year 11 assessment handbook 2012 - st philip's college · practical (design): factors...

1

YEAR 11

ASSESSMENT HANDBOOK

2012

This handbook contains details of the assessment requirements for all Year 11 students for this year. It also contains an

approximate timeline for all assessment tasks and the performance standards used to evaluate these tasks.

2

Accounting

Year 11 - Semester 1

Assessment Type Name of Assessment Type of Assessment Approximate Term

and Week

Skills and applications tasks

(75%) Environment of Accounting Supervised Task Term 1, Week 6

Double Entry Assignment Term 2, Week 4

Examination Examination Term 2, Week 7

Investigation (25%) Cash Records Written Task Term 2, Week 2



and Week

Skills and applications tasks

(75%) Environment of Accounting Assignment Term 3, Week 5

Financial Reports Topic Test Term 2, Week 10

Semester Examination Examination Term 4, Week 5

Investigation (25%) Business Simulation Assignment Term 3, Week 9

3

Performance Standards for Stage 1 Accounting

Understanding Analysis and Interpretation Application Communication

A Comprehensive understanding of the role of accounting in society.

Astute and detailed recognition and

understanding of financial information for decision-making.

Perceptive and well-informed recognition of

social, legal, regulatory, and/or ethical influences on financial recording and decision-

making.

Astute analysis and interpretation of financial information using appropriate accounting

terminology.

Highly proficient application of the principles and practices of recording and reporting

financial information.

High degree of accuracy in the recording and reporting of financial information using manual

methods as well as information and

communication technologies.

Astute application of decision-making skills

using financial and non-financial information.

Highly accurate communication of appropriate and specific financial information.

Highly appropriate and well-informed use of a

range of accounting terminology.

B Detailed understanding of the role of accounting

in society.

Detailed recognition and understanding of financial information for decision-making.

Well-informed recognition of social, legal,

regulatory, and/or ethical influences on financial recording and decision-making.

Well-considered analysis and interpretation of

financial information using appropriate

accounting terminology.

Proficient application of the principles and

practices of recording and reporting financial

information.

Mostly accurate recording and reporting of

financial information using manual methods as

well as information and communication technologies.

Thoughtful application of decision-making

skills using financial and non-financial information.

Mostly accurate communication of appropriate


Appropriate and well-informed use of accounting terminology.

C Appropriate understanding of the role of

accounting in society.

Appropriate recognition and understanding of

financial information for decision-making.

Informed recognition of social, legal, regulatory,

and/or ethical influences on financial recording

and decision-making.

Considered analysis and interpretation of

financial information using mostly appropriate


Competent application of the principles and

practices of recording and reporting financial

information.

Competent recording and reporting of financial

information using manual methods as well as information and communication technologies.

Appropriate application of decision-making skills using financial and non-financial

information.

Competent communication of appropriate


Generally appropriate and informed use of


D Basic understanding of the role of accounting in

society.

Some recognition and understanding of some

financial information for decision-making.

Some recognition of one or more social, legal, regulatory, and/or ethical influences on financial

recording and decision-making.

Some consideration and basic use of financial

information using some appropriate accounting terminology.

Some basic application of one or more

principles and/or practices of recording and reporting financial information.

Recording and reporting of some basic financial

information using manual methods and/or information and communication technologies.

Application of some basic decision-making

skills using financial and non-financial information.

Communication of some basic financial

information.

Inconsistent use of some accounting

terminology.

E Emerging awareness of the role of accounting in society.

Emerging awareness of the purpose of financial

information for decision-making.

Limited recognition of a social, legal,

regulatory, or ethical influence on financial

recording and decision-making.

Attempted consideration of simple financial information with limited use of appropriate


Few elements of application of one or more of the principles or practices of recording and

reporting financial information.

Attempted recording of aspects of simple financial information using manual methods or

information and communication technologies.

Limited application of any decision-making skills relevant to financial and non-financial

information.

Limited communication of some aspects of simple financial information.

Attempted use of a limited range of accounting

terminology.

4

Biology



and Week

Investigation Folio (60%) Practical (design): Factors affecting microbial

growth Practical Task Term 1, Week 8

Mutagens of the DNA Written Task Term 2, Week 2

Skills and Application Tasks

(40%) Interactive Concept Negotiated Task Term 2, Week 5

Energy and Cells Test Topic Test Term 1, Week 5




and Week

Investigation Folio (60%) Practical (design) – Field Study Written Report Term 4, Week 4

Practical (guided): Heart Dissection Practical Task Term 3, Week 2

Social Issues Investigation Written Task Term 3, Week 7


(40%) Comparative Anatomy Essay Written Task Term 4, Week 2


5

Performance Standards for Stage 1 Biology

Investigation Analysis and Evaluation Application Knowledge and Understanding

A Designs a logical, coherent, and detailed biological investigation.

Critically and logically selects and consistently

and appropriately acknowledges information about biology and issues in biology from a

range of sources.

Manipulates apparatus and technological tools carefully and highly effectively to implement

well-organised safe and ethical investigation

procedures.

Obtains, records, and displays findings of

investigations using appropriate conventions

and formats accurately and highly effectively.

Uses perceptive and thorough analytical skills to examine connections between data, concepts,

and issues in biology.

Logically evaluates procedures and suggests a range of appropriate improvements.

Systematically analyses and evaluates data and

other evidence to formulate logical and highly relevant conclusions.

Applies biological concepts and evidence from investigations to suggest solutions to complex

problems in new and familiar contexts.

Uses appropriate biological terms, conventions, formulae, and equations highly effectively.

Demonstrates initiative in applying constructive

and focused individual and collaborative work skills.

Consistently demonstrates a deep and broad knowledge and understanding of a range of

biological concepts.

Uses knowledge of biology perceptively and logically to understand and explain social or

environmental issues.

Uses a variety of formats to communicate knowledge and understanding of biology

coherently and highly effectively.

B Designs a well-considered and clear biological

investigation.

Logically selects and appropriately

acknowledges information about biology and

issues in biology from different sources.

Manipulates apparatus and technological tools

carefully and mostly effectively to implement

organised safe and ethical investigation procedures.



and formats mostly accurately and effectively.

Uses clear and well-organised analytical skills

to examine connections between data, concepts, and issues in biology.

Evaluates procedures and suggests some

appropriate improvements.

Uses mostly logical analysis and evaluation of

data and other evidence to formulate consistent

and relevant conclusions.

Applies biological concepts and evidence from

investigations to suggest solutions to problems in new and familiar contexts.

Uses appropriate biological terms, conventions,

formulae, and equations effectively.

Applies mostly constructive and focused

individual and collaborative work skills.

Demonstrates some depth and breadth of

knowledge and understanding of a range of biological concepts.

Uses knowledge of biology logically to

understand and explain social or environmental issues.

Uses a variety of formats to communicate

knowledge and understanding of biology coherently and effectively.

C Designs a considered and generally clear

biological investigation.

Selects with some focus, and mostly appropriately acknowledges, information about

biology and issues in biology from different

sources.


generally carefully and effectively to implement

safe and ethical investigation procedures.


investigations using generally appropriate

conventions and formats with some errors but generally accurately and effectively.

Uses generally organised analytical skills to

examine connections between data, concepts,

and issues in biology.

Evaluates some procedures in biology and

suggests some improvements that are generally

appropriate.

Analyses and evaluates data and other evidence

to formulate simple and generally relevant

conclusions.

Applies biological concepts and evidence from

investigations to suggest some solutions to basic

problems in new or familiar contexts.

Uses generally appropriate biological terms,

conventions, formulae, and equations with some

general effectiveness.

Applies generally constructive individual and

collaborative work skills.

Demonstrates knowledge and understanding of a

general range of biological concepts.

Uses knowledge of biology with some logic to understand and explain one or more social or


Uses different formats to communicate knowledge and understanding of biology with

some general effectiveness.

D Prepares the outline of a biological

investigation.

Selects and may partly acknowledge one or more sources of information about biology or an

issue in biology.

Uses apparatus and technological tools with inconsistent care and effectiveness and attempts

to implement safe and ethical investigation

procedures.


investigations using conventions and formats

inconsistently, with occasional accuracy and effectiveness.

Describes basic connections between some data,

concepts, and issues in biology.

For some procedures, identifies improvements that may be made.

Attempts to extract meaning from data and other

observations and to formulate a simple conclusion that may be relevant.

Applies some evidence to describe some basic

problems and identify one or more simple

solutions, in familiar contexts.

Attempts to use some biological terms,

conventions, formulae, and equations that may

be appropriate.

Attempts individual work inconsistently, and

contributes superficially to aspects of

collaborative work.

Demonstrates some basic knowledge and partial

understanding of biological concepts.

Identifies and explains some biological information that is relevant to one or more

social or environmental issues.

Communicates basic information to others using one or more formats.

E Identifies a simple procedure for a biological

investigation.

Identifies a source of information about biology or an issue in biology.

Attempts to use apparatus and technological

tools with limited effectiveness or attention to safe or ethical investigation procedures.

Attempts to record and display some descriptive

information about an investigation, with limited accuracy or effectiveness.

Acknowledges that connections exist between

data, concepts, and/or issues in biology.

Acknowledges the need for improvements in one or more procedures.

Attempts to organise some limited data or

observations.

Identifies a basic problem and attempts to

identify a solution in a familiar context.

Uses some biological terms or formulae.

Shows emerging skills in individual and

collaborative work.

Demonstrates some limited recognition and

awareness of biological concepts.

Shows an emerging understanding that some biological information is relevant to social or


Attempts to communicate information about biology.

6

Business and Enterprise



and Week

Folio (50%) Core Topic Test Supervised Test Term 1, Week 8

Case Study Investigation Oral or Written Report Term 2, Week 3

Practical (25%) Business Plan Written Report Term 2, Week 5

Issues Study (25%) Media Analysis Written Report Term 1, Week 7



and Week

Folio (50%) Core Topic Test Supervised Test Term 3, Week 5

Workplace Investigation Oral or Written Report Term 4, Week 4

Practical (25%) Marketing Plan Written Report Term 3, Week 10

Issues Study (25%) Media Analysis Written Report Term 3, Week 7

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Performance Standards for Stage 1 Business and Enterprise

Knowledge and Understanding Analysis Communication Application

A In-depth understanding of the nature, role, and structure of business and enterprise.

Thorough knowledge of the functions,

processes, and operations of business and enterprise.

Clear, focused, and well-informed

understanding of the factors involved in current trends, changes, opportunities, and issues

affecting business and enterprise.

Astute and well-informed analysis of the economic, social, environmental, and ethical

implications and consequences of business and

enterprise practices in different contexts.

Clear and coherent communication of information and ideas about business and

enterprise to suit the purpose and audience.

Consistent and clear use of conventions, vocabulary, and terminology appropriate to

business and enterprise.

Consistent and appropriate acknowledgment of a range of sources.

Proactive and productive application of relevant business ideas, concepts, and practices.

Proactive and focused selection and use of

relevant information from a range of sources.

B Well-informed understanding of the nature, role,

and structure of business and enterprise.

Detailed knowledge of the functions, processes, and operations of business and enterprise.

Well-informed understanding of the factors

involved in current trends, changes, opportunities, and issues affecting business and

enterprise.

Well-considered and informed analysis of the

economic, social, environmental, and ethical

implications and consequences of business and enterprise practices in different contexts.

Clear communication of information and ideas

about business and enterprise to suit the purpose

and audience.

Mostly clear use of conventions, vocabulary,

and terminology appropriate to business and

enterprise.

Mostly consistent and appropriate

acknowledgment of a range of sources.

Some proactive and mostly productive

application of relevant business ideas, concepts,

and practices.

Well-considered selection and use of relevant

information from a range of sources.

C Informed understanding of the nature, role, and

structure of business and enterprise.

Knowledge of the essential functions, processes,

and operations of business and enterprise.

Informed understanding of the factors involved

in current trends, changes, opportunities, and

issues affecting business and enterprise.

Informed analysis of the economic, social,

environmental, and ethical implications and consequences of business and enterprise

practices in different contexts.

Competent communication of information and

ideas about business and enterprise to suit the purpose and audience.

Use of conventions, vocabulary, and

terminology generally appropriate to business and enterprise.

Mostly appropriate acknowledgment of different

sources.

Competent and generally productive application

of relevant business ideas, concepts, and practices.

Considered selection and use of relevant

information from different sources.

D Some awareness of the nature, role, and structure of business and enterprise.

Identification of aspects of the essential

functions, processes, and operations of business and enterprise.

Awareness of some factors involved in current

trends and issues affecting business and enterprise.

Description of some basic economic, social, environmental, and/or ethical implications and

consequences of business and/or enterprise

practices in one or more contexts.

Communication of some basic information and ideas about business and enterprise to suit the

purpose and audience.

Some inconsistent use of basic conventions, vocabulary, and terminology appropriate to

business and enterprise.

Some inconsistent acknowledgment of sources.

Some endeavour to apply one or more relevant business ideas, concepts, and/or practices.

Selection and some use of information from

more than one source, with some relevance.

E Emerging awareness of the nature, role, or structure of business and enterprise.

Identification of one or more aspects of the

essential functions, processes, and operations of business and enterprise.

Limited awareness of one or two factors

involved in current trends and issues affecting business and enterprise.

Limited description of one or more basic economic, social, environmental, or ethical

implications or consequences of business or

enterprise practices in a familiar context.

Limited communication of one or two basic ideas about business and enterprise to suit the

purpose and audience.

Emerging use of basic vocabulary and terminology with some relevance to business

and enterprise.

Limited acknowledgment of sources.

Recognition of the need to apply relevant business ideas, concepts, and practices.

Attempted use of information from one or more

sources, which may have some relevance.

8

Chemistry



and Week

Investigation Folio (40%) Issues investigation Essay Term 2, Week 1

Practical investigation – Investigation of

Organic Functional Groups Practical Task Term 2, Week 3


(60%) Topic Test: Atomic Structure and Materials Topic Test Term 1, Week 7

Topic Test: Organic Chemistry Topic Test Term 2, Week 5




and Week

Investigations Folio (40%) Issues investigation: Electrochemistry Essay Term 4, Week 1

Practical Investigation: Volumetric Analysis

Titration Practical Task Term 3, Week 9

Skills and Applications Tasks

(60%) Topic Test: Reacting Quantities Topic Test Term 3, Week 7

Topic Test: Electrochemistry Topic Test Term 4, Week 4


9

Performance Standards for Stage 1 Chemistry


A Designs a logical, coherent, and detailed chemistry investigation.


and appropriately acknowledges information about chemistry and issues in chemistry from a

range of sources.



procedures.





and issues in chemistry.




Applies chemistry concepts and evidence from investigations to suggest solutions to complex


Uses appropriate chemical terms, conventions, formulae, and equations highly effectively.




chemistry concepts.

Uses knowledge of chemistry perceptively and logically to understand and explain social or


Uses a variety of formats to communicate knowledge and understanding of chemistry


B Designs a well-considered and clear chemistry

investigation.


acknowledges information about chemistry and

issues in chemistry from different sources.








to examine connections between data, concepts, and issues in chemistry.






Applies chemistry concepts and evidence from


Uses appropriate chemical terms, conventions,





knowledge and understanding of a range of chemistry concepts.

Uses knowledge of chemistry logically to

understand and explain social or environmental issues.


knowledge and understanding of chemistry coherently and effectively.


chemistry investigation.


chemistry and issues in chemistry from different

sources.









and issues in chemistry.

Evaluates some procedures in chemistry and


appropriate.



conclusions.

Applies chemistry concepts and evidence from



Uses generally appropriate chemical terms,






general range of chemistry concepts.

Uses knowledge of chemistry with some logic to understand and explain one or more social or


Uses different formats to communicate knowledge and understanding of chemistry with


D Prepares the outline of a chemistry

investigation.

Selects and may partly acknowledge one or more sources of information about chemistry or

an issue in chemistry.

Uses apparatus and technological tools with inconsistent care and effectiveness and attempts

to implement safe and ethical investigation

procedures.





concepts, and issues in chemistry.







Attempts to use some chemical terms,


be appropriate.



collaborative work.


understanding of chemistry concepts.

Identifies and explains some chemistry information that is relevant to one or more

social or environmental issues.


E Identifies a simple procedure for a chemistry

investigation.

Identifies a source of information about chemistry or an issue in chemistry.


tools with limited effectiveness or attention to safe or ethical investigation procedures.


information about an investigation, with limited accuracy or effectiveness.


data, concepts, and/or issues in chemistry.



observations.



Uses some chemical terms or formulae.


collaborative work.


awareness of chemistry concepts.

Shows an emerging understanding that some chemistry information is relevant to social or


Attempts to communicate information about chemistry.

10

Design and Technology – Communications Products



and Week


(20%)

Movie Editing Skills Task

(Processes/Techniques) Test Term 2, Week 2

Investigation of TV Ad Effects (Materials

Application) Oral and Written Report Term 1, Weeks 5 & 6

Folio (30%)

Part A: Investigate, Plan and develop a Design

Brief

Part B: Changes and Evaluation of the

Production from the Design Brief.

Written Report Term 2, Week 5

Product (50%) Production of a TV Ad Movie Term 2, Week 6



and Week


(20%)

Sound and Film Editing Skills Task

(Processes/Techniques) Test Term 3, Week 4

Investigation of Movie Trailers (Materials

Application) Oral and Written Report Term 3, Weeks 6 & 7

Folio (30%)

Part A: Investigate, Plan and develop a Design

Brief for a Special Sound and Film Effects

Trailer

Part B: Changes and Evaluation of the

Production from the Design Brief.

Written Report Term 4, Week 3

Product (50%) Production of a Special Effects Film and Sound

Trailer Animation Term 4, Week 4

11

Performance Standards for Stage 1 Design and Technology

Investigating Planning Producing Evaluating

A Comprehensive and well-considered identification of a need, problem, or challenge.

