Year 11: a Note to Students

HSC Assessment schedule – 2014-2015

Term Week Commencing Assessments Due 1 7 Oct 2 13 Oct 3 20 Oct 4 27 Oct 5 3 Nov CAFS, Biology 4 6 10 Nov Yr 12 Work placement 2014 7 17 Nov English Ext.I Chemistry, Eng. Stud., Maths Gen. 2, Mathematics, Ancient History 8 24 Nov IPT, Maths Gen1, PDHPE 9 1 Dec Music, Design & Technology, Maths Ext.I, Modern History 10 8 Dec Drama, Visual Art, Legal Studies, Drama, Maths Ext.II 11 15 Dec 1 28 Jan English, Adv. English 2 2 Feb Aboriginal Studies 3 9 Feb Biology, Physics, 4 16 Feb Design &Technology 1 5 23 Feb CAFS, Drama, 2015 6 2 Mar Yr 12 Work placement Modern History 7 9 Mar English Ext.I, English, Adv.English, Legal studies, Anc.History, Eng St 8 16 Mar Assessment free week PDHPE 9 23 Mar Half Yearly Exams 10 30 Mar Half Yearly Exams 1 21 Apr English Ext1, 2 27 Apr 3 4 May 4 11 May 2 5 18 May Biology, English Ext I, Modern History, Ancient History 2015 6 25 May Chemistry, PDHPE, Physics, English, Adv. English, Aboriginal Studies 7 1 Jun Maths Gen.1, Maths Gen.2, Mathematics, Maths Ext. I, Visual Arts 8 8 Jun Maths Ext.II, Legal Studies, Aboriginal Studies, English Stud. 9 15 Jun Biology, English Ext.I, IPT, Music, PDHPE 10 22 Jun 1 14 July CAFS, D&T, Music, Physics, Drama, Mod. History, Chemistry, 2 20 July Assessment free week English, Visual Arts, 3 27 July Assessment free week. 4 3 Aug Trial Exams 3 5 10 Aug Trial Exams, 2015 6 17 Aug Adv. English 7 24 Aug English Stud. 8 31 Aug 9 7 Sep 10 14 Sep Year 12 Assessment Booklet 1 A Note to Students

Foreword

Dear Year 12 Student It is important for you to read and understand this comprehensive description of Assessments for each HSC subject. At the end of your reading you should understand fully what Assessment Tasks you are required to complete for each subject that you are studying in the Higher School Certificate. You can then use this detail provided in this booklet as the basis of your planning and your scheduling of tasks for your subjects throughout the year. The number of tasks for each subject is clearly set out. For each of your Higher School Certificate subjects you should clearly understand the sequence, approximate time of the task, the relative value of the task and the outcomes to be assessed. From these descriptions you can draw up your own calendar of assessments with all tasks from all of the subjects you are studying. This will enable you to identify times of heavier demands and workload and times where fewer tasks are planned and adapt your planning to complete all tasks on time. This information is extremely important for you in planning effectively, organising your time and scheduling your effort to meet these demands. You will consequently be better prepared by knowing what tasks are still ahead. Please remember, if some of your subjects are VET subjects, the assessment for each module in these is based on you achieving a range of competencies and completing the required number of hours of work placement. At different times through the course, your skills and knowledge will be assessed but at times that are appropriate and relevant to your own development. This is a matter to be determined by you and your teacher. This Year 12 Subject Assessment Schedule is critical to your future, so it is also important for you to develop a close, working relationship with each of your teachers. You should immediately contact them when you have problems; you should use the positive feedback they give you as an extremely important means of improving your results. Finally, the contents of this Assessment Booklet will enable you to be better organised and prepared. Consequently this will help to minimise the stress and pressure you put on yourself. Use this booklet wisely in your final year of schooling.

M Gray (Principal)

2 Contents Page Assessment – the basics & assessment advice IV Important rules you should remember V Board of studies rules  Malpractice breaches of examinations rules &“n” determinations VI  Expulsion of students, mandatory work placement, VII Invalid/unreliable results and VII Assessment reviews VIII Other matters incomplete task, non-serious attempt, truanting VIII “N” determination flow diagram IX-X “N” determination key roles XI Glossary of key words XIII Appendix A XIV Using computers to prepare assessments XV Responsibilities of students in examinations XV Plagirism

3 Specific subject assessment schedules – refer to HSC assessment booklet emailed to youYear 12 Assessment 2014 – 2014 Assessment – The Basics

. Assessment in Year 12 is based on your individual Subject Assessment Advice (see below), issued by your subject teacher. . Whilst your final assessment rank position will be made available to you, you will not be informed of your final assessment mark. . Your ATAR is calculated differently and separately. . For each subject there will be approximately three to six tasks; any individual task is not normally worth less than 10%, or more than 40% of the total weighted mark. . You will receive clear feedback on your performance in each task- using this feedback is a major way to improve your results. . A marking guide will be provided for each task. Besides describing the strengths and weaknesses of your task, teacher feedback should also indicate:  the student’s attainment in the task relative to the outcomes.  the student’s relative position within the group.  the cumulative rank at the current time. . At the end of Year 12 you only receive your final assessment rank order ONLY in each subject. Assessment Advice

You will be provided with written advice about the assessment generally (this policy) and assessment in each course (subject) from your teacher. This advice will include:  Assessment components and their weightings (important)  the general nature of each assessment task.  a schedule of when assessment tasks are planned; there must be provision for adequate notice of the precise timing of each assessment task.  the weight value of each task in relation to the total weighted mark for the course.  details of administrative arrangements associated with each task (eg the school will deal with absence, late submission of tasks, illness during the tasks etc)  details on the school’s policy on malpractice (see later) in the assessment tasks.  Details of procedures to be implemented if tasks produce individual or unreliable results. o Note: that the results of assessment tasks that have been completed by students generally cannot be discarded.  Details of procedures for dealing with student appeals arising from assessment tasks. Assessment marks must not be modified to take into account possible effects of illness or domestic situation. We may offer you a substitute task or, in exceptional circumstances, an estimate based on other tasks.

