Creative & Performing Arts (CAPA) - ConCORD HSIE · P6 observes and discusses concepts of music in works representative of the topics studied . P7 understands the capabilities of

Creative & Performing Arts (CAPA)

2016 Preliminary Assessment Booklet 16

Preliminary Drama Unit Value: 2 unit Scope and Sequence

Week Term 1 2016 Term 2 2016 Term 3 2016

1 -Introduction to Improvisation- Offer , Accept, Advance, Extend. -Warm ups-physical, vocal, mental.

-Journals returned -The needs and style of Drama essay writing-how to use journal and workshop evidence. Focus question on use of Drama elements in Term 1 assessment

-Feedback on Assessment task. Journals returned. -Focus text-Australian Drama “Gary’s House” -Read text as class-notes on possible use of elements. Social context, messages/themes.

2 -Improv exercises and theory continued. -Use of and style of Drama Journal. -Warm ups-physical, vocal, mental.

-The needs and style of Drama essay writing-how to use journal and workshop evidence-. focus question on use of Drama elements in Term 1 assessment (Exam prep)

-Focus text-Australian Drama “Gary’s House” -Read text as class-notes on possible use of elements. Structure. Characterisation. Social context, messages/themes.

3 -Improv exercises and theory continued. -Elements of Drama introduced -Warm ups-physical, vocal, mental

MID COURSE EXAMS (Includes Assessment task 1(b)-Drama Essay exam)

Announce Assessment task 3-Scene performances plus rationale. -Continue work on “Gary’s House”

4 -Improv-character profiles/observing others -Playbuilding theory and methods. -Students to start leading warm ups.

MID COURSE EXAMINATIONS. (Includes Assessment task 1(b)-Drama Essay exam)

-Workshop classes on elements in ‘Gary’s House’ Recording experiences with text for use as essay ‘evidence’ -The ‘Drama Paragraph”-Practice

5 -Improv-character profiles/observing others. -Playbuilding theory and methods. -Elements of Drama focus-using/considering.

-Exam feedback-notes. -Drama History Timeline-major movements -Performance style focus-Birth of realism. Announce Assessment task 2- Devised performance using theatrical style features. (Journal record is part of Asst)

-Workshop classes on elements in ‘Gary’s House’ Recording experiences with text for use as essay ‘evidence’ -The ‘Drama Paragraph”-practice. -Check of asst progress.

6 -Announce Assessment task 1(a)- group devised task -Students placed in groups and taken through process of devising

-Theatre history-performance style focus- Dada. Social context. Features and dramatic styles. Dramatic Elements highlighted. Experiments in performance.

--Workshop classes on elements in ‘Gary’s House’ Recording experiences with text for use as essay ‘evidence’ -The ‘Drama Paragraph”-practice.

7 -Students placed in groups and taken through process of devising. -Focus on recording and journaling process.

Theatre history-performance style focus- Expressionism. Social context. Features and dramatic styles. Dramatic Elements highlighted. Experiments in performance.

-Final rehearsals for Assessment task 3. -Perform assessment task and submit rationales for marking

8 -Students placed in groups and taken through process of devising. -Focus on recording and journaling process

Theatre history-performance style focus- Absurdism Social context. Features and

dramatic styles. Dramatic elements highlighted. Experiments in performance.

-Exam preparation-practice essays.

9 Students to rehearse and prepare assessment pieces, assisted and guided

by teacher Rehearsals, Performance and assessment of group devised piece

(30%). Journals collected

Students to use class time to devise, record and rehearse for Assessment task Rehearsal for Performance of Assessment Task 2 (Lunch public performance). Journals collected.

YEARLY EXAMINATIONS (Incl. Assessment Task 4-Drama paper 2 essays-Gary’s House; and Importance of Elements in Drama) Year 11

Crossroads Camp




Students to use class time to devise, record and rehearse for Assessment task Rehearsal for Performance of Assessment Task 2 (Lunch public performance). Journals collected.

YEARLY EXAMINATIONS (Incl. Assessment Task 4-Drama paper 2 essays-Gary’s House; and Importance of Elements in Drama) Year 11

Crossroads Camp





Preliminary Drama Unit Value: 2 unit Outcomes A student: P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles P1.2 explores ideas and situations, expressing them imaginatively in dramatic form P1.3 demonstrates performance skills appropriate to a variety of styles and media P1.4 understands, manages and manipulates theatrical elements and elements of production, using them

perceptively and creatively P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through to

performance P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action P1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in

the process of collaboration P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole P2.1 understands the dynamics of actor-audience relationship P2.2 understands the contributions to a production of the playwright, director, dramaturg, designers, front-of-house

staff, technical staff and producers P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic action P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical

and design elements and performance spaces P2.5 understands and demonstrates the commitment, collaboration and energy required for a production P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a

performance P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the performances of

others P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles,

structures and techniques P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and

movements P3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising

awareness and expressing ideas about issues of interest Assessment Grid: Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting

% Task Type

Timing

Outcome

Group Devising and

Performance

Mid Course Examination

Group Devising and Performance

Performance, Rationale

and Analysis

Yearly Examination

Term 1 Week 10

Term 2 Week 3/4

Term 2 Week 9

Term 3 Week 7

Term 3 Week 9/10

P1.1, 1.2, 1.5, 1.7, 2.3, 3.3 P1.8, 2.6, 3.1 P1.2, 1.5, 1.7,

2.4, 2.5, 3.2 P1.4, 1.6, 2.3,

2.6, 3.4 P1.4, 1.8,

2.6, 3.3, 3.4

Making 10% 10% 10% 30%

Performing 10% 10% 10% 30%

Critically studying 10% 10% 20% 40%

Total % 20% 20% 20% 20% 20% 100%


Preliminary Music 1 Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1

Topic overview/definitions Expectations of the course

Handout of Y11 Work booklet

Topic overview/definitions of various styles that relate

to this time period as in Work Booklet

Topic overview/definitions of various styles that relate to this time period as in Work Booklet

2

Review of music for Topic 1 through the concepts of music

Various works studied through the concepts of

music and the components Aural review of the

concepts as they relate to Topic 2

Discussion of core areas & the Concepts of Music

3

Concepts components: Pitch, Duration, Texture, Structure, Tone Colour,

Dynamics and Expressive Techniques

Mid Course Examinations Weeks 3 and 4

Individual student work on selected instrument

Class work on the concepts of music

4

Composition task preparation Preparation of piece representing Topic 1

Mid Course Examination Assessment Task 2

Core Aural 10%

Musicology Preparation of topic assessment

(Viva Voce)

5

Preparation of piece representing Topic 1

Performance Representing Topic 2

Aural Examples for analysis relating to

the concepts of music

6



Performance Performance Practice

(representing Topics 1 and 2)

Viva Voce Representing Topic 3

7

Composition task preparation Preparation of composition

representing Topic 1



Assessment Task: 4 Musicology - Viva Voce 25%

Research Paper 15% Presentation 10%

8







9

Class Aural exam on 2 excerpts representative of the concepts

PITCH and DURATION

Assessment Task: 3 Performance 25%

Preparation of topic assessment Performance

Yearly Examination Assessment Task: 5

Core Aural 15%

10

Assessment Task: 1 Composition 25%

Portfolio 15% Composition 10%

Individual student work on selected instrument

Class work on the concepts of music

Yearly Examination Assessment Task: 5

Core Aural 15%

11


Preliminary Music 1 Unit Value: 2 unit Outcomes Performance/Composition/ Musicology and Aural The Student: P1 performs music that is characteristic of the topics studied P2 observes, reads, interprets and discusses simple musical scores characteristic of topics studied P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound

sources reflecting the cultural and historical contexts studied P4 recognises and identifies the concepts of music and discusses their use in a variety of musical styles P5 comments on and constructively discusses performances and compositions P6 observes and discusses concepts of music in works representative of the topics studied P7 understands the capabilities of performing media, explores and uses current technologies as

appropriate to the topics studied P8 identifies, recognises, experiments with and discusses the use of technology in music P9 performs as a means of self-expression and communication P10 demonstrates a willingness to participate in performance, composition, musicology and aural

activities P11 demonstrates a willingness to accept and use constructive criticism. Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting %

Task Type

Timing

Outcomes

Composition Mid Course Exam Aural Performance Musicology Yearly Exam

Aural

Term 1 Week 10

Term 2 Week 3/4

Term 2 Week 9

Term 3 Week 7

Term 3 Week 9/10

P3, P5, P8, P10, P11

P4, P6, P10, P11

P1, P5, P9, P10, P11

P2, P4, P7, P10, P11

P4, P6, P10, P11

Musicology Outcomes: P2, P4,

P7, P10, P11 25% 25%

Composition Outcomes : P3, P5, P8, P10, P11

25% 25%

Performance Outcomes: P1, P2, P5, P9, P10, P11

25% 25%

Aural Outcomes: P4, P6,

P10, P11 10% 15% 25%

Total % 25% 10% 25% 25% 15% 100%


Preliminary Music 2 Unit Value: 2 unit

Scope and Sequence


1

Topic overview - Baroque Definitions and examples through the concepts as they relate to Baroque Music Expectations of the course Handout of Y11 Work booklet

Topic overview - Classical Definitions and examples through the concepts as they relate to Classical Music

Topic overview – 19th C Music Definitions of various styles and genres that relate to this time period

2 Review of various genres and the musical movement of the Baroque Period

Review characteristics of the Classical Period

Review characteristics of music from the 19th Century through examples of styles

3

Concepts components: Pitch, Duration, Texture, Structure, Tone Colour, Dynamics and Expressive Techniques

Aural Aural review of the concepts, including extended response and melodic dictation

Individual student work on selected instrument – as soloist/ensemble member Class work on the concepts of music

4

Composition Preparation including melodies, basso continuo, sequence and imitation, polyphony

Mid Course Examination Assessment Task: Aural 10%

Musicology Preparation of topic assessment (Viva Voce)

5 Performance Preparation of performance piece representing Baroque Period

Composition Representing Classical Music, including Alberti Bass, melody and accompaniment

Aural Examples of various works from the 19th C for analysis

6 Aural Examples of various Baroque works for analysis

Aural Examples of various Classical works for analysis, including melodic dictation

Composition Using compositional devices representing music from the 19th C including 2/3 part melodies

7

Composition Preparation including melodies, basso continuo, sequence and imitation, polyphony

Performance Performance Practice (representing Topics 1 and 2)

Assessment Task: Musicology – Research Paper 25% Research Paper 20% Portfolio 5%

8 Aural Examples of various Baroque works for analysis

Performance Performance Practice (representing Topics 1 and 2)

Aural Aural review of the concepts, including extended response and melodic dictation

9 Class Musicology/Aural skills exam

Assessment Task: Performance 25%

Yearly Examination Assessment Task: Aural 15%

10

Assessment Task: Composition 25% Portfolio 5% Composition 20%

Yearly Examination

11 Selection of Performance Pieces


Preliminary Music 2 Unit Value: 2 unit

Outcomes: Performance/Composition/ Musicology and Aural

P1 confidently performs repertoire, that reflects the mandatory and additional topics, both as a soloist and as a member of an ensemble

P2 demonstrates an understanding of the concepts of music, by interpreting, analysing, discussing, creating and notating a variety of musical symbols characteristically used in the mandatory and additional topics

P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied

P4 composes, improvises and analyses melodies and accompaniments for familiar sound sources in solo and/or small ensembles

P5 analyses and discusses compositional processes with stylistic, historical, cultural and musical considerations P6 discusses and evaluates music making constructive suggestions about performances and compositions P7 observes and discusses in detail the concepts of music in works representative of the mandatory and

additional topics P8 understands the capabilities of performing media, explores and uses current technologies as uses current

technologies as studied P9 identifies, recognises, experiments with, and discusses the use of technology in music P10 performs as a means of self expression and communication P11 demonstrates a willingness to participate in performance, composition, musicology and aural activities P12 demonstrates a willingness to accept and use constructive criticism

Assessment Grid:

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting

Task Type

Timing

Outcomes

Composition Aural Performance Musicology Aural

Term 1

Week 10 Term 2

Week 3/4 Term 2 Week 9

Term 3 Week 7

Term 3 Week 9/10

P3, P4, P5, P8, P9, P10, P11

P2, P6, P7, P10,

P11

P1, P8, P9, P10, P11

P2, P5, P7, P10, P11

P2, P6, P7, P10, P11

Musicology Outcomes: P2, P5,

P7, P10, P11 25 25%

Composition Outcomes : P3, P4, P5, P8, P9,

P10, P11

25 25%

Performance Outcomes: P1, P8,

P9, P10, P11 25 25%

Aural Outcomes: P2,

P6, P7, P10, P11 10 15 25%

Total % 25% 10% 25% 25% 15% 100% 2016 Preliminary Assessment Booklet 22

Preliminary Visual Arts Unit Value: 2 Unit Scope and Sequence


1 Introduction – Course structure,

objectives and outcomes Intro to Art History Timeline.

