CHERRYBROOK TECHNOLOGY HIGH SCHOOL HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICIES

Year 12 - 2011

IF IT IS TO BE IT IS UP TO ME

CONTENTS Page
ASSESSMENT PROCEDURES AND RULES EXAMINATION ADVICE FOR ASSESSMENT PERIOD EXAMS ENGLISH MATHEMATICS HSIE Ancient History Business Studies Economics Geography Legal Studies Modern History History Extension Dance Drama Music Visual Art German - Continuers French - Continuers French - Extension Japanese - Beginners Japanese - Continuers Japanese Extension Society and Culture 3 10 14 22 29 30 31 32 33 34 35 36 37 38 41 42 43 44 45 46 47 48 49 Biology Chemistry Earth and Environmental Science Physics Senior Science 50 51 52 53 54

CREATIVE ARTS

LOTE

PD/H/PE SCIENCE

TECHNOLOGY & APPLIED STUDIES Information Processes & Technology Software Design and Development Agriculture Community and Family Studies Design and Technology Engineering Studies Food Technology Industrial Technology Textiles and Design VET Assessment Policy and RPL Hospitality Operations (VET)

55 56 57 58 60 61 62 63 64 65 68

HIGHER SCHOOL CERTIFICATE ASSESSMENTS

Introduction This booklet outlines the assessment schedule for the cohort of students at CTHS undertaking the HSC Year in 2011. Dates included are correct at the time of printing, but unforeseen circumstances may result in some changes over the year. What is Assessment? Assessment is the process of identifying, gathering and interpreting information about a students learning. The key purposes of assessment in the Higher School Certificate are to provide information on student achievement and progress in each course in relation to the syllabus standards and to report on the standard of performance attained at the end of the course. The feedback given to students and parents is a valuable source of information on the effectiveness of student work practices and the appropriateness of course selections. Standards Referenced Assessment The standards-referenced approach allows students to be assessed and reported against specified standards that are established for each course. A standards-referenced approach is an effective method of providing information to students about what they are expected to learn and the standards against which they will be assessed. School Assessment Tasks At the end of the HSC program, schools will provide the Board of Studies with a mark for each of the courses studied by each student. These marks will be formed from the performances in the school assessment tasks within each course. The marks will reflect the rank order of students within each course at CTHS. The assessment tasks will be designed to assess mandatory components of the syllabus with the required weightings. Guidance will be provided to students in the form of a list of outcomes to be assessed and general marking guidelines. The Preliminary Course Assessment (Year 11) The Preliminary assessment tasks will not be used in determining the HSC final assessments. However, they will be used to ascertain whether the Preliminary courses have been satisfactorily completed. VET courses will have competencies completed in Year 11 which contribute to the final results. The internal school assessments and the external HSC examination will carry an equal weighting in the final HSC result. The School Assessment mark and the HSC Exam mark will be treated as follows: The School Assessment mark will be moderated (adjusted) by the exam performance of the school group The Moderated School Assessment mark and the HSC Exam mark will be averaged The averaged mark will be used to align the students result to a performance scale The average of the assessment mark and examination mark, after alignment to the performance scale, is then reported as the HSC mark. Types of Assessment Tasks Assessment programs can include major exams, topic tests, oral and aural activities, fieldwork, projects, experiments, performances, research tasks and in class tasks. Teachers will give you advance notice of upcoming tasks (usually 2 weeks) and the nature of the task. Students will be given results for each task and a cumulative rank (position) in each course at reporting times.

HSC Exams The HSC exams will assess against the standards of performance by: Using a variety of question types Setting questions that are clearly worded and structured Using marking guidelines that are aligned with performance standards Awarding marks that reflect the standard achieved Moderation of Assessment Marks The assessment marks are moderated by the Board of Studies to allow fair comparisons of student achievement from different schools. Moderation is achieved by using the HSC exam results from each school to adjust the assessment marks submitted for each course. It is therefore important for all students in every course to strive for their best possible result in the HSC exams. How do Tertiary Institutions Treat Assessments? Tertiary institutions give equal weight to the exam mark and the moderated assessment mark, in working out if you satisfy their entry requirements. School Review of Assessments Students, who consider that their placement in the order of merit for any course is not correct, on the basis of feedback on their performance during the course, may seek a school review. Students are not entitled to seek a review of teachers judgements of the worth of individual performance in an assessment task. After students have completed their final HSC exam they are able to access the Board of Studies website via a PIN number and check if the assessment ranks that were provided to the Board of Studies in each course were correct. Students have a right to appeal if it appears that any of these assessment marks are not an accurate reflection of the students ranking within the course. The Appeals Process The Appeals Panel consists of the Deputy Principal and the Head Teacher Stage 6. The panel will consider the written information supplied by the appealing student and the CTHS Assessment Policy. The panel will make a prompt decision and explain the reasons for the decision to the appellant. The panel is concerned with the Assessment process and will not review the teachers judgements of the worth of a particular task. Unsatisfactory Progress and Attendance Poor attendance and unsatisfactory progress are closely linked. Attendance in each course needs to meet satisfactory levels in order to complete sufficient course outcomes. Where attendance and/or course outcome completion are of concern the student will be notified in writing and a letter will be sent home. This will be the first official warning that the student may be withdrawn from that course if the completion of outcomes does not improve. A second letter of concern will be a final warning and will require a parent/guardian interview. Continued unsatisfactory progress will result in the student being withdrawn from the course. This may result in failure to complete the required courses for the award of the Higher School Certificate. In extreme circumstances the Principal may expel a student from the school or make a submission to the Director-General recommending the expulsion of a student from the school. The grounds for expulsion will be unsatisfactory participation in learning by a student of post-compulsory age eg. a documented pattern of non-satisfactory completion, non serious attempts to meet course objectives and /or non-compliance with Board of Studies requirements for the award of Higher School Certificate.

SITUATIONS THAT MAY ARISE REGARDING TASKS

1. ABSENCE ON THE DAY OF NOTIFICATION OF AN ASSESSMENT TASK If a student is absent on the day of notification of the task the onus is on the student to find out about the task on their first day back at school. 2. LATE ARRIVAL ON THE DAY OF AN ASSESSMENT TASK School records must show that a student attended a full day of school on the day of an assessment task. This is to ensure that no student is advantaged by using school time to work on an assessment task. Failure to attend all classes may result in a zero being given for the task. If the absence is due to a medical condition that prevented them from completing the task, they must fill in the Explanation of Absence Form and support this with the appropriate documentation. The assessment task is to be submitted on the first day of their return to school with the Form attached to the front of the task and be given to the relevant KLA Head Teacher. 3. AT-HOME TASKS If a task is completed other than in class time, it will be due at the beginning of the first period of the subject on the day determined, unless otherwise stated by the teacher. Late work will receive a zero unless there is a valid reason. 4. REQUESTING LEAVE OF ABSENCE OF THE DAY OF AN ASSESSMENT TASK Use Explanation of Absence Form Should special circumstances arise where a student is to be absent on the day of an assessment task, they should write to the Head Teacher KLA requesting leave of absence, outlining the reason for the absence and attaching supporting evidence. If the reason is accepted, a substitute task or extension of time will be given, whichever is appropriate. Under exceptional circumstances, the Principal may authorise the use of an estimated mark. 5. ABSENCE ON THE DAY OF A HAND-IN ASSESSMENT TASK Use Explanation of Absence Form If a student is away from school on the day of a hand-in task, it is their responsibility to arrange for someone to fax, email or deliver their work to the school. 6. ABSENCE ON THE DAY OF AN IN-CLASS ASSESSMENT TASK Use Explanation of Absence Form A student who is absent on the day of an assessment task must complete the Explanation of Absence Form. In the case of a medical reason, an independent doctors certificate will be required at the beginning of the first day of return to school. This is to be attached to the form and given to the Head Teacher of the subject. If the reason for the absence is accepted, a substitute task will be given. Under exceptional circumstances, where a substitute task is not possible, the Principal may authorise the use of an estimated mark. If a student misses an assessment task without a genuine reason, supported by written evidence, they will be given a zero. 7. ILLNESS/MISADVENTURE ON THE DAY OF AN ASSESSMENT TASK Use Illness/Misadventure Appeal Form If a student feels well enough to do a task but believes that circumstances occurring immediately prior to the day of an assessment task may have diminished their performance they should inform the relevant KLA Head Teacher prior to the task, sit for or submit the task, complete an Illness/Misadventure Appeal Form and hand it to the KLA HT with the appropriate documentation. Illness/Misadventure Forms must be submitted on the day of the assessment task or on the first day of return to school following the assessment task. No Illness/Misadventure Appeal will be considered after results of the assessment task have been distributed to students. If a student is unable to sit an exam at the scheduled time they are to see the Head Teacher Stage 6 to re-schedule for another time within the examination period. 8. LONG TERM ILLNESS - Use Long Term Illness Form There is no provision for students who have lost preparation time due to a long term illness (such as glandular fever, asthma, chronic fatigue syndrome). Chronic illness is not in itself an acceptable reason for requesting special consideration. However, you should notify the Head Teacher Stage 6 of any long term condition that may affect your assessment tasks via the Notification of Long Term Illness Form.

9. QUERYING THE RESULT OF AN ASSESSMENT TASK If on the return of an assessment task, a student considers a mistake has been made in the marking of the assessment it is their responsibility to discuss their concern with the subject teacher or KLA HT. If the matter cannot be resolved it can be referred to the HT Stage 6. A teachers professional judgement cannot be questioned. 10. DISHONESTY/MALPRACTICE Proven dishonesty/malpractice will result in a zero award for the assessment task. Honest and ethical practice is clearly outlined in the modules of work completed in HSC: All my own work program. These modules include aspects such as plagiarism, copying other students work, giving other students your work, acknowledging sources, cheating and copyright. 11. WORK ON ASSESSMENT TASKS IN CLASS TIME Students are not permitted to miss class to complete assessment tasks and major works for other courses. 12. SUSPENDED STUDENTS ASSESSMENTS If a student is suspended when an assessment task is due you must: Not attend school for the duration of your suspension Submit out-of-school assessment tasks by either mail or by delivery to the front Administrative Office (A Block) Miss your in-school assessment task for which you will be given an alternative task. It is the students responsibility to arrange to sit the task upon their return to school. 13. ALL ASSESSMENT TASKS MUST BE ATTEMPTED Except in exceptional circumstances (eg. long-term illness) all assessment tasks must be attempted. Late attempts may result in that task not being included in a students total assessment for that subject, but it will be marked and returned. It is important for skill development and feedback that students need to attempt all assessment tasks. 14. Do You Have To Do Non-Assessment Assignments/Tasks? Yes! One of the conditions of completing a course satisfactorily is that the student must apply themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school (Board Of Studies ACE Manual 11.4). Class work and assignment work may also be based on Mandatory Experiences for the course as described by the Syllabus for that course and as such must be completed satisfactorily. 15. SPECIAL PROVISIONS FOR ASSESSMENT TASKS If a student is entitled to special provisions for examination periods, it is their responsibility to request these provisions for any in-class tasks. This can be negotiated with the KLA HT or the HT Stage 6.

EXPLANATION OF ABSENCE FROM AN ASSESSMENT TASK Students Name: ___________________________________________ Date: ______________ Course Name: _____________________________ Teacher: ___________________________ Date of assessment task: ___________________________ Roll Call: ___________________ Assessment task details: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Explanation for Absence from task: (Wherever possible evidence should be stapled to the back of this form) ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Students signature: ____________________________________________________________ Parents signature: _____________________________________________________________

Head Teacher Stage 6/ Head Teacher KLA Decision: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Date: __________________ Date Student informed: ______________________

ILLNESS OR MISADVENTURE
A student who believes that circumstances occurring immediately prior to or on the day of an assessment task, and which were beyond their control, leading to a possible diminished result in the task, should complete this form and give it to the Head Teacher Stage 6. In dealing with illness/misadventure there can be no consideration for: General difficulties in preparation or general loss of preparation time; Loss of study time or facilities; Long term illness; Matters that could have been avoided by the student; Other commitments such as sport or drama, etc The above circumstances may be covered by other appeals mechanisms. Please see the Head Teacher Stage 6 for further information.