4 Important rules you should remember

1) You must hand in your assessment task in at the beginning of the period when you have that subject or by the nominated due time to your teacher or head teacher of the faculty if you do not have the subject that day. 2) Your teacher will give you at least 10 school days notice in writing, before any assessment task is due, and the precise time required for it to be handed in. 3) You will also be told of the nature of the task, the topic area, outcomes to be assessed and relative importance of the task. 4) Your teacher will usually mark and return the task within 10 school days after the task is due – this may be delayed through student absences and other interruptions. 5) You will receive your mark/grade and your rank (where you came in that subject compared to all other students) and your cumulative rank, after every assessment task. You will not be informed of your final assessment mark. 6) The teacher will also provide you with meaningful feedback about how you went in the task – strengths and weaknesses in your performance. Using this feedback, you can make significant improvement in your results. 7) You can always obtain access to your marks/ranks from your teacher at mutually convenient times (with the exception of the final assessment mark). 8) There will be no assessment tasks in the five school days before your Half Yearly and Yearly examinations and no assessment tasks (other than examinations) during the exam period, although some tasks, such as major projects for the Board of Studies, may fall during formal examinations.

What to do when things go wrong!

(1) If you do not hand in an assessment task before the nominated due time/absent from school on the day of the assessable:  On your first day back you must approach the Head Teacher of the faculty, prior to 9 am, and obtain, fill in and return an Appendix A Form as soon as possible.  You should also include with your APPENDIX A, a Doctor’s Certificate (when sick) and/or note from your mother/father/caregiver explaining your justified absence. Note: A note from home may not be sufficient to prevent you from receiving 0 for a task.  The Head Teacher/Principal will decide what happens.  Possibilities include: . receiving zero for the task . do the task at a later (mutually convenient) date. . do a substitute task . in extreme cases – receive an estimate for the task based on your current rank order.  Students using “Appendix A’s” will be monitored and interviewed by the Principal when more than one Appendix A is used by a student.(recorded in First Class Welfare) If you receive a zero for any assessment task:  You should seek immediate help/support from your teacher and ensure that this serious problem will not arise again. This is your responsibility. Your Year Adviser may also be able to help you.  You will have a letter sent home advising your parents/caregivers of the circumstances and warning them of possible future repercussions. You will receive a copy of this letter, as well as digital advice, to sign and return the “receipt” at the end of the letter proving that you have received it. The record in the schools postal book of the despatch of this letter will be considered proof of both the dispatch and receipt of this correspondence. 5 (2) If you receive another zero in that subject:  In addition to (2), you will also be interviewed by the Deputy Principal and Head Teacher. In this interview you will have the process of an “N” determination, possibilities of expulsion and the seriousness of the situation explained.  You will also receive a copy of your second official warning.  Your parents/caregivers will be asked to come to school by the Deputy Principal and Head Teacher, for an interview; you will attend that interview.  Even though you have received a zero, you will still have to submit a task to satisfy BOS course requirements.

(2) If you receive another Zero – but in a different subject  In addition to (2) you may be interviewed by the Head Teacher/Deputy Principal.  Your parents/caregivers will be invited to come to the school for an interview by the Deputy Principal and / or Head Teacher – with you in attendance.

Board of Studies HSC Rules  The HSC rules state that you must make a genuine attempt to complete tasks to the value of more than 50% of the assessment tasks marks in each subject.  You must work in each subject with “diligence and sustained effort”. You are expected therefore, to work every period in each subject and attend school regularly.  “Diligence and sustained effort” is also important for assessing students for “Principal’s Recommendations” for University entrance and also critical aspects of any character reference for a student.  Generally you must attend school for at least 85% of school time. Students who have high levels of absence from school may be in danger of being given an “N” determination in that subject. The best results in subjects are more often than not, from students who have high levels of attendance. Warning letters will be sent home and interviews (with parents/caregivers) will occur. Malpractice and breaches of examination rules Students who do not comply with the Board of Studies examination rules for a course may have their paper cancelled for that course. This may render the student ineligible for the Record of Achievement and/or the HSC During the school formal examinations, student malpractice/breaches of the examination rules may have their papers cancelled. In some subjects this may mean students have not completed at least 50% of assessment task marks and this would result in an “N” determination in that subject. Such breaches would also have to be judged as to whether they constitute a “non-serious attempt”.

6 “N” Determinations An “N” determination decided by the Principal means that you have “failed” that subject. These determinations are given to students who do not meet course requirements after support and assistance. This may be due to a failure to meet the (85%) attendance requirements or failure to completed at least 51% of assessment tasks’ marks. A Course where the Principal gives an “N” determination will not be included on the student’s Record of Achievement. Sometimes an “N” determination may mean that the student is also ineligible for the Award of HSC. “Students studying an HSC course must make a genuine attempt to complete course requirements. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these course requirements”. This decision would be made after discussions with the Head Teacher and Principal. “Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of the available marks”. “Where students are studying VET Framework courses, they must also complete the mandatory work placement hours in order to be deemed satisfactory.”

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

Expulsion of Students

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

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

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

An “N” determination may be given to a student who has not undertaken or completed the compulsory work placement – the student has not made a “genuine attempt” to complete course requirements. Organising this work placement is your responsibility (with the support/advice of your teacher and the Workplace Coordinator). Invalid/unreliable assessment results If the assessment task is deemed to have produced invalid or unreliable results, the assessment task will not be included in the final compilation of final assessment marks. After discussions with the Head Teacher and students, the teacher will decide to: (a) use a substitute, re-scheduled task or (b) given the number of assessment tasks remaining, omit the task in question entirely Where more than one class undertakes the assessment task, the teachers will make the final decision after negotiations and advice from the Head Teacher and students.