Assessment Task 2 – ‘The Art of Appropriation’ Practical Task + VAPD. Due: Week 1 (B) (25%)

Art Criticism and Art History Half Yearly Examination Preparation

Artmaking: ‘The Art of Activism’ (Cont.)

Art Criticism and Art History: ‘Art of Activism’ Case Study: Students investigate Artists / Artworks

reflecting Environmental issues.

2

Syllabus Content Areas: Introduction to; the Frames, Conceptual

Framework and Practice. Developing Art language and specific

terminology

Artmaking: Distribution of Assessment Task 3 –

‘The Art of Activism’ (25%) Art Criticism and Art History– Half

Yearly Examination Practice

Artmaking: Students continue work on ‘Art of

Activism’ practical task. Art Criticism and Art History Yearly

Examination Preparation

3

Art Criticism and Art History: Introduction to the topic of

‘Appropriation’. Distribution of Assessment Task 2 – ‘The Art of Appropriation’ Practical task (25%)

Assessment Task 3: Mid Course Examination. Week 4 See Exam

Timetable (15%)


Activism’ practical task. Art Criticism and Art History–Yearly

Examination Practice

4

Distribution of Assessment Task 1 - Structured Essays (15%)

Intro to Visual Arts Essay Writing techniques

Assessment Task 3: Mid Course Examination. Week 4 See Exam

Timetable (15%)


Activism’ practical task. Art Criticism and Art History–Yearly

Examination Practice

5

Discussion of previous ArtExpress works against the HSC Practical marking

guidelines. Excursion to ArtExpress

Artmaking: Students develop their ideas for

practical assessment task ‘The Art of Activism’

Artmaking: Students begin to resolve their work

for ‘Art of Activism’ practical task.

6

Artmaking: Art Criticism and Art History: ‘Appropriation Case Study’

Artmaking: Art Criticism and Art History:

Distribute examination results and student feedback, provide and discuss

Higher Band responses.

Artmaking: Students resolve and display their work for ‘Art of Activism’ practical

task. Assessment Task 4 - ‘The Art of

Activism’ Practical Task + VAPD Due Week 6 (B) (25%)

7

Artmaking: Students continue work on ‘The Art of

Appropriation’ practical task Art Criticism and Art History: ‘Appropriation’ Case Study


Activism’ practical task. Art Criticism and Art History: ‘Art of

Activism’ Case Study

Art Criticism and Art History–Yearly Examination Practice

8

Assessment Task 1 - Structured Essays Due Week 8(B) 15%

Artmaking: Students continue work on ‘The Art of

Appropriation’ practical task

Artmaking: Art Criticism and Art History: ‘Art of


Art Criticism and Art History–Yearly Examination Practice

9 Artmaking:

Art Criticism and Art History: ‘Appropriation’ Case Study

Artmaking: ‘Art of Activism’ practical task.

Art Criticism and Art History: ‘Art of Activism’ Case Study

Assessment Task 5: Yearly Examination

See Exam Timetable (20%)

10

Art Criticism and Art History: ‘Appropriation’ Case Study:

Artmaking: Students resolve their artmaking for ‘The

Art of Appropriation’ practical task.

Artmaking: Art Criticism and Art History: ‘Art of


Yearly Examination

11


Preliminary Visual Arts Unit Value: 2 unit Outcomes

Artmaking The Student: P1: initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular

conditions P2: applies their understanding of the relationships among the artist, artwork, world and audience

through the making of a body of work P3: demonstrates an understanding of the frames when working independently in the making of art P4: selects and develops subject matter and forms in particular ways as representations in artmaking P5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and

may be interpreted in a range of ways P6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic

intentions within a body of work.

Art Criticism and Art History The Student: P7: applies their understanding of practice in art criticism and art history P8: applies their understanding of the relationships among the artist, artwork, world and audience P9: demonstrates an understanding of how the frames provide for different orientations to critical and

historical investigations of art P10: constructs a body of significant art histories, critical narratives and other documentary accounts of

representation in the visual arts. Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting % Task Type

Timing

Outcomes

Structured Essays

Artwork & VAPD

Mid Course Exam

Artwork & VAPD

Yearly Exam

Term 1 Week 8

Term 2 Week 1

Term 2 Week 3/4

Term 3 Week 6

Term 3 Week 9/10

P7-P10 P1-P6 P7-P10 P1-P6 P7-P10

Art Making Outcomes: 25% 25% 50%

Art Criticism and Art History Outcomes 15% 15% 20% 50%

Total 15% 25% 15% 25% 20% 100%


English


Preliminary English Advanced Unit Value: 2 unit Scope and Sequence


1 Area of Study: Belonging Area of Study: Belonging Assessment Task 3 Close Shakespearean Study

2 Belonging: Related Material Area of Study: Belonging Close Shakespearean Study

Assessment Task 3 (continued)

3 Belonging: Poetry Assessment Task 2 Mid Course Examination

Module B: Transformation Emma and Clueless

4 Belonging: Poetry Mid Course Examination Transformation Emma

5 Belonging: Poetry Module A Close Shakespearean Study

Transformation Emma

6 Belonging – Related Material Close Shakespearean Study Transformation Clueless

7 Belonging – Related Material Close Shakespearean Study Transformation Clueless

Assessment Task 4

8 Assessment Task 1 Belonging Related Material

Close Shakespearean Study Transformation Emma and Clueless

9 Belonging Writing Extended Responses Close Shakespearean Study Assessment Task 5

Yearly Examination

10 Belonging Writing Extended Responses Close Shakespearean Study Assessment Task 5

Yearly Examination

11 Belonging Writing Extended Responses


Preliminary English Advanced Unit Value: 2 unit Outcomes The Student: P1 describes and explains the relationships between composer, responder, text and context in particular texts. P2 describes and explains relationships among texts P3 develops language relevant to the study of English P4 describes and explains the ways in which language forms and features, and structures of particular texts

shape meaning and influence responses P5 demonstrates an understanding of the ways various textual forms, technologies and their media of

production affect meaning P6 engages with a wide range of texts to develop a considered and informed personal response P7 selects appropriate language forms and features, and structures to explore and express ideas and values P8 articulates and represents own ideas in critical, interpretive and imaginative texts P9 assesses the appropriateness of a range of processes and technologies in the investigation and organisation

of information and ideas P10 analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences

and contexts P11 draws upon the imagination to transform experience into text P12 reflects on own processes of responding and composing P12A Advanced only- A student demonstrates a capacity to understand and use different ways of responding to

and composing particular texts P13 reflects on own processes of learning. Assessment Grid


Task Type

Timing

Outcome

AOS Belonging (Poetry) Related Material

AOS Belonging


Module A: Close Study

of Shakespeare

King Lear

Module B: Transformations

Novel/Film Emma/ Clueless

Yearly Examination Module A/B

Transformations

Term 1 Week 8

Term 2 Week 3/4

Term 3 Week 1

Term 3 Week 7

Term 3 Week 9/10

1,3,5,6 1,2,4,7,11 4,7,9,12A,13 5,8,10,12 2,3,6,8

Listening 5% 10% 15% Speaking 15% 15% Reading 15% 10% 25% Writing 10% 5% 15% 30% Viewing and Representing

10% 5% 15%

Total % 15% 25% 20% 10% 30% 100%


Preliminary English Extension 1 Unit Value: 1 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Introduction to Film Study Satire in the media: Frontline

2 Course Introduction Introduction: Satire in Film Satire in the media: Frontline

3 Satire Introduction Mid Course Examination Period Assessment Task 1 Satire in the media : Frontline

4 Satire in the media Valuing Texts-

Mid Course Examination Period Satire in the media : Frontline

5 Prose fiction Valuing Texts Film: Study Satire in the media : Frontline

6 Prose fiction Valuing Texts Film: Study Satire in the media

7 Prose fiction Film: Study Revision 8 Prose fiction Film: Study Revision

9 Prose fiction Assessment Task 2 Presentation

Assessment Task 3 Yearly Examination

10 Prose fiction Assessment Task 2 continued Presentation Yearly Examination

11 Prose fiction

Outcomes The Student: P1 understands how and why texts are valued in and appropriated into a range of contexts P2 develops skills in independent investigation, involving particular texts and their manifestations in

various forms, and within particular cultural contexts P3 develops skills in extended composition in a range of modes and media for different audiences and

purposes.

Assessment Grid Component Task 1 Task 2 Task 3 Weighting

Task Type

Timing

Outcome

An essay focused on

text and satire (Mid Course

Examination period)

An Oral Review/

Presentation

Extended Response Yearly Examination

Term 2 Week 3/4

Term 2 Week 8/9

Term 3 Week 9/10

1,3 1,2 1,2,3 Knowledge and understanding of complex texts and of how and why they are valued

5 15 5 25

Skills in: • complex analysis • sustained composition • independent investigation

10 5 1 25

Total 15 20 15 50 2016 Preliminary Assessment Booklet 28

Preliminary English as a Second Language (ESL) Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Area of Study Journey Introduction to Journey

Elective A Experience through Language

Area of Study

Australian Perspectives

2 Journey Experience through Language


3 Journey Mid Course Examination

Assessment Task 2


4 Journey Mid Course Examination


5 Journey Experience through Language

Assessment Task 4 Australian Perspectives

6 Journey Elective B Textarama


7 Journey Textarama


8 Assessment Task 1 Journey

Assessment Task 3 Textarama


9 Related Text Journey Assessment Task 3 continued Assessment Task 5 Yearly Examination

10 Related Text Journey Textarama Yearly Examination

11 Related Text Journey


Preliminary English as a Second Language (ESL) Unit Value: 2 unit Outcomes The Student:

1. demonstrates an understanding of the relationships between composer, responder, text and context

2. identifies and describes relationships among texts 3. demonstrates understanding of cultural reference in texts 4. develops language relevant to the study of English 5. demonstrates understanding of how audience and purpose affect the language and structure of

texts 6. interprets texts using key language patterns and structural features 7. describes the ways different technologies and media of production affect the language and

structure of particular texts 8. uses a variety of textual forms appropriately, for different purposes, audiences and contexts, in all

modes 9. engages with a wide range of texts to develop a considered and informed personal response 10. assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideas 11. analyses and synthesises information and ideas from a range of texts in a range of modes and

media 12. draws upon the imagination to transform experience into text 13. reflects on own processes of responding and composing 14. reflects on own processes of learning of English.

Assessment Grid:


Task Type

Timing

Outcome

AOS Journey

Short Answer/ Extended Response

Mid Course Exam AOS

Journey

Elective A/B Textarama/ Experience

through Language

AOS Australian

Perspectives

Yearly Exam Elective A &

B,AOS

Term 1 Week 8

Term 2 Week 3/4

Term 2 Week 8/9

Term 3 Week 5

Term 3 Week 9/10

1, 3, 4, 7, 8, 11

3, 4, 6, 7, 8, 12

2, 3, 5, 7, 10, 12 1, 4, 5, 8, 9 1, 2, 3, 4, 6,

7 Listening 10% 10% 20%

Speaking 15% 15%

Reading 5% 5% 10% 20%

Writing 5% 10% 5% 10% 30%

Viewing/Representing 15% 15%

Total % 10% 25% 20% 15% 30% 100%


Preliminary English Standard Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Area of Study: Belonging Area of Study: Belonging Assessment Task 3 Module B: Close Study of Text Drama

2 Belonging: Related Material Area of Study: Belonging Assessment Task 3- (Continued)

3 Belonging: Poetry Assessment Task 2 Mid course Examination

Module A: Plotting the Plot Novel- Of Mice and Men

4 Belonging: Poetry Mid course Examination Novel- Plotting the Plot

5 Belonging: Poetry Module B: Drama under the Microscope Drama

Novel- Plotting the Plot

6 Belonging - Related Material

Drama Plotting the Plot

7 Belonging- Related Material

Drama

Assessment Task 4 Plotting the Plot

8 Assessment Task 1 Belonging Related Material

Drama Plotting the Plot

9 Belonging Writing Extended Responses

Drama

Assessment Task 5 Yearly Examination

10 Belonging Writing Extended Responses Drama Yearly Examination

11 Belonging Writing Extended Responses .


Preliminary English Standard Unit Value: 2 unit Outcomes The Student: P1 demonstrates understanding of the relationships between composer, responder, text and context P2 identifies and describes relationships among texts P3 develops language relevant to the study of English P4 identifies and describes language forms and features and structures of particular texts that shape

meaning and influence responses P5 describes the ways different technologies and media of production affect the language and

structure of particular texts P6 engages with a wide range of texts to develop a considered and informed personal response P7 selects appropriate language forms and features, and structures of texts to explore and express

ideas and values P8 articulates and represents own ideas in critical, interpretive and imaginative texts P9 assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideas P10 analyses and synthesises information and ideas from a range of texts for a variety of purposes,

audiences and contexts P11 draws upon the imagination to transform experience into text P12 reflects on own processes of responding and composing P13 reflects on own processes of learning. Assessment Grid