Creation and insightful validation of a clear and

well-considered initial design brief.

In-depth investigation into the characteristics of

existing products, materials, processes, systems,

and/or production techniques.

Planned and thorough investigation into the

impact of technological practices, products, or

systems on individuals, society, and/or the environment.

Insightful use of relevant investigated information to create individual design ideas for

a product or system.

Thoughtful compilation of broad, varied, and refined sketches, concept drawings, plans, and

sequences for planned outcomes.

Polished use of technical language most relevant to the context and purpose.

Broad and varied testing, modification, and

validation of ideas or procedures.

Highly proficient application of skills, processes, procedures, and techniques to create

a product or system to a chosen standard and

specification.

Sophisticated use of a variety of materials,

components, techniques, and equipment to

create a product or system safely and accurately.

Development of sophisticated solutions to

problems that arise during product or system

realisation.

Comprehensive evaluation of how well the design brief requirements have been met.

Insightful and detailed evaluation of the

effectiveness of the product or system realisation process.

Sophisticated and focused consideration of

possible modifications to improve ideas or procedures.

Perceptive analysis of the impact of

technological practices, products, or systems on individuals, society, and/or the environment.

B Clear and considered identification of a need, problem, or challenge.

Well-considered creation and validation of an

initial design brief.

Some depth of investigation into the

characteristics of existing products, materials,

processes, systems, and/or production techniques.

Detailed investigation into the impact of


Thoughtful use of relevant investigated information to create individual design ideas for


Well-considered compilation of quality sketches, concept drawings, plans, and


Capable use of technical language relevant to the context and purpose.

Considered testing, modification, and validation

of ideas or procedures.

Proficient application of skills, processes, procedures, and techniques to create a product

or system to a chosen standard and

specification.

Thorough use of different materials,


create a product or system safely and mostly accurately.

Development of thoughtful solutions to

problems that arise during product or system realisation.

Well-informed evaluation of how well the design brief requirements have been met.

Well-considered and detailed evaluation of the


Thorough and focused consideration of possible

modifications to improve ideas or procedures.

Well-considered analysis of the impact of

technological practices, products, or systems on

individuals, society, and/or the environment.

C Considered identification of a need, problem, or

challenge.

Considered creation and validation of an initial design brief.

Informed investigation into the characteristics of

existing products, materials, processes, systems, and/or production techniques.

Generally competent investigation into the

impact of technological practices, products, or systems on individuals, society, and/or the

environment.

Use of relevant investigated information to

create individual design ideas for a product or

system.

Considered compilation of sketches, concept

drawings, plans, and sequences for planned

outcomes.

Competent use of technical language relevant to

the context and purpose.

Competent testing, modification, and validation of ideas or procedures.

Competent application of skills, processes,

procedures, and techniques to create a product

or system to a chosen standard and specification.

Appropriate use of materials, components,

techniques, and equipment to create a product or system safely and sometimes accurately.

Development of appropriate solutions to


Informed evaluation of how well the design

brief requirements have been met.

Considered evaluation of the effectiveness of the product or system realisation process.

Some focus in consideration of possible


Considered analysis of some of the impacts of


individuals, society, and/or the environment, with mostly relevant detail.

D Partial identification of a need, problem, or

challenge.

Development and some testing of a basic, or

perhaps incomplete, initial design brief.

Identification of a few of the characteristics of existing products, materials, processes, systems,

or production techniques.

Some accessing of information on the impact of aspects of technological practices, products, or

systems on individuals, society, or the

environment.

Some use of identified information to create one

or more individual design ideas for a product or system that may be only partially completed.

Some sketches, concept drawings, plans, and/or

sequences for planned outcomes are completed.

Use of basic technical language with some

relevance to the context and purpose.

Some basic testing, modification, and validation of aspects of one or more ideas or procedures.

Basic application of some skills in some

processes, procedures, and techniques to create part of a product or system to a basic standard

and specification.

Some use of basic materials, components, techniques, or equipment to create part of a

product or system with some elements of safety

and accuracy considered.

Some endeavour to solve problems that arise

during product or system realisation.

Some description of how well the design brief

requirements have been met.

Some description of the effectiveness of the

product or system realisation process.

Some consideration of a possible modification to improve ideas or procedures.

Identification and description of one or more

impacts of technological practices, products, or systems on individuals, society, or the

environment.

E Limited identification of a need, problem, or

challenge.

Attempted development and testing of a design

brief.

Attempted identification of one or more


processes, systems, or production techniques.

Isolated and disjointed evidence of accessing

information on the impact of an aspect of a

technological practice, product, or system on individuals, society, or the environment.

Limited use of information to create an

individual design idea for a product or system that may not be completed.

Compilation of one or more sketches, concept drawings, plans, or sequences for planned

outcomes.

Limited use of technical language.

Recognition of the need for testing,

modification, and validation of ideas or

procedures, with some limited attempts.

Limited application of emerging skills and/or

techniques to attempt to create part of a product or system to a limited standard or specification.

Attempted use of one or more basic materials, components, techniques, or equipment, with

limited consideration of safety procedures.

Some attempted description of problems that arise during product or system realisation.

Identification of some aspects of the design brief

requirements that were attempted.

Identification of some aspects of the


Emerging recognition of the need for

modification to improve ideas or procedures.

Emerging recognition of one or more impacts of


individuals, society, or the environment.

12

Creative Arts – Musical

Year 11 - Semester 1 / 2


and Week

Product (70%) Developmental Process Practical Task On Going

Product Production Practical Task Term 3, Week 7 / 8

Folio (30%) Script Work Investigation Research / Practical Task Term 3, Week 9

Skills Report and Reflection Report Written Report Term 3, Week 9

13

Performance Standards for Stage 1 Creative Arts

Knowledge and Understanding Practical Application Investigation and Interpretation Reflection

A In-depth knowledge and understanding of core concepts specific to relevant creative arts

discipline(s).

Accurate and appropriate understanding and use of language specific to relevant creative arts

discipline(s).

In-depth knowledge of a broad range of creative arts media, materials, techniques, processes, and

technologies.

Creative and clear expression and communication of ideas relevant to the program

focus.

Discerning use of the creative arts process in the development and presentation of well-refined

creative arts product(s).

Selective and productive individual and/or collaborative approaches appropriate to the

creative arts process.

Refined and integrated application of practical skills, techniques, and processes.

Astute identification and use, and thorough acknowledgment, of a variety of appropriate

sources.

Clear and perceptive interpretation of the ideas of creative arts practitioners.

Well-planned and in-depth investigation into the

nature and processes of working productively in the creative arts.

Insightful appraisal of creative arts products in terms of practitioners’ ideas, processes, and

decision-making.

Insightful reflection on personal creative arts ideas, opinions, and skills relevant to the

program focus.

B Some depth of knowledge and understanding of core concepts specific to relevant creative arts

discipline(s).

Mostly accurate and appropriate understanding and use of language specific to relevant creative

arts discipline(s).

Some depth of knowledge of creative arts media, materials, techniques, processes, and

technologies.

Thoughtful and mostly clear expression and communication of ideas relevant to the program

focus.

Well-considered use of the creative arts process in the development and presentation of polished


Productive individual and/or collaborative approaches to the creative arts process, with

some originality.

Generally integrated application, with some refinement, of practical skills, techniques, and

processes.

Well-considered identification, use, and acknowledgment of different sources.

Clear interpretation of the ideas of creative arts

practitioners.

Mostly well-planned and detailed investigation

into the nature and processes of working

productively in the creative arts.

Some depth of appraisal of creative arts products in terms of practitioners’ ideas,

processes, and decision-making.

Thoughtful reflection on personal creative arts ideas, opinions, and skills relevant to the

program focus.

C Appropriate knowledge and understanding of

core concepts specific to relevant creative arts discipline(s).

Generally appropriate understanding and use of

language specific to creative arts discipline(s).

Knowledge of key creative arts media,

materials, techniques, processes, and

technologies.

Generally considered and clear expression and

communication of ideas relevant to the program focus.

Competent use of the creative arts process in the

development and presentation of appropriate creative arts product(s).

Generally productive individual and/or

collaborative approaches to the creative arts process.

Competent application of key practical skills,

techniques, and processes.

Considered identification, use, and

acknowledgment of appropriate sources.

Generally clear interpretation of the ideas of

creative arts practitioners.

Competent investigation into the nature and processes of working productively in the

creative arts.

Competent appraisal of creative arts products in

terms of practitioners’ ideas, processes, and decision-making.

Considered reflection on personal creative arts

ideas, opinions, and skills relevant to the program focus.

D Some basic knowledge of selected core concepts.

Use of some terms that may be relevant to

creative arts discipline(s).

Recognition of some aspects of creative arts

media, materials, techniques, processes, or

technologies.

Basic expression of an idea that may be relevant to the program focus.

Some use of the creative arts process in the

development and/or presentation of a basic creative arts product.

Some basic individual and/or collaborative

participation in aspects of a creative arts process.

Some application of a practical skill, technique,

or process.

Identification and some use of sources that could inform the creative arts process.

Basic description of the ideas of a creative arts

practitioner.

Some basic investigation of the nature of, or

processes relevant to, working in the creative

arts.

Recognition and description of a practitioner’s idea, intention, process, or decision in creative

arts products.

Superficial consideration of personal creative arts ideas, opinions, and/or skills with some

relevance to the program focus.

E Some recognition of one or more selected core

concepts.

Limited use of terms that may be relevant to


Emerging awareness of creative arts media,

materials, techniques, processes, or

technologies.

Attempted expression of an idea that may be

relevant to the program focus.

Attempted use of the creative arts process in the

limited development or presentation of a creative arts product.

Attempted individual or collaborative


Attempted application of a practical skill,

technique, or process.

Identification and use of a source.

Attempted description of the ideas of a creative arts practitioner.

Identification of one or more processes relevant to working in the creative arts.

Some identification of a practitioner’s intention

or process in a creative arts product.

Attempted consideration of a personal creative

arts idea, opinion, or skill with limited relevance to the program focus.

14

Creative Arts – Photography



and Week

Product (40%) Landscape Photography Project Written and Practical Report Term 2, Week 6

Folio (60%) Investigation of Local Landscape and

Contemporary Australian Photographers Written or Oral Report Term 1, Week 8

Image Composition Skills Assessment Record Workbook and

Interview Term 1, Week 6



and Week

Product (40%) Studio Project Written and Practical Report Term 4, Week 3

Folio (60%) Investigation of Studio Photography Written Report Term 3, Week 8

Lighting and Adobe Photoshop Skills

Assessment

Record Workbook and Oral

Presentation Term 3, Week 6

15

Performance Standards for Stage 1 Creative Arts

Knowledge and Understanding Practical Application Investigation and Interpretation Reflection

A In-depth knowledge and understanding of core concepts specific to relevant creative arts

discipline(s).

Accurate and appropriate understanding and use of language specific to relevant creative arts

discipline(s).

In-depth knowledge of a broad range of creative arts media, materials, techniques, processes, and

technologies.

Creative and clear expression and communication of ideas relevant to the program

focus.

Discerning use of the creative arts process in the development and presentation of well-refined


Selective and productive individual and/or collaborative approaches appropriate to the

creative arts process.

Refined and integrated application of practical skills, techniques, and processes.

Astute identification and use, and thorough acknowledgment, of a variety of appropriate

sources.

Clear and perceptive interpretation of the ideas of creative arts practitioners.

Well-planned and in-depth investigation into the

nature and processes of working productively in the creative arts.

Insightful appraisal of creative arts products in terms of practitioners’ ideas, processes, and

decision-making.

Insightful reflection on personal creative arts ideas, opinions, and skills relevant to the

program focus.

B Some depth of knowledge and understanding of core concepts specific to relevant creative arts

discipline(s).

Mostly accurate and appropriate understanding and use of language specific to relevant creative

arts discipline(s).

Some depth of knowledge of creative arts media, materials, techniques, processes, and

technologies.

Thoughtful and mostly clear expression and communication of ideas relevant to the program

focus.

Well-considered use of the creative arts process in the development and presentation of polished


Productive individual and/or collaborative approaches to the creative arts process, with

some originality.

Generally integrated application, with some refinement, of practical skills, techniques, and

processes.

Well-considered identification, use, and acknowledgment of different sources.

Clear interpretation of the ideas of creative arts

practitioners.

Mostly well-planned and detailed investigation

into the nature and processes of working

productively in the creative arts.

Some depth of appraisal of creative arts products in terms of practitioners’ ideas,

processes, and decision-making.

Thoughtful reflection on personal creative arts ideas, opinions, and skills relevant to the

program focus.


core concepts specific to relevant creative arts discipline(s).

Generally appropriate understanding and use of

language specific to creative arts discipline(s).

Knowledge of key creative arts media,

materials, techniques, processes, and

technologies.

Generally considered and clear expression and

communication of ideas relevant to the program focus.

Competent use of the creative arts process in the

development and presentation of appropriate creative arts product(s).

Generally productive individual and/or

collaborative approaches to the creative arts process.

Competent application of key practical skills,

techniques, and processes.

Considered identification, use, and

acknowledgment of appropriate sources.

Generally clear interpretation of the ideas of

creative arts practitioners.

Competent investigation into the nature and processes of working productively in the

creative arts.

Competent appraisal of creative arts products in

terms of practitioners’ ideas, processes, and decision-making.

Considered reflection on personal creative arts

ideas, opinions, and skills relevant to the program focus.

D Some basic knowledge of selected core concepts.

Use of some terms that may be relevant to


Recognition of some aspects of creative arts

media, materials, techniques, processes, or

technologies.

Basic expression of an idea that may be relevant to the program focus.

Some use of the creative arts process in the

development and/or presentation of a basic creative arts product.

Some basic individual and/or collaborative


Some application of a practical skill, technique,

or process.

Identification and some use of sources that could inform the creative arts process.

Basic description of the ideas of a creative arts

practitioner.

Some basic investigation of the nature of, or

processes relevant to, working in the creative

arts.

Recognition and description of a practitioner’s idea, intention, process, or decision in creative

arts products.

Superficial consideration of personal creative arts ideas, opinions, and/or skills with some

relevance to the program focus.

E Some recognition of one or more selected core

concepts.

Limited use of terms that may be relevant to


Emerging awareness of creative arts media,

materials, techniques, processes, or

technologies.

Attempted expression of an idea that may be

relevant to the program focus.

Attempted use of the creative arts process in the

limited development or presentation of a creative arts product.

Attempted individual or collaborative


Attempted application of a practical skill,

technique, or process.

Identification and use of a source.

Attempted description of the ideas of a creative arts practitioner.

Identification of one or more processes relevant to working in the creative arts.

Some identification of a practitioner’s intention

or process in a creative arts product.

Attempted consideration of a personal creative

arts idea, opinion, or skill with limited relevance to the program focus.

16

Dance


Assessment Type Name of Assessment Type of Assessment Approximate Term and

Week

Technique (30%) Dance Technique Practical Task Term 1, Week 7

Composition (20%) Dance Journal Practical and Written Task Term 2, Week 6

Performance (30%) Solo Performance or Off Stage Role Practical or Presentation Task Term 2, Week 4

Written Response (20%) Written Report and Oral Presentation Written Report

Oral Presentation

Term 2, Week 5

Term 1, Week 6



Week

Technique (30%) Dance Technique Practical Task Term 3, Week 7

Composition (20%) Composition Task and Journal Practical and Written Task Term 3, Week 8

Performance (30%) Group Performance or Off Stage Role Practical or Presentation Task Term 4, Week 3

Written Response (20%) Written Report and Oral Presentation or Poster Oral Presentation / Poster

Research Task

Term 3, Week 9

Term 4, Week 4

17

Performance Standards for Stage 1 Dance

Knowledge and Understanding Practical Application Presentation and Communication Analysis and Reflection

A In-depth knowledge and understanding of dance technique and a broad range of compositional

devices used in dance creation and performance.

In-depth knowledge, understanding, and appreciation of the contribution that dance

makes to the life of a community or cultural

group.

Insightful recognition and understanding of the

aesthetic qualities within choreographed dance

works.

Perceptive and well-informed understanding of

the use of various forms of technology in dance

creation and production.

High-level application of technical skills, specific to a particular genre, demonstrated

consistently in the context of safe dance

practice.

Highly inventive ideas and improvisation

explored through a creative process.

A productive, demonstrated process of planning, selection, and thoughtful refinement in creating

and presenting dance compositions.

High level performance skills demonstrated in individual and collaborative situations in the

creation of dance performance.

Use of a wide range of appropriate performance or production skills to communicate

expressively to an audience.

Highly-developed use of language and terminology relevant to the dance context.

Communication, with a high degree of

understanding and clarity, in a variety of forms.

Perceptive analysis of dance works and practice in context.

Insightful reflection on the relationships that

interconnect in the process of staging dance.

Insightful and in-depth reflection on dance in

context.

B Detailed knowledge and understanding of dance

technique and a broad range of compositional devices used in dance creation and performance.

Some depth in knowledge, understanding, and

appreciation of the contribution that dance makes to the life of a community or cultural

group.

Well-considered recognition and understanding of the aesthetic qualities within choreographed

dance works.

Well-informed understanding of the use of

various forms of technology in dance creation

and production.

Capable application of technical skills, specific

to a particular genre, demonstrated in the context of safe dance practice.

Original ideas and improvisation explored

through a creative process.

A thorough demonstrated process of planning,

selection, and refinement in creating and

presenting dance compositions.

Capable performance skills demonstrated in

individual and collaborative situations in the


Use of a range of appropriate performance or

production skills to communicate expressively to an audience.

Skilled use of language and terminology

relevant to the dance context.

Communication, with well-informed

understanding and clarity, in a variety of forms.

Well-considered analysis of dance works and

practice in context.