7 Reviews

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

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

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

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

Other Matters

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

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

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

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

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

M Gray

Principal

How Do You Receive an “N” Determination? 8 “N” Determination Key roles Act Staff Activity Description No. member

1.1 Teacher Issue  Assessment schedule with dates and weightings of assessment assessment tasks issued to students – mail, email & “s” drive. schedule  Assessment task schedule should be in assessment handbook issued to students

1.2 Teacher Student and  Advice provided to student and parents /carers about N Parent / Carer award procedure for provided information on  - Year 10 courses N Award procedure  -Preliminary HSC  -Higher School Certificate (HSC)

1.3 Teacher Identifying  Student to meet course completion must have failure of student to meet  -Followed the course developed by the NSW Board of course criteria Studies  -Applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course  -Achieved some or all of the course outcomes  -Where appropriate, made a genuine effort at assessment tasks that contribute in excess of 50% of available marks  -Completed the mandatory work placement component for Industry Curriculum Framework courses.  -Although attendance itself is not a criterion for the completion of a course, it is possible that a student with irregular attendance may not course completion criteria

1.4 Head Inform student  Head Teacher informs student, parent / carer in writing about Teacher about N Award N award in N award notification letter  Action to rectify problem noted in N Award notification letter N

9 1.5 Head N Award  Award warning letter must be receipted by student Teacher warning letter  2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem  N due date for task must be stated  A copy of N Award letter provided to Faculty Head teacher  A copy of N Award letter in student file

1.6 Head Task  N Award resolved for assessment task or action Teacher completed  Faculty Head Teacher informed of N Award completion

nd 1.7 Head 2 N Award  Teacher informs student, parent / carer in writing about N Teacher letter for non- award in N award notification letter completion of 1st N Award  Action to rectify problem noted in N Award notification letter N warning letter Award warning letter must be receipted by student  2nd N Award warning letter must given students 2 weeks to rectify problem and state actions to rectify problem  N due date for task must be stated  A copy of N Award letter provided to Faculty Head teacher  A copy of N Award letter in student file

1.8 Faculty  Faculty Head Teacher to interview student and parent carer. Head All parties are advised of consequences of failure to resolve Teacher N Award and Deputy  Faculty Head Teacher to liaise with Deputy Principal Principal  Record of interview copy to student file  Record of interview to be placed on First Class Welfare by Head Teacher

1.9 Head Unresolved N  Head Teacher record that the student has unresolved N Teacher Award Award  Parent / Carer Student sent a copy of the unresolved N Award  A copy of unresolved N Award to Faculty Head Teacher  A copy of unresolved N Award letter in student file  A copy of unresolved N Award letter to Year Level Head teacher

1.10 Head Resolution  Student if more than post compulsory age – leave the Teacher, course Deputy Principal  Student if younger than post compulsory age – repeat the course  Student may continue if assessment tasks completed are above 51%

10 11 Glossary of key words Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions Analyse Identify components and the relationship between them; draw out and relate implications Apply Use, utilise, and employ in a particular situation Appreciate Make a judgement about the value of Assess Make a judgment of value, quality, outcomes, results or size Calculate Ascertain/determine from given facts, figures or information Clarify Make clear or plain Classify Arrange or include in classes/categories Compare Show how things are similar or different Construct Make; build; put together items or arguments Contrast Show how things are different or opposite Critically Add a degree or level of accuracy depth, knowledge and understanding, logic, (analysis/ questioning, reflection and quality to (analyse/evaluation) evaluate) Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Distinguish Recognise or note/indicate as being distinct or different from; to note differences between Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into Explain Relate cause and effect; make the relationships between things evident; provide why and/or how Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquire into and draw conclusions about Justify Support an argument or conclusion Outline Sketch in general terms; indicate the main features of Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action Recall Present remembered ideas, facts or experiences Recommend Provide reasons in favour Recount Retell a series of events Summarise Express, concisely, the relevant details Synthesise Putting together various elements to make a whole

12 Appendix A

LATE SUBMISSION OF / OR ABSENCE ON DUE DATE OF AN ASSESSMENT TASK

Student Name: ______

Subject: ______Teacher: ______Date of Task: ______

Reason: ______

Supporting Evidence: ______In applying for this special consideration I assure the Principal that I am not seeking unfair advantage over other students in this course

Student Signature: ______

Recommendation of Head Teacher: Supported Not Supported ______

Head Teacher Signature: ______

I have noted the above request and have taken the following action: ______

Principal's Signature: ______

13 Using computers to prepare assessments

Students using computers to prepare assessments must have:  A back-up disk

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

 Kept all rough notes during the preparation of the assignment These excuses are not acceptable:  My disk or USB is corrupt

 My printer ran out of paper

 The files were lost

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

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

 progressive hardcopies

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

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

Responsibility of students in examinations  Full school uniform must be worn to all examinations. Prepare yourself properly for the examination  Be outside the examination room at least 10 minutes prior to the examination starting time  Have pencils, pens, calculator etc in a clear plastic sleeve – pencil cases are not permitted in the examination room  Leave all books, paper, study notes in your bag outside the examination room  No paper is to be brought into the examination room – writing paper will be supplied  Respond properly to all directions given by the supervisor  Use the full time allocated for an examination – no student will be permitted to leave the examination room early  There is to be no borrowing of equipment during the examination  Put your hand up to ask a question  Do not disturb any person during the time you are in an examination room  Put up your hand and ask permission if you need to go to the toilet  Mobile phones and IPods are not permitted in the examination room Senior students who are unable to attend a scheduled examination due to illness must notify the School Office prior to the commencement of the examination and provide a medical certificate on their return to school. Students who are unable to attend the scheduled time for examinations due to an important appointment or commitment must see the subject Head Teacher prior to the examination period. Depending on the situation the student may sit the paper at alternate time OR an estimate will be given based on the 14 student’s previous standard of performance. This will be at the discretion of the Head Teacher and Principal.

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

What do I need to do to avoid plagiarism? 1) Have a BIBLIOGRAPHY?

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

2) HOW DO I SET OUT A BIBLIOGRAPHY?