Students Name: __________________________________________ Roll call: _____________ Assessment task/s affected: ______________________________________________________ Date of Assessment task/s: ______________________________________________________ Describe how the illness or misadventure you have suffered has affected your performance in the assessment task. You must attach independent evidence of the illness or misadventure (medical certificate, counsellor report etc) If task was an exam, did you sit it and when? ____________________________________________________________________________ Students signature: ________________________________________ Date: _______________ Parents signature: _________________________________________ Date: _______________

Assessment Committee Decision:

NOTIFICATION OF LONG TERM ILLNESS

Students Name: ___________________________________________ Date: ______________ Long term illness (brief description of illness) ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Impact on study program: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Subject and Teachers names: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Students signature: ____________________________________________________________ Parents signature: _____________________________________________________________

Examination advice for Assessment Period Exams Please note the following. Reading time Reading time is for reading, and NO writing or highlighting may be undertaken during reading time. A staff member will advise you when you may use a pen.

Written examination venue Please check the school timetable to determine where your exam will be held. (usually the MPC or rooms in A block or B block.) Special Provisions students should check exam rooming prior to the start of their exams.

Lateness to Exams Students may be admitted up to 1 hour after an examination has started, dependent upon circumstances. In school based exams, students are not allowed to leave early.

Special Provisions granted for Exams These cannot by granted by CTHS unless approved by the HT Teaching & Learning, submitted to and approved by the Board of Studies.

Conduct during the examinations Full school uniform must be worn to every exam You must become familiar with the sections of the HSC Rules and Procedures for 2010 HigherSchoolCertificateCandidates booklet that relates to examination conduct. This booklet provides the expectation of students behaviour in exams at CTHS. (www.boardofstudies.nsw.edu.au/hsc_assessment_policies/#students) You must not: Have your mobile phone with you in any examination. It must be in your bag and turned off. Please note for the HSC NO MOBILE PHONES ARE ALLOWED INTO THE EXAMINATION ROOM. take any electronic device including a digital media player into the examination room, unless approved by the Board of Studies wear a wrist watch in the exams they must be placed on your desk. No plastic wristbands are permitted in any exam room. speak to any person other than a supervisor during an examination behave in any way likely to disturb the work of any other student or upset the conduct of the examination attend an examination while under the influence of alcohol or illegal drugs take into the examination room, or refer to during the examination, any books or notes, the examination timetable, any paper, or any equipment other than the equipment listed in this document smoke in the examination room eat in the examination room except as approved by the presiding officer, eg for diabetic students. The only food/liquid you are permitted is water and it must be in a clear plastic bottle. take any writing booklets, whether used or not, from the examination room. Examination question papers may not be removed at the end of the examination.

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Student identification Students must place their school ID or a drivers licence on the desk in the examination room.

Student absences from an exam A student who misses an exam for any reason must fill in an Explanation of Absence from an Assessment Task Form. This is to be accompanied by a medical certificate to cover the day/s missed. If the reason was not medical an explanation supported by appropriate documentation must be provided. The student/parent must contact the school (Head Teacher Stage 6) to inform them that the student will not be doing the exam. The student will see the HT Stage 6 on the first day back after the medical certificate expires to organise a re scheduling of the exam/s missed. Exams must be resat within an Examination Period or an alternate time set by the HTKLA. The time for the exam to be scheduled will be negotiated with the HT Stage 6. A student who knows they will be absent from an exam due to a sporting, family or other reason must see the HT Stage 6 prior to the examination period. Any illness or misadventure form must be submitted no later than the end of 3 school days following an examination period. No appeals will be considered after the results of an exam have been distributed to students.

Failure to follow these procedures may result in a zero being awarded for the exam. Examination equipment You may only take the equipment listed below into the examination room. No other equipment is allowed. Any equipment brought into the examination room will be subject to inspection before the examination commences. It is your responsibility to supply equipment that is in good working order. This includes calculators. Equipment failure is not a ground for an appeal under misadventure provisions. Supervisors will not be responsible for the safekeeping of any unauthorised material. When answering multiple-choice questions on Answer Sheets, you should use black or blue pen. Black pen is recommended.

Equipment for all examinations You are expected to provide pens (black is recommended), pencils and erasers, and a ruler marked in millimetres and centimetres, for all examinations. These are only allowed to be enclosed in a clear pencil case or clear plastic bag. You may use a pencil sharpener and/or highlighter pen. Equipment for specific HSC examinations This list details specific equipment that you are expected to provide for particular examinations. Only those examinations that require specific equipment are listed. Agriculture (both papers 1 and 2) A Board-approved calculator Biology A Board-approved calculator Business Studies A Board-approved calculator Chemistry A Board-approved calculator Construction (VET) A Board-approved calculator Earth and Environmental Science

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 A Board-approved calculator A pair of compasses A protractor Set squares Economics A Board-approved calculator Engineering Studies A Board-approved calculator A pair of compasses A protractor Set squares (optional) an ellipse/isometric circle drawing template General Mathematics A calculator A pair of compasses A protractor Set squares (optional) a curve-drawing template Geography A Board-approved calculator A pair of dividers A pair of compasses A protractor Coloured pencils and/or coloured felt pens (optional) a hand-held magnifying glass (optional) a piece of string or thread for measuring Hospitality (VET) A Board-approved calculator Industrial Technology A Board-approved calculator Information Processes and Technology Please note that calculators are not permitted. Languages Use of Dictionaries The use of monolingual and/or bilingual print dictionaries is permitted in the Beginners, Continuers, Extension, Background Speakers and CCAFL written languages examinations (electronic dictionaries are not permitted). Dictionaries may be consulted during reading time and during the examination. Dictionaries may not be used in the Continuers or Extension examinations for classical languages Latin, Classical Greek and Classical Hebrew. Mathematics, Mathematics Extension 1 and Mathematics Extension 2 A Board-approved calculator A pair of compasses Set squares A protractor (optional) a curve-drawing template Metal and Engineering (VET) A Board-approved calculator Physics A Board-approved calculator A pair of compasses A protractor Set squares Senior Science A Board-approved calculator A pair of compasses A protractor Set squares Software Design and Development (optional) a flowchart template Please note that calculators are not permitted.

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Notes 1. A Board-approved calculator is one that appears on the Boards 2010 HSC list of approved scientific calculators. This list can be found at. http.//www.boardofstudies.nsw.edu.au/manuals/calculators_hsc.html 2. In the General Mathematics HSC examination students are permitted to use calculators, including graphics calculators, that are silent, hand-held, and either battery or solar powered. Calculators that are capable of communicating or exchanging data may be taken into the examination room, but are not to be used for this purpose in the examination. A calculating device that incorporates a set of keys whose primary function is to represent the alphabetic characters (eg a QWERTY keyboard) is not deemed to be a calculator for the purpose of the examination/test, and will not be allowed. Calculators to be used by students in the examination/test must have been switched off and have had all storage facilities cleared for entry into the examination room. For information on clearance of storage facilities please refer to http.//www.boardofstudies.nsw.edu.au/manuals/calculators_hsc_gen_maths.html 3. Students may take into the School Certificate Mathematics test or any HSC mathematics examination, templates for drawing curves and geometrical figures, measuring, constructing etc. Such templates may contain equations of simple curves (eg y=x, y=sin x, y=1/x) that can be drawn using the templates and decimal approximations (eg for pi, e), but no other printed formulae (eg sine rule, cosine rule, quadratic formulae, area and volume formulae). Acceptable templates include Mathomat, Mathomat Senior and Mathaid (Non Formulae) .

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ENGLISH ESL Assessment Schedule 2011

Outcomes

Task

Date

Weighting 100

Area of study 50 15

Module a 25

Module b 25

H2, H3, H7,H9, H11

Task 1 Listening, Viewing and Writing an extended response linking listening text, related material and Skyzyneckis poetry

Term 4, Week 8

15

H1, H3, H4, H9, H11

Task 2 Speaking, Writing and Representing linking students related texts with Swallow the Air

Term 1 Week 6

20

20

H1, H5, H8, H9, H12

Task 3 AP3 examination Reading and Writing.

Term 1 Weeks 9-11

H3, H5, H7, H10, H14

Task 4 Module A (Australian Visions) Reading, Writing, Listening and Viewing

Term 2, Week 6

20

20

H4, H5, H10, H13, H14

Task 5 Module B (Academic English) Speaking and Reading with listening component

Term 2 Week 10

20

20

H1, H5, H6, H8, H9, H12

Task 6 AP4 Examination Reading and Writing With listening component

Term 3 Weeks 4-6

20

10

14

English (ESL) Outcomes These outcomes are derived from the English (ESL) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning. Preliminary 1. A student demonstrates an understanding of the relationships between composer, responder, text and context. A student identifies and describes relationships among texts. A student demonstrates cultural reference in texts. understanding of HSC 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. A student describes and explains different relationships among texts. A student demonstrates cultural reference in texts. understanding of

2. 3. 4. 5.

2. 3. 4. 5.

A student develops language relevant to the study of English. A student demonstrates understanding of how audience and purpose affect the language and structure of texts. A student interprets texts using key language patterns and structural features. A student describes the ways different technologies and media of production affect the language and structure of particular texts. A student uses a variety of textual forms appropriately, for different purposes, audiences and contexts, in all modes. A student engages with a wide range of texts to develop a considered and informed personal response.

A student uses language relevant to the study of English. A student demonstrates understanding of how audience and purpose affect the language and structure of texts. A student interprets texts using key language patterns and structural features. A student analyses the effect of technology on meaning. A student adapts a variety of textual forms to different purposes, audiences and contexts, in all modes. A student engages with the details of text in order to develop a considered and informed personal response.

6. 7.

6.

7.

8.

8.

9.

9.

10. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 11. A student analyses and synthesises information and ideas from a range of texts in a range of modes and media. 12. A student draws upon the imagination to transform experience into text. 13. A student reflects on own processes of responding and composing. 14. A student reflects on own processes of learning of English.

10. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 11. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. 12. A student draws upon the imagination to transform experience and ideas into texts, demonstrating control of language. 13. A student reflects on own processes of responding and composing. 14. A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.

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ENGLISH STANDARD Assessment Schedule 2011

Module A Experience through language 20 Module B Close Study of text 20 Module C Texts and society 20

Outcomes

Task

Date

Weighting % 100

Area of Study 40

H1, H2 H3, H4 H6, H8, H11

H6, H10, H8, H10

H1, H2, H4, H6, H10, H12A

H2, H4, H6, H7

H8, H5, H9, H11, H12, H13

All

Task 1 Listening/Viewing/Wri ting Extended response based on core text and one visual text of own choosing, plus an extended creative response on Belonging. Task 2 Reading and Writing Extended Response in class Task 3 (AP3 exam) Reading and Writing Examination type questions on set texts short answers and extended writing Task 4 Speaking and Reading 4 minute talk on texts selected by student and related to Module A Task 5 Listening and Viewing/Representin g Hand in task representation of text with written response Task 6 (AP4 exam) Reading and Writing Examination type questions on set texts short answers and extended writing

Term 4 Week 8 25 25

Term 1 Week 6

15

15

Term 1 Weeks 911

Term 2 Week 6 15 15

Term 3 Week 2 15 15

Term 3 Weeks 4-6 25 10 5 5 5

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English (Standard) Outcomes These outcomes are derived from the English (Standard) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning. Preliminary 1. A student demonstrates understanding of the relationships between composer, responder, text and context. 2. A student identifies and describes relationships among texts. 3. A student develops language relevant to the study of English. 4. A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses. 5. A student describes the ways different technologies and media of production affect the language and structure of particular texts. 6. A student engages with a wide range of texts to develop a considered and informed personal response. 7. A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts. 11. A student draws upon the imagination to transform experience into text. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning. HSC 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. 11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.

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ENGLISH ADVANCED Assessment Schedule 2011

Module A (Texts and Contexts) Module B (Critical Study) Module C (Represen -tation and Text)

Outcomes

Task Task 1 (Area of Study) Reading/ Viewing/ Speaking and extended responses Task 2 (Module B) Reading and Writing Extended response Task 3 (AP3) Area of Study Reading and Writing Examination Short answers and extended responses Task 4 (Module A) Reading/ Writing Extended response Task 5 (Module C) Reading/ Viewing/ Representing Task 6 (AP4) Reading and Writing Examination style questions on set texts short answers and extended responses

Date

Weighting %

Area of Study

H2, H4, H6, H7

Term 4 Week 8

25

25

H2A, H3, H6, H10

Term 1 Week 6

15

15

H1, H2, H3, H4, H6, H10, H12A H2A, H4, H6, H10, H11 H6, H8, H11 H1, H2, H2A, H3, H4, H5, H6, H7, H8, H10, H11

Term 1 Weeks 911

Term 2 Week 7

15

15

Term 3 Week 2

15

15

Term 3 Weeks 4-6

25

10

100

40

20

20

20

18

English (Advanced) Outcomes These outcomes are derived from the English (Advanced) Objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning.