Thoughtful reflection on the relationships that


Clarity and some depth in reflection on dance in context.


dance technique and key compositional devices used in dance creation and performance.

Considered knowledge, understanding, and

appreciation of the contribution that dance makes to the life of a community or cultural

group.

Considered recognition and understanding of the aesthetic qualities within choreographed dance

works.

Informed understanding of the use of various forms of technology in dance creation and

production.

Competent application of technical skills,

specific to a particular genre, demonstrated in the context of safe dance practice.

Ideas and improvisation that show some

originality explored through a mostly creative process.

A demonstrated process of planning and

selection that shows some refinement in creating and presenting dance compositions.

Competent performance skills demonstrated in

individual and collaborative situations in the creation of dance performance.

Use of appropriate performance or production

skills to communicate expressively to an audience.

Competent use of language and terminology


Mostly clear communication, with informed

understanding, in different forms.

Considered analysis of dance works and practice

in context.

Considered reflection on the relationships that


Clear reflection on dance in context.

D Identification of some dance technique and

compositional devices used in dance creation and performance.

Some recognition of the contribution that dance

makes to the life of a community or cultural group.

Some recognition of the aesthetic qualities

within choreographed dance works.

Some awareness of the use of various forms of

technology in dance creation and production.

Some application of basic technical skills,

specific to a particular genre, demonstrated with some awareness of safe dance practice.

Some basic ideas explored through a process

that includes elements of creativity and improvisation.

Some evidence of following a process of

planning and selection, with limited refinement in creating and presenting one or more dance

compositions.

Basic performance skills demonstrated in either individual or collaborative situations in the


Use of some basic performance or production

skills to communicate, with some level of expression, to an audience.

Some competent use of language and

terminology relevant to the dance context.

Some basic communication in one or more

forms.

Some description of dance works and practice in

context.

Some basic consideration, on occasions, of the

relationships that interconnect in the process of

staging dance.

Some consideration of aspects of dance in

context.

E Awareness of some basic dance technique and

compositional devices used in dance creation and performance.

Emerging recognition of the contribution that

dance makes to the life of a community or cultural group.

Emerging awareness of the aesthetic qualities

within choreographed dance works.

Emerging awareness of the use of various forms

of technology in dance creation and production.

One or more basic technical skills, specific to a

particular genre, demonstrated with limited awareness of safe dance practice.

Attempted exploration of an idea or

improvisation.

Limited evidence of planning, selection, and

awareness of the need for refinement in

attempting to create or present a dance composition.

One or more observations about a collaborative

process with limited performance skills in attempting the creation of dance performance.

Attempted use of basic performance or

production skills, with limited expression, to communicate to an audience.

Limited use of language and terminology


Limited communication in one or more forms.

Identification of one or more dance works and

practice in context.

Some recognition that relationships interconnect

in the process of staging dance.

Emerging awareness of aspects of dance in context.

18

Drama



and Week

Performance (60%) Presentation of Dramatic Work – Process Practical and Portfolio On Going

Presentation of Dramatic Work – Product Practical Task Term 2, Week 7

Folio (20%) Dramatic Theory Review Written Analysis Term 1, Week 7

Analytical Journal Written Analysis Term 2, Week 7

Investigation and Presentation

(20% Individual Oral Presentation Practical Task Term 2, Week 3



and Week

Performance (60%) Presentation of Dramatic Work – Process Practical and Portfolio On Going

Presentation of Dramatic Work – Product Practical Task Term 4, Week 3

Folio (20%) Dramatic Theory Review Written Analysis Term 4, Week 1

Analytical Journal Written Analysis Term 4, Week 3

Investigation and Presentation

(20% Individual Oral Presentation Practical Task Term 4, Week 2

19

Performance Standards for Stage 1 Drama

Knowledge and Understanding Application Analysis

A Broad and in-depth knowledge and understanding of practical skills and techniques relevant to specific practitioners’ on-stage

or off-stage roles.

Comprehensive knowledge and understanding of different dramatic roles, their interdependence, and their impact on an

audience.

In-depth understanding of the theories, skills, techniques, and technologies of drama.

Focused and highly skilled selection and application of methods, forms, and techniques related to on-stage roles and/or off-stage

roles.

Insightful experimentation with, and exploration of, appropriate creative methods and techniques to conceive, develop, create,

interpret, and express dramatic works.

Focused, productive, and sustained collaborative and independent work through a range of dramatic forms and processes as an on-

stage or off-stage practitioner.

Highly effective communication of dramatic ideas to an audience through a variety of forms and methods.

Perceptive investigation and analysis of the student’s own dramatic works and the dramatic work of others.

Thoughtful, productive, and sustained integration of skills,

techniques, knowledge, and understanding related to on-stage or off-stage roles.

Insightful analysis of, and reflective response to, dramatic works

and dramatic concepts.

Comprehensive analysis of the ideas, concepts, and intentions of

a dramatic practitioner or source.

B Thorough knowledge and understanding of practical skills and techniques relevant to specific practitioners’ on-stage or off-stage

roles.

Detailed knowledge and a mostly clear understanding of different dramatic roles, their interdependence, and their impact on an

audience.

Some depth of understanding of the theories, skills, techniques, and technologies of drama.

Skilled and well-informed selection and application of methods, forms, and techniques related to on-stage roles and/or off-stage

roles.

Thoughtful experimentation with, and exploration of, appropriate creative methods and techniques to conceive, develop, create,

interpret, and express dramatic works.

Mostly productive, collaborative, and independent work through a range of dramatic forms and processes as an on-stage or off-

stage practitioner.

Effective communication of dramatic ideas to an audience through a variety of forms and methods.

Well-informed investigation and analysis of the student’s own dramatic works and the dramatic work of others.

Mostly thoughtful and productive integration of skills,

techniques, knowledge, and understanding related to on-stage or off-stage roles.

Well-informed analysis of, and reflective response to, dramatic

works and dramatic concepts.

Thoughtful analysis of the ideas, concepts, and intentions of a

dramatic practitioner or source.

C Knowledge and generally clear understanding of the key practical

skills and techniques appropriate to specific practitioners’ on-

stage or off-stage roles.

Knowledge and generally clear understanding of different

dramatic roles, their interdependence, and their impact on an

audience.

Informed understanding of the most essential theories, skills,

techniques, and technologies of drama.

Informed selection and application of methods, forms, and

techniques related to on-stage roles and/or off-stage roles.

Experimentation with, and exploration of, the essential creative methods and techniques to conceive, develop, create, interpret,

and express dramatic works.

Competent collaborative and independent work through a range of dramatic forms and processes as an on-stage or off-stage

practitioner.

Communication of dramatic ideas to an audience through a variety of forms and methods.

Informed investigation and analysis of the student’s own

dramatic works and the dramatic work of others.

Integration of the essential skills, techniques, knowledge, and understanding related to on-stage or off-stage roles.

Informed analysis of, and reflective response to, dramatic works

and dramatic concepts.

Considered analysis of the ideas, concepts, and intentions of a

dramatic practitioner or source.

D Knowledge of some basic practical skills and techniques relevant

to specific practitioners’ on-stage or off-stage roles.

Some recognition and understanding of aspects of dramatic roles and their impact on an audience.

Some awareness or knowledge of aspects of theories, skills,

techniques, or technologies of drama.

Recall and partial application of aspects of methods, forms, or

techniques related to on-stage roles and/or off-stage roles.

Some basic experimentation with, or exploration of, aspects of methods or techniques to conceive, develop, create, interpret, or

express dramatic works.

Some basic collaborative and independent work as an on-stage or off-stage practitioner.

Some disjointed description of aspects of dramatic ideas to an

audience.

Some consideration of the student’s own dramatic works and the

dramatic work of others. Consideration tends towards description.

Partial integration of some basic skills, techniques, knowledge, and understanding related to on-stage or off-stage roles.

Description of, or descriptive response to, dramatic works and

dramatic concepts.

Description and some attempted analysis of the ideas, concepts,

and intentions of a dramatic practitioner or source.

E Limited knowledge of any practical skills or techniques related to

practitioners’ on-stage or off-stage roles.

Identification of one or more aspects of dramatic roles and their

impact on an audience.

Identification of aspects of theories, skills, techniques, or technologies of drama.

Attempted application of aspects of methods, forms, or

techniques that may be related to on-stage roles and/or off-stage roles.

Attempted exploration of one or more aspects of a method or

technique related to dramatic works.

Limited collaborative or independent work as an on-stage or off-

stage practitioner.

Attempted description of an aspect of one or more dramatic ideas

to an audience.

Brief or disjointed description of one or more dramatic works.

Attempted demonstration of one or more skills or techniques

related to an on-stage or off-stage role.

Limited description of, or descriptive response to, one or more

dramatic works or dramatic concepts.

Basic summary of one or more ideas or intentions of a dramatic

practitioner or source.

20

Economics



and Week

Folio (40%) Production Possibility Curve Task Written Task Term 1, Week 6

Market Analysis Task Written Task Term 2, Week 1


(30%) Topic Test Supervised Task Term 1, Week 9


Issues Study (30%) Group Multi-Media Oral Oral Presentation Term 2, Week 6



and Week

Folio (40%) Investment Multipliers, Credit Creation and the

Circular Flow Written Task Term 2, Week 10

Assessing, Explaining and Managing the

Macro-economy Oral Presentation Term 3, Week 7


(30%) Topic Test Supervised Task Term 3, Week 10


Issues Study (30%) Poverty and Inequality Written Task and Oral


21

Performance Standards for Stage 1 Economics

Knowledge and Understanding Analysis and Evaluation Communication

A Comprehensive knowledge, clear understanding, and focused application of economic concepts, principles, models, and skills.

Thorough and well-informed understanding of the effects of

economic interdependence on individuals, business, and government locally, nationally, and globally.

Comprehensive understanding that economic decisions involve

costs and benefits.

Astute and logical analysis and evaluation of complex economic issues and events (local, national, or global) using economic

models and the skills of economic inquiry.

Highly accurate communication of appropriate and specific economic concepts, principles, and models.

Consistent, clear, and appropriate use of a range of economic

terminology.

B Well-considered knowledge, and mostly clear understanding and

focused application, of economic concepts, principles, models, and skills.

Well-informed understanding of the effects of economic

interdependence on individuals, business, and government locally, nationally, and globally.

Well-informed understanding that economic decisions involve

costs and benefits.

Well-considered and logical analysis and evaluation of a variety

of economic events (local, national, or global) using economic models and the skills of economic inquiry.

Accurate communication of relevant economic concepts,

principles, and models.

Clear and appropriate use of economic terminology.

C Considered knowledge and understanding, and competent application, of the key economic concepts, principles, models,

and skills.

Informed understanding of the effects of economic interdependence on individuals, business, and government

locally, nationally, and globally.

Informed understanding that economic decisions involve costs

and benefits.

Considered analysis and evaluation of economic events (local, national, or global) using economic models and the skills of

economic inquiry.

Competent communication of some economic concepts, principles, and models.

Appropriate use of economic terminology.

D Superficial understanding and partial application of some basic

economic concepts, principles, models, and skills.

Some recognition that there are effects of economic interdependence on individuals, business, and government

locally, nationally, and globally.

Some awareness that economic decisions involve costs and benefits.

Some consideration and description of one or more economic

events (local, national, or global), with the use of some skills of

economic inquiry.

Communication of some basic economic concepts, principles,

and/or models.

Some appropriate use of economic terminology, with inconsistencies.

E Identification and attempted application of one or more basic economic concepts, principles, models, and skills.

Emerging recognition of the effects of economic interdependence

on individuals, business, and government locally, nationally, and globally.

Limited recognition that economic decisions involve costs and

benefits.

Emerging consideration of one or more economic events (local, national, or global), with limited use of few skills of economic

inquiry.

Limited communication of one or more basic economic concepts, principles, or models.

Attempted use of a few elements of economic terminology.

22

English Communications



and Week

Text Analysis (30%) Australian Poetry – Personal Response Written Task and Oral


Text Response Essay Written Task Term 2, Week 6

Text Production (40%) Exposition Written Task Term 2, Week 7

Poem – Imitative Composition Written Task Term 1, Week 7

Extended Study (30%) Extended Study Option – Language Study Essay Term 1, Week 9

Year 11 - Semester 2 – Yet to be submitted


and Week

Text Analysis (20%) Monsoon Wedding – Text Response Essay Essay Term 3, Week 8

Text Production (50%) Autobiographical Oral Oral Term 4, Week 1 / 2

Biographical Writing Written Task Term 4, Week 4

Extended Study (30%) Connected Texts Study Multimodal Term 3, Week 5

23

Performance Standards for Stage 1 English

Knowledge and Understanding Analysis Application Communication

A Detailed knowledge and understanding of the ideas, values, and beliefs in familiar and

unfamiliar texts.

Knowledge and understanding of the ways in which the creators and readers of familiar and

unfamiliar texts use a range of language

techniques and conventions to make meaning.

Comprehensive knowledge and understanding

of the ways in which familiar and unfamiliar

texts are composed for a range of purposes and audiences.

Analysis of complex connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar and unfamiliar

texts.

Perceptive analysis of a range of ways in which

authors use language techniques to influence

opinions and decisions in familiar and unfamiliar contexts.

Use of a range of sophisticated language skills to analyse and solve simple and complex

problems, and to demonstrate creativity.

Detailed and appropriate use of evidence from texts to support conclusions, with textual

references incorporated fluently in responses.

Location, recording, analysis, use, and synthesis of knowledge relevant to familiar and unfamiliar

contexts.

Fluent and precise writing and speaking.

Use of appropriate style and structure for a

range of mainly unfamiliar audiences and for

varied purposes.

B Knowledge and understanding of some ideas, values, and beliefs in familiar, and some

unfamiliar, texts.

Knowledge and understanding of the ways in which the creators and readers of mainly

familiar texts use some language techniques and

conventions to make meaning.

Knowledge and understanding of the ways in

which mainly familiar texts are composed for

some purposes and audiences.

Analysis of some complex connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar, and some

unfamiliar, texts.

Analysis of a range of ways in which authors

use language techniques to influence opinions

and decisions in familiar, and some unfamiliar, contexts.

Use of a range of language skills to solve simple and complex problems, and to demonstrate

creativity.

Use of evidence from texts to support conclusions, with textual references

incorporated in responses.

Location, recording, analysis, use, and occasional synthesis of knowledge relevant to

mostly familiar contexts.

Mostly fluent and precise writing and speaking.


range of mostly familiar audiences and

purposes.

C Knowledge and understanding of some simple ideas, values, or beliefs in familiar texts (e.g.

identifies relevant information from a range of

written texts).

Knowledge and understanding of a number of

ways in which the creators and readers of a

narrow range of familiar texts use some language techniques and conventions to make

meaning (e.g. reads a range of texts, noting key

differences of presentation and layout).


which familiar texts are composed for familiar

purposes and audiences (e.g. identifies purpose and audience of texts).

Analysis of simple connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar texts (e.g.

explicitly connects new ideas/information with own knowledge, using techniques such as

anecdotes and analogies).

Descriptive analysis of a number of ways in which authors use language techniques to

influence opinions and decisions in familiar

contexts (e.g. recognises that the author selects the structure of a text to serve a particular

purpose).

Use of language skills to solve routine problems in familiar contexts or to demonstrate creativity

(e.g. writes a short formal letter, outlining

instructions for a particular purpose such as closing a bank account).

Competent use of evidence from texts to support

conclusions (e.g. reads short, simple narrative of choice and discusses how text reflects author’s

opinion).

Location, recording, and occasional analysis and use of knowledge relevant to a familiar context

(e.g. reads and interprets diagrammatic/graphic

texts that are unambiguously presented).

Generally fluent and functional writing and speaking.

Use of an appropriate style and structure for

familiar audiences and purposes (e.g. produces a range of familiar text types, with appropriate

structures; uses vocabulary with increasing

precision to show how words carry particular shades of meaning).

D Identification of some simple ideas, values, or

beliefs in some familiar texts.

Knowledge and understanding of some of the ways in which the creators and readers of a

narrow range of familiar texts use language

techniques and conventions to make simple or factual meaning.

Knowledge of the ways in which familiar texts

are composed for personally relevant purposes and familiar audiences.

Reference to simple connections between

uncomplicated personal experiences, ideas,

values, and beliefs, and those explored in familiar texts.

Reference to some ways in which authors of

familiar texts use language techniques to influence opinions and decisions in familiar

contexts.

Use of a restricted range of language skills to

solve simple problems in familiar contexts or to

demonstrate some creativity.

Some use of evidence from familiar texts to

support conclusions.

Location, recording, and use of factual knowledge relevant to a familiar context.

A level of fluency in writing and speaking in

personally relevant situations.

Use of appropriate style and structure for a narrow range of familiar audiences and

purposes.

E Identification of a simple idea in a highly familiar text.

Knowledge and understanding of the way in which a creator or reader of a highly familiar

text uses a language technique or convention to

make factual meaning.

Knowledge of the ways in which highly familiar

texts are composed for personally relevant

purposes and highly familiar audiences.

Recognition of a simple connection between a straightforward personal experience, idea, value,

or belief, and that explored in a highly familiar text.

Reference to the way in which an author uses

language techniques to influence opinions and decisions in a highly familiar context.

Use of a restricted range of language skills to solve simple problems in highly familiar

contexts or to demonstrate creativity.

Some use of evidence from highly familiar texts

to support a simple conclusion.

Location, recording, or use of factual knowledge relevant to a highly familiar context.

Beginning of development of fluent writing and speaking in personally relevant situations.

Use of appropriate style and structure for a narrow range of highly familiar audiences and

purposes.