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

15 Course: Standard Subject: Aboriginal Studies, HSC Board Developed No of Units: 2 Length: 2 Years Components W Task 1 TASK 2 Task 3 Task 4 Task 5 e TERM 1 TERM 1 TERM 2 TERM 2 TERM 3 i WEEK 2 WEEK 9/10 WEEK 8 WEEK 6/7 WEEK 4/5 g Social Justice h & Human Heritage & Trial t Rights Mid-Course Identity Major Project HSC i Comparative Examination Source-based Examination n Study - Media skills g presentation Outcomes H1.1, H1.2, H1.1, H1.2, H1.2, H3.1, H3.2, H1.2, H1.3, H2.1, Components H2.2, H3.1, H4.1, H4.2 H2.2, H3.1, H3.3, H4.1, H4.3 H2.2 H3.2, H3.3 H3.2, H3.3 Knowledge and understanding of 30 5 5 5 10 5 content Investigation, analysis, synthesis and evaluation of 10 20 5 5 information from a variety of sources and perspectives Research and 25 5 10 5 inquiry methods 5 Communication of information, ideas and issues 25 5 5 10 5 in appropriate forms Totals 100 20% 10% 15% 40% 15%

Outcomes A student: H1.1 evaluates the impact of different viewpoints of colonialism on Aboriginal and other Indigenous peoples H1.2 analyses and discusses the social justice and human rights issues that are contemporary consequences of colonialism on Aboriginal and other Indigenous peoples H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping H2.1 examines contemporary expressions of Aboriginal and other Indigenous peoples’ culture, heritage and identity H2.2 analyses the importance of Country as a contemporary issue impacting on H3.1 assesses the effectiveness of government policies, legislation and legal decisions in addressing discrimination H3.2 evaluates the impact of key government policies, legislation and legal decisions on the socioeconomic status of Aboriginal peoples and communities H3.3 evaluates initiatives that promote the social, economic and political independence of Aboriginal and other Indigenous peoples H4.1 plans, investigates, analyses, synthesises and communicates relevant information, incorporating Aboriginal and other Indigenous peoples’ perspectives H4.2 undertakes community consultation and fieldwork and applies ethical research practices H4.3 investigates and compares the histories and cultures of Aboriginal peoples and other Indigenous people

Course: Ancient History Subject: Board Developed 16 No of Units: 2 units Length: 2 years Ancient History H.S.C. Course Assessment Schedule 2014

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting Cities of The Mid-Course Historical Trial Vesuvius: Persian examination Period: Examination Source- Wars- Greece in including In based Research the Class essay research Task Golden on Pericles Age Term 4 Term 1 Term 1 Term 2 Term 3 2014 WK WK 7 WK TBA WK 5 WK 4/5 8 H3.1, H1.1, H1.1, H2.1, H1.1, H1.1, H2.1, H3.3, H3.1, H3.1, H3.3, H2.1, H3.1, H3.3, H3.6, H4.2 H3.2, H3.4, H4.1, H3.1, H3.4, H4.1, H3.5, H4.2 H3.2, H4.2 H4.2 H3.3, H3.6 Knowledge and 20 20 40 understanding of course content Source-based 5 5 5 5 20 skills Historical inquiry 5 10 5 20 and research Communication 5 5 10 20 of historical understanding in appropriate forms MARKS (Value) 15 15 20 15 35 100

Outcomes Students: H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within their historical context H 2:1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world H 3.1 locate, select and organise relevant information from a variety of sources H 3.2 discuss relevant problems of sources for reconstructing the past H 3.3 analyse and evaluate sources for their usefulness and reliability H 3.4 explain and evaluate differing perspectives and interpretations of the past H 3.5 analyse issues relating to ownership and custodianship of the past H 3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H 4.1 use historical terms and concepts appropriately H 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms.

17 HSC Assessment 2014/5 Course: Biology Subject: Biology Board Developed No of Units: 2 Units Length: 2 years

Weightings Task 1 Task 2 Task 3 Task 4 Task 5 T1, Week 3 T2, Wk 5 T2 Wk 9 T3 Wk 4/5 Mid Course Assignment Secondary Exam Practical Skills Research task Trial sources Examination investigation

Outcomes H1, H 5, H12, H3,H4, H6, H7, H2, H11, H12, H2, H9, H11, H3,H4, H6, H13, H14 H8, H9, H10, H13, H13, H14, H15 H12, H13, H14 H7, H8, H9, H14 H10,H13,H14 Maintaining a 25% 10 10 5 Balance

Blue Print of 25% 10 10 5 Life

The Search 25% 10 10 5 for Better Health

Option 25% 20 5

Marks 100% 10% 20% 20% 30% 20%

H.S.C. Course Outcomes Biology: A student :

H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking H2. analyses the ways in which models, theories and laws in biology have been tested and validated H3. assesses the impact of particular advances in biology on the development of technologies H4. assesses the impacts of applications of biology on society and the environment H5. identifies possible future directions of biological research H6. explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism H7. analyses the impact of natural and human processes on biodiversity H8. evaluates the impact of human activity on the interactions of organisms and their environment H9. describes the mechanisms of inheritance in molecular terms H10. describes the mechanisms of evolution and assesses the impact of human activity on evolution H11. justifies the appropriateness of a particular investigation plan H12. evaluates ways in which accuracy and reliability could be improved in investigations H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding H14. assesses the validity of conclusions from gathered data and information H15. explains why an investigation is best undertaken individually or by a team H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science.

18 Course: Chemistry Subject: Chemistry Board Developed No of Units: 2 Units Length: 2 years

Task 3 Task 1 Task 2 T2 Wk 6 Task 4 Task 5 T4 Wk 8 T1 Wk 9 Practical T3 Wk 2 T3 Wk4 Weightings Practical Mid Course Skills Chemistry Trial HSC Report Exam Assessmen Assignment t Outcomes Outcomes Outcomes Outcomes Outcomes Outcomes: from: H5, 6, from: from: H3, 7, from: from: 7, 8, 9, 10, H1, 2, 3, 4, 8, 9, 10, 11, H1, 2, 3, 4, H1, 2, 3, 4, Components 11, 12 5, 6, 7, 8, 9, 12, 13, 14, 5, 6, 7, 8, 9, 5, 6, 7, 8, 9, 10, 11, 12, 5, 16 10, 11, 12, 10, 11, 12, 13, 14, 15, 13, 14, 15, 13, 14, 15, 16 16 16 Production 25% 10 5 4 6 of Materials

The Acidic 25% 15 4 6 Environment Chemical Monitoring 25% 10 6 9 and Management Option 25% 10 6 9

Marks 100% 10% 20% 20% 20% 30% NB. Scheduled timings are approximates and will depend on the schools calendar of events, and thus are subject to change. A minimum of 2 weeks notice will be given for any changes to scheduling.