Task Type

Timing

Outcome

AOS Belonging ( Poetry) Related Material

AOS Belonging


Module A: Drama under

the Microscope ‘The Club’

Module B: Plotting the

Plot Novel

‘Of Mice and Men’

Yearly Examination Module A/B

Term 1 Week 8

Term 2 Week 3/4

Term 3 Week 1

Term 3 Week 7

Term 3 Week 9/10

1,3,5,6,9 1,2,4,7,11 1,6,8,10,13 2,3,7,11,12 2,3,6,8

Listening 5% 10% 15%

Speaking 15% 15%

Reading 15% 10% 25%

Writing 10% 5% 15% 30%

Viewing and Representing 10% 5% 15%

Total % 15% 25% 20% 10% 30% 100%


Preliminary English Studies Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Introduction to Part of the Family – English and Family Life

Introduction to Mandatory Module: Achieving through English – English and the world of education, careers and community

Introduction to Playing the Game – English in Sport

2 Part of the Family – English and Family Life

Mandatory Module: Achieving through English – English and the world of education, careers and community Issue notification 2a and 2b (50%) Speaking, Writing

Playing the Game – English in Sport

3 Part of the Family – English and Family Life Mid Course Examination Playing the Game – English in

Sport

4 Part of the Family – English and Family Life Mid Course Examination Playing the Game – English in

Sport

5

Part of the Family – English and Family Life Issue notification 1 (25%) Viewing & Representing, Writing

Mandatory Module: Achieving through English – English and the world of education, careers and community

Playing the Game – English in Sport Issue notification 3 (25%)


Mandatory Module: Achieving through English – English and the world of education, careers and community Assessment Task 2 due




Playing the Game – English in Sport Assessment Task 4: In class exam

8 Part of the Family – English and Family Life Assessment Task 1 due

Mandatory Module: Achieving through English – English and the world of education, careers and community Assessment Task 3 due




Yearly Examination Playing the Game – English in Sport



Yearly Examination Playing the Game – English in Sport



Preliminary English Studies Unit Value: 2 unit Outcomes The Student: P1 will develop knowledge and understanding of various forms of texts, exploring the ideas and values

of those texts and how language and other techniques are used in the texts to convey meaning P2 will develop skills in reading, listening and viewing and in writing, speaking and representing P3 will develop knowledge and skills in using language accurately, effectively and appropriately for a

range of purposes, audiences and contexts P4 will develop skills in planning and working individually and collaboratively. Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Weighting %

Task Type

Timing

Objectives

Parts of the

Family – English and Family Life.

Mandatory Module:

Achieving through English: English

and the Worlds of Education, Careers &

Community.

Mandatory Module:

Achieving through English: English

and the Worlds of Education, Careers &

Community.

Playing the Game –

English in Sport.

In class exam

Term 1 Week 8

Term 2 Week 6

Term 2 Week 8

Term 3 Week 7

1,2,4 1,2,3 2,3,4 1,2,3

Listening 5% 10% 15%

Speaking 15% 15%

Reading 10% 10% 5% 25%

Writing 15% 10% 5% 30%

Viewing and Representing 10% 5% 15%

Total % 25% 25% 25% 25% 100%


Preliminary Fundamentals of English Unit Value: 1 Unit SCOPE AND SEQUENCE

Week Term 1 2016 Module A: Area of Study

Term 2 2016 Module B: Oral

Communication Skills

Term 3 2106 Module C:

Writing for Study

1 Perspective Speeches as a Text Writing Process – drafting & editing

2 Analysing Texts Language & Structure of Speeches

Essay

3 Visual Texts Mid Course Examination Period

Essay

4 Visual Texts Mid Course Examination Period

Factual Texts

5 Advertisements Analysing Speeches Discussion

6 Advertisements Speaking Techniques Discussion

7 Poetry Speaking Techniques Narrative

8 Poetry Presentation of Speech Narrative

9 Listening Techniques Presentation of Speech Yearly Examination Period

10 Analysis of Listening Skills/Exams Listening Techniques

Revision of Oral Communication Skills

Yearly Examination Period

11


Human Society & Its Environment (HSIE)


Preliminary Ancient History Unit Value: 2 unit Scope and Sequence WEEK TERM 1 2016 TERM 2 2016 TERM 3 2016

1

Introduction: syllabus Investigating the Past • Methods of investigating the

historical past

Case Study 2: Ancient Human Remains • Lindow Man, Grauballe Man,Windeby

Girl, Tollund Man discovery, dating

Ancient Societies, Sites and Sources Deir-el Medina • The village: location and purpose;

founders: Amenhotep I and his mother Ahmose Nefertari

2 • The nature of sources and evidence • Events surrounding discovery,

hypotheses • Reconstruction of lifestyle

• Stages of settlement from the Eighteenth to the Twentieth Dynasties

3 • Reconstructing the past: the role of sources, evidence


• Work of modern Egyptologists: Mariette, Maspero, Schiaparelli, Bruyere and Cerny

4 • Current concerns relating to the ethics


• Village workers: social structure, occupations and payment: official and unofficial, commerce and trade, place of work: the Valley of the Kings, construction of royal tombs, eg tombs of Thutmose III and Sety I, construction of non-royal tombs, eg tombs of Sennedjem and Kha and Meryt, the workers’ strike and tomb robberies

5 • The role of science in unlocking the

past Case Study : Tutankhamen’s Tomb

• 4 Comparisons with other “bodies” • Burial practices, religious beliefs.

Customs

• Role of women: wife and mother, rights, work outside the house, the unmarried woman and the ‘stranger’,images of women in the written and archaeological record

6 • Discovery, excavation • Role of science and written sources • Everyday life: housing and furniture,

food, leisure, clothing and jewellery

7 • Aspects of the tomb: size,

structure, furniture, possessions, decorations, Afterlife

• Religious beliefs and practices: gods and goddesses of New Kingdom Egypt, festivals, magic, amulets, oracles, ‘personal piety’

8

Historical Investigation Student research/presentation project • planning and conducting historical

investigations • comprehending archaeological and

written sources

• burial beliefs and practices: royal and non-royal tombs: changing structures and decoration, royal ‘Books of the Netherworld’, eg Am Duat Litany of Ra, Book of the Dead, coffins and other tomb contents.

9 • Burial customs • Tomb paintings

• locating, selecting and organizing relevant information from a variety of sources

Yearly Examination

10 • Archaeological/written evidence of

tomb • Tutankhamen and popular culture

Revision Yearly Examination

11


Preliminary Ancient History Unit Value: 2 unit Outcomes The Student: P1.1 describes and explains the contribution of key people, groups, events, institutions, societies and

sites within the historical context P2.1 identifies historical factors and explains their significance in contributing to change and continuity

in the ancient world P3.1 locates, selects and organises relevant information from a variety of sources P3.2 comprehends sources and analyses them for their usefulness and reliability P3.4 identifies and accounts for differing perspectives and interpretations of the past P3.5 discusses issues relating to ownership and custodianship of the past P3.6 plans and presents the findings of historical investigations analysing and synthesising information

from a range of sources. Assessment Grid


Task Type

Timing

Outcome

Source and Analysis

Mid course Exam

History Investigation Final Exam

Term 1 Week 7

Term 2 Week 3/4

Term 2 Week 2

Term 3 Week 9/10

P1.1, P2.1, P3.1, P4.1

P1.1, P1.2, P2.1, P3.2,

P3.3

P1.1, P2.1, P3.2, P3.3, P3.5

P1.1, P1.2, P2.1, P3.2, P3.3

Knowledge and understanding 10% 10% 5% 20% 45%

Stimulus based skills 15% 10% 10% 35%

Inquiry and research 5% 5%

Communication in appropriate forms 5% 5% 5% 15%

Total % 25% 25% 15% 35% 100%


Preliminary Business Studies Unit Value: 2 unit Scope and Sequence Week TERM 1 2016 TERM 2 2016 TERM 3 2016

1

Nature of Business Role of business • the nature of a

business

Management approaches • classical approach

Influences in establishing a small to medium enterprise

2 Types of businesses • classification of

business

Scheduled examinations • behavioural approach • contingency approach

Influences in establishing a small to medium enterprise

3 • factors influencing

choice of legal structure

MID COURSE EXAMINATION ASSESSMENT TASK

• personal qualities – qualifications, skills, motivation, entrepreneurship, cultural background, gender

4 Influences in the business environment

MID COURSE EXAMINATION ASSESSMENT TASK

• personal qualities – qualifications, skills, motivation, entrepreneurship, cultural background, gender

5

• external, internal business growth and decline

Management process • coordinating key business

functions and resources

The business planning process • sources of planning ideas

6 • external, internal business growth and decline

Management process • coordinating key business

functions and resources

The business planning process • sources of planning ideas

7 • stages of the business life cycle

• operations, marketing, finance,

human resources, ethical business behaviour

• vision, goals and/or objectives • taking corrective action

8 • responding to challenges Management and change • vision, goals and/or objectives • taking corrective action

9

Business Management nature of management

Business Planning management and change • definition

critical issues in business success and failure • importance of a business plan • management – staffing and

teams YEARLY EXAMINATION

10

• features of effective management

• skills management YEARLY EXAMINATION

11


Preliminary Business Studies Unit Value: 2 unit Outcomes The Student: P1 discusses the nature of business, its role in society and types of business structure P2 explains the internal and external influences on businesses P3 describes the factors contributing to the success or failure of small to medium enterprises P4 assesses the processes and interdependence of key business functions P5 examines the application of management theories and strategies P6 analyses the responsibilities of business to internal and external stakeholders P7 plans and conducts investigations into contemporary business issues P8 evaluates information for actual and hypothetical business situations P9 communicates business information and issues in appropriate formats P10 applies mathematical concepts appropriately in business situations. Assessment Grid


Task Type

Timing

Outcome

Nature of Business

Research Task

Nature of Business/ Business

Management Mid Course

Exam

Business Planning In class

extended response

Nature of Business/ Business

Management/ Business Planning

Yearly Exam Term 1 Week 5

Term 2 Week 3/4

Term 3 Week 6

Term 3 Week 9/10

P1, P2, P8 P1, P2, P4, P6 P7, P8, P9, P10 P1, P2, P6, P7, P10




Communication in appropriate forms

10% 5% 5% 20%

Total % 15% 30% 25% 30% 100%


Preliminary Economics Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Introduction to Economics • Economic problem –

wants, scarcity • Decision making – choice,

opportunity cost • Production, distribution

and exchange of goods and services

• Provision of income and employment

• Circular flow of income • Comparisons with other

economies Consumers and Business • Role of Consumers –

Consumer sovereignty, sources of income

• Role of Business – goals, efficiency, productivity

Markets • Role of the Market • Law of demand • Law of supply • Market price • Alternatives to market

solutions • Price elasticity • Variations in the

competition model • Pure competition • Monopolistic competition • Oligopoly • Monopoly

Government and the Economy • Government intervention

in free markets, merit goods, public goods

MID COURSE EXAMINATION Scheduled Examinations MID COURSE EXAMINATION • Distribution of income –

disadvantaged groups, relative poverty

• Externalities and the environment

• Monopoly power • Economic fluctuations • Role of Government • Public sector • Federal budget • Influences on government

policies – environmental groups, media

Labour Markets • Demand for and supply of

labour • Derived demand for labour • Factors affecting demand

and supply • Australian workforce • Income differences between • Occupations and within

occupations • Labour market trends –

unemployment, part-time work, casualisation

• Labour market institutions – unions, employer associations, industrial relations

Financial Markets Types of financial markets: • Regulation of financial

markets • Demand for funds –

transactions and speculative motives

• Borrowers • Lenders • Financial aggregates • Reserve Bank of Australia • Interest rates • Share market – role and

function YEARLY EXAMINATIONS YEARLY EXAMINATIONS

2

3

4

5

6

7

8

9

10

11


Preliminary Economics Unit Value: 2 unit Outcomes The Student: P1 demonstrates understanding of economic terms, concepts and relationships P2 explains the economic role of individuals, firms and government in an economy P3 describes, explains and evaluates the role and operation of markets P4 compares and contrasts aspects of different economies P5 analyses the relationship between individuals, firms, institutions and government in the Australian

economy P7 identifies the nature and causes of economic problems and issues for individuals, firms and

governments P8 applies appropriate terminology, concepts and theories in economic contexts P9 selects and organises information from a variety of sources for relevance and reliability P10 communicates economic information, ideas and issues in appropriate forms P11 applies mathematical concepts in economic contests P12 works independently and in groups to achieve appropriate goals in set timelines. Assessment Grid