24

English Studies



and Week

Text Analysis (50%) Text Response – Hamlet Essay Term 1, Week 7

Text Response – Australian Poetry Essay Term 2, Week 5 / 6

Oral – Poetry Oral Presentation Term 2, Week 2

Text Production (25%) Composing an Advertisement Multimodal Term 1, Week 3

Extended Study (25%) Language Study Multimodal Term 1, Week 9



and Week

Text Analysis (40%) Text Response – One flew over the cuckoo’s

nest Analytical Essay Term 3, Week 6

Text Response – Paired Texts Essay Analytical Essay Term 3, Week 10

Text Production (30%) Narrative – Photographic Prompt Written Task Term 3, Week 4

Oral with ICT – Expository Multimodal Form Term 4, Week 1

Extended Study (30%) Connected Texts Study Essay Term 4, Week 3

25

Performance Standards for Stage 1 English

Knowledge and Understanding Analysis Application Communication

A Detailed knowledge and understanding of the ideas, values, and beliefs in familiar and

unfamiliar texts.

Knowledge and understanding of the ways in which the creators and readers of familiar and

unfamiliar texts use a range of language

techniques and conventions to make meaning.


of the ways in which familiar and unfamiliar

texts are composed for a range of purposes and audiences.

Analysis of complex connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar and unfamiliar

texts.

Perceptive analysis of a range of ways in which

authors use language techniques to influence

opinions and decisions in familiar and unfamiliar contexts.

Use of a range of sophisticated language skills to analyse and solve simple and complex

problems, and to demonstrate creativity.

Detailed and appropriate use of evidence from texts to support conclusions, with textual

references incorporated fluently in responses.

Location, recording, analysis, use, and synthesis of knowledge relevant to familiar and unfamiliar

contexts.

Fluent and precise writing and speaking.


range of mainly unfamiliar audiences and for

varied purposes.

B Knowledge and understanding of some ideas, values, and beliefs in familiar, and some

unfamiliar, texts.

Knowledge and understanding of the ways in which the creators and readers of mainly

familiar texts use some language techniques and

conventions to make meaning.


which mainly familiar texts are composed for

some purposes and audiences.

Analysis of some complex connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar, and some

unfamiliar, texts.

Analysis of a range of ways in which authors

use language techniques to influence opinions

and decisions in familiar, and some unfamiliar, contexts.

Use of a range of language skills to solve simple and complex problems, and to demonstrate

creativity.

Use of evidence from texts to support conclusions, with textual references

incorporated in responses.

Location, recording, analysis, use, and occasional synthesis of knowledge relevant to

mostly familiar contexts.

Mostly fluent and precise writing and speaking.


range of mostly familiar audiences and

purposes.

C Knowledge and understanding of some simple ideas, values, or beliefs in familiar texts (e.g.

identifies relevant information from a range of

written texts).

Knowledge and understanding of a number of

ways in which the creators and readers of a

narrow range of familiar texts use some language techniques and conventions to make

meaning (e.g. reads a range of texts, noting key

differences of presentation and layout).


which familiar texts are composed for familiar

purposes and audiences (e.g. identifies purpose and audience of texts).

Analysis of simple connections between personal experiences, ideas, values, and beliefs,

and those explored in familiar texts (e.g.

explicitly connects new ideas/information with own knowledge, using techniques such as

anecdotes and analogies).

Descriptive analysis of a number of ways in which authors use language techniques to

influence opinions and decisions in familiar

contexts (e.g. recognises that the author selects the structure of a text to serve a particular

purpose).

Use of language skills to solve routine problems in familiar contexts or to demonstrate creativity

(e.g. writes a short formal letter, outlining

instructions for a particular purpose such as closing a bank account).

Competent use of evidence from texts to support

conclusions (e.g. reads short, simple narrative of choice and discusses how text reflects author’s

opinion).

Location, recording, and occasional analysis and use of knowledge relevant to a familiar context

(e.g. reads and interprets diagrammatic/graphic

texts that are unambiguously presented).

Generally fluent and functional writing and speaking.

Use of an appropriate style and structure for

familiar audiences and purposes (e.g. produces a range of familiar text types, with appropriate

structures; uses vocabulary with increasing

precision to show how words carry particular shades of meaning).

D Identification of some simple ideas, values, or

beliefs in some familiar texts.

Knowledge and understanding of some of the ways in which the creators and readers of a

narrow range of familiar texts use language

techniques and conventions to make simple or factual meaning.

Knowledge of the ways in which familiar texts

are composed for personally relevant purposes and familiar audiences.

Reference to simple connections between

uncomplicated personal experiences, ideas,

values, and beliefs, and those explored in familiar texts.

Reference to some ways in which authors of

familiar texts use language techniques to influence opinions and decisions in familiar

contexts.

Use of a restricted range of language skills to

solve simple problems in familiar contexts or to

demonstrate some creativity.

Some use of evidence from familiar texts to

support conclusions.

Location, recording, and use of factual knowledge relevant to a familiar context.

A level of fluency in writing and speaking in

personally relevant situations.

Use of appropriate style and structure for a narrow range of familiar audiences and

purposes.

E Identification of a simple idea in a highly familiar text.

Knowledge and understanding of the way in which a creator or reader of a highly familiar

text uses a language technique or convention to

make factual meaning.

Knowledge of the ways in which highly familiar

texts are composed for personally relevant

purposes and highly familiar audiences.

Recognition of a simple connection between a straightforward personal experience, idea, value,

or belief, and that explored in a highly familiar text.

Reference to the way in which an author uses

language techniques to influence opinions and decisions in a highly familiar context.

Use of a restricted range of language skills to solve simple problems in highly familiar

contexts or to demonstrate creativity.

Some use of evidence from highly familiar texts

to support a simple conclusion.

Location, recording, or use of factual knowledge relevant to a highly familiar context.

Beginning of development of fluent writing and speaking in personally relevant situations.

Use of appropriate style and structure for a narrow range of highly familiar audiences and

purposes.

26

French



and Week

Interaction (20%) Conversation With Teacher Oral Term 2, Week 4

Text Production (20%) Response to an email Written Task Term 1, Week 7

Text Analysis (20%) Reading and Responding Written Task Term 1, Week 4

Investigation (40%) Study of a Prominent French Person Oral Presentation Term 2, Week 6

Written Reflection Written Task Term 2, Week 6



and Week

Interaction (20%) Conversation With Classmate Oral Term 4, Week 2

Text Production (20%) Journal on Film Written Task Term 3, Week 4

Text Analysis (20%) Listening and Responding Written Task Term 3, Week 7

Investigation (40%) Study of Historical Event Oral Presentation Term 4, Week 5

Written Reflection Written Task Term 4, Week 5

Performance Standards for Stage 1 Locally Assessed Languages at Continuers Level

Ideas Expression Interpretation and Reflection

A Relevance

Responses are consistently relevant to context,

purpose, audience, and topic.

Responses consistently convey the appropriate detail, ideas, information, and opinions.

Responses successfully create the desired

impact and interest, and engage the audience.

Depth of Treatment of Ideas, Information, or

Opinions

Depth and breadth in the treatment of ideas, information, or opinions on familiar topics.

Effective elaboration of ideas and support of

opinions.

Comprehensive evidence of planning and

preparation.

Capacity to Convey Information Accurately and Appropriately

Familiar vocabulary and sentence structures are

used with a high degree of accuracy in familiar contexts.

Some errors when trying to use more complex

structures, but errors do not usually impede meaning.

Effective use of a range of cohesive devices to

connect ideas.

Expression consistently appropriate to the

cultural and social context.

Fluent expression and effective use of intonation and stress, with mostly accurate pronunciation.

Coherence in Structure and Sequence

Information and ideas are organised logically

and coherently.

Conventions of the text type are observed.

Capacity to Interact and Maintain a Conversation

Interaction is sustained on familiar topics with

minimal input from the interlocutor. Interest and enthusiasm for the topic of conversation are

conveyed highly effectively.

Use of a number of communication strategies to maintain interaction (e.g. using new vocabulary

encountered during interaction, asking for

repetition, affirming, self-correcting).

Responses to open-ended questions on familiar

topics are quick, confident, and fluent. There

may be some hesitation when dealing with unfamiliar topics.

Interpretation of Meaning in Texts

Thoughtful interpretation of texts containing

familiar and unfamiliar language and content on

a range of familiar topics.

Conclusions are drawn about purpose, audience,

message (argument) of the text, and justified

with evidence from the text.

Concepts, perspectives, and ideas represented in

texts are identified and explained with clarity

and insight.

Analysis of the Language in Texts

The functions of particular linguistic and

cultural features in the text are explained clearly.

Ways in which stylistic features used for effect

in the text (e.g. register, tone, textual features/organisation) are explained clearly.

Reflection

In-depth reflection on how cultures, values, beliefs, practices, and ideas are represented or

expressed in texts.

Insightful reflection on own values, beliefs, ideas, and practices in relation to those

represented in texts.

Thoughtful reflection on own learning.

B Relevance

Responses are mostly relevant to context, purpose, audience, and topic.

Responses mostly convey the appropriate detail, ideas, information, and opinions.

Responses generally create the desired impact and interest, and engage the audience.

Depth of Treatment of Ideas, Information, or Opinions

Breadth and some depth in the treatment of ideas, information, or opinions on familiar topics.

Generally effective elaboration of ideas, and some support of opinions.

Sound planning and preparation.


Familiar vocabulary and sentence structures are used with a sound degree of accuracy in familiar contexts.

Errors made when more complex structures are attempted may sometimes impede meaning.

Use of simple cohesive devices to link ideas.

Expression mostly appropriate to the cultural and social context.

Some degree of fluency. Responses are hesitant when dealing with unfamiliar contexts. Reasonably accurate pronunciation and intonation.


Mostly coherent organisation of information and ideas.

Most conventions of the text type are observed.


Use of well-rehearsed language to maintain an interaction on familiar topics. Some reliance on input from the interlocutor to maintain interaction. Interest in the topic is conveyed effectively.

Use of a number of communication strategies to maintain interaction (e.g. responding to correction by the interlocutor, using prepared phrases to indicate lack of comprehension and ask for support).

Some fluency in responding to questions on familiar topics. Occasional silences because of lack of comprehension and time required to process more complex language.


Key ideas represented in texts containing familiar language and familiar content are identified and explained.

Some conclusions are drawn about purpose, audience, message (argument) of the text, and supported with some relevant examples from the text.

Concepts, perspectives, and ideas represented in texts are generally identified and explained with some clarity.


The functions of particular linguistic features in the text are identified and described. Cultural features in texts are recognised and described (e.g. idiom, rhetoric, expressions).

Stylistic features in the text are identified (e.g. register, tone, textual features/organisation).

Reflection

Some depth in reflection on how cultures, values, beliefs, practices, and ideas are represented or expressed in texts.

Some depth in reflection on own values, beliefs, ideas, and practices in relation to those represented in texts.

Some depth in reflection on own learning.

27


C Relevance

Responses are generally relevant to the topic and purpose, with some relevance to context and audience.

Responses generally convey simple ideas and opinions, with generally appropriate information.

Responses generally create some interest and partly engage the audience.


Some variety in the treatment of information and simple ideas or opinions on familiar topics.

Short, simple sentences usually containing one idea are used with some effectiveness to convey meaning and support an opinion.

Competent planning and preparation.


Use of familiar vocabulary and sentence structures and well-rehearsed language to convey meaning. Structure often based on word order derived from English when attempts are made to elaborate.

Accuracy tends to be variable with some quite basic errors. Generally accurate when using formulaic expressions and rehearsed patterns.

Often relies on one or two cohesive devices to link ideas.

Expression generally appropriate to the cultural and social context.

Some hesitancy in responding. Pronunciation and information are understandable.


Generally coherent organisation of information and ideas.

Some of the conventions of the text type are observed (e.g. can use rehearsed salutations).


Use of well-rehearsed language to maintain an interaction by responding to simple questions on familiar topics. Reliance on the interlocutor to take the lead and maintain interaction. Some interest in the topic is conveyed.

Often relies on the interlocutor’s sentence patterns to respond. Partial understanding of questions may lead to a response that is not relevant.

Responses may be hesitant and fluency is often confined to pre-learnt material.


Identifies and explains some relevant information from texts on familiar topics containing predictable and familiar language structures.

Competent understanding of context, purpose, and audience, supported with isolated examples from the text.

Main concepts, ideas, and one or more perspectives in texts are identified, with some explanation.


Particular linguistic and cultural features of the text are identified.

Particular stylistic features are identified.

Reflection

Some reflection on, with mostly description of, cultures, values, beliefs, practices, and ideas represented or expressed in texts.

Some reflection on own values, beliefs, ideas, and practices in relation to those represented in texts.

Some reflection on learning experiences.

D Relevance

Responses partially relevant to the topic and purpose.

Responses convey some basic information that may be appropriate.

Responses include one or more elements of interest that may engage the audience.


Some basic treatment of information or ideas relating to simple aspects of familiar topics.

Short and generally incomplete sentences are used with partial effectiveness to convey an idea or opinion.

Some planning and preparation.


Reliance on learnt structures and formulaic expressions to convey meaning. Learnt vocabulary and structures are recombined to create simple sentences on very familiar topics.

The language produced contains frequent errors and only partially communicates what is intended. Responses may resemble literal translations from first language.

A cohesive device may be used with some effectiveness.

Expression occasionally appropriate to the cultural and social context.

Frequent hesitancy in responding. Pronunciation may impede meaning.


Responses tend to be a series of loosely connected sentences.

Inconsistent use of limited conventions of the text type.


Routine courtesy phrases and basic structures are used to respond to simple questions on familiar topics. Interaction is maintained by input from the interlocutor. Some interest in the topic may be conveyed.

Utterances rarely consist of more than two or three words and there are frequent pauses, repetition, and inaccuracies.

Repetition, rephrasing of questions, and a slowed rate of speech are required for comprehension.


Keywords and some supporting detail are identified in texts dealing with familiar situations.

Some basic understanding of context, purpose, and/or audience.

Identification of one or more concepts or ideas, with specific information in texts transcribed rather than interpreted.


One or more basic linguistic and/or cultural features of the text are identified.

One or more stylistic features are identified.

Reflection

One or more familiar aspects of cultures, values, beliefs, practices, or ideas represented or expressed in texts are identified.

One or more of the student’s own values, beliefs, practices, or ideas in relation to those represented in texts are described.

Learning experiences are recounted.

E Relevance

Responses have limited relevance to the topic and purpose.

Responses attempt to convey some basic information with limited appropriateness.

Responses attempt to include an element of interest.


Attempted treatment of simple information relating to one or more aspects of familiar topics.

Responses are brief and often rely on a keyword to attempt to convey basic meaning.

Attempted planning or preparation.


Limited range of vocabulary and sentence structures, with use of single words and set formulaic expressions to convey basic information relating to familiar topics.

High incidence of basic errors that impede meaning, with evidence of the influence of syntax of English and/or other languages.

Attempted use of a cohesive device, with limited effectiveness.

Relies heavily on the dictionary. Incorrect or inappropriate selection of words impedes meaning.

Limited appropriateness of expression.

Always or mostly hesitant in responding. Pronunciation may still be strongly influenced by first or different language and impedes meaning.


Responses are disjointed.

Attempted use of one or more conventions of the text type.


Relies on interlocutor to assist with communication breakdowns to complete sentences or to interpret intended meanings.

Mostly single words are used to respond. Frequent misunderstandings of simple questions.

Frequent long pauses to process questions.


Isolated items of information are identified in short texts on familiar topics containing simple language.

Identification of a context, purpose, or audience.

Understanding of information is limited to occasional isolated words (e.g. borrowed words, high-frequency social conventions).


Attempted identification of a basic linguistic feature of the text.

Attempted identification of a stylistic feature.

Reflection

One or more formulaic cultural expressions are identified.

One or more of the student’s own values, beliefs, practices, or ideas are identified.

Learning experiences are listed.

28

Geography



and Week


(40%) Skills Folio Various Class Items On Going

Biophysical Examination Examination Term 1, Week 9

Inquiry (20%) Mapping project that will use GIS software Written and Oral Report Term 2, Week 2

Fieldwork (20%) Globalisation in the Supermarket Negotiated Report Term 2, Week 4

Investigation (20%) Contemporary Geographical Issue Negotiated Report Term 2, Week 6


Assessment Type Name of Assessment Type of Assessment Approximate

Submission Week


(40%) Skills Folio Various Class Items On Going

Written Analysis of development indicators Supervised Task Term 3, Week 4

Inquiry (20%) Mapping project that will use GIS software Written and Oral Report Term 3, Week 7

Fieldwork (20%) Water Sustainability in Alice Springs Negotiated Report Term 4, Week 4

Investigation (20%) Contemporary Geographical Issue Negotiated Report Term 4, Week 2

29

Performance Standards for Stage 1 Geography

Knowledge and Understanding Application Analysis Reflection

A Comprehensive knowledge and understanding of geographical concepts.


of the economic, social, natural, and built characteristics of the place(s) in which the

student lives and other places with which the

student is linked.

Constructive and well-considered application of a variety of geographical and inquiry skills,

including the use of spatial technologies, to

identify and examine geographical features and issues.

In-depth investigation of spatial patterns and

processes that operate in physical and human environments.

Clear and coherent communication of relevant

geographical information using highly appropriate forms, terminology, and

acknowledgment of sources.

Astute and well-informed analysis of the interactions between, and interdependence of,

people and environments at local, national,

and/or global levels.

Comprehensive analysis of information to

determine a variety of outcomes and make

justifiable recommendations for improved human and physical environments.

Insightful reflection on different social justice, sustainability, and/or economic viewpoints with

respect to identified geographical issues.

B Well-considered knowledge and informed

understanding of geographical concepts.

Well-considered knowledge and informed understanding of the economic, social, natural,

and built characteristics of the place(s) in which

the student lives and other places with which the student is linked.