H.S.C. Chemistry Course Outcomes: A Student: H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking H2. analyses the ways in which models, theories and laws in physics have been tested and validated H3. assesses the impact of particular advances in physics on the development of technologies H4. assesses the impacts of applications of Chemistry on society and the environment H5. identifies possible future directions of Chemistry research H6. explains reactions between elements and compounds in terms of atomic structures and periodicity H7. describes the chemical basis of energy transformations in chemical reactions H8. assesses the range of factors which influence the type and rate of chemical reactions H9. describes and predicts reactions involving carbon compounds H10. analyses stoichiometric relationships H11. justifies the appropriateness of a particular investigation plan H12. evaluates ways in which accuracy and reliability could be improved in investigations H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding H14. assesses the validity of conclusions from gathered data and information H15. explains why an investigation is best undertaken individually or by a team H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

19 Course: Community & Family Studies Subject: CAFS Board Developed No of Units: 2 units Length: 2 years

Task 1 Task 2 Task 3 Task 4 Task 5 T4 Wk 5 T1 Wk 5 T1 T3 Wk 1 T3 Section In-class Depth Mid IRP Weighting Essay Study Course Trial Exam Parenting & Exam Caring H1.1, H2.1, H1.1, H2.2, H1.1, H4.1, H1.1, H2.1, Outcomes H2,.2 , H2.3, H2.3, H3.1, H2.2, H2.3, H4.2, H2.2, H2.3, H4.2, H5.1 H3.1, H.1., H3.1, H3.2, H3.3H4.2,, H2.1, H3.3, H3.4, H5.1, H5.2, H2.2, H4.2, H5.1, H2.3, H5.2, H6.1, H6.2 H3.4, H5.2, H6.1, H6.2 Components Research 25% 5 15 5 Methodology

Groups in 25% 15 5 5

Parenting 25% 15 5 5 and Caring Option Module 25% 5 10 10 - work Total 100% 15% 20% 15% 25% 25%

H.S.C. Course Outcomes Community and Family Studies: A Student: H 1.1 analyses the effect of resource management on the well being of individuals, groups, families and communities. H2.1 analyses different approaches to parenting and caring relationships. H2.2 evaluates strategies to contribute to positive relationships and the well being of individuals, families and communities. H2.3 critically examines how individual rights and responsibilities in various environments contribute to well being. H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups. H3.2 evaluates networks available to individuals’ groups and families within communities. H3.3 critically analyses the role of policy and community structures in supporting diversity. H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities. H4.1 justifies and applies appropriate research methodologies. H4.2 communicates ideas, debates issues and justifies opinions. H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources. H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society. H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

20 Course: Design & Technology Subject: Design & Technology Board Developed No of Units: 2 units Length: 2 years Date Task 1 Task 2 Task 3 Task 4 Task 5 T4 Wk T1 Wk 4 T1 Wk 10 T3 Wk1 T3 Wk 9 4/5

Case Study Proposal for Half Yearly Presentation Trial Section of Major Design Examination to audience of Examination Innovation Project MDP Weighti Written Report H2.2, H3.1, H4.1, H4.2 H1.1, H1.2, H5.1, H5.2 H1.1, H1.2, Outcomes H3.2, H6.2 H4.3, H5.2, H2.1, H2.2, H2.1, H2.2, H6.1 H3.1, H6.2 H3.1, H6.2 Components

Knowledge and skills in: 20 5 15  Innovation 40%  Emerging Technologies Designing and 25 5 20 10 Producing 60% 100 Marks 20% 25% 10% 20% 25% %

H.S.C. Course Outcomes A Student: 1.1 critically analyses the factors affecting design and the development and success of the design projects. 1.2 relates the practices and processes of designers and producers to the major design project. 2.1 explains the influence of trends in society on design and production. 2.2 evaluates the impact of design and innovation on society and the environment. 3.1 analyses the factors that influence innovation and the success of innovation. 3.2 uses creative and innovative approaches in designing and producing. 4.1 identifies a need or opportunity and researches and explores ideas for design development and production of a major design project. 4.2 selects and uses resources responsibly and safely to realise a quality major design project. 4.3 evaluates the processes undertaken and the impacts of the major design project. 5.1 manages the development of a quality major design project. 5.2 selects and uses appropriate research methods and communication techniques. 6.1 justifies technological activities undertaken in the major design project and relates these to industrial and commercial practices. 6.2 critically assesses the emergence and impact of new technologies and the factors affecting their development.

21 Course: Drama Subject: Drama Board Developed No of Units: 2 units Length: 2 years

Secti Task 1 Task 2 Task 3 Task 4 Task 5 on T 4 Wk 10 T 1 Wk 5 T1 T 3 Wk 1 T 3 Weig MC Exam Trial HSC htings Group Planning and Submission of GP performance development of Written logbook and Written based on Individual Project. Examination reflection Examination workshopping Oral presentation statement. and related and log book Practical Practical written reflections including Examination GP Submission of IP examination GP on Aust Drama preliminary drafts work in progress log book and and Studies in and research. IP reflection Drama Theatre rational and statement. reflection statement Presentation of IP and GP works in progress. Outco H1.1, H1.2, H1.1, H1.2, H1.2, H1.3, H1.1, H1.2, H1.2, H1.3, mes H1.3, H2.4, H1.3, H1.5, H1.4, H1.5, H1.3, H1.4, H1.4, H1.5, H3.1, H3.2, H1.7, H2.4, H1.7, H1.9, H1.6, H1.7, H1.6, H1.7, H3.3 H3.1 H2.1, H2.2, H1.8, H1.9, H2.1, H2.2, H2.3, H2.5, H2.1, H2.2, H2.3, H3.1, H3.1, H3.2, H2.2, H2.4, H3.2, H3.3, H3.3, H3.4, H2.5, H3.2, H3.5 H3.5 H3.3, H3.5 Comp Making (5%) Making Critical Studying Making (10%) Critical Studying onents (10%) (15%) Performing (15%) Performing Performing (5%) Performing (5%) (10%) Critical Studying (10%) (10%)

Aust Drama & Theatr 40% 20% 20% e + Studie s in Drama Theatr e

Indepe 5% ndent 30% 10% 15% Project (IP)