Task Type

Timing

Outcome

Comparing Economic Indicators

Presentation

Mid Course Exam Topic 1 & 2

Labour Markets Research Task

and Report

All Topics Yearly Exam

Term 1 Week 9

Term 2 Week 3/4

Term 3 Week 4

Term 3 Week 9/10

P1, P2,P3 P1,P2,P5,P7,P10,P12

P5,P6,P7,P8,P9,P10

P1,P2,P3,P4,P5,P6,P7,P8,P1

0,P11 Knowledge and understanding 10% 15% 5% 20% 50%

Stimulus based skills 5% 5% 10%

Inquiry and research 5% 10% 15%

Communication in appropriate

forms 5% 10% 5% 5% 25%

Total % 20% 30% 20% 30% 100%


Preliminary Geography Unit Value: 2 unit Scope and Sequence Week TERM 1 2016 TERM 2 2016 TERM 3 2016

1

Biophysical Interactions Biophysical Interactions Global Challenges – Natural Resources

2 Biophysical Interactions Biophysical Interactions Global Challenges – Natural Resources

3 Biophysical Interactions MID COURSE EXAMINATION Global Challenges – Development Geography

4 Biophysical Interactions MID COURSE EXAMINATION Global Challenges – Development Geography

5

Senior Geography Project Senior Geography Project Global Challenges SGP Final Due

6 Biophysical Interactions Global Challenges – Natural Resources

Global Challenges – Development Geography

7 Biophysical Interactions SGP Intro Due

Global Challenges – Natural Resources

Global Challenges – Development Geography

8 Biophysical Interactions Global Challenges SGP Part 2 Due Revision

9

Assessment Task 1 Global Challenges – Natural Resources YEARLY EXAMINATION

10 Biophysical Interactions Global Challenges – Natural Resources YEARLY EXAMINATION

11 Biophysical Interactions


Preliminary Geography Unit Value: 2 unit Outcomes The Student: P1 differentiates between spatial and ecological dimensions in the study of geography P2 describes the interactions between the four components which define the biophysical environment P3 explains how a specific environment functions in terms of biophysical factors P4 analyses changing demographic patterns and processes P5 examines the geographical nature of global challenges confronting humanity P6 identifies the vocational relevance of a geographical perspective P7 formulates a plan for active geographical inquiry P8 selects, organises and analyses relevant geographical information from a variety of sources P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries P10 applies mathematical ideas and techniques to analyse geographical data P11 applies geographical understanding and methods ethically and effectively to a research project P12 communicates geographical information, ideas and issues using appropriate written and/or oral,

cartographic and graphic forms. Assessment Grid


Task Type

Timing

Outcome

Biophysical Interactions

Task

Mid Course Exam

Senior Geography

Project Yearly Exam

Term 1 Week 9

Term 2 Week 3/4

Term 3 Week 6

Term 3 Week 9/10

P1, P2, P3, P7, P8, P9, P12

P1, P2, P3, P6, P8, P10, P12

P7, P8, P9, P10, P11, P12

P1, P4, P5, P7, P8, P12


Geographical tools and skills 5% 10% 5% 20%

Geographical inquiry and

research, including fieldwork

5% 5% 10% 20%

Communication of graphical

information, ideas and issues in

appropriate forms

5% 5% 5% 5% 20%

Total % 15% 25% 30% 30% 100% 2016 Preliminary Assessment Booklet 44

Preliminary Legal Studies Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 The Legal System 1. Basic Notions of Law -

anarchy, customs, rules, fairness, justice

2. Sources of Law British origins Contemporary law –

common law, statute law , constitution

Customary law – spiritual nature, oral traditions

International law – United Nations, International Court of Justice, treaties, customs

3. Classification of Law Public law, private law Criminal law, civil law

4. Law Reform Conditions, agencies,

mechanisms 5. Law Reform in Action a) Native Title

Terra nullius Native title decisions legislation

b) contemporary law reform issue

choose ONE from four young drivers, sport,

animal welfare, drug use

Mid Course Examination Mid Course Examination Scheduled examinations The Individual and the Law 1. Your rights and responsibilities

the nature of individual rights

relationship between rights and responsibilities

2. Resolving disputes the roles of the federal

and state police and other law enforcement agencies

resolving disputes between individuals and with the state

3. Contemporary issue: The individual and

technology impacts of technology on the individual, legal implications, difficulties with enforcing rights, future directions

Examples include: misuse of interactive technologies, cyber-bullying, mobile phones, copyright.

Law in Practice At least TWO contemporary issues should be studied from:

groups or individuals suffering disadvantage: migrants, women, aboriginal and Torres Strait islanders

events which highlight legal issues

individuals or groups in conflict with the state

criminal or civil cases that raise issues of interest to students.

Yearly Examination Yearly Examination

2

3

4

5

6

7

8

9

10

11


Preliminary Legal Studies Unit Value: 2 unit Outcomes The Student: P1 identifies and applies legal concepts and terminology P2 describes the key features of Australian and international law P3 describes the operation of domestic and international legal systems P4 discusses the effectiveness of the legal system in addressing issues P5 describes the role of law in encouraging cooperation and resolving conflict, as well as initiating and

responding to change P6 explains the nature of the interrelationship between the legal system and society P7 evaluates the effectiveness of the law in achieving justice P8 locates, selects and organises legal information from a variety of sources including legislation, cases,

media, international instruments and documents P9 communicates legal information using well-structured responses P10 accounts for differing perspectives and interpretations of legal information and issues. Assessment Grid


Task Type

Timing

Outcome

Media File and Stimulus Based

Response

Mid Course Exam

Research and Oral

Presentation Yearly Exam

Term 1 Week 7

Term 2 Week 3/4

Term 3 Week 7

Term 3 Week 9/10

P1, P2, P3, P4, P6, P8

P1, P2, P3, P6, P9

P1, P4, P6,P8, P9

P1, P2, P3, P4, P5, P6, P7, P9, P10

Knowledge 10% 20% 10% 20% 60%

Inquiry and Research 10% 10% 20%

Communication 5% 5% 5% 5% 20%

Total % 25% 25% 25% 35% 100%


Preliminary Modern History Unit Value: 2 unit Scope and Sequence


1

Introduction to syllabus requirements and overview of period CASE STUDY 1: Yankees and Confederates in the American States

• 19th century America –

A house divided • The South

- Slavery - Sectionalism - secession

• The North and national unity

• Civil War • Reconstruction.

Assessment Task 1 : Source analysis CASE STUDY 2: The Origins of the Arab-Israeli Conflict

• Overview of problems in the

Middle East • Issue of bias in evidence,

sources • Zionism-origins, aspirations • Early Jewish immigration,

kibbutzim • Balfour Declaration, WW1:

conflicting responses, 1920s- Palestine

• Question of Jewish homeland

from both perspectives • Growing violence- Britain’s

mandate

• Britain’s Mandate • U.N. Partition Plan

• Establishment of Israel • War Mid Course Examination Mid Course Examination Part 2: Historical Investigation Individual Student Research Project • Allocation of separate case

study • Focus questions:

1. features of the selected study

2. forces for change 3. nature of the change 4. impact on society

Research project continued Research project continued Research project continued

Assessment Task 3 : Oral and written presentation of Research

Projects

Part 3: Core Study The world at the Beginning of the 20th Century • The nature of European

society • Rich and poor • Urbanisation,

industrialisation • Social change • Forms of government • Imperialism • Reasons for growth, colonial

rivalries • Impact on Africa , Middle

East • Emerging forces/ideas • Politics of working class

• Anarchism • Nationalism • Internationalism

• Democracy • Liberalism

• Causes of World War 1: long term and short term

Yearly Examination Yearly Examination

2

3

4

5

6

7

8

9

10

11


Preliminary Modern History Unit Value: 2 unit Outcomes The student: P1.1 describes the role of key individuals, groups and events of selected studies from the eighteenth

century to the present P1.2 investigates and explain the key features and issues of selected studies from the eighteenth century

to the present P2.1 identifies forces and ideas and explain their significance in contributing to change and continuity from

the eighteenth century to the present P3.1 asks relevant historical questions P3.2 locates, select and organise relevant information from different types of sources P3.3 comprehends and analyse sources for their usefulness and reliability P3.4 identifies and account for differing perspectives and interpretations of the past P3.5 plans and present the findings of historical investigations, analysing and synthesising information

from different types of sources P4.1 uses historical terms and concepts appropriately P4.2 communicates a knowledge and understanding of historical features and issues, using appropriate

and well-structured oral and written forms. Assessment Grid


Task Type

Timing

Outcome

Yankee and Confederates

Source Analysis

Case study Arab-Israeli Mid Course

Exam

Historical Investigation

Oral/Research

Core study: World at the beginning of

20th Century Yearly Exam

Term 1 Week 7

Term 2 Week 3/4

Term 2 Week 9

Term 3 Week 9/10

P1.1, P2.1, P3.1, P3.3

P1.1, P2.1, P3.3, P4.2,

P3.1, P1.2, P2.1, P3.2, P3.3

P1.1, P1.2, P2.1, P3.2, P3.3, P3.4,

P4.1 Knowledge and understanding 5% 10% 5% 20% 40%



Communication 5% 5% 5% 5% 20%

Total % 20% 20% 30% 30% 100%


Preliminary Society & Culture Unit Value: 2 Unit Scope and Sequence


1 Course Introduction Personal and Social Identity Introduction to the Nature of Communication

2 The Social and Cultural World Personal and Social Identity Intercultural Communication Theories

3 The Social and Cultural World Mid Course Examination

Intercultural Communication Theories

4 The Social & Cultural World Mid Course Examination

Integrated Concepts of Intercultural Communication

5 The Social & Cultural World Personal and Social Identity Intercultural Communication Exploration

6 Cross Cultural Case Study Personal and Social Identity Intercultural Communication Exploration

7 Cross Cultural Case Study Personal and Social Identity Intercultural Communication Ethical research practices

8 Society & Cultural Research Methodology Personal and Social Identity Revision

9 Society & Cultural Research Methodology Personal and Social Identity Yearly Examination

10 Society & Cultural Research Methodology Personal and Social Identity Yearly Examination

11


Preliminary Society & Culture Unit Value: 2 Unit Outcomes The student: P1 identifies and applies social and cultural concepts P2 describes personal, social and cultural identity P3 identifies and describes relationships and interactions within and between social and cultural

groups P4 identifies the features of social and cultural literacy and how it develops P5 explains continuity and change and their implications for societies and cultures P6 differentiates between social and cultural research methods P7 selects, organises and considers information from a variety of sources for usefulness, validity and

bias P8 plans and conducts ethical social and cultural research P9 uses appropriate course language and concepts suitable for different audiences and contexts P10 communicates information, ideas and issues using appropriate written, oral and graphic forms. Assessment Grid


Task Type

Timing

Outcome

Methodology Research


Oral Presentation Yearly Examination

Term 1 Week 7

Term 2 Week 3/4

Term 3 Week 6

Term 3 Week 9/10

P6, P7, P9, P10, P11 P2, P3, P4, P5 P1, P9, P10 P7, P8, P9, P10, P11

Knowledge and understanding 15% 15% 30%

Stimulus based skills 10% 10%

Inquiry and research 10% 10% 20%

Communication 10% 10% 10% 10% 40%

Total % 20% 25% 20% 35% 100%


Languages Other Than English (LOTE) 2016 Preliminary Assessment Booklet 51

Preliminary Chinese Background Speakers Unit Value: 2 unit Scope and Sequence


1

2

3

4

5

6

7

8

9

10

11

The Individual and the Community

The role of the individual in today’s society

individual freedoms and duties to the ‘nation’

an individual’s contribution to society

Social changes in China and their effect on the individual (eg rural urban migration in China)

Changing gender roles in today’s society

Family roles

How women balance childrearing with a career in western society, and how that affects Chinese women living in western society

Changes in the role of women in China over the last 25 years

The role of family and marriage in contemporary society

Relationships between parents and children.

The ‘One Child’ policy and its impact

Conflicts over social/family values and duties

Contrasts between traditional and modern concepts of marriage and family in the Chinese community

Youth Culture

Pressures on young people today

Contemporary youth culture

peer influence, drugs, music etc

Changing youth culture in China

Assessment: Reading and responding skills

The impact on young people of changes in traditional social values

Contrasting cultural attitudes to family, sex, marriage & interaction across cultures

Mid Course examinations Reading and responding skills, Writing in Chinese skills

Mid Course examinations

Changes in attitudes and expectations towards family obligations & duties in modern China

The place of education in young people’s lives

pressure to succeed at school and find a career

Chinese Communities Overseas

Adapting to new cultures (education, leisure, lifestyle)

Western influence on young people’s choices on education, leisure and lifestyle

The maintenance of Chinese culture in non-Chinese cultural contexts

Maintenance of Chinese culture in family and in the community in an overseas context.

The conflicting demands of ‘bi-culturalism’

Assessment: Listening and responding skills

Global Issues

Economic growth and its impact

• International trade, protectionism, and tariffs, and the role of the WTO.