Well-considered application of different

geographical and inquiry skills, including the

use of spatial technologies, to identify and examine geographical features and issues.

Some depth in investigation of spatial patterns

and processes that operate in physical and human environments.

Clear communication of relevant geographical

information using appropriate forms, terminology, and acknowledgment of sources.

Well-informed analysis of the interactions

between, and interdependence of, people and

environments at local, national, and/or global levels.

Detailed and well-considered analysis of

information to determine different outcomes and make justifiable recommendations for human

and physical environments.

Well-considered reflection on different social

justice, sustainability, and/or economic

viewpoints with respect to identified geographical issues.

C Considered knowledge and informed

understanding of geographical concepts.

Considered knowledge and informed understanding of the economic, social, natural,

and built characteristics of the place(s) in which

the student lives and other places with which the student is linked.

Competent application of different geographical

and inquiry skills, including the use of spatial

technologies, to identify and examine geographical features and issues.

Considered investigation of spatial patterns and

processes that operate in physical and human environments.

Competent communication of relevant

geographical information using mostly appropriate forms, terminology, and


Informed analysis of the interactions between,

and interdependence of, people and

environments at local, national, and/or global levels.

Considered analysis of information to determine

different outcomes and make recommendations for human and physical environments.

Considered reflection on different social justice,

sustainability, and/or economic viewpoints with


D Recognition and basic understanding of some

geographical concepts.

Basic awareness and some understanding of

aspects of the economic, social, natural, and

built characteristics of the place(s) in which the student lives and other places with which the

student is linked.

Some basic application of a few different

geographical and inquiry skills, which may include the use of spatial technologies.

Some endeavour to investigate one or more

spatial patterns and processes that operate in physical and human environments.

Basic communication of some relevant

geographical information using one or more forms and some terminology that may be

appropriate, and with limited acknowledgment

of sources.

Basic consideration and description of the

interactions between, and interdependence of, people and environments at local, national, or

global levels.

Superficial consideration of information to describe possible outcomes and

recommendations for human and physical

environments.

Superficial reflection that tends towards

description of different social justice, sustainability, or economic viewpoints with


E Identification of one or more geographical

concepts.

Emerging awareness of aspects of the economic,

social, natural, and built characteristics of the place(s) in which the student lives and/or other

places with which the student is linked.

Limited application of geographical or inquiry

skills.

Attempted investigation of a spatial pattern or

process that operates in physical and human environments.

Attempted communication of geographical

information, with limited relevance, appropriateness of form or terminology, or


Brief or attempted description of the interactions

between, or interdependence of, people and environments at local, national, or global levels.

Description of information that may be linked to an outcome or recommendation for human and

physical environments.

Brief description of a social justice,

sustainability, or economic viewpoint with respect to identified geographical issues.

30

History



and Week

Folio (40%) Collaborative Multimedia Presentation Oral Presentation Term 2, Week 5


Sources Analysis (30%) Gobekli Tepe Supervised Task Term 1, Week 4

Fall of Ancient Civilisations Supervised Task Term 2, Week 9

Investigation (30%) The Origins of Man Essay Term 1, Week 9



and Week

Folio (40%) Collaborative Multi Media Presentation Oral Presentation Term 4, Week 4


Sources Analysis (30%) Individual Study Supervised Task Term 3, Week 9

Political Debate – Genocide Supervised Task Term 2, Week 10

Investigation (30%) Genocide Essay Term 3, Week 6

31

Performance Standards for Stage 1 History

Knowledge and Understanding Inquiry and Analysis Reflection Communication

A Comprehensive and relevant explanation of how particular societies in selected periods and

places have been shaped by both internal and

external forces.

Insightful and well-informed identification and

explanation of historical concepts.

Perceptive application of hypotheses and/or focusing questions to guide historical inquiry.

Comprehensive and astute analysis and

evaluation of sources.

Well-informed and insightful understanding and appreciation of the role of particular individuals

and groups in history.

Well-structured and coherent communication of well-informed and relevant arguments.

Consistent, clear, and appropriate use of subject-

specific language and conventions.

B Well-considered and relevant explanation of

how particular societies in selected periods and

places have been shaped by both internal and external forces.

Well-informed identification and explanation of

historical concepts.

Well-considered application of hypotheses

and/or focusing questions to guide historical

inquiry.

Well-considered analysis and evaluation of

sources.

Well-informed understanding and appreciation

of the role of particular individuals and groups

in history, with some insight.

Structured and mostly coherent communication

of informed and relevant arguments.

Clear and appropriate use of subject-specific language and conventions.

C Considered and relevant explanation of how particular societies in selected periods and

places have been shaped by both internal and

external forces.

Informed identification and explanation of


Competent application of hypotheses and/or focusing questions to guide historical inquiry.

Considered analysis and evaluation of sources.

Informed understanding and appreciation of the role of particular individuals and groups in

history.

Generally coherent communication of informed and relevant arguments.

Mostly appropriate use of subject-specific

language and conventions.

D Recognition and basic understanding of some

aspects of how particular societies have been

shaped by both internal and external forces.

Basic awareness and some description of


Partial application of a hypothesis and/or

focusing question to guide historical inquiry.

Superficial analysis of sources, tending towards description.

Some awareness and recognition of the role of

particular individuals and groups in history.

Basic communication of aspects of an argument.

Some appropriate use of subject-specific

language and conventions, with inaccuracies.

E Limited awareness of how particular societies

have been shaped by internal and external forces.

Some descriptions of historical information.

Attempted application of a focusing question to

guide historical inquiry.

Description of one or more sources.

Emerging awareness of the role of one or more

individuals or groups in history.

Attempted communication of one or more

aspects of an argument.

Limited use of any appropriate subject-specific

language and conventions.

32

Information Technology



and Week

Folio (20%) Journal Responses Written Report or Oral



(40%) Multimedia Programming Practical Task Term 2, Week 4

Application Programming Practical Task Term 1, Week 7

Project (40%) Application Programming Written and Supervised Task Term 1, Week 9



and Week

Folio (40%) Journal Responses Written Report or Oral




(20%) Relational Databases – Part A Practical Task Term 3, Week 8

Relational Databases – Part B Practical Task Term 3, Week 8

Project (40%) Relational Databases Report Written Report Term 3, Week 10

33

Performance Standards for Stage 1 Information Technology

Knowledge and Understanding Analysis and Evaluation Development and Validation

A Highly effective use of appropriate communication methods and tools to explain concepts.

Comprehensive explanation of the representation and transfer of

data in a computer-based system in a given context.

Insightful knowledge of ethical issues and social impacts arising

from current and new technologies and systems.

Comprehensive understanding of design principles, techniques, and tools.

Comprehensive knowledge of recommended practices and

techniques.

Comprehensive analysis of a current or proposed system to identify appropriate data and processing needed to produce

information.

Comprehensive evaluation of the effectiveness and efficiency of a proposed or developed solution to a problem arising in a

system.

Constructive and sustained discussion of the responsibilities of a user or developer in a given context.

Insightful and focused analysis and discussion of the impact of

current and potential computer-based systems and technologies on individuals, organisations, and communities.

Accurate proposal of an efficient and effective design to address a problem arising in a system.

Consistently logical use of recommended practices and

techniques, knowledge, and skills, including the systems development life cycle, to achieve a user-friendly outcome or

solve a problem.

Highly skilled development of an efficient and effective user-friendly system or outcome.

Highly skilled development of a well-considered validation plan

and evidence of accurate validation of the elements of a system.

B Effective use of appropriate communication methods and tools to explain concepts.

Well-considered explanation of the representation and transfer of

data in a computer-based system in a given context.

Well-considered knowledge of ethical issues and social impacts

arising from current and new technologies and systems.

Well-considered understanding of design principles, techniques, and tools.

Well-considered knowledge of recommended practices and

techniques.

Thoughtful analysis of a current or proposed system to identify appropriate data and processing needed to produce information.

Convincing evaluation of the effectiveness and efficiency of a

proposed or developed solution to a problem arising in a system.

Thoughtful discussion of the responsibilities of a user or

developer in a given context.

Focused analysis and discussion of the impact of current and potential computer-based systems and technologies on

individuals, organisations, and communities.

Well-considered proposal of an efficient and effective design to address a problem arising in a system.

Mostly logical use of recommended practices and techniques,

knowledge, and skills, including the systems development life cycle, to achieve a user-friendly outcome or solve a problem.

Skilled development of an efficient and effective user-friendly

system or outcome.

Skilled development of a considered validation plan and evidence

of validation of the elements of a system.

C Competent use of appropriate communication methods and tools to explain concepts.

Considered explanation of the representation and transfer of data

in a computer-based system in a given context.

Considered knowledge of ethical issues and social impacts

arising from current and new technologies and systems.

Considered understanding of design principles, techniques, and tools.

Considered knowledge of recommended practices and

techniques.

Competent analysis of a current or proposed system to identify appropriate data and processing needed to produce information.

Considered evaluation of the effectiveness and efficiency of a

proposed or developed solution to a problem arising in a system.

Informed discussion of the responsibilities of a user or developer

in a given context.

Competent analysis and discussion of the impact of current and potential computer-based systems and technologies on

individuals, organisations, and communities.

Considered proposal of a generally efficient and effective design to address a problem arising in a system.

Considered use of recommended practices and techniques,

knowledge, and skills, including the systems development life cycle, to achieve an outcome or solve a problem.

Competent development of an effective and user-friendly system

or outcome.

Competent development of a generally accurate validation plan

and evidence of validation of the elements of the solution.

D Basic use of communication methods and tools to explain some concepts.

Superficial explanation of the representation and transfer of data

in a computer-based system in a given context.

Recognition and some knowledge of aspects of ethical issues and

social impacts arising from current and new technologies and

systems.

Attempted understanding of design principles, techniques, and

tools.

Basic knowledge of some recommended practices and techniques.

Partial analysis, tending towards description, of a current or proposed system to identify some appropriate data and processing

needed to produce information.

Some consideration and description of the effectiveness and/or efficiency of a proposed or developed solution to a problem

arising in a system.

Superficial discussion of some of the responsibilities of a user or developer in a given context.

Some basic discussion of the impact of aspects of current and

potential computer-based systems and technologies on individuals, organisations, or communities.

Partial proposal of a basic design to address a problem arising in a system.

Attempted use of basic recommended practices or techniques,

knowledge, and skills to achieve an outcome.

Partial development of a basic system or outcome.

Partial development of a validation plan and attempt to provide

evidence of validation.

E Limited use of communication methods or tools to explain any concepts.

Limited recognition of the representation and transfer of data in a

computer-based system in a given context.

Limited recognition and emerging knowledge of aspects of

ethical issues and social impacts arising from current and new technologies and systems.

Emerging understanding of aspects of design principles,

techniques, or tools.

Limited knowledge of recommended practices and techniques.

Limited description of a current or proposed system to identify some appropriate data and processing needed to produce

information.

Attempted description of the effectiveness or efficiency of a proposed or developed solution to a problem arising in a system.

Limited discussion of some of the responsibilities of a user or developer in a given context.

Emerging recognition of the impact of aspects of current or

potential computer-based systems or technologies, on individuals, organisations, or communities.

Limited proposal of a basic design that may be related to a problem arising in a system.

Attempted use of aspects of practices or techniques, knowledge,

and skills to achieve an outcome.

Limited development of any elements of a basic system or

outcome.

Emerging awareness of the need to plan to validate a system.

34

Japanese



and Week

Interaction (20%) Conversation Oral Term 2, Week 1

Text Production (20%) Response to a Letter Written Response Term 1, Week 5

Text Analysis (20%) Listening, Reading and Responding Supervised Task Term 2, Week 2

Investigation (40%) Written Response in Japanese Written Task Term 2, Week 1

Reflection in English Oral and Written Report Term 1, Week 7

Year 11 - Semester 2 – Yet to be submitted


Week

Interaction (20%) Interview Oral Term 3, Week 2

Text Production (20%) Story Written Task Term 2, Week 10

Text Analysis (20%) Listening, Reading and Responding Supervised Task Term 4, Week 4

Investigation (40%) Written Response in Japanese Written Task Term 3, Week 6

Reflection in English Oral and Written Task Term 3, Week 8

Performance Standards for Stage 1 Locally Assessed Languages at Continuers Level


A Relevance

Responses are consistently relevant to context,

purpose, audience, and topic.

Responses consistently convey the appropriate detail, ideas, information, and opinions.

Responses successfully create the desired

impact and interest, and engage the audience.

Depth of Treatment of Ideas, Information, or

Opinions

Depth and breadth in the treatment of ideas, information, or opinions on familiar topics.

Effective elaboration of ideas and support of opinions.

Comprehensive evidence of planning and

preparation.


Familiar vocabulary and sentence structures are

used with a high degree of accuracy in familiar contexts.

Some errors when trying to use more complex

structures, but errors do not usually impede meaning.

Effective use of a range of cohesive devices to

connect ideas.

Expression consistently appropriate to the

cultural and social context.

Fluent expression and effective use of intonation

and stress, with mostly accurate pronunciation.


Information and ideas are organised logically

and coherently.

Conventions of the text type are observed.


Interaction is sustained on familiar topics with

minimal input from the interlocutor. Interest and enthusiasm for the topic of conversation are

conveyed highly effectively.

Use of a number of communication strategies to maintain interaction (e.g. using new vocabulary

encountered during interaction, asking for

repetition, affirming, self-correcting).

Responses to open-ended questions on familiar

topics are quick, confident, and fluent. There may be some hesitation when dealing with

unfamiliar topics.


Thoughtful interpretation of texts containing

familiar and unfamiliar language and content on

a range of familiar topics.

Conclusions are drawn about purpose, audience,

message (argument) of the text, and justified

with evidence from the text.

Concepts, perspectives, and ideas represented in

texts are identified and explained with clarity

and insight.


The functions of particular linguistic and cultural features in the text are explained clearly.

Ways in which stylistic features used for effect

in the text (e.g. register, tone, textual features/organisation) are explained clearly.

Reflection

In-depth reflection on how cultures, values, beliefs, practices, and ideas are represented or

expressed in texts.

Insightful reflection on own values, beliefs, ideas, and practices in relation to those

represented in texts.

Thoughtful reflection on own learning.

B Relevance

Responses are mostly relevant to context, purpose, audience, and topic.

Responses mostly convey the appropriate detail, ideas, information, and opinions.

Responses generally create the desired impact and interest, and engage the audience.


Breadth and some depth in the treatment of ideas, information, or opinions on familiar topics.

Generally effective elaboration of ideas, and some support of opinions.

Sound planning and preparation.


Familiar vocabulary and sentence structures are used with a sound degree of accuracy in familiar contexts.

Errors made when more complex structures are attempted may sometimes impede meaning.

Use of simple cohesive devices to link ideas.

Expression mostly appropriate to the cultural and social context.

Some degree of fluency. Responses are hesitant when dealing with unfamiliar contexts. Reasonably accurate pronunciation and intonation.


Mostly coherent organisation of information and ideas.

Most conventions of the text type are observed.


Use of well-rehearsed language to maintain an interaction on familiar topics. Some reliance on input from the interlocutor to maintain interaction. Interest in the topic is conveyed effectively.

Use of a number of communication strategies to maintain interaction (e.g. responding to correction by the interlocutor, using prepared phrases to indicate lack of comprehension and ask for support).

Some fluency in responding to questions on familiar topics. Occasional silences because of lack of comprehension and time required to process more complex language.


Key ideas represented in texts containing familiar language and familiar content are identified and explained.

Some conclusions are drawn about purpose, audience, message (argument) of the text, and supported with some relevant examples from the text.

Concepts, perspectives, and ideas represented in texts are generally identified and explained with some clarity.


The functions of particular linguistic features in the text are identified and described. Cultural features in texts are recognised and described (e.g. idiom, rhetoric, expressions).

Stylistic features in the text are identified (e.g. register, tone, textual features/organisation).

Reflection

Some depth in reflection on how cultures, values, beliefs, practices, and ideas are represented or expressed in texts.

Some depth in reflection on own values, beliefs, ideas, and practices in relation to those represented in texts.

Some depth in reflection on own learning.

35


C Relevance

Responses are generally relevant to the topic and purpose, with some relevance to context and audience.

Responses generally convey simple ideas and opinions, with generally appropriate information.

Responses generally create some interest and partly engage the audience.


Some variety in the treatment of information and simple ideas or opinions on familiar topics.

Short, simple sentences usually containing one idea are used with some effectiveness to convey meaning and support an opinion.

Competent planning and preparation.


Use of familiar vocabulary and sentence structures and well-rehearsed language to convey meaning. Structure often based on word order derived from English when attempts are made to elaborate.

Accuracy tends to be variable with some quite basic errors. Generally accurate when using formulaic expressions and rehearsed patterns.

Often relies on one or two cohesive devices to link ideas.

Expression generally appropriate to the cultural and social context.

Some hesitancy in responding. Pronunciation and information are understandable.


Generally coherent organisation of information and ideas.

Some of the conventions of the text type are observed (e.g. can use rehearsed salutations).


Use of well-rehearsed language to maintain an interaction by responding to simple questions on familiar topics. Reliance on the interlocutor to take the lead and maintain interaction. Some interest in the topic is conveyed.

Often relies on the interlocutor’s sentence patterns to respond. Partial understanding of questions may lead to a response that is not relevant.

Responses may be hesitant and fluency is often confined to pre-learnt material.


Identifies and explains some relevant information from texts on familiar topics containing predictable and familiar language structures.

Competent understanding of context, purpose, and audience, supported with isolated examples from the text.

Main concepts, ideas, and one or more perspectives in texts are identified, with some explanation.


Particular linguistic and cultural features of the text are identified.

Particular stylistic features are identified.

Reflection

Some reflection on, with mostly description of, cultures, values, beliefs, practices, and ideas represented or expressed in texts.