Group 5% Project 30% 10% 15% (GP) weighti 100% 10% 10% 30% 30% 20% ng

HSC Course A student: H1.1 uses acting skills to adopt and sustain a variety of characters H1.2 uses performance skills to interpret and perform scripted and other material H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised works 22 H1.4 collaborates effectively to produce a group-devised performance H1.5 demonstrates directorial skills H1.6 records refined group performance work in appropriate form H1.7 demonstrates skills in using the elements of production H1.8 recognises the value of the contribution of each individual to the artistic effectiveness of productions H1.9 values innovation and originality in group and individual work H2.1 demonstrates effective performance skills H2.2 uses dramatic and theatrical elements effectively to engage and audience H2.3 demonstrates directorial skills for theatre and other media H2.4 appreciates the dynamics of drama and performing art H2.5 appreciates the high level of energy and commitment necessary to develop and present performance H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses H3.3 demonstrates understanding of eh actor-audience relationship in various dramatic and theatrical styles and movements H3.4 appreciate and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements

23 Course: English Subject: Extension I Board Developed No of Units: 1 unit Length: 1 year

Module B –Texts and Ways of Thinking Elective 2– Romanticism

Task 1 Task 2 Task 3 Task 4 Task 5 Term 4 Term 1 Term 2 Term 2 Term 3 Weightings Week 7 Week 7 Week 1 Week 9 Week 4/5 Trial HSC

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

In Class N a r r 5 5 a t i v e

Tutorial 30 Writing Folio 30

Trial HSC 30

Totals 100% 5 30 5 30 30 Listening/ 20 20 Speaking M O Reading/ 60 5 5 30 20 D E Viewing/ S Representing 20 10 10

Totals 100% 5 30 5 30 30

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

1. A student distinguishes and evaluates the values expressed through texts. 2. A student explains different ways of valuing texts. 3. A student composes extended texts. 4. A student develops and delivers sophisticated presentations.

24 Course: English Subject: Advanced Board Developed Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 T1 Tm 1 Tm 1 Tm 2 Tm 3 Wk 7 Wk 9 Wk 6 Tm 3 Wk Wk 1 Module C MC Module Wk 6 Trial Weighting Area of Ten Canoes Exam B Hamlet s Module A Discovery Pride&Pred Frost / Letters To Alice Outcomes 1, 2, 3, 4, 5, 7, 8, 10 & 1, 2, 3 3, 5, 6& 2A, 8, 11, 1, 2, 2A, 5, 9 & 10 13 & 10 10 12, 12A, 13 3, 4, 5, 6, (see below) 7, 8, 9, 10, 11

Components 25 40 10 5 Area of Study Module A 20 15 5 Module B 20 15 5 Module C 20 15 15 5 Totals 100% 25 15 10 15 15 20 Listening 15 10 5

Speaking 15 10 5 M 25 5 5 5 5 5 O Reading D Writing 30 5 10 5 10 E S Viewing/ Representin 15 5 5 5

Totals 100% 25 15 10 15 15 20 No of Units: 2 units Length: 1 year

H.S.C. Course Outcomes English Advanced:

1.A student explains and evaluates the effects of different contexts of responders and composers on text.

2.A student explains relationships among texts. 2A. (Advanced only) A student recognises different ways in which particular texts are valued. 3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses. 5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. 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. 25 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.

26 Course: English Subject: Standard Board Developed Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 T1 Tm 1 Tm 1 Tm 2 Tm 3 Wk 7 Wk 9 Wk 6 Tm 3 Wk 4/5 Wk 1 Module MC Module A Wk 2 Weighti B Exam Henry ngs Trial Area of Lawson A Module C Beautiful Educ. Rita Discovery Mind

1, 2, 3, 4, 3, 4, 6 1, 2, 11 8, 11, 12 7, 8, 10, 12 1, 2, 3, Outcomes 5, 9, and and 10 and 10 and 13 and 13 4, 5, 6, (see below) 10 7, 8, 9, 10, 11.

Components 40 25 10 5 Area of Study Module A 20 15 5 Module B 20 15 5 Module C 20 15 5 Totals 100% 25 15 10 15 15 20 Listening 15 10 5

Speaking 15 10 5

M Reading 25 5 5 5 10 O D Writing 30 10 5 5 5 5 E S Viewing/ 15 10 5 Representin

Totals 100% 25 15 10 15 15 20 No of Units: 2 units Length: 1 year

H.S.C. Course Outcomes English Standard: 1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts. 8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. 9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences. 11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language. 27 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.

28 HSC Assessment 2015 Course: English Subject: English Studies Board Developed Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 W T4 Tm 1 Tm 1 Tm 2 Tm 3 Wk 7 Wk 8 Wk4/5 Tm 3 ei Wk 8 g MC Exam Wk 7 h Module A Module B Trial Exam ti English English in n We are and the film Media making g Module C s English and travel H1.1, H1.2, H1.2, H1.3, H1.2, H1.3 H1.1, H1.2, H2.1, H2.2, H1.1, H1.4, Outcomes H1.4, H2.2, H3.2, H1.4, H3.1 H2.3 H2.2, H2.3, (see below) H2.2, H3.2, H4.2 H3.1, H3.2 H4.1, H4.2

Mandatory Unit 20 20 Module A 25 20 5 Module B 30 25 5 Module C 25 25 Totals 100 20 20 5 25 5 25

Knowledge 30 10 5 10 5

M Reading/list 20 5 5 5 5 o d Using e language 20 5 5 10 s accurately

Planning, 30 5 10 10 5

Totals 100 20 20 5 25 5 25 No of Units: 2 units Length: 1 year

H.S.C. Course Outcomes English Studies:

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

29 H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics

30 Course: Legal Studies Subject: Legal Studies Board Developed No of Units: 2 units Length: 2 years

Task 1 Task 2 Task3 Task 4 Task 5 Components T4 Wk 10 T1 Wk7 T1 Wk T2 T3 9/10 Wk 8 Crime: Unit Human Focus Trial HSC T Rights: Mid Study 1: e Presentation Course Written s of a Exam Research t contemporary Task / issue R e s Weightings e a r c h

R e s p o n s e H1, H2, H3, H4, H1, H3, H4, H1, H2, H3, H1, H4, H5, H1, H2, H3, H5, H6, H7, H8, H5, H6, H7, H4, H5, H6, H6, H7, H8, H4, H5, H6, H9. H8, H9, H10. H7, H8, H9. H9, H10. H7, H9, H10.