• The growth of prosperity in China and its impact on China’s youth.

Assessment: Spoken & Written exchanges in Chinese

• The IT revolution, influence of the internet, and the ‘digital divide’. Effects of the growth of the internet in China.

Environmental issues

The greenhouse effect and global warming. Natural disasters in China.

Costs of pollution in China arising from rapid economic development

The impact of international influences on Chinese-speaking countries

The rise of the ‘free market’ and ‘consumerism’ in China.

The influence of American popular culture on the youth in China. Eg Hollywood, fast food etc.

Yearly examinations Listening and responding skills, Reading and responding skills, Writing in Chinese skills Yearly examinations


Preliminary Chinese Background Speakers Unit Value: 2 unit Outcomes The student: P1.1 conveys information, opinions and ideas appropriate to context, purpose and audience P1.2 exchanges and justifies opinions and ideas P1.3 uses appropriate features of language in a variety of contexts P2.1 sequences and structures information and ideas P2.2 uses a variety of features to convey meaning P2.3 produces texts appropriate to context, purpose and audience P2.4 produces texts which are persuasive, creative and discursive P3.1 identifies main points and detailed items of specific information P3.2 summarises and interprets information and ideas P3.3 infers points of view, values, attitudes and emotions from features of language in texts P3.4 compares and contrasts aspects of texts P3.5 presents information in a different form and/or for a different audience P3.6 explains the influence of context in conveying meaning P3.7 recognises, analyses and evaluates the effectiveness of a variety of features in texts 3.8 responds to

texts personally and critically P4.1 examines and discusses sociocultural elements in texts P4.2 recognises and employs language appropriate to different sociocultural contexts P4.3 compares and contrasts Australian and Chinese communities. Assessment Grid


Task Type

Timing

Outcome

Reading (Analysing & responding

from written texts)

Mid Course Exam

Listening

(Analysing & responding

from spoken texts)

Speaking and

Writing (Research &

Report)

Yearly Exam

Term 1

Week 10 Term 2

Week 3/4 Term 2

Week 10 Term 3

Week 3/4 Term 3

Week 9 /10

3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3

2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3

3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3

1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 4.1, 4.2, 4.3

2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8,

Spoken exchanges in

Chinese 10%

10%

Written exchanges in

Chinese 10%

10%

Listening and responding 10% 10% 20%

Reading and responding 10% 15% 10% 35%

Writing in Chinese 10% 15% 25%

Total % 10% 25% 10% 20% 35% 100%


Preliminary Japanese Beginners Unit Value: 2 unit Scope and Sequence


1 Family Life, Home and Neighbourhood Review and Katakana Review and Kanji

2 Hiragana script Telling the Time Health & Sickness

3 Greetings Daily Routines Health & Sickness

4 Introducing yourself Mid Course Examination (Reading & Writing Tasks) Health & Sickness

5 Describing Your Family Mid Course Examination Houses

6 Activities at Home Houses

7 Activities at Home Neighbourhoods

8 Listening Assessment Task Oral Assessment Task Neighbourhoods

9 Describing Your Family Likes and Dislikes Yearly Examination (listening, speaking, reading and writing assessments)

10 Talking about Birthdays Likes and Dislikes Yearly Examination

11


Preliminary Japanese Beginners Unit Value: 2 unit Outcomes A student: P1.1 establishes and maintains communication in Japanese P1.2 manipulates linguistic structures to express ideas effectively in Japanese P1.3 sequences ideas and information P1.4 applies knowledge of the culture of Japanese speaking communities to interact appropriately P2.1 understands and interprets information in texts using a range of strategies P2.2 conveys the gist of an identifies specific information in texts P2.3 summarises the main points of a text P2.4 draws conclusions from or justifies an opinion about a text P2.5 identifies the purpose, context and audience of a text P2.6 identifies and explains aspects of the culture of Japanese speaking communities in texts P3.1 produce texts appropriate to audience, purpose and context P3.2 structures and sequences ideas and information P3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas

in Japanese P3.4 applies knowledge of the culture of Japanese speaking communities to the production of texts

Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Weighting % Task Type

Timing

Outcome

Listening Mid Course Examination Oral Task Final Examination

Term 1 Week 8

Term 2 Week 3/4

Term 2 Week 8

Term 3 Week 9/10

1.1, 1.2, 1.3, 1.4, 2.1, 2.2,

2.3, 2.4, 2.5, 2.6

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6

1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4

1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4

Speaking Skills 10% 5% 15%

Listening Skills 20% 15% 35%

Reading Skills 20% 15% 35%

Writing Skills 10% 5% 15%

Total 20% 30% 10% 40% 100%


Mathematics


Preliminary General Mathematics Unit Value: 2 Unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 AM1 Algebraic

manipulation

FM1 Earning and Managing Money

DS1 Statistics and society, data collection and sampling

DS2 Displaying and interpreting single data sets

DS3 Summary statistics

2

Mathematics and Driving FSDr1 Costs of purchase and

insurance FSDr2 Running costs and

depreciation FSDr3 Safety

3 AM2 Interpreting linear relationships


4 PB1 Relative frequency and probability

5

MM3 Similarity of two-dimensional figures, right-angled triangles

Mathematics and Driving FSDr1 Costs of purchase and

insurance FSDr2 Running costs and

depreciation FSDr3 Safety

6

7 FM2 Investing Money MM2 Applications of

perimeter, area and volume

8 FSCo1 Mobile phone plans FSCo2 Digital download and

file storage FM3 Taxation

9 MM1 Units of measurement and applications

Yearly Examination 10

11


Preliminary General Mathematics Unit Value: 2 unit Outcomes A Student: P1 uses mathematics and statistics to compare alternative solutions to contextual problems P2 represents information in symbolic, graphical and tabular form P3 represents relationships between changing quantities in algebraic and graphical form P4 performs calculations in relation to two-dimensional and three-dimensional figures P5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of

relevant units P6 models financial situations relevant to the student’s current life using appropriate tools P7 determines an appropriate form of organisation and representation of collected data P8 performs simple calculations in relation to the likelihood of familiar events P9 uses appropriate technology to organise information from a limited range of practical and everyday

contexts P10 justifies a response to a given problem using appropriate mathematical terminology P11 justifies his/her response to a given problem using appropriate mathematical terminology Assessment Grid


Task Type

Timing

Outcome

Maths and Communication


Maths and Driving

Yearly Examination

Term 2 Week 1

Term 2 Week 3/4

Term 2 Week 8

Term 3 Week 9/10

1,2, 6, 9,10,11 3, 4,5, 6, 10 1, 2,6,10,11 1-11

Use of concepts, skills and

techniques to solve mathematical

problems in a wide range of practical

contexts

5% 15% 5% 25% 50%

Application of reasoning and

communication in appropriate forms

to construct mathematical

arguments and to interpret and use

mathematical models

15% 5% 15% 15% 50%

Total % 20% 20% 20% 40% 100%


Preliminary Mathematics Unit Value: 2 unit

Scope and sequence


1

Basic Arithmetic

and

Algebra

Real Functions Locus and the Parabola

2

3 Mid Course Examination

The Tangent

and Derivative

4

5 Trigonometry

Real Functions

6 Linear functions

7

Geometry

8 The Quadratic Polynomial

Revision

9 Further Trigonometry Yearly Examination

10

11


Preliminary Mathematics Unit Value: 2 unit Outcomes

A Student:

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems P2 provides reasoning to support conclusions which are appropriate to the content P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions

and trigonometric identities P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric

techniques P5 understands the concept of a function and the relationship between a function and its graph P6 relates the derivative of a function to the slope of its graph P7 determines the derivative of a function through routine application of the rules of differentiation P8 understands and uses the language and notation of calculus Assessment Grid


Task Type

Timing Outcome

Test Mid Course Examination Test Yearly

Examination Term 1

Week 8 Term 2


Term 3 Week 9/10

1-4 1-5 1-5 1-8 Use of concepts, skills and

techniques to solve mathematical problems in a wide range of practical

contexts

7% 15% 8% 20% 50%

Application of reasoning and communication in appropriate forms

to construct mathematical arguments and to interpret and use

mathematical models

8% 15% 7% 20% 50%

Total % 15% 30% 15% 40% 100%


Preliminary Mathematics Extension 1 Unit Value: 1 unit

Scope and sequence

WEEK TERM 1 2016 TERM 2 2016 TERM 3 2016

1 Basic Arithmetic and Algebra

Real Functions Locus and the Parabola

2 Permutations and Combinations

The Tangent and Derivative

3 Trigonometry Mid Course Examination

4 Polynomials

5 Geometry

Permutations and Combinations

6 Linear Functions

Parametric Representation

7

Geometry of a Circle

8 The Quadratic Polynomial

Review

9 Further Trigonometry Yearly Examination

10

11


Preliminary Mathematics Extension 1 Unit Value: 1 unit Outcomes

A Student:

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems P2 provides reasoning to support conclusions which are appropriate to the context P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions

and trigonometric identities P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric

techniques P5 understands the concept of a function and the relationship between a function and its graph. P6 relates the derivative of a function to the slope of its graph P7 determines the derivative of a function through routine application of the rules of differentiation P8 understands and uses the language and notation of calculus

Assessment Grid

Component Task 1 Task 2 Task 3 Weighting %

Task Type

Timing

Outcomes

Mid Course Examination Test Yearly

Examination

Term 2 Week 3/4

Term 3 Week 2

Term 3 Week 9/10

1 - 5 1 - 5 1-8

Use of concepts, skills and techniques to solve mathematical problems in a wide

range of theoretical and practical contexts

15% 10% 25% 50%

Application of reasoning and communication in appropriate forms to construct

mathematical arguments and proofs and to interpret and use mathematical models

15% 10% 25% 50%

Total % 30% 20% 50% 100%


Personal Development, Health, Physical Education (PDHPE)


Preliminary Personal Development/Health/Physical Education Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

Core 2: The Body in Motion Core 1: Better Health for Individuals

Core 1: Better Health for Individuals

Option 1: Outdoor Recreation

Option : First Aid Option: Fitness Choices

Or Option : Outdoor Recreation

1

CQ1: How do the musculoskeletal and cardio respiratory systems of the

body influence and respond to movement?

2 CQ2: What influences the health of individuals?

CQ3: What does the individual need to consider in administering

first aid?

3 MID COURSE EXAMINATIONS ** ASSESSMENT TASK 2**

**ASSESSMENT TASK 4**

4 CQ2: What is the relationship

between physical fitness, training and movement efficiency?

MID COURSE EXAMINATIONS ** ASSESSMENT TASK 2**

Option: Fitness Choices CQ1: What does exercise meant to

different people? CQ2: What are the ways people choose to exercise for fitness? CQ3: What influences people’s

choice of fitness activities? Or

Option: Outdoor Recreation CQ1: What is the value of outdoor

recreation? CQ2: What are the technical skills

and understanding needed for safe participation in outdoor

recreation? CQ3: What impact does group dynamics have on the outdoor

experience?

5

CQ3: What strategies help to promote the health of

individuals?

6 **ASSESSMENT TASK 1 (PART 1)**

7 CQ3: How do Biomechanical principles influence movement? **ASSESSMENT TASK 3**

8

Option : First Aid CQ1: What are the main

priorities for assessment and management of first aid

patients?

9

**ASSESSMENT TASK 1 (Part 2 & 3)**

Core 1: Better Health for Individuals CQ1: What does health mean to

individuals?

YEARLY EXAMINATIONS

**ASSESSMENT TASK 5**

10

CQ2: How should the major types of injuries and medical

conditions be managed in first aid situations?

YEARLY EXAMINATIONS **ASSESSMENT TASK 5**

CROSSROADS

11


Personal Development/Health/Physical Education Unit Value: 2 unit Outcomes P1 identifies and examines why individuals give different meanings to health P2 explains how a range of health behaviours affect an individuals’ health P3 describes how an individual’s health is determined by a range of factors P4 evaluates aspects of health over which individuals can exert some control P5 describes factors that contribute to effective health promotion P6 proposes actions that can improve and maintain an individual’s health P7 explains how body systems influence the way the body moves P8 describes the components of physical fitness and explains how they are monitored P9 describes biomechanical factors that influence the efficiency of the body in motion P10 plans for participation in physical activity to satisfy a range of individual needs P11 assesses and monitors physical fitness levels and physical activity patterns P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging

outdoor recreation activities P15 forms opinions about health-promoting actions based on a critical examination of relevant information P16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation Assessment Grid


Task Type

Timing

Outcome

Core 2: The Body in

Motion


Core 1: Better Health for Individuals

Option: First Aid

Yearly Examination

Term 1 Pt 1 Week 6 Pt 2/3 Week 8

Term 2 Week 3/4

Term 2 Week 7

Term 3 Week 3

Term 3 Week 9/10

P7, P9, P16, P17

P1-3, P7-9, P15-17

P1, P2, P3, P16 P12, P15 P1-12, P14 -

P17 Knowledge and understanding of: • factors that affect

health the way the body moves

10% 10% 10% 10% 40%

Skills in: • influencing

personal and community health

• taking action to improve participation and performance in physical activity.