Preliminary 1. A student describes and explains the relationships between composer, responder, text and context in particular texts. 2. A student describes and explains relationships among texts.

HSC 1. A student explains and evaluates the effects of different contexts of responders and composers on texts. 2. A student explains relationships among texts. 2A. Advanced only. A student recognises different ways in which particular texts are valued.

3. A student develops language relevant to the study of English. 4. A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses. 5. A student demonstrates an understanding of the ways various textual forms, technologies and their media of production affect meaning. 6. A student engages with a wide range of texts to develop a considered and informed personal response. 7. A student selects appropriate language forms and features, and structures to explore and express ideas and values. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts. 11. A student draws upon the imagination to transform experience into text. 12. A student reflects on own processes of responding and composing. 12A. Advanced only. A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts. 13. A student reflects on own processes of learning.

3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses. 5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. 9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas. 10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts. 11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language. 12. A student reflects on own processes of responding and composing. 12A. Advanced only A student explains and evaluates different ways of responding to and composing text. 13. A student reflects on own processes of learning.

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ENGLISH Extension 1 Assessment Schedule 2011

Outcomes H1, H2 Task 1 Speaking

Task

Date Term 4 Week 7

Weighting 10/50

H3

Task 2 (AP3 exam) Reading and Writing Extended response on elective

Term 1 Weeks 9-11

10/50

All

Task 3 Reading, Writing, Viewing and Listening Portfolio based on individual research on elective; a variety of text types composed over a period of time

Term 2 Week 7

15/50

All

Task 4 (AP4 exam) Two extended responses on elective

Term 3 Weeks 4-6

15/50 Mark/50

ENGLISH Extension 2 Assessment Schedule 2011

Components

Tasks

Objective 1

Objective 2

Total

Viva Voce addressing the proposal for the Major Work

10

Report - The impact of independent investigation on the development of the Major Work

10

15

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

10

15

25

Total

25

25

50

20

English (Extension) Outcomes These outcomes are derived from the English (Extension) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning. Students will work to achieve the outcomes by responding to and composing highly complex texts in a variety of modes and media.

Preliminary Outcomes A student understands how and why texts are valued in and appropriated into a range of contexts. A student develops skills in independent investigation, involving particular texts and their manifestations in various forms, and within particular cultural contexts. A student develops skills in extended composition in a range of modes and media for different audiences and purposes. HSC Extension 1 Outcomes A student distinguishes and evaluates the values expressed through texts. A student explains different ways of valuing texts. A student composes extended texts. A student develops and delivers sophisticated presentations. HSC Extension 2 Outcomes A student develops and presents an extended composition which demonstrates depth, insight, originality and skills in independent investigation. A student reflects on and documents own process of composition.

21

MATHEMATICS KLA
ASSESSMENT REQUIREMENTS General Mathematics Mathematics Mathematics Extension 1 Mathematics Extension 2 a single mark out of 100 a single mark out of 100 a single mark out of 100 (MTH Component) a single mark out of 50 (EXT1 Component) a single mark out of 100 (EXT1Component) a single mark out of 100 (EXT2Component)

The assessment procedures will follow the guidelines set out by the school and a minimum number of measures will be used to ensure a reliable indication of the relative achievement of the students. The assessment will enable a wide range of syllabus objectives to be measured and these measures are to be obtained throughout the course rather than at a single external examination. Teachers will assess your achievement through formal assessment tasks, outlined on the following pages, and informal class tasks and observation. An assessment ranking will be recorded on your reports and an exam mark with a mean for each course. This exam mark will indicate achievement within the relevant course(s) being studied. Please note: Students will be required to change level [EXT 2 to EXT 1, EXT 1 to MTH, MTH to General] if: v They are not of a satisfactory standard to cope with the level they are attempting v They are not satisfying the Outcomes of the course v Their attitude, effort, or performance is not satisfactory. These changes are to maximise the outcome for the student in the HSC, and wherever possible should occur at or before the AP1 examinations in Year 11.

22

GENERAL MATHEMATICS
General Mathematics is divided into 2 main areas of the syllabus: Component I - the development of knowledge and skills Component II - the application of mathematics. Preliminary & HSC Course: The Preliminary & HSC Course will both be based on the following components, weights & tasks. Up to 30% of the internal assessment in General Maths may be based on material from the Preliminary course

Assessment Components

Weighting

Types of Tasks examination-style questions assignments oral or written reports practical investigations / projects students' written explanation of problem solutions practical tasks eg: measurement activities samples of students' work

Knowledge & skills

40

Applications Marks

60 100

General Mathematics - Skills profile: * applies mathematical skills and techniques to interpret practical situations * communicates mathematics in written and / or verbal form * has developed skills, knowledge and understanding in: 1. Algebraic modelling: AM 2. Financial mathematics: FM 3. Measurement: M 4. Data analysis: DA 5. Probability: PB [Note: not all content areas will be graded in each semester]

23

GENERAL MATHEMATICS Assessment Schedule 2011

Outcomes which relate to the areas of study Weighting (Syllabus) % Task 1 12GMAT1 T4 2010 Week 8B 7/12/09 Topics: TBA H1 - H7, H9, H11 H1, H2, H6, H7, H8, H10, H11 C1: Knowledge & Skills C2: Applications Marks 40 5 Task 2 12GMAT2 AP3 T1 2011 Weeks 9-11 Topics: TBA 14 Task 3 12GMAT3 T2 2011 Week 7 Topics: TBA 10 Task 4 12GMAT4 AP4 T3 2011 Weeks 4-6 Topics: HSC Course

Components

11

60 100

5 10 TBA

16 30 TBA

10 20 TBA

29 40 TBA

Outcomes assessed by the task

General Mathematics Outcomes from the Preliminary Course:P1: P2: P3: P4: P5: P6: P7: P8: P9: P10: P11: develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation applies mathematical knowledge and skills to solving problems within familiar contexts develops rules to represent patterns arising from numerical and other sources represents information in symbolic, graphical and tabular forms represents the relationships between changing quantities in algebraic and graphical form performs calculations in relation to 2 and 3-dimensional figures determines the degree of accuracy of measurements and calculations models financial situations using appropriate tools determines an appropriate form of organisation and representation of collected data performs simple calculations in relation to the likelihood of familiar events justifies his/her response to a given problem using appropriate mathematical terminology

General Mathematics Outcomes for the HSC Course:H1: H2: H3: H4: H5: H6: H7: H8: H9: H10: H11: appreciates the importance of maths and skills in his/her own life and its usefulness in contributing to society integrates mathematical knowledge and skills from different content areas in exploring new situations develops and tests a general mathematical relationship from observed patterns analyses representations of data in order to make inferences, predictions and conclusions makes predictions about the behaviour of situations based on simple models analyses 2 and 3-dimensional models to solve practical and mathematical problems interprets the results of measurements and calculations and makes judgements about reasonableness makes informed decisions about financial situations develops and carries out the behaviour of situations based on simple models solves problems involving uncertainty using basic principles of probability uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others.

24

MATHEMATICS and MATHEMATICS EXTENSION 1 & 2

Description of Component A The student's knowledge, understanding and skills in each of the content areas listed in the syllabus, together with the ability to apply those skills in appropriate settings.

Description of Component B The student's achievements in:

v ability to understand information given verbally or in written, diagrammatic or graphical form and
ability to express information given in one form in other ways;

v ability to analyse and solve unfamiliar problems, to construct logically sound solutions and to
recognise limitations to the validity of solutions;

v ability to explain knowledge, methods or aspects of a solution using written and/or spoken
language and diagrams

v ability to compare various methods of solution in terms of efficiency and breadth of application.
The weightings for these components are: Component Mathematics Common A B Total 80 20 100 Mathematics Ext. 1 Additional 35 15 50 Weighting Mathematics Ext. 1 (For Extension 2 students) 70 30 100 Mathematics Ext. 2 60 40 100

25

MATHEMATICS Assessment Schedule 2011

Task 1 122UAT1 Outcomes which relate Components to the areas of study Weighting (Syllabus) % T4 2010 Week 7A 4/12/09 Topics: TBA H2, H3, H9 H1, H4 - H8 CA: Knowledge & Skills CB: Applications Marks Outcomes assessed by the task 80 20 100 10 TBA 10 Task 2 122UAT2 AP3 T1 2011 Weeks 9-11 Topics: TBA 20 10 30 TBA Task 3 122UAT3 T2 2011 Week 7 Topics: TBA 15 5 20 TBA Task 4 122UAT4 AP4 T3 2011 Weeks 4-6 Topics: HSC Course 35 5 40 TBA

Mathematics Outcomes from the Preliminary Course:P1: P2: P3: P4: P5: P6: P7: P8: demonstrates confidence in using mathematics to obtain realistic solutions to problems provides reasoning to support conclusions which are appropriate to the context performs routine arithmetic and algebraic manipulation involving surds (and logs), simple rational expressions and trigonometric identities chooses and applies appropriate arithmetic, algebraic, graphical, trigonometrical and geometric techniques understands the concept of a function and the relationship between a function and its graph relates the derivative of a function to the slope of its graph determines the derivative of a function through routine application of the rules of differentiation understands and uses the language and notation of calculus.

Mathematics Outcomes for the HSC Course:H1: H2: H3: H4: H5: H6 H7: H8: H9: seeks to apply mathematical techniques to problems in a wide range of practical contexts constructs arguments to prove and justify results manipulates algebraic expressions involving logarithmic and exponential functions expresses practical problems in mathematical terms based on simple given models applies appropriate techniques from the study of calculus, geometry, probability, trigonometry series to solve problems uses the derivative to determine the features of the graph of a function uses the features of a graph to deduce information about the derivative uses techniques of integration to calculate areas and volume communicates using mathematical language, notation, diagrams and graphs

and

26

MATHEMATICS EXTENSION 1 Assessment Schedule 2011

Task 1 123UAT1 Outcomes which relate to the areas of Components study Weighting (Syllabus) T4 2010 Week 8B 9/12/09 Topics: TBA HE1, HE2, HE4, HE6, HE7 HE2, HE3, HE5, HE6, HE7 CA: Knowledge & Skills CB: Applications Marks Outcomes assessed by the task 35/50 5 Task 2 123UAT2 AP3 T1 2011 Weeks 9-11 Topics: TBA 8 Task 3 123UAT3 T2 2011 Week 8 Topics: TBA 10 Task 4 123UAT4 AP4 T3 2011 Weeks 4-6 Topics: TBA 12

15/50 /50

2.5 7.5 TBA

7 15 TBA 10 TBA

5.5 17.5 TBA

Mathematics Extension 1 Outcomes from the Preliminary Course:PE1: PE2: PE3: PE4: PE5: PE6: appreciates the role of mathematics in the solution of practical problems uses multi-step deductive reasoning in a variety of contexts solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations uses the parametric representation together with differentiation to identify geometric properties of parabolas determines derivatives which require the application of more than one rule of differentiation makes comprehensive use of mathematical language, diagrams & notation for communicating in a wide variety of situations.

Mathematics Extension 1 Outcomes for the HSC Course:HE1: HE2: HE3: HE4: HE5: HE6: HE7: appreciates interrelationships between ideas drawn from different areas of mathematics uses inductive reasoning in the construction of proofs uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, SHM, or exponential growth and decay uses the relationship between functions, inverse functions and their derivatives applies the chain rule to problems including those involving velocity and acceleration as functions of displacement determines integrals by reduction to a standard form through a given substitution evaluates mathematical solutions to problems & communicates them in an appropriate form.

