2006A Apply basic levelling CPCCCM1013A Plan and organise work
Event 5 – Basic Levelling Plan and Organising
Short Answer Questions Portfolio Oral Questioning
Week. 9
Assessment Handbook Y11 2020 82
V E T E N T E R T A I N M E N T I N D U S T R Y 2020 Year 11 Assessment Schedule
Term Units of Competency Assessment Event Tasks Date Due Term 1 2020 CUAWHS302 Apply work health and
safety practices Event 1A and 1B 1. Practical
2. Written Task 3. Oral Presentation
Term 1 Week 10 CUAIND301 Work effectively in the
creative arts industry Term 2 2020 CPCCOHS1001A Work safely in the
construction industry Event 2 and external provider
1. Project 2. Learner Workbook activity 3. Observation 4. Written Task 5. Practical
Term 2 Week 9 CUASOU301 Undertake live audio
operations
CUAPPR304 Participate in collaborative creative projects
Term 3 2020 CUASTA301 Assist with production operations for live performances
Event 3 1. Observation 2. Written Task 3. Practical 4. Simulation
Term 3 Week 5 CUASTA202 Assist with bump in and
bump out of shows
Assessment Handbook Y11 2020 83
V E T H O S P I T A L I T Y 2020 Year 11 Assessment Schedule
Term Units of Competency Assessment Event Tasks Date Due Term 1 2020 SITXFSA001
Use Hygienic Practices for Food Safety Event 1: Practical Observation – Weekly Practicals Week 4 -11 in class
SITHCCC001 Use Food Preparation Equipment
Topic Test - Cleaning Week 10
SITHKOP001 Clean Kitchen Premises and Equipment
SITHFAB204 Prepare and Serve Espresso Coffee
Event 5: Observation – Coffee Student Demonstration *Café Orientation 8 hours*
Week 8-9
SITHCCC011 Use Cookery Skills Effectively
Portfolio Function Journal Evidence collected over Terms 1-7
Holistic
Term 2 2020
Event 1: (cont.) Practical Observation – Weekly Practicals Week 1-4 in class Student Demonstration – Practical Exam Week 5 Topic Test - UFPE Week 6 Topic Test - Hygiene Week 9
SITHCCC002 Prepare and Present Simple Dishes SITHCCC003 Prepare and Present Sandwiches SITXWHS001 Participate in Safe Work Practices
Event 2:
Practical Observation – Weekly Practical’s
Week 6 -10 in class
Term 3 2020
Event 2: (cont.) Practical Observation – Weekly Practicals Week 1-7 in class Café Orientation Week 3-4* Topic Test - SWP Week 7 Student Demonstration – Practical Exam – HIGH TEA
Week 8-9
Observation – Coffee - finalise Student Demonstration *Café Orientation 8 hours*
Week 10 Week 10
Student Demonstration *Café Orientation 8 hours * will be conducted over Terms 1, 2 & 3 by participating in 4 x Café Service mornings throughout the year, as indicated on the roster.
SIRXWHS002, SIRXCOM002 Preliminary Exam Multiple choice, short answer, extended response for Weeks 8, 9
Assessment Handbook Y11 2020 84
SIRXIND001 HSC skill development
V E T R E T A I L 2020 Year 11 Assessment Schedule
Term Units of Competency Assessment Event Tasks Date Due Term 1 2020 SIRXWHS002 Contribute to
workplace health and safety SIRXIND002 Organise and maintain the store environment (students who are not working in retail will need to complete portfolio evidence for 3 shifts during work placement)
Competency Assessment event 1 Contribute to working safely & organising the store
Observation of scenarios: - evacuation, manual handling, safety incident & safety meeting - clean & maintain store, Portfolio: - induction manual & standard operating procedures for emergency evacuation, manual handling, organise & maintain the store - procedures & evaluation for organise & maintain store for 3 shifts Workbook activity:- hazards & safety consultation in the retail store Test: - working safely, contributing & reporting on safety,problem solving - organising & maintaining the store
CA 1 Week 5 – 6
Term 2 2020 SIRXIND003 Organise personal work requirements SIRXIND005 Develop personal productivity SIRXIND002 Organise and maintain the store environment (students not working in retail will need to complete portfolio evidence for 3 shifts during work placement)
Competency Assessment event 2 Organise Self
Learner workbook activities: - Summary activity for each unit Test: - personal work requirements & skills, sources of industry knowledge & how to develop personal skills & knowledge to work in the retail industry Portfolio: - personal skills assessment, develop personal plan for store tasks, network activity - Go2work placement for preparing for work placement; work placement journal & evaluation
CA 2 Workbook activity, questions W 4 - 6 Portfolio Term 3
Work Placement Term 3 2020 SIRXCOM002 Work effectively
in a team SIRXIND001 Work effectively in a service environment
Competency Assessment event 3 Working effectively in a team & the retail industry
Observation: - team work skills to communicate, consult, set goals to solve a problem for 3 workplace activities Portfolio: - induction manual & standard operating procedures for team work and working in a retail store Scenarios: - work routines & responsibilities, working in a team, legal requirements Test: - work routines, working responsibly, working in a team
CA 3 Week 5 -7
End of Year 11 Examination
– multiple choice, short answer, extended response for HSC skill development
Week 8 -9
Assessment Handbook Y11 2020 85
V E T S P O R T S C O A C H I N G 2020 Year 11 Assessment Schedule
Term Units of Competency Assessment Event Tasks Date Due Term 1, 2020 Develop and update sport,
fitness and recreation industry knowledge Teach Foundation netball skills
1 1. Complete all the activities satisfactorily in the ‘Knowledge of the sport and recreation’ industry and ‘netball’ workbooks
2. Completes ‘hot potato’ online ‘Sport and Recreation Industry’ multiple choice quiz
Due Term 1, 2020 Weeks 1-10 Netball Due Term 2, 2020 Week 2
Teach Foundation netball skills
2 1. Regularly and actively participates in practical lessons 2. Plans and conducts netball activities used to enhance a specific
skill 3. Evaluates drill
Due Term 2, 2020 Week 2
Term 2, 2020 Principles of Coaching
3 1. Complete all activities satisfactorily in the workbooks 1 and 2 2. Completes the Online ‘Beginning Coaching’ online course 3. Participates in sample coaching lessons
DUE Term 2, 2020 Week 10
Mod League
4 1. Complete all activities satisfactorily in the mod league workbook
2. Regularly and actively participates in mod league practical lessons
3. Plans a mod league lesson used to enhance a specific skill and coaches a section of the lesson
DUE Term 3, 2020 Week 7
Term 3, 2020 WHS 5 1. Complete all activities satisfactorily in the workbook 2. Completes the ‘Risk Assessment’ (P.12) competently 3. Achieves 85% or more in Work Ready assessment
DUE: Week 10, 2020 Term 3
Assessment Handbook Y11 2020 86
V i s u a l A r t s 2020 Year 11 Assessment Schedule
Task Date Term 2, 2020 Week 1
Term 2, 2020 Week 9
Term 3, 2020 Week 8 - 9
Content Area Body of Work and research Body of Work and research Theory
Task Type Practical and theory Practical and Theory Year 11 Final Examination
Theory
Outcomes P1, 2, 3, 4, 5, 6 P1, 2, 3, 4, 5, 6 CH1, 2, 3, 4, 5 Assessment Components
Task 1 Task 2 Task 3 Weight
Art Making 25% 25% 50% The Study of Art 5% 5% 40% 50% Total Weighting 30% 30% 40% 100%