5% 5% 10% 10% 30%

Skills in critical thinking, research and analysis

5% 5% 10% 5% 5% 30%

Total % 20% 20% 20% 15% 25% 100%


Preliminary Sport, Lifestyle, Recreation (CEC) Unit Value: 2 unit

Scope and Sequence


1

Resistance Training

(Week 1 - 7)

Plan and implement safe and effective resistance training programs.

Investigate various forms of muscle training and incorporate overloading techniques.

Critically analyse training regimes of specific athletes (body builders).

Individual Games & Sports

Application (Week 7-11)

Elements of individual

performance. Participate in individual

performances and competitions.

Develop and implements practices and training programs.

Athletics

(Week 1-5) Investigate specific athletic

events and ways to improve participant’s performance.

Understand the ethical and organisational responsibilities for specific events. Mid Course Examination


Sports Coaching and Training (Week 6-10)

Develop the knowledge, skills

and understanding in sports coaching.

Examine the roles and responsibilities of the coach.

Develop and deliver appropriate methods to instruct junior students in a specific sport.

Social Perspectives of Games &

Sport (Week 1-6)

Investigate sport in Australian society.

Examine sport & the

relationship with mass media. Assess current issues relating

to economic, drug use and careers in sport.

Games & Sport Application 2 (Week 7-10)

Elements of specific games & sports activities.

Defence and offence strategies.s

Yearly Examination

Yearly Examination

2

3

4

5

6

7

8

9

10

11


Preliminary Sport, Lifestyle, Recreation (CEC) Unit Value: 2 unit

Outcomes A Student:

1.1 applies the rules and conventions that relate to participation in a range of physical activities 1.2 explains the relationship between physical activity, fitness and healthy lifestyle 1.3 demonstrates ways to enhance safety in participation 1.4 critically analysis the factors affecting lifestyle balance and their impact on health status 2.1 explains the principles of skill development and training 2.2 analyses the fitness requirements for specific activities 2.3 selects and participates in physical activities that meets individual needs, interests and abilities 2.5 describes the relationship between anatomy, physiology and performance 3.2 designs programs that respond to performance needs 3.4 composes, performs and appraises movement 3.5 analyses personal health practices 4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3 makes strategic plans to overcome the barriers to personal and community health

Values and Attitudes 1.2 willingly participates in regular physical activity 1.3 values the importance of an active lifestyle 1.5 strives to achieve quality in personal performance

Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting Task Type

Timing

Outcome

Resistance Training Program


Sports Coaching Log Book Yearly

Examination

Term 1 Week 7

Term 2 Week 3/4

Term 2 Week 10

Last Week Each Term

Term 3 Week 9/10

1.3, 3.6, 4.5 1.3 ,1.4, 3.6, 4.1, 4.2

1.3, 1.4, 4.1, 4.2

Various outcomes

1.2, 1.5, 2.1,.2.2, 2.5, 3.2, 3.5, 4.3,

Knowledge and understanding of: • Factors that affect the

health and participation in physical activity

• Principle and processes impacting on movement potential

10% 10% 5% 15% 10% 50%

Skills in: • Analysing and

implementing strategies to promote health, physical activity to enhanced performance

• Influencing the participation and performance of self and others

5% 5% 10% 15% 15% 50%

Total % 15% 15% 15% 30% 25% 100%


Science


Preliminary Biology Unit Value: 2 Unit Scope and Sequence


1

2

3

4

5

6

7

8

9

10

11

Core Topic: A Local Ecosystem The distribution, diversity and

numbers of plants and animals found in ecosystems are determined by biotic and abiotic factors

There is a flow of energy and

matter in an ecosystem Each local aquatic or

terrestrial ecosystem is unique

Core Topic: Patterns in Nature Organisms are made of cells

that have similar structural characteristics Field Study & Report 25%

Membranes around cells

provide separation from and links with the external environment

In multicellular organisms, differentiated cells perform specialised functions

Plants and animals have

specialised structures to obtain nutrients from their environment

Many plants and animals have

specialised structures for exchanging gases

MIDCOURSE EXAMINATION

20% Transport mechanisms and

systems move dissolved nutrients and metabolic wastes in many plants and animals

Maintenance of organisms requires growth and repair

Core Topic: Life on Earth Evidence from the analysis of

the oldest sedimentary rocks provides evidence for the origin of life

The fossil record provides information about the subsequent evolution of living things

Further developments in our knowledge of present-day organisms and the discovery of new organisms allows for better understanding of the origins of life and the processes involved in the evolution of living things

Core Topic: Life on Earth cont.

The study of the different types of present day organisms assists increasing understanding about organisms and environments of the past

Diagnostic topic test Skills Assessment 25%

Core Topic: Evolution of Australian Biota

Evidence for the rearrangement of crustal plates and continental drift indicates that Australia was once part of an ancient super continent

The changes in Australian flora and fauna over millions of years have happened through evolution

Australian plants and animals exhibit a range of adaptations to cope with variations in temperature and availability of water

Continuation of species has resulted, in part, from the reproductive adaptations that have evolved in Australian plants and animals Yearly Examination 30%

A study of palaeontology and past environments increases our understanding of the possible future range of plants and animals

Diagnostic topic test


Preliminary Biology Unit Value: 2 Unit Outcomes A student: P1 outlines the historical development of major biological principles, concepts and ideas P2 applies the processes that are used to test and validate models, theories and laws of science, with

particular emphasis on first-hand investigations in biology P3 assesses the impact of particular technological advances on understanding in biology P4 describes applications of biology which affect society or the environment P5 describes the scientific principles employed in particular areas of biological research P6 explains how cell ultrastructure and the coordinated activities of cells, tissues and organs

contribute to macroscopic processes in organisms P7 describes the range of organisms in terms of specialisation for a habitat P8 analyses the interrelationships of organisms within the ecosystem P9 explains how processes of reproduction ensure continuity of species P10 identifies and describes the evidence for evolution P11 identifies and implements improvements to investigation plans P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary

sources P13 identifies appropriate terminology and reporting styles to communicate information and understanding

in biology P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a team member

Assessment Grid


Task Type

Timing

Outcome

Field Study Report Mid Course Exam Skills Yearly Exam

Term 1 Week 7

Term 2 Week 3/4

Term 3 Week 2

Term 3 Week 9/10

P2, P4, P8, P10, P11, P12, P13, P14

P1, P2, P3, P5, P6, P9, P11, P12, P13, P14, P15

P1, P2, P3, P5, P6, P9, P11, P12, P13, P14 P15

P1, P2, P3, P5, P6, P7, P8, P9, P11, P13, P14

Knowledge and Understanding 10% 20% 30%

Prescribed Focus Area (Science as

Human Endeavour)

10% 5% 5% 20%

Skills (Planning and Conducting)

5% 20% 5% 30%

Skills (Communication

and Individual and group Work)

15% 5% 20%

Total % 25% 20% 25% 30% 100%


Preliminary Chemistry Unit Value: 2 unit Scope and Sequence


1

2

3

4

5

6

7

8

9

10

11

Core Topic: The Chemical Earth

The living and non-living components of the Earth contain mixtures

Although most elements are found in combinations, some are found uncombined

Elements in earth materials are present as compounds because of interactions at the atomic scale

Energy is required to extract some elements from their naturally occurring sources

The properties of the Earth’s resources are determined by their bonding structure

Core Topic: Metals Metals have been

extracted and used for many years

Metals differ in their reactivity with other chemicals and this influences their uses

As metals were discovered, scientists recognised that patterns in their physical properties could be used to organise the elements into a periodic table

SKILLS 25%

Core Topic: Metals cont. Energy is required to extract

metals from their ores For efficient resource use,

industrial chemical reactions must use measured amounts of each reactant

Mid Course Examination 20%

The relative abundance and ease of extraction of metals influences their value and breadth of use in the community

Diagnostic topic test Core Topic: Water

Water is distributed on the Earth as a solid, liquid and gas

The distribution and importance of water on Earth is a consequence of its molecular structure

Water is an important solvent in biological systems, transporting materials into and out of cells. It is the medium through which aquatic organisms obtain gases as well as other nutrients

The concentration of salts in water will vary according to their solubility, and precipitation will occur when the ions of an insoluble salt are in a solution together

Core Topic: Water cont. Water has a higher

heat capacity than many other liquids

Diagnostic Topic Test

RESEARCH TASK & TEST

25% Core Topic: Energy

Living organisms make high energy compounds

There is a wide variety of compounds

A variety of carbon compounds are extracted from organic sources

Combustion provides another opportunity to examine the conditions under which chemical reactions occur

The extent and rate of energy release are affected by factors such as types of reactants

Yearly Examination 30%


Preliminary Chemistry Unit Value: 2 unit Outcomes A student: P1 outlines the historical development of major principles, concepts and ideas in chemistry P2 applies the processes that are used to test and validate models, theories and laws of science with particular

emphasis on first-hand investigations in chemistry P3 assesses the impact of particular technological advances on understanding in chemistry P4 describes applications of chemistry which affect society or the environment P5 describes the scientific principles employed in particular areas of research in chemistry P6 explains trends and relationships between elements in terms of atomic structure, the periodic table and

bonding P7 describes chemical changes in terms of energy inputs and outputs P8 describes factors that influence the type and rate of chemical reactions P9 relates the uses of carbon to the unique nature of carbon chemistry P10 applies simple stoichiometric relationships P11 identifies and implements improvements to investigation plans P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources P13 identifies appropriate terminology and reporting styles to communicate information and understanding P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a member of a team

Assessment Grid


Task Type

Timing

Outcome

Skills Mid Course Exam Research Task & Test Yearly Exam

Term 1

Week 10 Term 2

Week 3/4 Term 3

Week 2 Term 3

Week 9/10 P2, P4, P8, P10, P11, P12, P13, P14

P1, P2, P3, P5, P6, P7, P9, P11, P13, P14

P1, P2, P3, P5, P6, P7, P8, P9, P11, P13, P14

P1, P2, P3, P5, P6, P7, P8, P9, P11, P13, P14

Knowledge and

understanding 10% 20% 30%


Human Endeavour)

5% 10% 5% 20%


20% 5% 5% 30%

Skills (Communicati

on and Individual and group Work)

5% 15% 20%

Total % 25% 20% 25% 30% 100%


Preliminary Earth and Environmental Science Unit Value: 2 unit Scope and sequence WEEK TERM 1 2016 TERM 2 2016 TERM 3 2016

1

2

3

4

5

6

7

8

9

10

11

Core Topic: The Local Environment

• Rocks are formed from different materials

• The properties of local soils affect the local biological environment

• The impact of humans on local aquatic and terrestrial environments will differ with locality

• The need for governments and local councils to design and enact laws to protect the biotic and abiotic environment

• The activities of humans can cause systematic habitat alteration

Field Study and Report 25%

• Biodiversity assists in

keeping a dynamic balance in the biosphere

Core Topic: Planet Earth and

its Environment – A Five Thousand Million Year

Belonging • The solar system has

evolved from a ball of gases released from a supernova explosion

• The early Earth and its evolution

• Living cells originated at a time when the atmosphere and environments were different to those presently found on Earth


• The evolution of

photosynthesis shifted the balance of gases in the atmosphere

• The evidence provided by geological records suggests that there have been climatic variations over Earth’s history

Core Topic: Water Issues • Interacting sub-systems of

the Earth that together produce a unique biome

• Water is an important ingredient in the maintenance of Australian environment

Core Topic: Water Issues cont. • Water plays an important

part in weathering and the subsequent production of soils

• Water resources • Diagnostic topic test.