Some reflection on own values, beliefs, ideas, and practices in relation to those represented in texts.

Some reflection on learning experiences.

D Relevance

Responses partially relevant to the topic and purpose.

Responses convey some basic information that may be appropriate.

Responses include one or more elements of interest that may engage the audience.


Some basic treatment of information or ideas relating to simple aspects of familiar topics.

Short and generally incomplete sentences are used with partial effectiveness to convey an idea or opinion.

Some planning and preparation.


Reliance on learnt structures and formulaic expressions to convey meaning. Learnt vocabulary and structures are recombined to create simple sentences on very familiar topics.

The language produced contains frequent errors and only partially communicates what is intended. Responses may resemble literal translations from first language.

A cohesive device may be used with some effectiveness.

Expression occasionally appropriate to the cultural and social context.

Frequent hesitancy in responding. Pronunciation may impede meaning.


Responses tend to be a series of loosely connected sentences.

Inconsistent use of limited conventions of the text type.


Routine courtesy phrases and basic structures are used to respond to simple questions on familiar topics. Interaction is maintained by input from the interlocutor. Some interest in the topic may be conveyed.

Utterances rarely consist of more than two or three words and there are frequent pauses, repetition, and inaccuracies.

Repetition, rephrasing of questions, and a slowed rate of speech are required for comprehension.


Keywords and some supporting detail are identified in texts dealing with familiar situations.

Some basic understanding of context, purpose, and/or audience.

Identification of one or more concepts or ideas, with specific information in texts transcribed rather than interpreted.


One or more basic linguistic and/or cultural features of the text are identified.

One or more stylistic features are identified.

Reflection

One or more familiar aspects of cultures, values, beliefs, practices, or ideas represented or expressed in texts are identified.

One or more of the student’s own values, beliefs, practices, or ideas in relation to those represented in texts are described.

Learning experiences are recounted.

E Relevance

Responses have limited relevance to the topic and purpose.

Responses attempt to convey some basic information with limited appropriateness.

Responses attempt to include an element of interest.


Attempted treatment of simple information relating to one or more aspects of familiar topics.

Responses are brief and often rely on a keyword to attempt to convey basic meaning.

Attempted planning or preparation.


Limited range of vocabulary and sentence structures, with use of single words and set formulaic expressions to convey basic information relating to familiar topics.

High incidence of basic errors that impede meaning, with evidence of the influence of syntax of English and/or other languages.

Attempted use of a cohesive device, with limited effectiveness.

Relies heavily on the dictionary. Incorrect or inappropriate selection of words impedes meaning.

Limited appropriateness of expression.

Always or mostly hesitant in responding. Pronunciation may still be strongly influenced by first or different language and impedes meaning.


Responses are disjointed.

Attempted use of one or more conventions of the text type.


Relies on interlocutor to assist with communication breakdowns to complete sentences or to interpret intended meanings.

Mostly single words are used to respond. Frequent misunderstandings of simple questions.

Frequent long pauses to process questions.


Isolated items of information are identified in short texts on familiar topics containing simple language.

Identification of a context, purpose, or audience.

Understanding of information is limited to occasional isolated words (e.g. borrowed words, high-frequency social conventions).


Attempted identification of a basic linguistic feature of the text.

Attempted identification of a stylistic feature.

Reflection

One or more formulaic cultural expressions are identified.

One or more of the student’s own values, beliefs, practices, or ideas are identified.

Learning experiences are listed.

36

Legal Studies



and Week

Folio (50%) Class Test Supervised Task Term 1, Week 6


Issues Study (25%) Civic Task Written Task Term 1, Week 9

Presentation (25%) Mock Parliament Presentation Oral and Written Report Term 2, Week 5



and Week

Folio (50%) Legal Issues Written Task Term 3, Week 3

Class Test Written Task Term 3, Week 6


Issues Study (25%) Legal Issue Written Task Term 4, Week 4

Presentation (25%) Debate Oral Term 3, Week 10

37

Performance Standards for Stage 1 Legal Studies

Knowledge and Understanding Inquiry Evaluation Communication

A Comprehensive knowledge and perceptive understanding of the legal rights and

responsibilities of individuals and groups in

Australian society.

Comprehensive knowledge and perceptive

understanding of different sources of law in the

Australian legal system.

Insightful understanding of the values inherent

in the Australian legal system.

Perceptive recognition of ways in which the Australian legal system responds to diverse

groups in the community.

Comprehensive skills in accessing and using information on aspects of the legal system.

Perceptive evaluation of issues or concepts through discussion and illustration of opposing

arguments to reach an informed conclusion.

Comprehensive and astute evaluation of the nature and operation of aspects of the Australian

legal system.

Consistently accurate and coherent communication of highly informed observations

and opinions, using a range of forms.

Identification and use of legal terminology, indicating clear and appropriate understanding.

Consistent and appropriate acknowledgment of

a diverse range of sources.

B Detailed knowledge and well-considered

understanding of the legal rights and

responsibilities of individuals and groups in Australian society.

Detailed knowledge and well-considered

understanding of different sources of law in the Australian legal system.

Well-considered understanding of the values

inherent in the Australian legal system.

Thoughtful recognition of ways in which the

Australian legal system responds to diverse

groups in the community.

Considerable skills in accessing and using

information on aspects of the legal system.

Thoughtful evaluation of issues or concepts

through discussion and illustration of opposing

arguments to reach an informed conclusion.

Well-informed evaluation of the nature and

operation of aspects of the Australian legal

system.

Mostly accurate and coherent communication of

well-informed observations and opinions, using

a range of forms.

Identification and use of legal terminology,

indicating mostly clear and appropriate

understanding.

Mostly consistent and appropriate

acknowledgment of a range of sources.

C Appropriate knowledge and considered understanding of the legal rights and responsibilities of individuals and groups in Australian society.

Appropriate knowledge and considered understanding of some sources of law in the Australian legal system.

Considered understanding of the values inherent in the Australian legal system.

Considered recognition of ways in which the Australian legal system responds to diverse groups in the community.

Competent skills in accessing and using information on aspects of the legal system.

Considered evaluation of issues or concepts through discussion and illustration of opposing arguments to reach an informed conclusion.

Informed evaluation of the nature and operation of aspects of the Australian legal system.

Generally accurate and coherent communication of informed observations and opinions, using different forms.

Identification and use of legal terminology, indicating mostly appropriate understanding.

Mostly appropriate acknowledgment of sources.

D Some recognition and awareness of the legal rights and responsibilities of individuals and groups in Australian society.

Some awareness of sources of law in the Australian legal system.

Some recognition of values inherent in the Australian legal system.

Some recognition of ways in which the Australian legal system responds to diverse groups in the community.

Some endeavour to access and use information relevant to aspects of the legal system.

Basic consideration of issues or concepts through discussion and description of some arguments.

Description, with attempted evaluation, of the nature and operation of aspects of the Australian legal system.

Some accuracy in communication of basic observations or opinions, in one or more forms.

Some identification and use of legal terminology, indicating awareness of the need for appropriate use.

Some inconsistent acknowledgment of sources.

E Emerging awareness of the legal rights and responsibilities of individuals and groups in Australian society.

Limited awareness of any sources of law in the Australian legal system.

Emerging recognition that there are values inherent in the Australian legal system.

Emerging awareness of one or more ways in which the Australian legal system responds to diverse groups in the community.

Limited skills in accessing and using information with any relevance to aspects of the legal system.

Some description of an issue or concept through observation of an argument.

Some brief description of the nature and/or operation of one or more aspects of the Australian legal system.

Limited accuracy in communication, with few observations or opinions in a selected form.

Attempted identification and use of examples of legal terminology, indicating limited awareness of the need for appropriate use.

Limited acknowledgment of sources.

38

Design and Technology – Material Products



and Week

Skills and Materials

Application Tasks (30%) Wood Turning Practical Term 1, Week 8

Machining Practical Term 2, Week 3

Folio (30%) Design Task Written Report Term 2, Week 2

Product (40%) Major Construction Construction and Report Term 2, Week 6



and Week

Skills and Materials

Application Tasks (30%) Machining Practical Term 3, Week 10

Steel Fabrication Practical Term 4, Week 1

Folio (30%) Design Task Written Report Term 3, Week 3

Product (40%) Major Construction Construction and Report Term 4, Week 3

39

Performance Standards for Stage 1 Design and Technology

Investigating Planning Producing Evaluating

A Comprehensive and well-considered identification of a need, problem, or challenge.

Creation and insightful validation of a clear and

well-considered initial design brief.

In-depth investigation into the characteristics of

existing products, materials, processes, systems,

and/or production techniques.

Planned and thorough investigation into the

impact of technological practices, products, or

systems on individuals, society, and/or the environment.

Insightful use of relevant investigated information to create individual design ideas for


Thoughtful compilation of broad, varied, and refined sketches, concept drawings, plans, and


Polished use of technical language most relevant to the context and purpose.

Broad and varied testing, modification, and

validation of ideas or procedures.

Highly proficient application of skills, processes, procedures, and techniques to create

a product or system to a chosen standard and

specification.

Sophisticated use of a variety of materials,


create a product or system safely and accurately.

Development of sophisticated solutions to

problems that arise during product or system

realisation.

Comprehensive evaluation of how well the design brief requirements have been met.

Insightful and detailed evaluation of the


Sophisticated and focused consideration of

possible modifications to improve ideas or procedures.

Perceptive analysis of the impact of


B Clear and considered identification of a need, problem, or challenge.

Well-considered creation and validation of an

initial design brief.

Some depth of investigation into the


processes, systems, and/or production techniques.

Detailed investigation into the impact of


Thoughtful use of relevant investigated information to create individual design ideas for


Well-considered compilation of quality sketches, concept drawings, plans, and


Capable use of technical language relevant to the context and purpose.

Considered testing, modification, and validation

of ideas or procedures.

Proficient application of skills, processes, procedures, and techniques to create a product

or system to a chosen standard and

specification.

Thorough use of different materials,


create a product or system safely and mostly accurately.

Development of thoughtful solutions to


Well-informed evaluation of how well the design brief requirements have been met.

Well-considered and detailed evaluation of the


Thorough and focused consideration of possible


Well-considered analysis of the impact of


individuals, society, and/or the environment.

C Considered identification of a need, problem, or

challenge.

Considered creation and validation of an initial design brief.

Informed investigation into the characteristics of

existing products, materials, processes, systems, and/or production techniques.

Generally competent investigation into the

impact of technological practices, products, or systems on individuals, society, and/or the

environment.

Use of relevant investigated information to

create individual design ideas for a product or

system.

Considered compilation of sketches, concept

drawings, plans, and sequences for planned

outcomes.

Competent use of technical language relevant to

the context and purpose.

Competent testing, modification, and validation of ideas or procedures.

Competent application of skills, processes,

procedures, and techniques to create a product

or system to a chosen standard and specification.

Appropriate use of materials, components,

techniques, and equipment to create a product or system safely and sometimes accurately.

Development of appropriate solutions to


Informed evaluation of how well the design

brief requirements have been met.

Considered evaluation of the effectiveness of the product or system realisation process.

Some focus in consideration of possible


Considered analysis of some of the impacts of


individuals, society, and/or the environment, with mostly relevant detail.

D Partial identification of a need, problem, or

challenge.

Development and some testing of a basic, or

perhaps incomplete, initial design brief.

Identification of a few of the characteristics of existing products, materials, processes, systems,

or production techniques.

Some accessing of information on the impact of aspects of technological practices, products, or

systems on individuals, society, or the

environment.

Some use of identified information to create one

or more individual design ideas for a product or system that may be only partially completed.

Some sketches, concept drawings, plans, and/or

sequences for planned outcomes are completed.

Use of basic technical language with some

relevance to the context and purpose.

Some basic testing, modification, and validation of aspects of one or more ideas or procedures.

Basic application of some skills in some

processes, procedures, and techniques to create part of a product or system to a basic standard

and specification.

Some use of basic materials, components, techniques, or equipment to create part of a

product or system with some elements of safety

and accuracy considered.

Some endeavour to solve problems that arise

during product or system realisation.

Some description of how well the design brief

requirements have been met.

Some description of the effectiveness of the

product or system realisation process.

Some consideration of a possible modification to improve ideas or procedures.

Identification and description of one or more

impacts of technological practices, products, or systems on individuals, society, or the

environment.

E Limited identification of a need, problem, or

challenge.

Attempted development and testing of a design

brief.

Attempted identification of one or more


processes, systems, or production techniques.

Isolated and disjointed evidence of accessing

information on the impact of an aspect of a

technological practice, product, or system on individuals, society, or the environment.

Limited use of information to create an

individual design idea for a product or system that may not be completed.

Compilation of one or more sketches, concept drawings, plans, or sequences for planned

outcomes.

Limited use of technical language.

Recognition of the need for testing,

modification, and validation of ideas or

procedures, with some limited attempts.

Limited application of emerging skills and/or

techniques to attempt to create part of a product or system to a limited standard or specification.

Attempted use of one or more basic materials, components, techniques, or equipment, with

limited consideration of safety procedures.

Some attempted description of problems that arise during product or system realisation.

Identification of some aspects of the design brief

requirements that were attempted.

Identification of some aspects of the


Emerging recognition of the need for

modification to improve ideas or procedures.

Emerging recognition of one or more impacts of


individuals, society, or the environment.

40

Mathematical Applications



and Week


(60%) Earning and Spending Test Topic Test Term 1, Week 6

Data in Context Test Topic Test Term 2, Week 3


Folio (40%) Data In Context Project Written Task Term 2, Week 5

Budgeting Directed Investigation Written Task Term 1, Week 9



and Week


(60%) Saving and Borrowing Test Topic Test Term 3, Week 3

Matrices and Networks Test Topic Test Term 3, Week 10


Folio (40%) Matrices and Networks Investigation Written Task Term 4, Week 2

Saving and Borrowing Project Written Task Term 3, Week 5

41

Performance Standards for Stage 1 Mathematics

Mathematical Knowledge and Skills and Their Application Mathematical Modelling and

Problem-solving

Communication of Mathematical Information

A Comprehensive knowledge of content and understanding of

concepts and relationships.

Appropriate selection and use of mathematical algorithms and techniques (implemented electronically where appropriate) to

find efficient solutions to complex questions.

Highly effective and accurate application of knowledge and skills to answer questions set in applied and theoretical contexts.

Development and effective application of mathematical models.

Complete, concise, and accurate solutions to mathematical

problems set in applied and theoretical contexts.

Concise interpretation of the mathematical results in the context

of the problem.

In-depth understanding of the reasonableness and possible limitations of the interpreted results, and recognition of

assumptions made.

Constructive and productive contribution to group work.

Highly effective communication of mathematical ideas and

reasoning to develop logical arguments.

Proficient and accurate use of appropriate notation, representations, and terminology.

B Some depth of knowledge of content and understanding of


Use of mathematical algorithms and techniques (implemented

electronically where appropriate) to find some correct solutions

to complex questions.

Accurate application of knowledge and skills to answer questions

set in applied and theoretical contexts.

Attempted development and appropriate application of

mathematical models.

Mostly accurate and complete solutions to mathematical


Complete interpretation of the mathematical results in the context of the problem.

Some depth of understanding of the reasonableness and possible

limitations of the interpreted results, and recognition of assumptions made.

Productive contribution to group work.

Effective communication of mathematical ideas and reasoning to

develop mostly logical arguments.

Mostly accurate use of appropriate notation, representations, and

terminology.

C Generally competent knowledge of content and understanding of



electronically where appropriate) to find mostly correct solutions

to routine questions.

Generally accurate application of knowledge and skills to answer

questions set in applied and theoretical contexts.

Appropriate application of mathematical models.

Some accurate and generally complete solutions to mathematical problems set in applied and theoretical contexts.

Generally appropriate interpretation of the mathematical results

in the context of the problem.

Some understanding of the reasonableness and possible

limitations of the interpreted results, and some recognition of

assumptions made.

Some productive contribution to group work.

Appropriate communication of mathematical ideas and reasoning

to develop some logical arguments.

Use of generally appropriate notation, representations, and

terminology, with some inaccuracies.

D Basic knowledge of content and some understanding of concepts

and relationships.

Some use of mathematical algorithms and techniques (implemented electronically where appropriate) to find some

correct solutions to routine questions.

Sometimes accurate application of knowledge and skills to answer questions set in applied or theoretical contexts.

Application of a mathematical model, with partial effectiveness.

Partly accurate and generally incomplete solutions to

mathematical problems set in applied or theoretical contexts.

Attempted interpretation of the mathematical results in the

context of the problem.

Some awareness of the reasonableness and possible limitations of the interpreted results.

Superficial contribution to group work.

Some appropriate communication of mathematical ideas and

reasoning.

Some attempt to use appropriate notation, representations, and terminology, with occasional accuracy.

E Limited knowledge of content.

Attempted use of mathematical algorithms and techniques

(implemented electronically where appropriate) to find limited correct solutions to routine questions.

Attempted application of knowledge and skills to answer

questions set in applied or theoretical contexts, with limited effectiveness.

Attempted application of a basic mathematical model.

Limited accuracy in solutions to one or more mathematical

problems set in applied or theoretical contexts.

Limited attempt at interpretation of the mathematical results in

the context of the problem.

Limited awareness of the reasonableness and possible limitations of the results.

Attempted contribution to group work.

Attempted communication of emerging mathematical ideas and

reasoning.

Limited attempt to use appropriate notation, representations, or terminology, and with limited accuracy.