27

MATHEMATICS EXTENSION 2 Assessment Schedule 2011

Task 1 124UAT1 Outcomes which relate to the areas of Components study Weighting (Syllabus) % T4 2010 Week 8B 11/12/09 Topics: Complex No., Graphs E1 - E7, E9 E3, E5 - E9 CA: Knowledge & Skills CB: Applications Marks 60 40 100 5 5 10 TBA Task 2 124UAT2 AP3 T1 2011 Weeks 9-11 Topics: TBA Task 3 124UAT3 T2 2011 Week 6 Topics: TBA Task 4 124UAT4 T3 2011 Week 1 Topics: TBA Task 5 124UAT5 AP4 T3 2011 Weeks 4-6 Topics: TBA

15 15 30 TBA

5 5 10 TBA

5 5 10 TBA

30 10 40 TBA

Outcomes assessed by the task

Mathematics Extension 2 Outcomes for the HSC Course:E1: E2: E3: E4: E5: E6: E7: E8: E9: appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings uses the relationship between algebraic and geometric representations of complex numbers and conic sections uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions uses the techniques of slicing and cylindrical shells to determine volumes applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems communicates abstract ideas and relationships using appropriate notation and logical argument.

28

ANCIENT HISTORY Assessment Schedule 2011

Component Task 1 Society Week 8 Term 4 2010 Knowledge and understanding Source-based skills Historical inquiry and research Communication of historical understanding in appropriate forms Total Outcomes Assessed 5 10 10 5 Task 2 AP3 Weeks 9-11 Term1 2011 Task 3 Personality TBA 10 Task 4 Pompeii TBA 5 5 5 Task 5 AP4 Week 4-6 Term 3 2011 20 5 40 20 20 Weighting

5 20% H1.1 H4.2 Tiered questions

5 15% H1.2 H3.1 H4.1 AP3 Yearly

5 20% H2.1 H2.2 H4.2 H5.2 TBA

5 20% 25% H1.2 H3.1 H4.1 Source task AP4 Trial Exams

20 100%

Type of Task Syllabus Outcomes H1.1 H2.1 H2.2 H3.1 H3.2 H3.3 H3.4 H3.5 H3.6 H4.1 H4.2

describes and assesses the significance of key people, groups, events, institutions, societies and sites within their historical context. explain historical factors and assess their significance in contributing to change and continuity in the ancient world. evaluates the relative significance of factors affecting change and continuity. locate, select and organise relevant information from a variety of sources. discuss relevant problems of sources for reconstructing the past analyse and evaluate sources for their usefulness and reliability explain and evaluate differing perspectives and interpretations of the past analyse issues relating to ownership and custodianship of the past plan and present the findings of historical investigations, analysing and synthesising information from a range of sources use historical terms and concepts appropriately communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms.

29

BUSINESS STUDIES Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 Term 4 2010 Week 9 Knowledge and understanding of course content Inquiry and research Stimulus-based skills Communication of bs information, ideas, issues in appropriate forms Total Outcomes Assessed Task 2 Task 3 Term 1 2011 Weeks 9-11 5 20 5 5 10 Task 4 Task 5

Term 1 2011 Week 6

Term 2 2011 Week 9

Term 3 2011 Weeks 4-6

25

5 100 15 H2.1 H3.2 H3.3 H4.1 H5.1 H5.2 H5.3

5 15 H2.1 H3.2 H3.3 H4.1 H4.2 H5.1 H5.3 H5.4

5 20 20 H2.1 H3.2 H3.3 H4.1 H4.2 H5.1 H5.2

5 30

All

All

Syllabus Outcomes H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H3.3 H4.1 H4.2 H5.1 H5.2 H5.3 H5.4 explains the impact of the global business environment on business role and structure critically analyses the role of business in Australia describes and analyses business functions and operations and their impact on business success evaluates processes and operations in global business explains management theories and strategies and their impact on business evaluates the effectiveness of management in the organization and operations of business and its responsiveness to change analyses the impact of management decision-making on stakeholders critically analyses the social and ethical responsibilities of management evaluates management strategies in response to internal and external factors selects, organises and evaluates information and sources for usefulness and reliability plans and conducts an investigation into business to present the findings in an appropriate business format communicates business information, ideas and issues, using relevant business terminology and concepts in appropriate forms applies mathematical concepts appropriately in business situations

30

ECONOMICS Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 Week 9 Mon 14/12 per 1 Term 4 2010 Knowledge and understanding of course content Stimulus-Based Skills Inquiry and research Communication of economic information, ideas and issues in appropriate forms Total Outcomes Assessed 40 20 20 20 10 10 Task 2 Task 3 Task 4 Task 5

Week 5 Term 1 2011

Weeks 9-11 Term 1 2011

Week 7 Term 2 2011

Weeks 4-6 Term 3 2011

15

25

20

100

20 H1,2,3,8,1 0,11

15 H1,2,4,5,6,7 ,8,9,10,12

20 H1,2,3,4,5,6 ,7,8,10,11 Half Yearly Exam AP3 20 MC 2 SA 2 ER 2.5 hrs

15 H1,2,5,6, 7,8,9,10, 12

30 H1,2,3,4,5, 6,7,8,10,11 Trial Exam AP4 20 MC 4 SA 2 ER 3 hrs

Type of Task

Stimulus Short Answer 4 SA

Research essay In class

Research essay In class

Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 demonstrates understanding of economic terms, concepts and relationships analyses the economic role of individuals, firms, institutions and governments explains the role of markets within the global economy analyses the impact of global markets on the Australian and global economies discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts analyses the impact of economic policies in theoretical and contemporary Australian contexts evaluates the consequences of contemporary economic problems and issues on individuals, firms and governments applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts selects and organises information from a variety of sources for relevance and reliability communicates economic information, ideas and issues in appropriate forms applies mathematical concepts in economic contexts works independently and in groups to achieve appropriate goals in set timelines

31

GEOGRAPHY Assessment Schedule 2011

Task 1 Fieldwork Urban Places Week 8 Term 4 2010 1. Knowledge and understanding of course content 2.Geographical tools and skills 3 Geographical inquiry and research, including fieldwork 4. Communication of geographical information, ideas and issues in appropriate forms TOTAL 40 20 20 5 10 5 Task 2 Research Essay People and Economic Activity Week 6 Term 1 2011 5 Task 4 Test Ecosystem s at Risk Week 8 Term 2 2011 5 5 5

Course Components

Syllabus Weighting

Task 3 AP3 EXAM Weeks 9-11 Term 1 2011 10 5

Task 5 AP4 TRIAL EXAM Weeks 4-6 Term 3 2011 20 5

20

10

100

15 H1, H3, H8, H9, H10, H11, H12, H13 Field work Written

20 H1,H4, H5, H6, H8, H9, H10, H11, H12, H13 Research Written

20 H1, H3, H4, H6, H7, H8, H9, H10, H11, H12, H13 Half yearly Exam

15 H1, H2, H5, H6, H8, H9, H10, H11, H12, H13 Interpretativ e Skills Written

30 ALL OUTCOMES ASSESSED

Outcomes Assessed

Type of Task

Yearly Exam

Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity explains the factors which place ecosystems at risk and the reasons for their protection analyses contemporary urban dynamics and applies them in specific contexts. analyses the changing spatial and ecological dimensions of an economic activity evaluates environmental management strategies in terms of ecological sustainability evaluates the impacts of, and responses of people to, environmental change justifies geographical methods applicable and useful in the workplace and relevant to a changing world plans geographical inquiries to analyse and synthesise information from a variety of sources evaluates geographical information and sources for usefulness, validity and reliability applies maps, graphs and statistics, photographs, and fieldwork to analyse and integrate data in geographical contexts. applies mathematical ideas and techniques to analyse geographical data explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms

32

LEGAL STUDIES Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 Term 1 Wk 3 Law & Society Crime Additional Focus Studies Total 25 25 50 100 10 H1.1,H1.2, H3.1,H3.4, H5.1,H5.2, H5.3 25 10 Task 2 Term 1 Wk 9-11 15 10 15 15 H1.1,H2.3, H3.1,H3.2, H3.3,H3.4, H4.1,H4.2, H5.1,H5.2, H5.3, . Focus Study: Family Law. In class Essay 15 15 H1.1,H2.3, H3.1,H3.3, H3.4,H5.1, H5.3,H5.4. Media File & Focus Study: World Order Research In class Essay Task 3 Term 2 Wk 6 Task 4 Term 2 Wk 10 Task 5 Term 3 Wk 4-6 10 5 20 35

Outcomes Assessed

All

All

Type of Task

Oral and Summary

AP3 Half Yearly Exam

AP4 Yearly Exam

Syllabus Outcomes H1.1 H1.2 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H4.1 H4.2 H4.3 H5.1 H5.2 H5.3 H5.4 applies domestic and international legal vocabulary appropriate legal contexts assesses the role of Australian and major international legal institutions explains the origins and sources of Australian and international law compares similarities and contrasts differences in relation to customary law, statutory law, common law international law evaluates the effectiveness of domestic law in responding to global challenges analyses the interrelationship between law, justice and society and the changing nature of law assesses how cultures and values of different groups within society impact on the legal system evaluates the differences of the processes and mechanisms of change in the legal system analyses legislation, cases, media reports and opinions to review arguments for change and reform in the law analyses specific problems encountered in gaining access to the legal system assesses the effectiveness of dispute resolution mechanisms explains rights and responsibilities and evaluates the provisions of domestic and international legal systems in addressing these issues selects and organises legal information from a variety of sources and evaluates information and sources for usefulness, validity and bias investigates, analyses and synthesises legal information from a variety of perspectives and presents the findings of investigations communicates through well-structured texts to describe, explain, argue, discuss, analyse, evaluate and apply legal information, ideas and issues using appropriate written and oral uses planning and review strategies to manage effectively the competing demands of complex tasks and makes effective use of time and resources.

33

MODERN HISTORY Assessment Schedule 2011

Component Task 1 Term 4 Week 9 2010 Knowledge and understanding Source-based skills Historical inquiry and research Communication of historical understanding in appropriate forms 20 Outcomes Assessed Type of Task Syllabus Outcomes H1.1 H1.2 H2.1 H3.1 H3.2 H3.3 H3.4 H3.5 H4.1 H4.2 describe the role of key features, issues, individuals, groups and events of selected twentiethcentury studies analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth-century ask relevant historical questions locate, select and organise relevant information from different types of sources analyse and evaluate sources for their usefulness and reliability explain and evaluate differing perspectives and interpretations of the past plan and present the findings of historical investigations, analysing and synthesising information from different types of sources use historical terms and concepts appropriately communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms H2.1,H3.1, H4.1 Source Analysis 10 10 10 10 Task 2 Term 1 Weeks 9-11 2011 Task 3 Term 2 TBA 2011 10 Task 4 Term 2 TBA 2011 5 Task 5 Term3 TBA 2011 15 10 40 20 20 Weighting

5 15 All AP3

10 20 H1.2, H5.2, Writing Task

5 20 H1.1,H2.1, H4.1, Writing Task 25 All AP4

20 Marks

34

HISTORY EXTENSION Assessment Schedule 2011

Course Component What is History?