Skills Assessment 25% Core Topic: Dynamic Earth

• Evidence that the Australian continental land mass began developing 4.1 thousand million years ago

• Crustal plates move and their edges are marked by tectonic activity

• Magnetic patterns and volcanic activity provide further evidence of plate divergence

• The interaction of plates during subduction, collision and breakup

• Australia has been separated from other continents by plate tectonic mation

Final Examination 30%


Preliminary Earth and Environmental Science Unit Value: 2 unit Outcomes A Student: P1 outlines the historical development of major Earth and Environmental Science principles, concepts and ideas P2 applies the processes that are used to test and validate models, theories and laws of science with particular

emphasis on first-hand investigations in Earth and Environmental Science P3 assess the impact of particular technological advances on understanding in Earth and Environmental Science P4 describes applications of Earth and Environmental Science which affects society or the environment P5 describes the scientific principles employed in particular areas of Earth and Environmental Science research P6 identifies the origins of Earth’s resources P7 identifies and describes the physical and chemical features of the environment P8 discusses the interplay between the internal and external forces which constantly reshape the Earth’s

surface P9 describes and locates available resources in Australian environments P10 describes human impact on the local environment P11 identifies and implements improvements to investigation plans P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources P13 identifies appropriate terminology and reporting styles to communicate information and understanding in

Earth and Environmental Science P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a member of a team Assessment Grid


Task Type

Timing

Outcome

Field Study Report Mid Course Exam Skills Yearly Exam

Term 1 Week 7

Term 2 Week 3/4

Term 3 Week 2

Term 3 Week 9/10

P4, P7, P10, P11, P12, P13, P14

P1, P2, P3, P4, P5, P6, P7, P9 P10, , P11, P12, P14

P2, P3, P5, P8, P9, P11, P13, P14, P15

P1, P2, P3, P4, P5, P6, P7, P8, P9, P10, P11, P12, P14

Knowledge and



Human Endeavour)

10% 5% 5% 20%


5% 20% 5% 30%

Skills (Communicati


15% 5% 20%

Total % 25% 20% 25% 30% 100% 2016 Preliminary Assessment Booklet 74

Preliminary Physics Unit Value: 2 unit Scope and sequence WEEK TERM 1 2016 TERM 2 2016 TERM 3 2016

1

2

3

4

5

6

7

8

9

10

11

Core Topic: The World Communicates

• Current technologies associated with information transfer use waves of one form or another.

• Sound waves can be used to illustrate many of the properties of waves that are utilized in communication technologies.

• Recent technological developments have allowed greater use of waves in the electromagnetic spectrum that do not require a medium for propagation.

• Many communication

technologies use applications of reflection and refraction of electromagnetic waves.

• Other properties of electromagnetic waves have potential for future communication technologies and date storage technologies.

SKILLS 25%

Core Topic: Electrical energy • Society has become

increasingly dependent on electricity over the last 200 years.

• One of the main advantages of electricity is that it can be moved with comparative ease from one place to another through electric circuits.

Series and parallel circuits serve different purposes in households.


Core Topic: Electrical energy in the Home cont.

• The amount of energy transformed in an appliance is related to the power rating of the appliance and the length of time it is used.

• Electric currents also produce magnetic fields and these fields are used in different technologies in the home.

• Safety devices are important in household circuits.

• Diagnostic Topic Test. Core Topic: Moving About • Vehicles do not typically

travel at a constant speed. • An analysis of the external

forces on vehicles helps to understand the effects of acceleration and deceleration.

• Moving vehicles have kinetic energy and energy transformations are an important aspect in understanding motion.

• Change of momentum relates to the forces acting on the vehicle or the driver.

• Safety devices are utilised to reduce the effects of changing momentum.

Core Topic: Moving About • The models applied to

motion and forces involving vehicles can be applied to a variety of situations.

• Diagnostic topic test. Research Task & Test 25% Core Topic: The Cosmic Engine • Ours is just one start in

the galaxy and ours is just one galaxy in the universe.

• The first minutes of the universe released energy which changed into matter, forming starts and galaxies.

• Stars have a limited life span and may explode to form supernovas.

• The solar system formed after a supernova explosion.

• The sun is a typical star, emitting electromagnetic radiation and that particles influence the Earth.

Yearly Examination

30% • The conditions are the

surface of the Earth are influenced by the interactions between physical phenomena generated by both the sun and the earth.


Preliminary Physics Unit Value: 2 unit Outcomes A Student: P1 outlines the historical development of major principles, concepts and ideas in physics P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physics P3 assesses the impact of particular technological advances on understanding in physics P4 describes applications of physics which affect society or the environment P5 describes the scientific principles employed in particular areas of research in physics P6 describes the forces acting on an object which causes changes in its motion P7 describes the effects of energy transfers and energy transformations P8 explains wave motions in terms of energy sources and the oscillations produced P9 describes the relationship between force and potential energy in fields P10 describes theories and models in relation to the origins of matter and relates these to the forces involved P11 identifies and implements improvements to investigation plans P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary

sources P13 identifies appropriate terminology and reporting styles to communicate information and understanding

in physics P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a member of a team Assessment Grid


Task Type

Timing

Outcome

Skills Mid Course Exam

Research and Test Yearly Exam

Term 1 Week 8

Term 2 Week 3/4

Term 3 Week 2

Term 3 Week 9/10

P2, P4, P8, P10, P11, P12, P13, P14

P1, P2, P3, P5, P6, P7, P9, P11, P13, P14

P1, P2, P3, P5, P6, P7, P8, P9, P11, P13, P14

P1, P2, P3, P5, P6, P7, P8, P9, P11, P13, P14

Knowledge and



Human Endeavour)

5% 10% 5% 20%


20% 5% 5% 30%

Skills (Communicati


5% 15% 20%

Total % 25% 20% 25% 30% 100%


Technological & Applied Studies (TAS)


Preliminary Community & Family Studies Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1

2

3

4

5

6

7

8

9

10

11

Fundamental concepts of resource management Wellbeing Needs and wants resources Influences on resource management Factors affecting resource management Personal management skills Effective resource management Strategies for effective resource management Interviews as a primary research method Assessment Task 1: Interview and Oral Report 15% Individuals and Groups (Core Unit 2) Groups in the community Types of groups Reasons for group formation Roles individuals adopt within groups Specific roles of individuals Factors that contribute to the role they adopt within groups

Observation as a primary research method Power within groups Power bases Leadership Factors influencing leadership Conflict within groups Case study as a secondary research method Assessment Task 2: Mid Course Examination 20%

Causes of conflict Conflict resolution Assessment Task 3: Report and Oral Presentation 25% Families and Communities (Core Unit 3) Families Family Family Structures Roles individuals adopt within families Communities Communities Questionnaires as a primary research method

Levels of community organisation Roles groups adopt within communities Decision making in communities Managing change in families and communities Nature of change Impact of change on families and communities Types of support Socialisation of individuals within families and communities Stages of the life span Assessment Task 4: Case Study 20% Literature review as a secondary research method Influences on socialisation Revision prior to examinations Assessment Task 5: Yearly Examination 20%


Preliminary Community & Family Studies Unit Value: 2 unit Outcomes A student: P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the

development of goals P1.2 proposes effective solutions to resource problems P2.1 accounts for the roles and relationships that individuals adopt within groups P2.2 describes the role of the family and other groups in the socialisation of individuals P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal

relationships and achievement P2.4 analyses the interrelationships between internal and external factors and their impact on family

functioning P3.1 explains the changing nature of families and communities in contemporary society P3.2 analyses the significance of gender in defining roles and relationships P4.1 utilises research methodology appropriate to the study of social issues P4.2 presents information in written, oral and graphic form P5.1 applies management processes to maximise the efficient use of resources P6.1 distinguishes those actions that enhance wellbeing P6.2 uses critical thinking skills to enhance decision-making Assessment Grid


Task Type

Timing

Outcome

Interview & Oral Report

Mid Course Exam

Report on a Leader &

Oral Presentation

Case Study on Families – Includes Interviews & Surveys

Yearly exam

Term 1

Week 7 Term 2


Term 3 Week 6

Term 3 Week 9/10

P1.1, P1.2, P2.1, P2.2, P2.3, P2.4, P3.1, P4.1, P4.2

P1.1, P1.2, P2.1, P2.2, P2.3, P2.4, P3.1, P4.1, P4.2

P5.1, P6.1, P6.2 P7.1, P7.2, P7.3, P7.4

P1.1 - P7.4

Knowledge and understanding of how the following impact on wellbeing: • resource management • positive relationships • range of societal factors • nature of groups, families and communities

5% 10% 10% 10% 5% 40%

Skills in: • applying management processes to meet the needs of individuals, groups, families and communities • planning to take responsible action to promote wellbeing

5% 5% 5% 10% 25%

Knowledge and understanding about research methodology and skills in researching, critical thinking, analysing and communicating

5% 5% 15% 5% 5% 35%

Total % 15 % 20% 25% 20% 20% 100%


Preliminary VET Construction Unit Value: 2 unit The Assessment for this course is competency based and each student will have a competency record. In a competency based course a student’s performance is judged against a prescribed standard not against the performance of other students. The purpose of assessment is to judge competence on the basis of performance against the performance criteria set out under each element of competency. A participant is judged either competent (C) or not yet competent (NYC). Competency based assessment is based on the requirements of the workplace. Competence incorporates all aspects of work performance, including problem solving and the capacity to apply skills and knowledge in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined. All assessments given to students such as practical work, practical tests, assignments, theory tests, homework and work placement journals will all go towards assessing students in their competency record book. Students will be provided with an assessment outline at the beginning of the course and will be informed of the dates for which tasks are due. All tasks must be handed in on the date they are due. It is the student’s responsibility to understand the schools policy on assessment task procedures. Recognition of Prior Learning (RPL) Students undertaking HSC courses within the Hospitality Curriculum Framework may have current knowledge, skills and experience relevant to the units of competency within the courses. Competency Record Achievement of elements of competency and units of competency will be progressively recorded in the student log book. It should be noted that: • All performance criteria need to be met to demonstrate the achievement of an element of

competency. • All elements of competency must be achieved in order to demonstrate the achievement of a unit of

competency.

Work Placement Work placement is a mandatory HSC requirement. A minimum of 70 hrs work placement/training over the 2 year course must be completed. 35 hours (1 week) in Year 11 (Term 2) and 35 hours (1 week) in Year 12 (Term 4) The workplace offers students the opportunity to enhance their skills and knowledge while working in a dynamic and interesting environment. Learning in the workplace will enable students to: • Progress towards the achievement of industry competencies • Develop appropriate attitudes towards work • Learn a range of behaviours appropriate to the industry • Practice skills acquired off the job in a classroom or workshop • Develop additional skills and knowledge. Including the key competencies. Failure to attend a day of work placement will result in the student being not yet competent in this area of the course, which in turn will impact on the student’s eligibility to achieve an Australian Quality Framework certificate.


CONSTRUCTION ASSESSMENT SCHEDULE Preliminary Year 2016 HSC Year 2017

QUALIFICATION: CPC20211 Certificate II in Construction Pathways Training Package: CPC08 Construction and Property Services v 9

BOSTES course code 240 X 2 YR:26201 240 X 1 YR: 26202

TERM Unit Code Units Of Competency AQF

CORE

/

ELEC

TIVE

BOST

ES

MAI

NST

REAM

/

ELEC

TIVE

HSC

IN

DIC

ATIV

E H

rs. Assessment Task Cluster &

Method of Assessment

Prelim and HSC Exam weightings to total

100%**

Term 1

5 PRELIMINARY UOCs

240 Indicative Hours over 2 years

Prelim Yearly Exam

35 hrs. Work placement

CPCCOHS1001A *Work safely in the construction industry C Cert I

M 10 Cluster A - WorkCover WHS Induction Written Test

Term 1/2

CPCCCA2002B CPCCCA2011A

*Use carpentry tools and equipment Handle carpentry materials

E E

M E

10 20

Cluster B - Small project, Oil Stone Case or Concrete Float

Practical, Teacher observations and Written test.

Term 2/3

CPCCCM1013A CPCCOHS2001A

*Plan and organise work *Apply OHS requirements, policies and procedures in the construction industry

C C

M M

10 15

Cluster C 1. Tool box or Saw Horse 2. BBQ Table

Practical, Teacher observations and Written test.

Terms 4/5

10 HSC UOCs 35 hrs. Work placement

50% HSC Half Yearly

50% Trial HSC Exam

CPCCCA2003A

CPCCCM2006B CPCCCM1015A CPCCCO2013A CPCCCM2001A

Erect and dismantle formwork for footings and slabs on ground

Apply basic levelling procedures *Carry out measurements and calculations

Carry out concreting to simple forms *Read and interpret plans and specifications

E E C E C

E E M E M

25 15 20 20 20

Cluster D - School Project – Concreting Practical, Teacher observations and Written

test.

Terms 6/7 CPCCJN2001A CPCCJN2002A CPCCCM2004A

Assemble components Prepare for off-site manufacturing process

Handle construction materials

E E E

E E E

15 10 20

Cluster E – Shopfitting Practical, Teacher observations and Written

test.

Terms 6/7 CPCCWF2001A CPCCWF2002A

Handle wall and floor tiling materials Use wall and floor tiling tools and equipment

E E

E E

25 10

Cluster E – Wall and Floor Tiling Practical, Teacher observations and Written

test

Work placement

CPCCCM1014A CPCCCM1012A

*Conduct workplace communication *Work effectively and sustainably in the

construction industry

C C

E M

10 25

Cluster F - WPL Journal Teacher observations and Written test,

Third party evidence * Units of Competencies examinable in the HSC

examination Total hours

245

The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. It should be derived from a minimum of two exams.