Knowledge and understanding of 60 5 5 20 5 25 course content Research 20 5 5 10

Communnication 20 5 5 5 5

Marks 100 15 15 20 20 30

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

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

31 Course: Mathematics General 1 Subject: Mathematics Content Endorsed No of Units: 2 units Length: 2 years

Task 1 Task 2 Task 3 Task 4

T4 Wk 8 2014 T1 Wk 10 2015 T2 Wk 7 2015 T3 Wk 5 Test Half Yearly Test Trial Exam Test

FM, P, D, M & FM, P & FS1 All + FS3 All + FS4 Outcomes FS2

Concepts, skills 15 10 15 10 and techniques

Reasoning & 10 15 10 15 Communication

Marks 25 25 25 25

HSC Mathematics General 1 Course

 Strand: Financial Mathematics (FM)

 Strand: Data and Statistics (D)

 Strand: Measurement (M)

 Strand: Probability (P)

 Strand: Algebra and Modelling (AM)

 Focus Study 1: Mathematics and Design

 Focus Study 2: Mathematics and Household Finance

 Focus Study 3: Mathematics and the Human Body

 Focus Study 4: Mathematics and Personal Resource Usage

32 Course: Mathematics General 2 Subject: Mathematics Board Developed No of Units: 2 units Length: 2 years

T4 Wk 8 2014 T1 Wk 10 T2 Wk 7 T3 Week 5 Test 2015 2015 2015 Mid-Course Test Trial HSC Exam

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

Concepts, skills and 10 15 5 20 techniques

Reasoning & 5 15 10 20 Communication

Marks 15 30 15 40

HSC Mathematics General 2 Course

 Strand: Financial Mathematics (FM)

 Strand: Data and Statistics (D)

 Strand: Measurement (M)

 Strand: Probability (P)

 Strand: Algebra and Modelling (AM)

 Focus Study 1: Mathematics and Health

 Focus Study 2: Mathematics and Resources

33 Course: Mathematics Subject: Mathematics Board Developed No of Units: 2 units Length: 2 years

T 4 Wk 8 2014 T1 Week 10 T2 Week 7 T3 Week 4 TEST 2015 2015 2015 Mid-Course Test Trial HSC Exam

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

Reasoning & Communication 5 15 10 20

Marks 10 30 20 40

H.S.C. Course Outcomes Mathematics:

A student:

H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts. H2 Constructs arguments to prove and justify results. H3 Manipulates algebraic expressions involving logarithmic and exponential functions. H4 Expresses practical problems in mathematical terms based on simple given models. H5 Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems. H6 Uses the derivative to determine the features of the graph of a function. H7 Uses the features of a graph to deduce information about the derivative. H8 Uses techniques of integration to calculate areas and volumes. H9 Communicates using mathematical language, notation, diagrams and graphs.

34 Course: Mathematics Extension I Subject: Mathematics Board Developed No of Units: 1 unit Length: 2 years

T4 Wk 9 2014 T1 Week 10 2015 T2 Week 7 T3 Week 4 2015 TEST Mid-Course 2015 Trial HSC Exam Test

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

Reasoning & Communication 5 15 10 20

Marks 10 30 20 40

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

A student: HE 1 Appreciates the interrelationship between ideas drawn from different areas of mathematics. HE 2 Uses inductive reasoning in the construction of proofs. HE 3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, exponential growth and decay. HE 4 Uses the relationship between functions, inverse functions and their derivatives. HE 5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement. HE 6 Determines integrals by reduction to a standard form through a given substitution. HE 7 Evaluates mathematical solutions to problems and communicates them in an appropriate notation and logic.

35 Course: Mathematics Extension II Subject: Mathematics Board Developed No of Units: 1 unit Length: 1 year

T4 Wk 10 T1 Week 10 T2 Week 8 T3 Week 5 2014 2015 2015 2015 Mid-Course Test Trial HSC Exam

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

Concepts, skills and 10 15 5 20 techniques Reasoning & Communicatio 5 15 10 20 n

Marks 15% 30% 15% 40%

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

A student: HE 2 1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems. HE2. 2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings. HE2. 3. Uses the relationship between algebraic and geometric representations of complex numbers and of conic sections. HE2. 4. Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials HE2. 5. Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion. HE2. 6 Combines the ideas of algebra and calculus to determine important features of the graphs of a wide variety of functions. HE2. 7. Uses the techniques of slicing and cylindrical shells to determine volumes. HE2. 8. Applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems. HE2. 9. Communicates abstract ideas and relationships using appropriate notation and logical argument.

36 Course: Modern History Subject: Standard Board Developed No of Units: 2 units Length: 2 years Task 1 Task 2 Task3 Task 4 Task 5 Tasks 6 T4 Wk9 T1 Wk 6 T1 Wk T2 Wk T3 Wk 1 T3 Wk 6 Source 10 5 Analysis Oral Weightings Presentati MC Researc Trial HSC on Exam h Source Essay Analysis / Researc h Outcomes H3.1,H3.3, H1.2,H2.1, H3.2,H3.3 H1.2,H3.3 H1.2,H3.3 H1.2,H.3. (see H3.4H3.5,H H3.2H3.3,H , ,H3.4,H3. ,H3.4,H3. 3,H3.4,H4 below) 4.1,H4.2 3.5,H4.1 H4.1,H4.2 5,H4.1,H4 5,4.1,4.2 .1, H4.2 .2 H4.2 Componen ts Core Study WW1 1914- 25% 15 5 5 1918 National Study 25% 10 10 5 Germany 1918-1939 Internationa l Study Cold 25% 20 5 War Personalitie s Leni 25% 20 5 Refenstahl Oral 10% 10 Rese 25% 15 arch 10 Are Sourc as e 10 of 25% 15 Analy As sis ses sm Exam ent inatio n/ 40% 10 30 Test Items 37 20% Totals 100% 15% 10% 10% 15% 30%