Task A: From 23/3/11 AP3 5%

Task B: 25/7/2011

Task C: From 5/8/11 AP4 Trial Exam 15%

History Project

History Project 80% includes: Proposal Essay Bibliography Process Log E1.1, E 2.1 E2.1, E2.2, E2.3 E1.1, E2.1

Syllabus Outcomes A student: E1.1 E2.1 E2.2 E2.3 analyses and evaluates different historical perspectives and approaches to history and the interpretations developed from these perspectives and approaches plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues constructs a historical position about an area of historical inquiry and discusses and challenges other positions

35

DANCE HSC Assessment Schedule 2011

Task 1 Term 4 Wk 8 - 10 Task 2 Term 1 Wk 4 Task 3 AP3 Term 1 Task 4 PART A Term 2 wk 4 Core Performance Core Composition Core Appreciation Major Study Performance OR Composition OR Appreciation OR Dance and Technology 5 5 7.5 5 10 7.5 PART B Term 2 wk 9 10 5 5 20% 20% 20% Task 5 AP4 Term 3 Syllabus Weightings

15

10

15

40%

Outcomes

Outcomes specific to major study chosen

H1.1,H1.2, H2.1, H2.2

H1.1, H1.2, H1.3, H2.1, H2.2, H3.1, H3.2, H3.3, H3.4, H4.1, H4.2, H4.3, H4.4 27.5

H4.1, H4.3, H4.4, H4.5

H3.1,H3.2, H3.3

TOTAL

15

10

7.5

H1.1, H1.2, H1.3, H1.4, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H4.1, H4.2, H4.3, H4.4, H4.5 35

100%

Syllabus Outcomes Dance as an Artform H1.1 understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form H1.2 performs, composes and appreciates dance as an artform H1.3 appreciates and values dance as an artform through the interrelated experiences of performing, composing and appreciating dances H1.4 acknowledges and appreciates the relationship of dance and other media Dance Performance H2.1 understands performance quality, interpretation and style relating to dance performance H2.2 performs dance skills with confidence, commitment, focus, consistency, performance quality and with due consideration of safe dance practices H2.3 values the diversity of dance performance Dance Composition H3.1 identifies and selects the appropriate elements of composition/choreography in response to a specific concept/intent H3.2 demonstrates the use of the elements of composition/choreography in a personal style in response to a specific concept/intent H3.3 recognises and values the role of dance in achieving individual expression H3.4 explores, applies and demonstrates the combined use of compositional principles and technological skills in response to a specific concept/intent Dance Appreciation H4.1 understands the concept of differing artistic, social and cultural contexts of dance H4.2 recognises, analyses and evaluates the distinguishing features of major dance works H4.3 utilises the skills of research and analysis to examine dance as an artform H4.4 demonstrates in written and oral form, the ability to analyse and synthesise information when making discriminating judgments about dance H4.5 acknowledges that the artform of dance is enhanced through reflective practice, study an

36

DRAMA HSC Assessment Schedule 2011

Component Syllabus Weighting %

Task 1 Term 4, Week 8 Australian Contemporary Theatre

Task 2 Term 1, Week 2 Individual Project/ Performance Work in Progress

Task 3 Term 1 AP3/ Half-Yearly PART A Term 2

Task 4 PART B Term 2

Task 5 Term 3 AP4/Trial

Individual Project/ Performance Australian Essay Option Essay Work in Progress Performance OR oral Presentation, including log books with ongoing drafts, research and preliminary ideas Australian Essay Group Performance Option Essay Individual Project/ Performance Group Performance

In-Class Workshop Activities, or Performance Task, and related written reflections

Oral Presentation and log book, including preliminary drafts and research

Option Performance Group

Work in Progress

H1.2, H1.3, H1.4, H1.5, H1.6, H1.7, H2.1, H3.1, H3.2

Outcome specific to project chosen

H1.1, H1.2, H1.3, H1.4, H1.6, H1.7, H3.1, H3.2, H3.3

Outcome specific to project chosen

Specific project outcomes and H1.1, H1.2, H1.3, H1.4, H1.5, H1.6, H1.7, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3 5 15 15

Outcomes

10

5 5

10

10 10

Making 40 Performing 30 Critically Studying 30 Totals 100

5 10 10

10 20 10 20

30

Drama Syllabus Outcomes H1.1 H1.2 H1.3 H1.4 H1.5 H1.6 H1.7 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 uses acting skills to adopt and sustain a variety of characters and roles uses performances skills to interpret and perform scripted and other material uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group work collaborates effectively to produce a group-devised performance demonstrates directorial skills records refined group performance work in appropriate form demonstrates skills in using the elements of production demonstrates effective performance skills uses dramatic and theatrical elements effectively to engage an audience demonstrated directorial skills for theatre and other media critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements
37

MUSIC 1 Assessment Schedule 2011

Outcomes H1 H11 Course Components Syllabus Weighting % Task 1 Dec 2010 Tm4/Wk9 Composition Task 2 March 2011 Research & Viva Voce Task 3 AP3 Exam Aural & Elective 1 Task 4 July 2011 Elective 2 Task 5 AP4 Exam T3 Aural, Elective 3 and Core Performance

H2, H5, H6, H7, (H10, H11) H2, H4, H6, H8, (H10, H11) H1, H2, H5, H6, H7, (H9, H10, H11) H3, H5, H7, H8, (H10, H11) H1, H3, H4, H5, H6, H7.

MUSICOLOGY (Core)

10

10

AURAL (Core)

25

10

15

PERFORMANCE (Core)

10

10

COMPOSITION (Core)

10

10

ELECTIVE 1 Performance or composition or musicology. ELECTIVE 2 Performance or composition or musicology. ELECTIVE 3 Performance or composition or musicology. TOTAL

15

15

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

15

15

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

15

15

100%

10%

10%

25%

15%

40%

Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble. reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied. improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied. articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles. critically evaluates and discusses performances and compositions. critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening. understands the capabilities of performing media, incorporates technologies into composition and performances as appropriate to the topics studied. identifies, recognises, experiments with, and discusses the use and effects of technology in music. performs as a means of self-expression and communication demonstrates a willingness to participate in performance, composition, musicology and aural activities. demonstrates a willingness to accept and use constructive criticism.
38

MUSIC 2 Assessment Schedule 2011

Syllabus Weighting % 20% 20% 20% Task 1 Dec 2010 Tm4/Wk9 Task 2 March 2011 15 Task 3 AP3 Exam 2.5 10 10 Task 4 July 2011 Task 5 AP4 Exam T3 2.5 10 10

Outcomes H1 H12 H2, H6, H7, H9, H12 H2, H6, H9 H1, H10, H12 H2, H3, H4, H5, H6, H7, H8, H11, H12 H1 H12

Course Components MUSICOLOGY (Core) AURAL (Core) PERFORMANCE (Core) COMPOSITION (Core) ELECTIVE Performance or composition or musicology. TOTAL

20%

10

10

20%

20

100%

10%

15%

22.5%

10%

42.5%

Syllabus Outcomes H1 H2 performs repertoire that reflects the mandatory and additional topics and addresses the stylistic and technical demands of the music as a soloist and as a member of an ensemble demonstrates an understanding of the relationships between combinations of the concepts of music, by interpreting, notating, analysing, discussing, composing and evaluating combinations of musical symbols reflecting those characteristically used in the mandatory and additional topics composes works focusing on a range of concepts, for familiar and unfamiliar sound sources, solo, small and large ensembles, or using a variety of musical structures stylistically creates, improvises, arranges and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts analyses, discusses, evaluates and clearly articulates compositional processes with stylistic, historical, cultural, social and musical considerations discusses, constructively criticises and evaluates performances and compositions of others and self with particular reference to stylistic features of the context critically evaluates and discusses in detail the concepts of music in works representative of the mandatory and additional topics understands the capabilities of performing media, incorporates technologies into compositions and performances as appropriate to the contexts studied identifies, recognises, experiments with, and discusses the uses and effects of technology in music performs as a means of self expression and communication demonstrates a willingness to participate in performance, composition, musicology and aural activities demonstrates a willingness to accept and use constructive criticism

H3 H4 H5 H6 H7 H8 H9 H10 H11 H12

39

MUSIC Extension - 1 Unit Assessment Schedule 2011

Task 1 Course Components AP3 Exam 25 Portfolio Progress 25 Task 2 AP4 Exam 25 Portfolio Completed 25 Total

MUSICOLOGY 50 Marks (or) PERFORMANCE 50 Marks (or) COMPOSITION 50 Marks

50

50

25 Portfolio Progress

25 Portfolio Completed

50

Performance Outcomes Through performance and related activities a student: 1. performs with highly developed technical skill and stylistic refinement as both a soloist and as an ensemble member leads critical evaluation and discussion sessions on all aspects of his/her own performances and the performances of others articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought with regard to the interpretation of music performed demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to works performed presents concert and recital programs, which includes solving problems concerning programming, organisation and management of concert practice and program direction critically analyses the use of musical concepts to present a stylistic interpretation of music performed

Composition Outcomes Through composition and related activities a student: 1. composes with highly developed technical skill and stylistic refinement demonstrating the emergence of a personal style leads critical evaluation and discussion sessions on all aspects of his/her own compositions and the compositions of others articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought with regard to compositional processes, techniques and devices used, showing the emergence of a personal style demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to works composed presents, discusses and evaluates the problem-solving process with regard to composition and the realisation of the composition critically analyses the use of musical concepts to present a personal compositional style

Musicology Outcomes Through musicology and related activities a student: 1. presents an extended essay demonstrating mastery of research, argument and data from primary and secondary sources leads critical evaluation and discussion sessions on all aspects of his/her own research and essay work and on the research and essays of others articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought in the development of a hypothesis and argument in the chosen area of research demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to research undertaken and essay writing presents, discusses and evaluates the problem-solving process and the development and realisation of a research project critically analyses the use of the musical concepts to articulate their relationship to the style analysed

2.

2.

2.

3.

3.

3.

4.

4.

4.

5.

5.

5.

6.

6.

6.

40

VISUAL ARTS Assessment Schedule 2011

Outcomes P1-P10

Course Components

Syllabus Weighting %

Task 1

Task 2

Task 3

Task 4

Task 5

Term 1 Week 7 H1, H2, H3, H4, H5, H6 ART MAKING 50 Body of Work 10 Term 1 Week 2 H7, H8, H9, H10. ART STUDYING 50 Case Study 10 10% Term 1 Weeks 9-11 AP3 Exam 10 (Theory) 20% Term 2 Week 9 In-class essay Section 2 format 10 10%

Term 2 Week 6 Body of Work 15

Term 3 Week 1 Submit Body of Work 25 Term 3 Weeks 4-6 AP4 Exam 20 (Theory)

Total Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H9 H10

100%

15%

45%

initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions. applies their understanding of the relationships among the artist, artworld, world and audience through the making of a body of work. demonstrates an understanding of the frames when working independently in the making of art. selects and develops subject matter and forms in particular ways as representations in artmaking. demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways. demonstrates technical accomplishment, refinement and sensitivity appropriate to the sensitivity appropriate to the artistic intentions within a body of work. applies their understanding of practice in art criticism and art history applies their understanding of the relationships among the artist, artworld, world and audience. constructs a body of significant art histories, critical narratives and other documentary accounts of the representation in the visual arts.

41

GERMAN Continuers Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 T4 Week 7 Speaking Listening & responding Reading & responding Writing Outcomes Assessed Type of Task Syllabus Outcomes 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 4.1 4.2 4.3 uses a range of strategies to maintain communication conveys information appropriate to context, purpose and audience exchanges and justifies opinions and ideas on known topics reflects on aspects of past, present and future experience applies knowledge of language structures to create original text describes, narrates and reflects on real or imaginary experiences in the past, present or future structures and sequences ideas and information identifies and conveys the gist, main points, supporting points and detailed items of specific information summarises, interprets and evaluates information recognises and employs language appropriate to different social contexts identifies values, attitudes and beliefs of cultural significance reflects upon significant aspects of language and culture 20 25 40 15 3.1, 3.3 Aural 3.1, 3.2, 1.2, 4.1 Gm->Eng 7 12 Task 2 T1 Week 5 Task 3 AP3 T1 Wks 9-11 4 8 12 4 All Exam 1.1, 1.2, 1.3, 1.4 Conv/n 5 2.1, 2.2, 2.3 Creative writing Task 4 T2 Week 5 8 Task 5 T2 Week 9 Task 6 AP4 T3 Wks 4-6 8 10 16 6 All Exam

42

FRENCH Continuers Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 T4 Week 7 Speaking Listening & responding Reading & responding Writing Outcomes Assessed Type of Task Syllabus Outcomes 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 4.1 4.2 4.3 uses a range of strategies to maintain communication conveys information appropriate to context, purpose and audience exchanges and justifies opinions and ideas on known topics reflects on aspects of past, present and future experience applies knowledge of language structures to create original text describes, narrates and reflects on real or imaginary experiences in the past, present or future structures and sequences ideas and information identifies and conveys the gist, main points, supporting points and detailed items of specific information summarises, interprets and evaluates information recognises and employs language appropriate to different social contexts identifies values, attitudes and beliefs of cultural significance reflects upon significant aspects of language and culture 20 25 40 15 3.1, 3.3 Aural 3.1, 3.2, 1.2, 4.1 Fre->Eng 7 12 Task 2 T1 Week 5 Task 3 AP3 T1 Wks 9-11 4 8 12 4 All Exam 1.1, 1.2, 1.3, 1.4 Conv/n 5 2.1, 2.2, 2.3 Creative writing Task 4 T2 Week 5 8 Task 5 T2 Week 9 Task 6 AP4 T3 Weeks 4-6 8 10 16 6 All Exam