42

Mathematical Methods



and Week


(65%) Trigonometry Topic Test Topic Test Term 2, Week 1

Coordinate Geometry Topic Test Topic Test Term 1, Week 5


Folio (35%) Quadratics and Other Polynomials

Investigation Written Report Term 2, Week 3

Trigonometry Project Written Report Term 1, Week 9



and Week


(65%) Models of Growth Topic Test Topic Test Term 3, Week 4

Functions and Graphs Topic Test Topic Test Term 3, Week 9


Folio (35%) Models of Growth Investigation Written Report Term 3, Week 5

Statistics Project Written Report Term 4, Week 3

43



Problem-solving











of the problem.


assumptions made.























terminology.














assumptions made.







and relationships.












reasoning.















reasoning.


44

Mathematical Studies



and Week


(65%) Trigonometry Topic Test Topic Test Term 1, Week 9

Coordinate Geometry Topic Test Topic Test Term 1, Week 5


Folio (35%) Quadratics and Other Polynomials

Investigation Written Report Term 2, Week 5

Trigonometry Project Written Report Term 2, Week 1



and Week


(65%) Models of Growth Topic Test Topic Test Term 3, Week 4

Functions and Graphs Topic Test Topic Test Term 3, Week 10


Folio (35%) Models of Growth Investigation Written Report Term 3, Week 5

Statistics Project Written Report Term 4, Week 3

45



Problem-solving











of the problem.


assumptions made.























terminology.














assumptions made.







and relationships.












reasoning.















reasoning.


46

Music - Advanced



and Week

Skills Presentation (30%) Solo Performance Performance Term 2, Week 6

Skills Development (50%) Theory, Aural and Harmony Test Supervised Task Term 1, Week 7


Folio (20%) Arranging Task Written Report Term 2, Week 5



and Week

Skills Presentation (30%) Solo Performance Performance Term 4, Week 2

Skills Development (50%) Theory, Aural and Harmony Test Supervised Task Term 3, Week 7


Folio (20%) Arranging Task Written Report Term 4, Week 3

47

Performance Standards for Stage 1 Music

Practical Application Knowledge and Understanding Analysis and Reflection

A Highly proficient use of creative skills, techniques, and/or processes.

Confident and highly effective demonstration of musicianship in

the development and/or presentation of creative works.

Communication of musical ideas in a comprehensive and highly

effective manner.

Comprehensive and highly effective experimentation with, and exploration and consideration of, creative techniques.

Highly proficient aural and visual identification of musical

elements, stylistic features, and the structure of selected musical works.

In-depth knowledge and well-informed understanding of core concepts, musical notation, and appropriate terminology.

Thorough knowledge of relevant technologies and processes.

Insightful and well-informed understanding of relevant social, cultural, and historical contexts.

An insightful, focused, and well-informed approach to analysis of, and reflection on, ideas about music.

Perceptive and well-informed reflection on, and recognition of,

music in context.

B Proficient use of creative skills, techniques, and/or processes.

Effective demonstration of musicianship in the development

and/or presentation of creative works.

Communication of musical ideas in a capable and effective manner.

Very capable and effective experimentation with, and exploration

and consideration of, creative techniques.

Proficient aural and visual identification of musical elements,

stylistic features, and the structure of selected musical works.

Detailed knowledge and well-informed understanding of core concepts, musical notation, and appropriate terminology.

Some depth in knowledge of relevant technologies and processes.

Well-informed understanding of relevant social, cultural, and historical contexts.

A well-considered and informed approach to analysis of, and reflection on, ideas about music.

Thoughtful and informed reflection on, and recognition of, music

in context.

C Generally competent use of creative skills, techniques, and/or

processes.

Generally competent demonstration of musicianship in the

development and/or presentation of creative works.

Communication of musical ideas in a generally competent manner.

Appropriate experimentation with, and exploration and

consideration of, creative techniques.

Generally competent aural and visual identification of musical

elements, stylistic features, and the structure of selected musical

works.

Generally relevant knowledge and informed understanding of

core concepts, musical notation, and mostly appropriate terminology.

Knowledge of some relevant technologies and processes.

Consideration and some understanding of relevant social, cultural, and historical contexts.

Some consideration in planning and approaching an informed

analysis of, and reflection on, ideas about music.

Generally competent and informed reflection on, and recognition

of, music in context.

D Inconsistent use of some creative skills, techniques, and/or processes at a basic level.

Inconsistent demonstration of some aspects of musicianship in

the development and/or presentation of parts of one or more creative works.

Partial communication of some musical ideas.

Some experimentation with, and consideration of, one or more creative techniques.

Aural and/or visual identification of some musical elements,

and/or stylistic features, and/or aspects of the structure of selected musical works.

Awareness and basic understanding of some core concepts, a restricted range of musical notation, and some terminology that

may be appropriate.

Awareness of one or more relevant technologies and processes.

Some consideration of one or more relevant social, cultural, and

historical contexts.

Recognition and use of some elements of analysis that are principally descriptive, with developing skills in reflection on

ideas about music.

Awareness and basic consideration of some aspects of ideas about music in context.

E Use of one or more creative skills, techniques, and/or processes to a limited level.

Attempted demonstration of limited aspects of musicianship.

Attempted communication of one or more basic musical ideas.

Attempted consideration of one or more creative techniques, with

little experimentation or exploration.

Aural and/or visual identification of one or more musical

elements.

Emerging recognition of one or more core concepts, and of a restricted range of musical notation and terminology.

Emerging recognition of one or more relevant technologies and

processes.

Limited consideration of any relevant social, cultural, or


Attempted description of one or more musical ideas.

Emerging awareness of some aspects of music in context.

48

Nutrition



and Week

Investigation Folio (50%) Safe Food Handling Practical Practical Task Term 2, Week 5

Issues Analysis Negotiated Form – Essay, Oral

or Multimedia Term 2, Week 1


(50%) Macro and Micro Nutrients Topic Test Term 1, Week 6

Nutrition Concepts Examination Term 2, Week 7



Week

Investigations Folio (50%) Research Task – Bush Foods Essay Term 3, Week 7

Collaborative Market Task Assignment Term 3, Week 10

Practical Task - Cooking Essay Term 4, Weeks 1 & 2


(50%) Extended Writing Task – Sustainable Foods Topic Test Term 2, Week 10

Nutrition Concepts Examination Term 4, Week 5

NB Semester 2 may change when Miss Anderson returns in Term 2

49

Performance Standards for Stage 1 Nutrition


A Designs a logical, coherent, and detailed nutrition investigation.


and appropriately acknowledges information about nutrition and issues in nutrition from a

range of sources.

Manipulates apparatus, equipment, and technological tools carefully and highly

effectively to implement well-organised safe

and ethical investigation procedures.





and issues in nutrition.


Systematically analyses, compares, and

evaluates data, strategies, and other evidence to formulate logical and highly relevant

conclusions.

Applies nutrition concepts and evidence from investigations to suggest solutions to complex

problems and to promote good health in new

and familiar contexts.

Uses appropriate nutrition terms and

conventions highly effectively.

Demonstrates initiative in applying constructive and focused individual and collaborative work

skills.


nutrition concepts.

Uses knowledge of nutrition perceptively and logically to understand and explain links

between diet, lifestyle, culture, and health.

Uses a variety of formats to communicate knowledge and understanding of nutrition in

different contexts coherently and highly

effectively.

B Designs a well-considered and clear nutrition

investigation.


acknowledges information about nutrition and

issues in nutrition from different sources.

Manipulates apparatus, equipment, and

technological tools carefully and mostly

effectively to implement organised safe and ethical investigation procedures.





to examine connections between data, concepts, and issues in nutrition.



Uses mostly logical analysis, comparison, and

evaluation of data, strategies, and other evidence

to formulate consistent and relevant conclusions.

Applies nutrition concepts and evidence from

investigations to suggest solutions to problems and to promote good health in new and familiar

contexts.

Uses appropriate nutrition terms and conventions effectively.




knowledge and understanding of a range of nutrition concepts.

Uses knowledge of nutrition logically to

understand and explain links between diet, lifestyle, culture, and health.


knowledge and understanding of nutrition in different contexts coherently and effectively.


nutrition investigation.


nutrition and issues in nutrition from different

sources.

Manipulates apparatus, equipment, and

technological tools generally carefully and

effectively to implement safe and ethical investigation procedures.


investigations using generally appropriate conventions and formats with some errors but

generally accurately and effectively.



and issues in nutrition.

Evaluates some procedures in nutrition and


appropriate.

Analyses, compares, and evaluates data,

strategies, and other evidence to formulate

simple and generally relevant conclusions.

Applies nutrition concepts and evidence from


problems and to promote good health in new or familiar contexts.

Uses generally appropriate nutrition terms and

conventions with some general effectiveness.




general range of nutrition concepts.

Uses knowledge of nutrition with some logic to understand and explain one or more links


Uses different formats to communicate knowledge and understanding of nutrition in

different contexts, with some general

effectiveness.

D Prepares the outline of a nutrition investigation.

Selects and may partly acknowledge one or more sources of information about nutrition or

an issue in nutrition.

Uses apparatus, equipment, and technological tools with inconsistent care and effectiveness

and attempts to implement safe and ethical

investigation procedures.





concepts, and issues in nutrition.

For some procedures, identifies improvements

that may be made.

Attempts to extract meaning from data, strategies, and other observations and to

formulate a simple conclusion that may be

relevant.


problems and identify one or more simple solutions, or to promote good health, in familiar

contexts.

Attempts to use some nutrition terms and conventions that may be appropriate.


contributes superficially to aspects of collaborative work.


understanding of nutrition concepts.

Identifies and explains some nutrition

information that is relevant to one or more links


Communicates basic information about nutrition

to others, using one or more formats.

E Identifies a simple procedure for a nutrition

investigation.

Identifies a source of information about nutrition or an issue in nutrition.

Attempts to use apparatus, equipment, and

technological tools with limited effectiveness or attention to safe or ethical investigation

procedures.

Attempts to record and display some descriptive information about an investigation, with limited

accuracy or effectiveness.


data, concepts, and/or issues in nutrition.


Attempts to organise some limited data,

strategies, or observations.


identify a solution or promote good health in a

familiar context.

Uses some nutrition terms or conventions.


collaborative work.


awareness of nutrition concepts.

Shows an emerging understanding of some links between diet, lifestyle, culture, and health.

Attempts to communicate information about

nutrition.

50

Outdoor Education – Leadership Camp

Year 11 - Semester 1 / 2


and Week

Practical (30%) Abseil Practical Term 3, Week 1

Equipment Checklist Practical Term 3, Week 1

Folio (40%) Observation – General Skills Practical Term 3, Week 1

Report (30%) Leadership Camp Report Negotiated Form Term 3, Week 4

51

Performance Standards for Stage 1 Outdoor Education

Practical Knowledge and Skills Participation and Responsibility Reflection and Evaluation Communication

A Constructive planning and preparation for outdoor activities.

High level of proficiency in outdoor skills with

sustained risk and safety management in a variety of familiar and unfamiliar contexts.

Critical and logical investigation of outdoor

issues.

Sustained and constructive collaboration with others in conducting safe and effective outdoor

journeys and activities.

Sustained, well-considered, and proactive responsibility for contributing to positive

outcomes.

Comprehensive and insightful reflection on personal and group responsibilities in an

outdoor journey.

Perceptive and well-informed reflection on Indigenous or other cultural perspectives.

Astute and well-informed evaluation of

sustainable environmental practices.

Accurate and consistent use of appropriate terminology.

Comprehensive documentation of planning and

implementation processes.

Coherent and detailed discussion of risk and

safety management practices in complex

situations.

In-depth and well-informed explanation of


B Well-considered planning and preparation for

outdoor activities.

Consistent level of proficiency in outdoor skills and proficient risk and safety management in

familiar and unfamiliar contexts.

Logical investigation of outdoor issues.

Thoughtful collaboration with others in

conducting safe and effective outdoor journeys

and activities.

Well-considered and active responsibility for

contributing to positive outcomes.

Well-considered reflection on personal and

group responsibilities in an outdoor journey.

Thoughtful reflection on Indigenous or other cultural perspectives.

Well-informed evaluation of sustainable

environmental practices.

Mostly accurate use of appropriate terminology.

Thorough documentation of planning and

implementation processes.

Detailed discussion of risk and safety

management practices in familiar and some

unfamiliar situations.

Thoughtful and well-informed explanation of


C Competent planning and preparation for outdoor

activities.

Competent outdoor skills and considered risk

and safety management in familiar and some

unfamiliar contexts.

Appropriate investigation of outdoor issues.

Considered collaboration with others in

conducting safe and effective outdoor journeys and activities.

Considered and generally active responsibility

for contributing to positive outcomes.

Considered reflection on personal and group

responsibilities in an outdoor journey.

Informed reflection on Indigenous or other

cultural perspectives.

Informed evaluation of sustainable environmental practices.

Competent use of appropriate terminology.

Appropriate documentation of planning and implementation processes.

Competent discussion of risk and safety

management practices in mostly familiar situations.

Considered explanation of environmental issues.

D Some planning or preparation for outdoor

activities.

Some demonstration of basic outdoor skills and

superficial risk and safety management practices

in known situations.

Restricted investigation of outdoor issues.

Occasional collaboration with others in some

situations.

Superficial consideration of responsibility for

contributing to positive outcomes.

Some consideration of personal or group


Elements of reflection on Indigenous or other


Description of one or more sustainable environmental practices.

Basic and repetitive use of terminology.

Some appropriate documentation of planning or implementation processes.

Superficial discussion of aspects of risk and

safety management practices in limited situations.

Description of elements of one or more


E Limited planning or preparation for outdoor

activities.

Emerging outdoor skills and attempted risk and

safety management practices in known

situations.

Limited investigation of outdoor issues.

Attempted collaboration with others.

Limited contribution to positive outcomes.

Recognition of the need for personal or group


Attempted description of Indigenous or other


Recognition of one or more elements of sustainable environmental practices.

Limited use of terminology.

Attempted documentation of planning or implementation processes.

Recognition of aspects of risk and safety

management practices.

Identification and attempted description of at

least one environmental issue.

52

Personal Learning Plan



and Week

Folio (50%) Portfolio Written Task On Going

Work Experience Practical and Written Task Term 1, Week 9

Reflection (50%) Interview Abilities Practical and Written Task Term 2, Week 4

Personal and Learning Goal Reflection Negotiated Form Term 2, Week 6



and Week

Folio (50%) Portfolio Written Task On Going

Work Experience Practical and Written Task Term 3, Week 10

Reflection (50%) Interview Abilities Practical and Written Task Term 4, Week 2

Personal and Learning Goal Reflection Negotiated Form Term 4, Week 6

53

Performance Standards for Stage 1 Personal Learning Plan

Understanding the Capabilities Developing Personal and Learning Goals Reflecting on Learning

A Clearly explains understanding of the five capabilities, with insightful and detailed

examples.

Clearly identifies personal and learning goals and purposefully explores them in detail. Develops a range of effective strategies to achieve them.

Effectively develops the selected capability or capabilities relevant to achieving his or her goals, in well-planned, insightful, and/or creative ways.

Interacts purposefully with others to identify and refine goals.

Clearly evaluates personal and learning goals and gives insights into the effectiveness of strategies to achieve

them.

Reflects on the development of the selected capability or

capabilities, with insights into how this helps to achieve

his or her goals.

B Explains understanding of the five capabilities, with some detailed examples.

Identifies personal and learning goals and explores them in some detail. Develops some effective strategies to achieve them.

Develops the selected capability or capabilities relevant to achieving his or her goals, in a way that is mostly effective, and generally organised or creative.

Generally interacts effectively with others to identify and refine goals.

Reflects on personal and learning goals, with some evaluation of the effectiveness of strategies to achieve

them.

Reflects on the development of the selected capability or

capabilities, with some ideas about how this helps to

achieve his or her goals.

C Gives some explanation of what the five

capabilities are, with brief examples.

Identifies personal and learning goals and explores some aspects of these goals. Develops at

least one effective strategy to achieve them.

Develops the selected capability or capabilities relevant to achieving his or her goals, in a way

that has some effectiveness, and some organisation or creativity.

Interacts with others to identify and make some refinement to goals.

Describes personal and learning goals, with some

reflection on the effectiveness of the strategy or strategies to achieve them.

Reflects on the development of the selected capability or capabilities, with an idea about how this helps to achieve

his or her goals.

D Describes some, but not all, of the

capabilities, with limited examples.

Identifies one or more personal or learning goals and locates some information that may be

relevant to the goal(s). Describes aspects of a possible strategy that may help to achieve the goal(s).

Develops an aspect of the selected capability or capabilities, with partial effectiveness. The relevance to the goal(s) may not be clear.

Interacts with others with limited effectiveness, to talk about possible goals.

Describes one or more personal or learning goals with

some recount of learning in the subject.

Describes own participation in an activity to develop the

selected capability or capabilities, with a vague link to goals.

E Attempts to describe at least one of the

capabilities.

Identifies a personal or learning goal without any realistic strategies to achieve it. Attempts to

locate information that may be relevant to the goal.

Attempts to develop an aspect of the selected capability or capabilities, with limited

effectiveness or relevance to the goal.

Gives limited responses to questions from others about possible goals.

Gives limited responses to questions about learning in the

subject.

Gives limited responses to questions about own

participation in an activity to develop the selected capability or capabilities. Makes a superficial statement

about a selected capability in attempting to identify a link to a goal.

54

Physical Education



and Week

Practical (50%) Volleyball Practical Term1, Week 8

Badminton Practical Term 2, Week 6

Folio (50%) Energy Systems Theory Test Supervised Task Term 1, Week 8

Issues Analysis Negotiated Form Term 2, Week 4




and Week

Practical (50%) Basketball Practical Term 4, Week 4

Soccer Practical Term 3, Week 5

Folio (50%) Training Principles Theory Test Supervised Task Term 3, Week 5

Issues Analysis Negotiated Form Term 4, Week 3


55

Performance Standards for Stage 1 Physical Education

Knowledge and Understanding Practical Skills Application Initiative and Collaboration Analysis and Reflection

A Comprehensive knowledge and understanding of the nature of physical activity.