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

38 Course: Music Subject: Music Course 1 Board Developed No of Units: 2 units Length: 2 years

Task 1 Task2 Task 3 Task 4 Task 5

Wei T 1 T 2 Wk 9 T 3 Wk1 T3 T 4 Wk 9 ghti 2015 2015 ng 2014 MC Exam Composition & 2015 2015 Performance Portfolio Musicology Viva Voce Trial HSC Outcomes H1,H2,H3,H4 H1,H2,H3,H H1,H2,H3,H4,H H1,H2,H3,H4,H H1,H2,H3,H (see below) ,H5, 4,H5, 5, 5,H9 4,H5,H8,H1 1 Components

Core Performance 10% 5% 5%

Core Musicology 10% 10%

Core Composition 10% 10%

Core Aural 25% 15% 10%

Elective 1 15% 10% 5%

Elective 2 15% 10% 5%

Elective 3 15% 15%

Totals 100% 5% 35% 10% 10% 40% H.S.C. Course Outcomes Music Course I:

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

39 Course: PD, Health & PE Subject: PD, Health & PE Board Developed No of Units: 2 Unit Length: 2 years

Task 1 Task 2 Task 3 Task 4 Task 5 T4 Wk.8 # T1 Wk. 8. & T1 T2 Wk. 6 T3 # T2 Wk. 9. In – class Mid Course Exam Trial HSC Essay Study Log Exam Simulation Submission H1 – H5 & H1 – H5 & H14 H1 – H5, H7 – H11 & H1 – H5 & H7 Outcomes / Weightings H14 – H16 – H16 H7– H11 & H16 & H17 – H11 & H16 – H14 – H17 H17 Health Priorities In 40% 10 10 10 10 Australia Factors Affecting 40% 10 10 10 10 Performance Sports 10% 5 5 Medicine Option of 10% 10 Choice MARKS 100% 10% 10% 20% 15% 35%

H.S.C. Course Outcomes PD-H-PE: A student: H1 describes the nature, and justifies the choice, of Australia’s health priorities. H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk. H3 analyses the determinants of health and health inequalities. H4 argues the case for the new public health approach to health promotion. H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities. H6 demonstrates a range of personal health skills that enables them to promote and maintain health. H7 explains the relationship between physiology and movement potential. H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity. H9 explains how movement skill is acquired and appraised. H10 designs and implements training plans to improve performance. H11 designs psychological strategies and nutritional plans in response to individual performance needs. H12 analyse the influence of socio-cultural factors on the way people participate in and value physical activity and sport. H13 select and applies strategies for the management of injuries and the promotion of safety in sport and physical activity. H14 argues the benefits of health promoting actions and choices that promote social justice. H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all. H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts. H 17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation.

40 Course: Physics Subject: Physics Board Developed No of Units: 2 units Length: 2 years

Task 3 Task 1 Task 2 Term 2 Task 4 Task 5 Term 1 Term 1 Practical Term 3 Term 3 Week 3 Weight Mid Course Skills Assignment Trial HSC Exam Assessment Week 1 Week 4/5 Week 6

Outcomes Outcomes Outcomes Outcomes Outcomes Outcomes from from from from from H1,2,3,4,5,6,7 H1,2,3,4,5,6,7 H1,2,3,4,5,6,7 H11,12,13,14, H9,10,11, ,8,9, ,8,9, ,8,910,11,12, 15 12,13,14,15 10,11,12,13,1 10,11,12,13,1 13,14,15 4,15 4,15

Components 25% 10 5 4 6 Space Motors and 15 4 6 Generators 25%

From Ideas to 10 6 9 Implementation 25%

Option 10 6 9 25%

Marks 100% 10% 20% 20% 20% 30%

H.S.C. Course Outcomes Physics: A student: H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking H2. analyses the ways in which models, theories and laws in physics have been tested and validated H3. assesses the impact of particular advances in physics on the development of technologies H4. assesses the impacts of applications of physics on society and the environment H5. identifies possible future directions of physics research H6. explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity H7. explains the effects of energy transfers and energy transformations H8. analyses wave interactions and explains the effects of those interactions H9. explains the effects of electric, magnetic and gravitational fields H10. describes the nature of electromagnetic radiation and matter in terms of the particles H11. justifies the appropriateness of a particular investigation plan H12. evaluates ways in which accuracy and reliability could be improved in investigations H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding H14. assesses the validity of conclusions from gathered data and information H15. explains why an investigation is best undertaken individually or by a team H16 justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

41 Component Task 1 Task 2 Task 3 Task 4 Task 5 Total Development Art criticism Development Development of Trial HSC of BOW-VAPD and art of the body of BOW. Art Criticism investigating history work-including Art History artmaking VAPD and Critical review by practice with Mid-course works under art markers materials, Exam based development. written on case reflections and study Artist explanations. content. study/essay

Research about related artist practice. Term 4 Term 1 Term 2 BOW Term 3 Week 10 March Week 7 Term 3 Week 4/5 Week 2

H1, H2,H3, H4 H7, H8, H9 H1, H2, H3, H1, H2, H7,H8,H9,H10 H4, H5 H3,H4,H5,H6,H7, H8, H9, H10 Artmaking 10 15 25 50

Art criticism 5 15 10 20 50 and Art history

Marks 15 15 25 25 20 100 Course: Visual Art Subject: Visual Art Board Developed No of Units: 2 units Length: 2 years

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

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

42 YEAR 12 Hospitality Assessment Schedule

43 44 YEAR 12 Metal & Engineering Assessment |Schedule

45 YEAR 12 PRIMARY INDUSTRIES ASSESSMENT SCHEDULE Term Unit Code Unit Title Assessment

Term 4 AHCLSK205A Handle livestock Using Basic EVENT 4 techniques 1. Muster Up AHCLSK206A Identify and mark Livestock AHCLSK204A Carry out regular Livestock AHCLSK209A Observation AHCLSK211A 2. Feed Up Monitor Water Supplies Provide Feed for Livestock

Term 1 Event 4 continues into Term 1

Term 2 AHCINF201A Carry out Electric Fence Op. EVENT 5 AHCWRK201A Observe and report on Weather Graziers Alert Care for health and welfare of AHCLSK202A Livestock

Term 3 Completion of Qualification Achieved HSC Certificate II in AgricultureAHC20110