43

FRENCH Extension 1 Unit Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 T1 Week 3 Speaking Analysis of Written Text Response to Written Text Writing Outcomes Assessed Type of Task Syllabus Outcomes 1.1 1.2 2.1 2.2 2.3 discusses attitudes, opinions and ideas in French formulates and justifies a written or spoken argument in French evaluates and responds to text personally, creatively and critically analyses how meaning is conveyed analyses the social, political, cultural and/or literary contexts of text that is in French 10 15 10 15 5 1.1,1.2, 2.1, 2.3 Issues / extract 5 Task 2 AP3 T1 Wks 9-11 2.5 5 5 5 All Exam 1.1, 1.2 Monologue Task 3 T2 Week 5 2.5 Task 4 AP4 T3 Weeks 4-6 5 5 5 5 All Exam

44

JAPANESE Beginners Assessment Schedule 2011

Course Components Syllabus Weightin g % Task 3 AP3 T1 Weeks 911 5 10 10 5 3.1 3.3 Aural 3.2, 2,1, 4,1 Situation all Exam 1.1, 1.2,1.3.1. 4 J -E 10 5 2.1,2.2, 2.3 Creative Task 6 AP4 T3 Weeks 46 10 10 10 10 All Exam

Task 1

Task 2

Task 4

Task5

T4 Week 7 Speaking Listening & responding Reading & responding Writing Outcomes Assessed Type of Task Syllabus Outcomes 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 4.1 4.2 4.3 20% 30% 30% 20% 10

T1 Weeks 5 5

T2 Week 5

T2 Weeks 9

uses a range of strategies to maintain communication conveys information appropriate to context, purpose and audience exchanges and justifies opinions and ideas on known topics reflects on aspects of past, present and future experience applies knowledge of language structures to create original text describes, narrates and reflects on real or imaginary experiences in the past, present or future structures and sequences ideas and information identifies and conveys the gist, main points, supporting points and detailed items of specific information summarises, interprets and evaluates information recognises and employs language appropriate to different social contexts identifies values, attitudes and beliefs of cultural significance reflects upon significant aspects of language and culture

45

JAPANESE Continuers Assessment Schedule 2011

Course Components Syllabus Weightin g % Task 3 AP3 T1 Wks 9-11 4 7 12 8 12 4 3.1, 3.3 Aural 3.1, 3.2, 1.2, 4.1 Jap->Eng All Exam 1.1, 1.2, 1.3, 1.4 Conv/n 5 2.1, 2.2, 2.3 Creative writing Task 6 AP4 T3 Weeks 46 8 10 16 6 All Exam

Task 1

Task 2

Task 4

Task 5

T4 Week 7 Speaking Listening & responding Reading & responding Writing Outcomes Assessed Type of Task Syllabus Outcomes 1.1 1.2 1.3 1.4 2.1 2.2 2.3 3.1 3.2 4.1 4.2 4.3 20 25 40 15

T1 Week 5

T2 Week 5 8

T2, Week 9

uses a range of strategies to maintain communication conveys information appropriate to context, purpose and audience exchanges and justifies opinions and ideas on known topics reflects on aspects of past, present and future experience applies knowledge of language structures to create original text describes, narrates and reflects on real or imaginary experiences in the past, present or future structures and sequences ideas and information identifies and conveys the gist, main points, supporting points and detailed items of specific information summarises, interprets and evaluates information recognises and employs language appropriate to different social contexts identifies values, attitudes and beliefs of cultural significance reflects upon significant aspects of language and culture

46

JAPANESE Extension 1 Unit Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 T1 Week 3 Speaking Analysis of Written Text Response to Written Text Writing Outcomes Assessed Type of Task Syllabus Outcomes 1.1 1.2 2.1 2.2 2.3 discusses attitudes, opinions and ideas in Japanese formulates and justifies a written or spoken argument in Japanese evaluates and responds to text personally, creatively and critically analyses how meaning is conveyed analyses the social, political, cultural and / or literary contexts of text that is in Japanese 10 15 10 15 5 1.1,1.2, 2.1, 2.3 Issues / Extract 5 Task 2 AP3 T1 Wks 9-11 2.5 5 5 5 All Exam 1.1, 1.2 Monologue Task 3 T2 Week 5 2.5 Task 4 AP4 T3 Weeks 4-6 5 5 5 5 All Exam

47

SOCIETY AND CULTURE Assessment Schedule 2011

Course Components Syllabus Weighting s Task 1 T4 wk7 Core Depth Study 1 Depth Study 2 Outcomes Assessed Type of Task 40 30 30 H1,4,5,7, 10 Oral / research H1,2,4,5, 7,8 Exam H2,4,7,8, 10 Oral / research 15 Task 2 AP3 T1 wks 9-11 10 5 15 20 H3,5,8, 10 Oral / research H6,8,9, 11 Oral / research Task 3 Task 4 T2 wk10 Task 5 T3 wk1 10 Task 6 AP4 T3 wks 4-6 5 10 10

T2 wk5

H1 - 10 Exam

Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 explains the interaction between persons, cultures and environment across time analyses relationships within and between social and cultural groups accounts for cultural diversity and commonality within societies and cultures evaluates continuity and change, and assesses social futures and strategies for change and the implications for societies and cultures evaluates the influence of power, authority, gender and technology on decision making and participation on society applies and evaluates the methodologies of social and cultural research applies appropriate language and concepts associated with society and culture selects, organises and considers information and sources for usefulness, validity and bias plans an investigation, analyses and synthesises information from a variety of perspectives and sources communicates information, ideas and issues using appropriate written, oral and graphic forms uses planning and review strategies to manage complex tasks, making effective use of time and resources

48

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 Task 2 Term 1 2011 Weeks 9-11 20 20 20 20 H7, H8, H9, H10, H11, H16, H17. 20 H1,H2, H3,H4, H5,H8, H14, H15, H16 H17 AP3 Exams 20 H1, H2, H3, H4, H5, H14, H15, H16 Research and InClass Task 20 H7,H8,H9 H10,H11 H16,H17 20 20 Task 3 Task 4 Task 5 Term 3 2011 Weeks 4-6 20

Term 1 2011 Week 2 Test Type Written Report In-class Task Totals 40 40 20 100

Term 2 2011 Week 2

Term 3 2011 Week 1

Outcomes Assessed

H1-17

Type of Task

Written Report

At-Home Writing Task

AP4 Exams

Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16 H17 describes the nature, and justifies the choice, of Australias health priorities analyses and explains the health status of Australians in terms of current trends and groups most at risk analyses the determinants of health and health inequalities argues the case for the new public health approach to health promotion explains the different roles and responsibilities of individuals, communities and governments in addressing Australias health priorities demonstrates a range of personal health skills that enables them to promote and maintain health explains the relationship between physiology and movement potential explains how a variety of training approaches and other interventions enhance performance and safety in physical activity explains how movement skill is acquired and appraised designs and implements training plans to improve performance designs psychological strategies and nutritional plans in response to individual performance needs analyses the influence of socio-cultural factors on the way people participate in and value physical activity and sport (option 2) selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (option 3) argues the benefits of health-promoting actions and choices that promote social justice critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all devises methods of gathering, interpreting and communicating information about health and physical activity concepts selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

49

BIOLOGY Assessment Schedule 2011

Task 1 Task 2 Task 3 Term 2 Week 5 Task 4 Term 3 Wks 4-6 X X X X X 20 H1H4 H5 H11 H12 H13 H14 H15 H16 Research 25 H1 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 20 35 H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 AP4 Exam (Trials) 100 Total

Course Components

Term 4 Week Term 1 Wks 7 9-11 Maintaining a Balance Blueprint of Life The Search for Better Health Option Weighting % X X X

Outcomes Assessed

H1 H3 H4 H5 H11 H12 H13 H14 H16

Type of Task

AP3 Exam

OpenEnded Investigation

NOTE: The following weightings apply in the overall assessment of the outcomes:Knowledge and understanding 40% First-hand Investigations 30% Scientific thinking, problem-solving and communication 30% Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking analyses the ways in which models, theories and laws in biology have been tested and validated assesses the impact of particular advances in biology on the development of technologies assesses the impacts and implications of biology on society and the environment identifies possible future directions of biological research explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism analyses the impact of natural and human processes on biodiversity evaluates the impact of human activity on the interactions of organisms and their environment describes the mechanisms of inheritance in molecular terms describes the mechanisms of evolution and assesses the impact of human activity on evolution justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding assesses the validity of conclusions from gathered data and information explains why an investigation is best undertaken individually or by a team

50

CHEMISTRY Assessment Schedule 2011

C Course Components

Task 1 T4 W7

Task 2 T1 W9-11 15 10

Task 3 T2 W4-6 5 15

Task 4 T3 W4-6 10 10 5 10

Production of Materials The Acidic Environment Chemical Monitoring and Management Option Industrial Chemistry Total Weighting

20

20

25 H1 H2 H3 H4 H5 H6 H7 H8 H9 H10

20

35 H1H2 H3 H4 H7 H8 H9 H10,H15 H16 AP4 Exam (Trials)

Outcomes Assessed

H3,H4 H11 H12 H13 H14

H9,H10, H11,H12 H13,H14

Type of Task

Research and Skills

AP3 Exam

Practical Skills test

NOTE: The following weightings apply in the overall assessment of the outcomes:Knowledge and understanding 40% First-hand Investigations 30% Scientific thinking, problem-solving and communication 30% Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking analyses the ways in which models, theories and laws in chemistry have been tested and validated assesses the impact of particular advances in chemistry on the development of technologies evaluates the impacts and implications of research in chemistry on society and the environment identifies possible future directions of chemical research explains reactions between elements and compounds in terms of atomic structures and periodicity describes the chemical basis of energy transformations in chemical reactions assesses the range of factors which influence the type and rate of chemical reactions describes and predicts reactions involving carbon compounds analyses stoichiometric relationships justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding assesses the validity of conclusions from gathered data and information explains why an investigation is best undertaken individually or by a team justifies their positive values about the attitude towards both the living and nonliving components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

51

EARTH AND ENVIRONMENTAL SCIENCE Assessment Schedule 2011 Course Components Task 1 Wk6 Term4 Tectonic Impacts Environments Through Time Caring for the Country Option Total 15 H1 H13 H2 H16 H3 H4 H5 Research and prepare a Powerpoint Presentation X 20 15 H2 H13 H4 H14 H7 H8 H10 X 20 H4 H10 H13 H5 H11 H14 H6 H12 X Task 2 Wk 9-11 Term1 X X Task 3 Wk 6 Term 2 Task 4 Wk 4 Term 3 Task 5 Wk 4-6 Term3 X X X X 30 100 Total

Outcomes Assessed

All

All

Type of Task

AP3

Collection and analysis First-Hand of Investigation information

AP4 exams

NOTE: The following weightings apply in the overall assessment of the outcomes:Knowledge and understanding 40% First-hand Investigations 30% Scientific thinking, problem-solving and communication 30% Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking analyses the ways in which models, theories and laws in EES have been tested and validated assesses the impact of particular advances in EES on the development of technologies assesses the impact of applications of EES on society and the environment identifies possible future directions of EES research evaluates the use of the Earths resources discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments describes models which can be used to explain changing environmental conditions during the evolution of Australia and other continents evaluates the impact of resources utilisation on the Australian environment. assesses the effects of current pressures on the Australian environment justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding assesses the validity of conclusions drawn from gathered data and information explains why an investigation is best undertaken individually or by a team Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

52

PHYSICS Assessment Schedule 2011

Course Components Task 1 Wk8 Term4 Task 2 Wks 9-11 Term1 X X X X X Total H9 H11 H12 H13 H14 Open ended investigation 15 25 H1 H5 H13 25 Task 3 Wk 9/10 Term2 Task 4 Wks 4-6 Term 3 X X X X 35 100 Total

Space Motors and Generators From Ideas to Implementation Option

Outcomes Assessed

All

All

Type of Task

AP3 exams

Research assignment

AP4 exams

NOTE: The following weightings apply in the overall assessment of the outcomes:Knowledge and understanding First-hand Investigations Scientific thinking, problem-solving and communication Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16

40% 30% 30%

evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking analyses the ways in which models, theories and laws in physics have been tested and validated assesses the impact of particular advances in physics on the development of technologies assesses the impact of applications of physics on society and the environment identifies possible future directions of physics research explains events in terms of Newtons Laws, Law of Conservation of Momentum and relativity explains the effect of energy transfers and transformation analyses wave interactions and explains the effects of those interactions explains the effects of electric, magnetic and gravitational fields describes the nature of electromagnetic radiation and matter in terms of the particles and forces involved justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding assesses the validity of conclusions drawn from gathered data and information explains why an investigation is best undertaken individually or by a team Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