Clear and accurate knowledge and

understanding of appropriate terminology.

Highly proficient practical skills and techniques in a variety of physical activities.

Accurate interpretation and highly effective

application of skills, specific concepts, ideas, strategies, and techniques.

Constructive initiative and leadership in areas of physical activity.

Proactive collaboration in team activities.

Insightful and proactive analysis of, and reflection on, practical techniques and

performance.

In-depth analysis of an issue related to physical activity and clearly relevant to local, regional,

national, or global communities.

Thorough and focused use of information from different sources, with appropriate

acknowledgment.

B Well-considered knowledge and understanding

of the nature of physical activity.

Mostly clear knowledge and understanding of appropriate terminology.

Proficient practical skills and techniques in most

physical activities.

Mostly clear interpretation and effective application of skills, specific concepts, ideas,

strategies, and techniques.

Capable initiative and leadership in areas of

physical activity.

Active collaboration in team activities.

Well-considered and mostly proactive analysis

of, and reflection on, practical techniques and

performance.

Well-considered analysis of an issue related to

physical activity and relevant to local, regional,

national, or global communities.

Mostly focused use of information from

different sources, with appropriate

acknowledgment.

C Considered knowledge and understanding of the nature of physical activity.

Competent knowledge and understanding of

appropriate terminology.

Competent practical skills and techniques in different physical activities.

Competent interpretation and generally effective

application of skills, specific concepts, ideas, strategies, and techniques.

Some initiative and contribution to leadership in areas of physical activity.

Appropriate collaboration in team activities.

Considered and sometimes proactive analysis of, and reflection on, some aspects of practical

techniques and performance.

Considered analysis of an issue related to physical activity that has some relevance to

local, regional, national, or global communities.

Competent use of information from different sources, with appropriate acknowledgment.

D Some recognition and awareness of the nature of

physical activity.

Some recognition and understanding of basic terminology that may be appropriate.

Inconsistent practical skills and techniques in

one or more physical activities.

Inconsistent interpretation and application of skills, specific concepts, or ideas.

Occasional demonstration of initiative in areas

of physical activity, with support.

Occasional collaboration in team activities.

Consideration and description of some aspects

of practical techniques and performance.

Some consideration and description of an issue related to physical activity, but with limited

relevance to local, regional, national, or global

communities.

Some use of information from more than one

source, with some attempted acknowledgment.

E Awareness of one or more aspects of the nature

of physical activity.

Limited awareness of basic terminology that may be appropriate.

Emerging practical skills and techniques in one

or more physical activities.

Limited interpretation and application of skills, specific concepts, or ideas.

Emerging recognition of the need for initiative.

Emerging collaborative skills in team activities.

Description of one or more aspects of practical

techniques or performance.

Identification and some description of an issue related to physical activity.

Attempted use of information from a source,

with limited acknowledgment.

56

Physics



and Week

Investigation Folio (50%) Practical: Light Practical Task Term 1, Week 7

Practical: Motion Practical Task Term 2, Week 4

Issues in Physics Negotiated Task Term 2, Week 5


(50%) Motion Test Topic Test Term 1, Week 8




and Week

Investigation Folio (50%) Practical: Work and Energy Practical Task Term 3, Week 6

Practical: DC Motors Practical Task Term 4, Week 3

Issues in Physics Negotiated Task Term 4, Week 2


(50%) 2D Motion, Work and Energy Test Topic Test Term 3, Week 7


57

Performance Standards for Stage 1 Physics


A Designs a logical, coherent, and detailed physics investigation.


and appropriately acknowledges information about physics and issues in physics from a range

of sources.



procedures.





and issues in physics.




Applies physics concepts and evidence from investigations to suggest solutions to complex


Uses appropriate physics terms, conventions, formulae, and equations highly effectively.




physics concepts.

Uses knowledge of physics perceptively and logically to understand and explain

contemporary applications.

Uses a variety of formats to communicate knowledge and understanding of physics


B Designs a well-considered and clear physics

investigation.


acknowledges information about physics and

issues in physics from different sources.








to examine connections between data, concepts, and issues in physics.






Applies physics concepts and evidence from


Uses appropriate physics terms, conventions,





knowledge and understanding of a range of physics concepts.

Uses knowledge of physics logically to

understand and explain contemporary applications.


knowledge and understanding of physics coherently and effectively.


physics investigation.


physics and issues in physics from different

sources.









and issues in physics.

Evaluates some procedures in physics and


appropriate.



conclusions.

Applies physics concepts and evidence from



Uses generally appropriate physics terms,






general range of physics concepts.

Uses knowledge of physics with some logic to understand and explain one or more


Uses different formats to communicate knowledge and understanding of physics with


D Prepares the outline of a physics investigation.

Selects and may partly acknowledge one or

more sources of information about physics or an issue in physics.

Uses apparatus and technological tools with

inconsistent care and effectiveness and attempts to implement safe and ethical investigation

procedures.

Obtains, records, and displays findings of investigations using conventions and formats

inconsistently, with occasional accuracy and

effectiveness.


concepts, and issues in physics.







Attempts to use some physics terms,


be appropriate.



collaborative work.


understanding of physics concepts.

Identifies and explains some physics information that is relevant to one or more



E Identifies a simple procedure for a physics investigation.

Identifies a source of information about physics

or an issue in physics.


tools with limited effectiveness or attention to

safe or ethical investigation procedures.


information about an investigation, with limited


Acknowledges that connections exist between data, concepts, and/or issues in physics.

Acknowledges the need for improvements in

one or more procedures.


observations.

Identifies a basic problem and attempts to identify a solution in a familiar context.

Uses some physics terms or formulae.

Shows emerging skills in individual and collaborative work.

Demonstrates some limited recognition and awareness of physics concepts.

Shows an emerging understanding that some

physics information is relevant to contemporary applications.

Attempts to communicate information about

physics.

58

Psychology



and Week

Investigation Folio (50%) Social Issues Investigation Negotiated Task Term 2, Week 2

Group Investigation Written Report Term 1, Week 9


(50%) Introductory Test Supervised Task Term 1, Week 6

Key Study/Theorist Negotiated Task Term 2, Week 5



and Week

Investigation Folio (50%) Social Issues Investigation Negotiated Task Term 3, Week 6

Group Investigation Written Report Term 3, Week 10


(50%) Test Supervised Task Term 4, Week 2

Case Study Negotiated Task Term 4, Week 4

59

Performance Standards for Stage 1 Psychology


A Develops a logical, coherent, and detailed psychology investigation proposal.


and appropriately acknowledges information about psychology and issues in psychology from

a range of sources.

Clearly understands and consistently uses well-organised, ethical research practices.


investigations using appropriate conventions and formats accurately and highly effectively.

Uses perceptive and thorough analytical skills to examine the behaviour of individuals and

groups of people in different contexts.


Systematically analyses and evaluates

psychological evidence to formulate logical and highly relevant conclusions.

Applies psychological concepts and evidence from investigations to suggest solutions to

complex problems in new and familiar contexts.

Uses appropriate psychological terms highly effectively.




psychological concepts and ethical

considerations.

Uses knowledge of psychology perceptively and

logically to understand and explain behaviours.

Uses a variety of formats to communicate knowledge and understanding of psychology in

different contexts coherently and highly

effectively.

B Develops a well-considered and clear psychology investigation proposal.


acknowledges information about psychology and issues in psychology from different sources.

Understands and consistently uses ethical

research practices.




Uses clear and well-organised analytical skills to examine the behaviour of individuals and


Evaluates procedures and suggests some appropriate improvements.


psychological evidence to formulate consistent and relevant conclusions.

Applies psychological concepts and evidence from investigations to suggest solutions to


Uses appropriate psychological terms effectively.



Demonstrates some depth and breadth of knowledge and understanding of a range of

psychological concepts and ethical

considerations.

Uses knowledge of psychology logically to

understand and explain behaviours.

Uses a variety of formats to communicate knowledge and understanding of psychology in

different contexts coherently and effectively.

C Develops a considered and generally clear

psychology investigation proposal.

Selects with some focus, and mostly

appropriately acknowledges, information about psychology and issues in psychology from

different sources.

Generally understands and uses ethical research practices.


investigations using generally appropriate conventions and formats with some errors but

generally accurately and effectively.


examine the behaviour of individuals and


Evaluates some procedures in psychology and suggests some improvements that are generally

appropriate.

Analyses and evaluates psychological evidence to formulate simple and generally relevant

conclusions.

Applies psychological concepts and evidence

from investigations to suggest some solutions to

basic problems in new or familiar contexts.

Uses generally appropriate psychological terms with some general effectiveness.




general range of psychological concepts and

ethical considerations.

Uses knowledge of psychology with some logic to understand and explain behaviours.

Uses different formats to communicate

knowledge and understanding of psychology in different contexts with some general

effectiveness.

D Prepares the outline of a psychology

investigation proposal.

Selects and may partly acknowledge one or

more sources of information about psychology

or an issue in psychology.

Identifies and attempts to use some ethical

research practices.

Obtains, records, and displays findings of investigations using conventions and formats

inconsistently, with occasional accuracy and

effectiveness.

Describes basic behaviour of individuals and


For some procedures, identifies improvements

that may be made.

Attempts to extract meaning from psychological evidence and to formulate a simple conclusion

that may be relevant.


problems and identify one or more simple solutions, in familiar contexts.

Attempts to use some psychological terms that

may be appropriate.



collaborative work.


understanding of psychological concepts and ethical considerations.

Identifies and explains some psychological

information that is relevant to understanding and explaining behaviours.

Communicates basic information about

psychology to others using one or more formats.

E Identifies a simple psychology investigation

proposal.

Identifies a source of information about

psychology or an issue in psychology.

Pays limited attention to ethical research

practices.

Attempts to record and display some descriptive information about an investigation, with limited


Acknowledges that individuals and groups of

people may behave differently in different contexts.


Attempts to organise some limited evidence.



Uses some psychological terms.

Shows emerging skills in individual and collaborative work.


awareness of psychological concepts and ethical considerations.

Shows an emerging understanding that some psychological information is relevant to

explaining behaviours.

Attempts to communicate information about psychology.

60

Specialist Mathematics



and Week


(70%) Periodic Phenomena Topic Test Topic Test Term 1, Week 7

Planar Geometry Topic Test Topic Test Term 2, Week 1


Folio (30%) Planar Geometry Investigation Written Report Term 2, Week 3

Periodic Phenomena Project Written Report Term 1, Week 7



and Week


(70%)

Quadratics and Other Polynomials (Complex

Roots) Topic Test Topic Test Term 3, Week 4

Planar Geometry (Vectors) Topic Test Topic Test Term 3, Week 10


Folio (30%) Planar Geometry (Vectors) Investigation Written Report Term 3, Week 9

Quadratics and Other Polynomials (Complex

Roots) Project Written Report Term 3, Week 3

61



Problem-solving











of the problem.


assumptions made.























terminology.














assumptions made.







and relationships.












reasoning.















reasoning.


62

Visual Arts



and Week

Folio (40%) Set of 6 Tasks Visual & Written Term 1, Week 9

Practical (30%) Major Work – Changes Practical Term 1, Week 9

Visual Study (30%) Art Deco – 1920s, interwar years – before and

after Written and Visual Response Term 2, Week 6



and Week

Folio (30%) Back Up Diary to Major Work Visual & Written Term 3, Week 9

Practical (40%) Major Work – Organic Practical Term 3, Week 9

Visual Study (30%) Cubism Written and Visual Response Term 4, Week 4

63

Performance Standards for Stage 2 Visual Arts

Practical Application Knowledge and Understanding Analysis and Synthesis Inquiry and Exploration

A Initiation of complex or challenging and well-planned conceptualisation and development of

innovative, imaginative, or personally relevant

visual ideas.

Comprehensive exploration to refine technical

skills and use different media, materials, and

technologies.

Insightful and thorough documentation of

creative visual thinking and problem-solving

processes.

Highly effective application of refined technical

skills and sensitive use of media, materials, and

technologies to communicate visual ideas in resolved work(s) of art or design.

In-depth knowledge of selected visual arts concepts, forms, styles, and conventions, and a

clear understanding of their practical

application.

In-depth knowledge and understanding of visual

arts in different cultural, social, and/or historical

contexts.

Insightful and discerning understanding of

aesthetic and/or functional qualities in a variety

of works of art or design.

Highly perceptive critical analysis and interpretation of a variety of works of art or

design from different contexts.

Extensive and sophisticated use of visual arts language to interpret, respond to, and synthesise

thoughts on visual arts, including issues and/or

questions.

Discerning evaluation of own work and

connections or comparisons with other

practitioners’ work.

Insightful evaluation of, and conclusions about,

visual arts learning.

Productive and thorough use of research skills and a clear understanding of inquiry methods to

locate and appropriately acknowledge sources,

explore, experiment, and develop perceptive and clear insights into a range of aspects of the

visual arts.

Astute exploration and self-analysis in development of a personal aesthetic through the

visual arts.

B Thoughtful and well-planned conceptualisation and development of imaginative or personally

relevant visual ideas.

Thorough exploration to refine technical skills and use media, materials, and technologies.

Thoughtful and organised documentation of

creative visual thinking and/or problem-solving processes.

Effective application of some refined technical

skills and some sensitive use of media,

materials, and technologies to communicate

visual ideas in resolved work(s) of art or design.

Some depth of knowledge of selected visual arts concepts, forms, styles, and conventions, and a

sound understanding of their practical

application.

Some depth of knowledge and understanding of

visual arts in different cultural, social, and/or


Clear understanding of aesthetic and/or

functional qualities in several different works of art or design.

Well-informed and well-considered critical analysis and interpretation of several works of

art or design from different contexts.

Proficient use of visual arts language to interpret, respond to, and synthesise thoughts on

visual arts, including issues and questions.

Thoughtful evaluation of own work, and connections or comparisons with other

practitioners’ work.

Thoughtful and well-explained evaluation of,

and conclusions about, visual arts learning.

Systematic use of research skills and a sound understanding of inquiry methods to locate and

appropriately acknowledge sources, explore,

experiment and develop mostly clear insights into different aspects of the visual arts.

Thoughtful exploration and self-analysis in

development of a personal aesthetic through the visual arts.

C Considered conceptualisation and development

of imaginative or personally relevant visual ideas.

Competent exploration to refine technical skills

and use media, materials, and technologies.

Organised documentation of creative visual

thinking and/or problem-solving processes.

Competent application of technical skills and elements of sensitivity in the use of media,

materials, and technologies to communicate

visual ideas in resolved work(s) of art or design.

Appropriate knowledge of selected visual arts

concepts, forms, styles, and conventions, and some understanding of their practical

application.

Considered knowledge and understanding of visual arts in different cultural, social, and/or


Appropriate understanding of aesthetic and/or functional qualities in different works of art or

design.

Informed and considered critical analysis and

interpretation of two or more works of art or design from different contexts.

Competent use of visual arts language to

interpret, respond to, and synthesise thoughts on visual arts, including issues and questions.

Considered evaluation of own work and

connections or comparisons with other practitioners’ work.

Competent and appropriate evaluation of, and

conclusions about, visual arts learning.

Competent use of research skills and considered

understanding of inquiry methods to locate and appropriately acknowledge sources, explore,

experiment, and develop some insights into

different aspects of the visual arts.

Some considered exploration and self-analysis

in development of a personal aesthetic through

the visual arts.

D Elements of conceptualisation and some development of visual ideas.

Some exploration of technical skills using

media, materials, and technologies.

Disjointed or partial documentation of creative

visual thinking and/or problem-solving

processes.

Partial application of technical skills and some

use of media, materials, or technologies in

developing a work of art or design.

Some basic knowledge of selected visual arts concepts, forms, conventions, and styles, and an

emerging understanding of their practical

application.

Some reference to knowledge or understanding

of visual arts in a cultural, social, or historical

context.

A superficial understanding of aesthetic or

functional qualities in works of art or design.

Some basic consideration and interpretation of at least one work of art or design with

superficial reference to their context.

Restricted use of visual arts language to interpret, respond to, and describe thoughts on

visual arts, including issues or questions.

Some description of own and others works, with some tenuous connections or comparisons.

Some basic summary and description of visual

arts learning, with elements of evaluation.

Some use of basic research skills and awareness of inquiry methods to locate one or more

sources (with attempted acknowledgment),

explore, and experiment.

Superficial recognition of the role of visual arts

in personal development.

E Emerging skills in the conceptualisation and development of visual ideas.

Attempted exploration of technical skills using

media, materials, or technologies.

Limited documentation of creative visual

thinking or problem-solving processes.

Attempted application of technical skills to develop a work of art or design.

Limited knowledge or understanding of concepts, forms, or styles in visual arts.

Emerging awareness of different visual arts

contexts.

Some awareness of the need to understand

aesthetic or functional qualities in works of art

or design.

Emerging awareness of connections between at least one work of art or design and the context.

Limited use of visual arts language for

interpretation or response in the visual arts.

Attempted description of own and others’ work.

Attempted description of aspects of visual arts

learning.

Attempted engagement in a directed research process.

Emerging awareness of the role of visual arts in

personal development.

64

VET Tourism

Year 11 – Full Year

Name of Assessment Approximate Term and Week

Develop and Update Tourism Industry Knowledge Term 1

Source and Present Information Term 1

Make Presentations Term 1

Source and Provide International Destination Information and Advice Term 2

Access and Interpret Product Information Term 2

Provide Visitor Information Term 2

Work with Colleagues and Customers Term 3

Work in a Socially Diverse Environment Term 3

Perform Office Procedures Term 3

Communicate on the Telephone Term 4

Follow Health, Safety and Security Procedures Term 4

year 11 assessment handbook 2012 - st philip's college · practical (design): factors...

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