53

SENIOR SCIENCE Assessment Schedule 2011

Task 1 Term 4 Wk 6-7 Lifestyle Chemistry Medical Technology Information Systems Option Total H8 H11 H12 H13 H14 15 25 X Task 2 Term1 Wk 9-11 X X X X X 25 H1,H2 H3,H4 H5,H10 H11,H12 H13,H14 H16 Research/ Skillsl Task 3 Term 2 Wk 5-6 Task 4 Term 3 Wks 4-6 X X X X 35 100 Total

Course Components

Outcomes Assessed

All

All

Type of Task

Prac Test

AP3 Exam

AP4 Exam

NOTE: The following weightings apply in the overall assessment of the outcomes:Knowledge and understanding First-hand Investigations Scientific thinking, problem-solving and communication Syllabus Outcomes H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15 H16

40% 30% 30%

discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking applies the processes that are used to test and validate models, theories and laws, to investigations assesses the contribution of scientific advances on the development of technologies assess the impacts of science on society and the environment describe possible future directions of scientific research describes uses of the Earths resources identifies effects of internal and external environmental changes on the human body relates the properties of chemicals to their use relates the structure of body organs and systems to their function discusses ways in which different forms of energy and energy transfers and transformations are used justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding access the validity of conclusions from gathered data and information explains why an investigation is best undertaken individually or by a team justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

54

INFORMATION PROCESSES AND TECHNOLOGY Assessment Schedule 2011

Syllabus Weighting %

Course Components

Task 1 Term 1 2011 Weeks 9-11

Task 2 Term 2 2011 Week 5

Task 3 Term 3 2011 Weeks 4-6 5

Task 4 Term 3 2011 Week 7 5 5 15

Information Systems and Databases Communication Systems Option Strands Project Work Assessment Percentage Outcomes Assessed Type of Task

20 20 40 20 100

10 10 5 5 20 H1 H2, H3.1 H4 H5 H6.1 AP3 Exam 10 10 30 H1 H2, H3 H4 H5 H6 H7 Individual Practical Project

5 10 5 25 H1 H2 H3.1 H4, H5 H6.1 AP4 Exam

25 H1.1, H1.3 H3 H4.1 Research Task

Syllabus Outcomes H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H5.1 H5.2 H6.1 H6.2 H7.1 H7.2 applies an understanding of the nature and function of information technologies to a specific practical situation explains and justifies the way in which information systems relate to information processes in a specific context analyses and describes a system in terms of the information processes involved develops solutions for an identified need which address all of the information processes evaluates the effect of information systems on the individual, society and the environment demonstrates ethical practice in the use of information systems, technologies and processes proposes ways in which information systems will meet emerging needs justifies the selection and use of appropriate resources and tools to effectively develop and manage projects assesses the ethical implications of selecting and using specific resources and tools analyses situations, identifies a need and develops solutions selects and applies a methodical approach to planning, designing or implementing a solution implements effective management techniques uses methods to thoroughly document the development of individual and/or group projects

55

SOFTWARE DESIGN AND DEVELOPMENT Assessment Schedule 2011

Syllabus Weighting %

Course Components

Task 1 Term 1 2011 Weeks 9-11

Task 2 Term 2 2011 Week 5

Task 3 Term 3 2011 Weeks 4-6

Task 4 Term 3 2011 Week 6

Knowledge and understanding about development and impact software solutions and the software development cycle Design and development of software solutions Project management techniques, including documentation, teamwork and communication Project(s) Assessment Percentage

20

10

35

10

10

10

20

10

25 100 20

5 20

5 30

15 30 H4.2 H4.3 H5.1 H5.2 H5.3 H6.1 H6.2 H6.3 H6.4 Individual Project

Outcomes Assessed

All

H1.1 H1.3 H4.2 H5.2 H5.3 Practical Test

All

Type of Task

AP3 Exam

AP4 Exam

Syllabus Outcomes H1.1 H1.2 H1.3 H2.1 H2.2 H3.1 H3.2 H4.1 H4.2 H4.3 H5.1 H5.2 H5.3 H6.1 H6.2 H6.3 H6.4 explains the interrelationship between hardware and software differentiates between various methods used to construct software solutions describes how the major components of a computer system store and manipulate data describes the historical development of different language types explains the relationship between emerging technologies and software development identifies and evaluates legal, social and ethical issues in a number of contexts constructs software solutions that address legal, social and ethical issues identifies needs to which software solutions are appropriate applies appropriate development methods to solve software problems applies a modular approach to implement well structured software solutions and evaluates their effectiveness applies project management techniques to maximise the productivity of the software development creates and justifies the need for the various types of documentation required for a software solution selects and applies appropriate software to facilitate the design and development of software solutions assesses the relationship between the roles of people involved in the software development cycle communicates the processes involved in a software solution to an inexperienced user uses a collaborative approach during the software development cycle develops effective user interfaces, in consultation with appropriate people

56

AGRICULTURE Assessment Schedule 2011

Course Component Date Plant /Animal Production Farm/Product Study Research Project OR Electives Type 45 25 30 Major Practical (Potatoes) Farm Product Study Syllabus Weighting % Task 1 Wk 7 T1 2011 15 20 15 Research Project OR Electives Assignment 5 Task 2 Wk 5 T2 2011 Task 3 T3 2011 Task 4 Wk 9 T1 2011 10 Task 5 Wk 3 T3 2011 20 5 10

AP 3

AP 4 H1.1 H2.1 H2.2 H3.1 H3.2 H3.3 H3.4 H4.1 H5.1

Outcomes Assessed

H2.1 H3.4 H4.1

H3.1 H3.2 H3.3 H3.4

H3.4 H4.1 H5.1

H1.1 H2.1 H2.2 H4.1 H5.1

Marks Syllabus Outcomes H1.1 H2.1 H2.2 H3.1 H3.2 H3.3 H3.4 H4.1 H5.1

100

15

20

15

15

35

explains the influence of the physical, biological, social, historical and economic factors on sustainable agricultural production describes the inputs, processes and interactions of plant production systems describes the inputs, processes and interactions of animal production systems assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products critically assesses the marketing of a plant OR animal product critically examines the technologies and technological innovations employed in the production and marketing of agricultural products evaluates the management of the processes in agricultural systems applies appropriate experimental techniques, technologies, research by methods and data presentation and analysis in relation to agricultural problems and situations evaluates the impact of innovation, ethics and current issues on Australian agricultural systems

57

COMMUNITY & FAMILY STUDIES Assessment Schedule 2011

Component Weighting % Task 1 Week 7 Term 4, 2010 Knowledge and understanding of how the following impact on wellbeing: resource management positive relationships range of societal factors Skills in: applying management processes to meet the needs of individuals, groups, families and communities planning to take responsible action to promote wellbeing Knowledge and understanding about research methodology and skills in researching, critical thinking, analysing and communicating Total 40 10 5 15 10 Task 2 Week 6 Term 1, 2011 Task 3 Term 1, 2011 AP3 Exam Task 4 Week 9 Term 2, 2011 Task 6 Term 3, 2011 AP4 Exam

25

10

35

25

100

25 H2.2 H2.3 H3.1 H3.3 H5.1 H6.2

20

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

20

20

Outcomes Assessed

H4.1 H4.2

All

Type of Task

IRP Project Plan, Diary and Project 1.Project Plan 5% (Week 3, Term 4, 2009) 2. Project Diary 5% (to be submitted Term 4, 2009 Weeks 3 & 7) 3. IRP Project 15% (Week 7, Term 4, 2009)

Investigation and report on specific community groups and in class task

AP3 Exam

Investigation and report on a formal support services for parents and carers and in class task on workplace structures

Trial HSC AP4 Exam

58

Syllabus Outcomes H1.1 H2.1 H2.2 H2.3 H3.1 H3.2 H3.3 H3.4 H4.1 H4.2 H5.1 H5.2 H6.1 H6.2 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities analyses different approaches to parenting and caring relationships evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities critically examines how individual rights and responsibilities in various environments contribute to wellbeing analyses the sociocultural factors that lead to special needs of individuals in groups evaluates networks available to individuals, groups and families within communities critically analyses the role of policy and community structures in supporting diversity critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities justifies and applies appropriate research methodologies communicates ideas, debates issues and justifies opinions proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources develops strategies for managing multiple roles and demands of family, work and other environments analyses how the empowerment of women and men influences the way they function within society formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

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DESIGN AND TECHNOLOGY Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 Term 4 2010 Wk 7 Knowledge and skills in: Innovation and Emerging Technologies Designing and Producing 40 60 Case Study of one Innovation 15 20 Report Design Project proposal and Management presentation H4.1 H4.2 H4.3 H5.1 H5.2 20 Task 2 Term 4 2010 Wk 9 Task 3 Term 1 2011 Wk9 10 40 Factors affecting design presentation Task 4 Term 3 2011 Wk 3 Task 5 Term3 2011 Wk 4 15

Type of Task

AP3 Exam

AP4 Exam (Trial HSC)

Outcomes assessed

H2.2 H3.1 H3.2 100 15

H1.1 H1.2 H2.1 10

H1.1 H3.2 H4.2 H5.1 H5.2 H6.1 40

H1.1 H1.2 H2.1 H3.1 H6.2 15

Marks Syllabus Outcomes H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2

critically analyses the factors affecting design and the development and success of design projects relates the practices and processes of designers and producers to the major design project explains the influence of trends in society on design and production evaluates the impact of design and innovation on society and the environment analyses the factors that influence innovation and the success of innovation uses creative and innovative approaches in designing and producing identifies a need or opportunity and researches and explores ideas for design development and production of the major design project selects and uses resources responsibly and safely to realise a quality major design project evaluates the processes undertaken and the impacts of the major design project manages the development of a quality major design project selects and uses appropriate research methods and communication techniques justifies technological activities undertaken in the major design project and relates these to industrial and commercial practices critically assesses the emergence and impact of new technologies, and the factors affecting their development.

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ENGINEERING STUDIES Assessment Schedule 2011

Course Components Syllabus Weight. % Task 1 T4 wk6 2010 Scope of the profession Knowledge of the engineering principles Communication skills Understanding the impacts of engineering Management and problem solving The application of engineering methodology 20 40 10 10 10 10 100 15 H1.1 H1.2 H3.1 H3.3 H4.1 H4.2 H4.3 H6.1 H6.2 Prac Application Bridge model construction & design 20 5 5 5 Task 2 T1 wk 7-9 2011 5 10 5 5 5 5 20 H1.1 H1.2 H2.1 H3.1 H3.2 H4.1 H4.2 H5.2 H6.1 H6.2 Eng. ReportLifting Devices 5 15 H1.1 H1.2 H2.1 H2.2 H3.2 H4.1 H4.2 H4.3 H5.1 Eng. ReportAeronautica l engineering 30 5 Task 3 T2 wk1 2011 Task 4 T2 wk9 2011 5 5 Task 5 T3 wk 3-5 2011 5 15 5 5

Outcomes Assessed

All

All

Type of Task

AP3 Exam

AP4 Trial Exam

Syllabus Outcomes H1.1 H1.2 H2.1 H2.2 H3.1 H3.2 H3.3 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2 describes the scope of engineering and critically analyses current innovations differentiates between properties of materials and justifies the selection of materials, components and processes in engineering determines suitable properties, uses and applications of materials in engineering analyses and synthesises engineering applications in specific fields and reports on the importance of these to society demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports develops and uses specialised techniques in the application of graphics as a communication tool investigates the extent of technological change in engineering applies knowledge of history and technological change to engineering based problems appreciates social, environmental and cultural implications of technological change in engineering and applies them to the analysis of specific problems works individually and in teams to solve specific engineering problems and in the preparation of engineering reports selects and uses appropriate management and planning skills related to engineering demonstrates skills in research and problem-solving related to engineering demonstrates skills in analysis, synthesis and experimentation related to engineering

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FOOD TECHNOLOGY Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 Food Manufacture Term 4 Week 8, 2010 Knowledge and understanding about: -The Australian Food Industry -Food Manufacture -Food Product Development -Contemporary Food issues -Nutrition Research, analysis and communication Experimentation and Preparation Design, implementation and evaluation TOTAL Outcomes Assessed Task 2 Task 3 Task 4 The Australian Food Industry Term 3 2011 Task 5

AP3 Exam Half-Yearly Term 1 2011 AP3 Period

Food Product Development Term 2 2011

AP4 Trial Exam Term 3 2011 AP4 Period

20

10

10

30 30 20 / 100

10 5 5 20 H1.1 H1.4 H4.2 Research, Food practical / experiments and in-class task 5 15 H1.1 H1.4 H4.2 H3.2 Half Yearly Written Exam Food Manufacture And Nutrition 20 10 30 H1.3 H4.1, H5.1

10 5

10

15 H1.2 H3.1

20 All Trial Written Exam AP4 Food Manufacture AFI Food Product Development Nutrition

Type of Assessment Task to be undertaken

Development of new food product Supporting folio

Research Investigation and in-class extended response task

Syllabus Outcomes H1.1 H1.2 H1.3 H1.4 H2.1 H3.1 H3.2 H4.1 H4.2 H5.1 explains manufacturing processes and technologies used in the production of food products examines the nature and extent of the Australian Food Industry justifies processes of food product development and manufacture in terms of market, technological and environmental considerations evaluates the impact of food manufacture on the individual, society and the environment evaluates the relationship between food, its production, consumption promotion and health investigates operations of one organization within the Australian Food Industry independently investigates contemporary food issues develops, prepares and presents food using product development processes applies principles of food preservation to extend the life of food and maintain safety develops, realises and evaluates solutions to a range of food situations

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INDUSTRIAL TECHNOLOGY - FURNITURE AND TIMBER PRODUCTS - MULTI MEDIA Assessment Schedule 2011
Task Task 1 Presentation of Major Project ideas development and research Component Term 4 Wk 5 Task 2 Written research folder of focus area notes Term 1 Wk 9 H2.1, H3.3, H4.1, H6.2 Task 3 Report on related industry Term 2 Wk 2 H5.1, H5.2, H7.1 Task 4 Weighting

Trial HSC

Term 3 Wk 8 H1.1, H1.2, H1.3, H3.1, H4.3, H6.1, H7.1, H7.2

H1.1, H1.2 Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality Major Project Marks Syllabus Outcomes H1.1 H1.2 H1.3 H2.1 H3.1 H3.2 H3.3 H4.1 H4.2 H4.3 H5.1 H5.2 H6.1 H6.2 H7.1 H7.2

10

10

20

40

30

15

10

60

30

25

15

30

100

investigates industry through the study of businesses in one focus area identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry identifies important historical developments in the focus area industry demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques demonstrates skills in sketching, producing and interpreting drawings selects and applies appropriate research and problem-solving skills applies and justifies design principles effectively through the production of a Major Project demonstrates competence in a range of practical skills appropriate to the Major Project explores the need to outsource appropriate expertise where necessary to complement personal practical skills critically applies knowledge and skills related to properties and characteristics of materials/components selects and uses communication and information processing skills examines and applies appropriate documentation techniques to project management evaluates the characteristics of quality manufactured products applies the principles of quality and quality control explains the impact of the focus area industry on the social and physical environment analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

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TEXTILES AND DESIGN Assessment Schedule 2011

Course Components Syllabus Weighting % Task 1 T4 Week 6 2010 50 Task 2 T1 Week 3 2011 10 Task 3 Term 1 2011 Wks 9/10 10 Task 4 T2 Week 3 2011 Task 5 Term 3 2011 30

When due Knowledge and understanding of textiles and the textile industry Skills in design, manipulation, experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technologies

50

15

10

20

Outcomes Assessed

H1.1 H1.2 H2.1 H2.3 Oral present ation: Major project

H6.1

H1.1 H5.1 H5.2

H2.2 H3.1 H4.1 H4.2

H1.3 H2.1 H2.2 H3.1 H3.2 H4.1 AP4 Exam

Type of Task

/ 100

a)ReportDesigner b)in class task

AP3exam

Experim entation

Syllabus Outcomes H1.1 H1.2 H1.3 H2.1 H2.2 H2.3 H3.1 H3.2 H4.1 H4.2 H5.1 H5.2 H6.1 critically analyses and explains the factors that have contributed to the design and manufacture of the Major Textiles Project designs a textile item/s that demonstrates an understanding of functional and aesthetic requirements identifies the principles of colouration for specific end uses communicates design concepts and manufacturing specifications to both technical and non-technical audiences demonstrates proficiency in the manufacture of a textile item/s effectively manages the design and manufacture of a Major Textiles Project to completion explains the interrelationship between fabric, yarn and fibre properties develops knowledge and awareness of emerging textile technologies justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific end uses selects and justifies manufacturing techniques materials and equipment for specific end use investigates and describes aspects of marketing in the Textile Industry analyses and discusses the impact of current issues on the Australian textiles industry analyses the influence of historical, cultural and contemporary developments on textiles

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VET ASSESSMENT POLICY

Vocational Education Training (VET) Courses are dual accredited courses. Students have the opportunity to be awarded with: Units towards Preliminary and HSC qualification Competencies which can lead to a statement of Attainment, Certificate 1, 2 or 3 which is awarded under the Australian Qualifications Framework (AQF) Students will be assessed in both areas during each VET Course. VET courses will be listed on the HSC Certificate Record of Achievement and the AQF qualification will be assessed by the BOS separately. 1. AQF Assessment All Industry Curriculum Framework Courses are assessed under national Competency standards that have been determined by industry for inclusion in the framework training packages. Competency based assessment means that students work to develop the competencies, skills and knowledge described in each Unit of Competency to be assessed as competent. A student must demonstrate to a qualified assessor (teacher) that they can effectively carry out various tasks and combinations of tasks listed, to the standard required in the appropriate industry. There is no mark awarded in competency based assessment. Students are assessed as either competent or not yet competent. Demonstrating competence means that you can perform the task or show an understanding to the level required by the industry standards. The units of competency achieved will be recognised on a vocational qualification. Students will be involved in a variety of assessment tasks ranging from practical tasks to written tasks. If students are deemed not competent at that time, they will be given at least one further opportunity at an agreed time to be re assessed. There are a number of competencies that may only be offered once during the course due to their OHS requirement, cost, time frame, supervision required or resource availability. Specific information about these competencies will be issued to students when the task is issued. 2. Higher School Certificate (HSC) As with all HSC courses, the Board of Studies (BOS) procedures apply to all VET Courses. For students who have undertaken the HSC examination, a scaled examination mark will be recorded on the HSC Certificate. No school based assessment mark will be recorded. No Assessment mark for VET Courses is required by the BOS. An estimated examination mark for students entered for the HSC written examination must be submitted this mark will be used only in the case of an illness/ misadventure appeal. The estimate mark will reflect each students achievement on the AP3 and AP4 examinations. 3. Work placement Work placement is a mandatory HSC requirement for all VET courses. A minimum of 70 hours work placement must be completed over two work placement periods. The school will provide students with the opportunity to complete two structured work placement in venues that will be determined in consultation with the student. Students must attend the work placement preparation meetings held prior to work placement. Students who fail to attend work placement without a valid reason or do not complete the work placement due to inappropriate or unacceptable behaviour, may receive an N determination and/or disciplinary action according to the school Welfare Policy. 4. Recognition of Prior Learning Recognition for Prior Learning (RPL) is the acknowledgement of a persons skills and knowledge acquired through previous training, work or life experience, which may be used to grant status or credit in a subject or module. Students may apply for RPL and are encouraged to discuss this with their class teacher. Students must complete one of the forms on the following pages. 5. Appeals Procedure Normal school assessment appeals procedures will apply for VET courses.

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CTHS APPLICATION FOR RECOGNITION OF PRIOR LEARNING (WORKPLACEMENT)

Workplace Details Company Name .................................................... Contact Name ....................................................... Address ................................................................. ............................................................................... Telephone ............................................................. Student/School Details Name ....................................................................... School ..................................................................... Course ..................................................................... Teacher ................................................................... Telephone ...............................................................

EMPLOYER STATEMENT Dear Employer, The above named student is undertaking a Vocational Education and Training course as part of their HSC study. Mandatory work placement is a requirement of this course. The students part-time work in a relevant industry area can be recognised as prior learning and can therefore be used to meet the workplace requirements of their course. You are asked to kindly complete the following details and sign below in order to assist the student gain this recognition: Date when employment commenced: ......................................................................................................... Is the student currently employed with your organisation Yes No

If not, when did the employment cease: ...................................................................................................... Average number of hours worked per week? ................................... List of skills and duties, which the student competently performed during the employment period: ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... Signed: ......................................................................... Print Name: .................................................................. Date: ................................................................ Position: ...........................................................

TEACHER STATEMENT I certify that the above named student has met the requirements for recognition of students employment for Work placement purposes as detailed in the Board of Studies ACE Manual. Checklist: The minimum length of total hours of employment is greater than the minimum hours required for work placement The employment is being undertaken during the duration of the course The workplace supervisor has provided evidence of the range of syllabus learning outcomes and diversity of experiences that have been addressed during the students employment The principle purpose of the employment function is related to the industry area of the course I have personally spoken to the employer to verify all the above information Date: ................................................................ Position: ...........................................................

Signed: ......................................................................... Print Name: ..................................................................

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CTHS APPLICATION FOR RECOGNITION OF PRIOR LEARNING (COURSE COMPETENCIES)

Students Name: ........................................................................................................................................... Students Home Address: ............................................................................................................................. ....................................................................................................................................................................... ....................................................................................................................................................................... Course Name: .............................................................................................................................................. School: Cherrybrook Technology High School

Unit of Competence/Element

Evidence Attached

RPL Granted Yes / No

Recorded in Competency Log

Students Signature: ................................................................................................... Date: .............................. Evidence can be: Previous training attach copies of any certificate(s) and actual units/modules/subjects and results. Work experience attach copies of letter/testimonials from employer, which are on letterhead and can be verified. Life experiences attach documentary evidence that can be verified. Assessors Name: ............................................................................................................................................... Assessors Signature: ................................................................................................ Date: ............................... VET Co-ordinator for archiving: ................................................................................. Date: ...............................

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HOSPITALITY (SIT07) 2011 2 UNIT

The assessment program allows students to demonstrate the achievement of units of competency from the Industry Curriculum Framework. This is a competency based course meaning that a students performance is judged against a prescribed standard of performance criteria set out under each element of competency. Each student is assessed and judged as either competent or not yet competent. Assessment of Competencies Competencies will be assessed within class and through the completion of a variety of class tasks and assignments. Class tasks may include: tests, role plays, case studies, oral presentations, practical experiences, research tasks, assignments and completion of unit booklets. A series of common competency tasks will be used to ensure equality across classes. No weighting or rank will be applied to the assessment of competencies. Some competency assessment tasks will not receive a numeric mark. The AP3 and AP4 Examinations are compulsory for all students and these marks will appear on the school report. Both examinations will be used for competency assessment. Competency based assessment determines the vocational qualifications that a student achieves. These qualifications will be issued by the Board of Studies. Students are able to resit or resubmit competency tasks from units covered in Year 11 or Year 12 at any stage in Year 12. However, students who have missed a competency task without a valid reason may not be able to resit the competency task. For HSC reporting, all competency tasks must be submitted by the end of week 8, Term 3. Units of Study Completed in Year 11 Compulsory Units SITXOHS001A Follow Health, Safety and Security Procedures SITXOHS002A Follow Workplace Hygiene Procedures SITXCOM001A Work with Colleagues and Customers SITXCOM002A Work in a Socially Diverse Environment Commercial Cookery Stream SITHCCC001A Organise and prepare food SITHCCC002A Present food Elective Pool Commercial Cookery SITHCCC007A Prepare sandwiches SITHCCC006A Prepare appetisers and salads Units of Study being undertaken in Year 12 Unit of Competency Compulsory Units SITHIND001A SITXENV001A Type of Task

Develop and Update Hospitality Industry Knowledge Participate in Environmentally sustainable work practices Commercial Cookery Stream SITHCCC003A Receive and Store Kitchen supplies SITHCCC004A Clean and Maintain Kitchen premises SITXFS001A Implement Food Safety Procedures SITHCCC005A Use Basic Methods of Cookery Elective Pool Commercial Cookery SITHCCC009A Prepare Vegetables, Eggs and Farinaceous Dishes

AP4 Exam & Research Task AP4 Exam

Practical task Practical task Food Safety Task Practical task Practical task

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