Preliminary Design and Technology Unit Value: 2 Unit Scope and Sequence Week TERM 1 2016 TERM 2 2016 TERM 3 2016

1

2

3

4

5

6

7

8

9

10

11

Designing and Producing Design theory and practice

– Design – Elements and principles

of design

Design brief task – Designers and their

work – Australian designers – International designers

Factors affecting designing

and producing

Appropriateness of the design solution – Function – Aesthetics

Assessment Task 1 – Concept Design

– Cost – Ergonomics – Sustainability – Recyclability – Safety and health – Quality – Durability – Obsolescence – Life cycle analysis

The influence of trends in

society on design production

Designing and Producing – Design and production

processes in domestic, community, industrial and commercial settings

– Technologies in industrial and commercial settings

Assessment Task 2: Mid Course Examination Creative and collaborative approaches in designing and producing Formulating and analysing

design briefs Assessment Task 3: Designer Case study

– Appropriateness of design solutions

– Criteria for evaluation – Factors to consider

Marketing and market research

Ethics in research Techniques, materials, tools

and other resources The realisation of ideas

through the manipulation of techniques, materials, tools and other resources

Safety – Legislative and related

issues – The OHS Act 2000

Evaluation – Criteria to evaluate

success – Implementation of

design solutions

Designing and Producing Project management Factors affecting

management Communication Research methods

– Qualitative and quantitative

Interpreting and presenting data

Manufacturing and production

Manufacturing process – Manufacturing

techniques Assessment Task 4: Design Project 2 Computer-based

technologies and their applications

Introduction to the major design project

Assessment Task 5: Yearly Examination


Preliminary Design and Technology Unit Value: 2 Unit Outcomes A student: P1.1 examines design theory and practice, and considers the factors affecting designing and producing in

design projects P2.1 identifies design and production processes in domestic, community, industrial and commercial

settings P2.2 explains the impact of a range of design and technology activities on the individual, society and the

environment through the development of projects P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing

and producing P4.1 uses design processes in the development and production of design solutions to meet identified

needs and opportunities P4.2 uses resources effectively and safely in the development and production of design solutions P4.3 evaluates the processes and outcomes of designing and producing P5.1 uses a variety of management techniques and tools to develop design projects P5.2 communicates ideas and solutions using a range of techniques P5.3 uses a variety of research methods to inform the development and modification of design ideas P6.1 investigates a range of manufacturing and production processes and relates these to aspects of

design projects P6.2 evaluates and uses computer-based technologies in designing and producing Assessment Grid


Task Type

Timing

Outcome

Design Project Mid Course Exam

Research Task – Designer Case Study

Design Project 2 and

Oral Presentation

Yearly Exam

Term 1 Week 6

Term 2 Week 3/4

Term 2 Week 6

Term 3 Week 7

Term 3 Week 9/10

P1.1, P2.2, P2.3, P2.4, P3.1, P4.1, P4.2,P5.1,P6.2

P5.2, P5.3, P6.2

P1.1,P2.1,P2.2P5.2,P6.1

Design and Producing 20% 15% 10% 5% 50%

Presentation of Research 20% 5% 25%

Test Type Tasks 5% 10% 10% 25%

Total % 20 % 20% 20% 20% 20% 100%


Preliminary Engineering Studies Unit Value: 2 Unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Engineering Application Module 1 Hydraulics Engineering Focus module 4

2 Historical and societal influences Engineering materials Telecommunications

3 Engineering mechanics Assessment Task 2 – Mid Course Examination Engineering report writing

4 Assessment Task 2 – Mid Course Examination

Assessment Task 3 – Research report

5 Engineering material Engineering electricity/electronics

6 Scope of the profession

7 Assessment Task 1 – Engineering report Engineering Application module 3

8 Communication Aeronautical engineering

9 Engineering Application Module 2 Historical and societal influences Assessment Task 4 – Yearly Examination

10 Personal & Public Transport Assessment Task 4 – Yearly

Examination

11


Preliminary Engineering Studies Unit Value: 2 Unit Outcomes A student: P1.1 identifies the scope of engineering and recognises current innovations P1.2 explains the relationship between properties, structure, uses and applications of materials in

engineering P2.1 describes the types of materials, components and processes and explains their implications for

engineering development P2.2 describes the nature of engineering in specific fields and its importance to society P3.1 uses mathematical, scientific and graphical methods to solve problems of engineering practice P3.2 develops written, oral and presentation skills and applies these to engineering reports P3.3 applies graphics as a communication tool P4.1 describes developments in technology and their impact on engineering products P4.2 describes the influence of technological change on engineering and its effect on people P4.3 identifies the social, environmental and cultural implications of technological change in engineering P4.1 describes developments in technology and their impact on engineering products P4.2 describes the influence of technological change on engineering and its effect on people P4.3 identifies the social, environmental and cultural implications of technological change in

engineering P5.1 demonstrates the ability to work both individually and in teams P5.2 applies management and planning skills related to engineering P6.1 applies knowledge and skills in research and problem-solving related to engineering P6.2 applies skills in analysis, synthesis and experimentation related to engineering. Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Weighting % Task Type

Timing

Outcome

Engineering Report

Mid Course Examination Research report Final

Examination

Term 1 Week 7

Term 2 Week 3/4

Term 3 Week 4

Term 3 Week 9/10

P2.1, P2.2, P3.1, P3.2, P3.3, P5.1, P5.2.

P1.1, P1.2, P3.1, P3.2, P3.3, P6.1, P6.2.

P1.1, P1.2, P2.1, P2.2, P4.1, P4.2, P4.3, P5.1, P5.2.

P2.1, P2.2, P3.1, P3.2, P3.3, P4.1, P4.2, P4.3, P6.1, P6.2.

Scope of the profession 5% 5% 10%

Knowledge of engineering principles

10% 10% 20% 40%

Communication skills 5% 5% 5% 5% 20%

Understanding the impacts of engineering.

5% 5% 10%

Management and problem solving. 5% 5% 10%

The application of engineering principles.

5% 5% 10%

Total % 20% 15% 30% 35% 100%


Preliminary VET Hospitality Unit Value: 2 unit Kitchen Operations The Assessment for this course is competency based and each student will have a competency record. In a competency based course a student’s performance is judged against a prescribed standard not against the performance of other students. The purpose of assessment is to judge competence on the basis of performance against the performance criteria set out under each element of competency. A participant is judged either competent (C) or not yet competent (NYC). Competency based assessment is based on the requirements of the workplace. Competence incorporates all aspects of work performance, including problem solving and the capacity to apply skills and knowledge in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined. All assessments given to students such as practical work, practical tests, assignments, theory tests, homework and work placement journals will all go towards assessing students in their competency record book. Students will be provided with an assessment outline at the beginning of the course and will be informed of the dates for which tasks are due. All tasks must be handed in on the date they are due. It is the student’s responsibility to understand the schools policy on assessment task procedures. Recognition of Prior Learning (RPL) Students undertaking HSC courses within the Hospitality Curriculum Framework may have current knowledge, skills and experience relevant to the units of competency within the courses. Competency Record Achievement of elements of competency and units of competency will be progressively recorded in the student log book. It should be noted that: All performance criteria need to be met to demonstrate the achievement of an element of

competency. All elements of competency must be achieved in order to demonstrate the achievement of a unit of

competency. Work Placement Work placement is a mandatory HSC requirement. A minimum of 70 hrs work placement/training over the 2 year course must be completed. 35 hours (1 week) in Year 11(Term 2) and 35 hours (1 week) in Year 12 (Term 4). The workplace offers students the opportunity to enhance their skills and knowledge while working in a dynamic and interesting environment. Learning in the workplace will enable students to: Progress towards the achievement of industry competencies Develop appropriate attitudes towards work Learn a range of behaviours appropriate to the industry Practice skills acquired off the job in a classroom or workshop Develop additional skills and knowledge. Including the key competencies. Failure to attend a day of work placement will result in the student being not yet competent in this area of the course, which in turn will impact on the student’s eligibility to achieve an Australian Quality Framework certificate.


HOSPITALITY- KITCHEN OPERATIONS ASSESSMENT SCHEDULE Preliminary Year 2016 HSC Year 2017

QUALIFICATION: SIT20312 Certificate II in Kitchen Operations Training Package: (SIT12) Tourism, Travel and Hospitality v 2

BOS course code 240 X 2 YR: 26501 240 X 1 YR: 26502

TERM Unit Code Units Of Competency AQF

CORE

/

ELEC

TIVE

BOS

MAI

NST

REAM

/

ELEC

TIVE

HSC

IN

DIC

ATI

VE H

rs. Assessment Task Cluster &

Method of Assessment

Prelim and HSC Exam weightings to

total 100%**

Term 1

6 PRELIMINARY UOCs 240 Indicative Hours over 2 yrs Prelim Yearly Exam 35 hrs Work placement

SITXFSA101 SITXWHS101

Use hygienic practices for food safety* Participate in safe work practices*

C C

M* M*

10 15

Cluster A - Getting Ready for Work Written task, Observation of practical work, Internet research, Case study Additional component: Third Party evidence

Term 2 SITHKOP101 SITHCCC101

Clean kitchen premises and equipment* Use food preparation equipment*

C C

S* S*

10 20

Cluster B - Intro to the Commercial Kitchen Observation of Practical work, written task Additional component: Third Party evidence

Term 3

SITHCCC202 SITXINV202

Produce appetisers and salads Maintain the quality of perishable items

E C

E E

25 5

Cluster C – Quality Café Meals Observation of practical work, Scenario/Role play (for testing temperatures), written task, Preliminary course: Portfolio of evidence

Term 4

7 HSC UOCs 35 hrs Work placement 50% HSC Half Yearly 50% Trial HSC Exam **Work placement Journal must be completed

BSBSUS201A SITHCCC204 SITHCCC203

Participate in environmentally sustainable work practices Produce vegetable, fruit, egg and farinaceous dishes OR Produce stocks sauces and soups

E E E

E

E

E

15

35 OR

25

Cluster D – Going Green Case study, Scenario, written task, internet research, observation of practical work HSC course: Portfolio of evidence

Term 5-6

SITXFSA201 SITHCCC201

Participate in safe food handling practices* Produce dishes using basic methods of cookery*

E C

S* S*

15 40

Cluster E – Preparing and cooking food safely Observation of practical work, Case Study, written questioning HSC course: Portfolio of evidence

Term 6-7

SITHCCC207 BSBWOR203B SITHIND201

Use cookery skills effectively Work effectively with others* Source and use information on the hospitality industry*

C C E

E M* M*

20 15 20

Cluster F - Working Effectively with others Third Party and direct observation of completion of a minimum of 12 service periods, including workplace journal(s). Case study/scenario, written task, Self-Assessment HSC course: Portfolio of evidence

* Units of Competencies examinable in the HSC examination

Total Hour

s

235 OR 245

** The final estimate exam mark will only be used as the HSC exam mark in the advent of misadventure. This mark should be derived from a minimum of two exams over the 240 hour course.


Preliminary Information Processes and Technology Unit Value: 2 unit Scope and Sequence Week Term 1 2016 Term 2 2016 Term 3 2016

1 Introduction to Information Skills and systems Tools for Information Processes Developing Information Systems

2

Influences affecting design Introduction to Information Skills and systems Information systems in context • The environment • The purpose • Audience • The information system

Tools for Information Processes: Collecting • Hardware used for collection • Software used for collection • Non-computer procedures in collecting • Social and ethical issues

Developing Information Systems • Traditional stages in

developing a system

3

• Information processes • Information technology • Data • User • participant

Task 2: Mid Course Examination • Traditional stages in developing a system

4

Information processes • Collecting • Organising • Analysing • Storing and retrieving

Organising • How different methods of organising

effect processing • The way in which the hardware used for

collection organises data • Software for organisation • Non-computer tools for organising • Social and ethical issues

• Complexity of systems

5 • Processing • Transmitting and receiving • displaying

Analysing • software features for analysis • non-computer tools for analysing • social and ethical issues

• Complexity of systems

6

The nature of data and information • Data • Data representation • Information • Generation of information • How information from one information

system can be data for another.

Storing and retrieving • Hardware for storing and retrieving • The trend to faster and greater storage

capacity over time • Software for storing and retrieving • Non-computer tools • Social and ethical issues

• Roles of people involved in systems development

7

Reasons for digital data representation • The need for quality data • Current data digitising trends

• Processing • Hardware in processing • Software for processing • Non-computer tools • Social and ethical issues

Task 3: Developing Information Systems Task due (35%)

8 Task 1: Information Skills and Systems Task due (15%)

Transmitting and receiving • Hardware for transmitting and receiving • Software for transmitting and receiving • Non-computer tools • Social and ethical issues

• Social and ethical issues

9

Social and ethical issues • Social and ethical issues arising from the

processing of information • The people affected by social and ethical

issues • The ethical and social responsibility of

developers • Current government legislation

Displaying • Hardware for displaying • Software for display • Non-computer tools • Social and ethical issues

Task 4: Yearly Examination (25%)

10 • The use of information systems in fields • Global information systems

11


Preliminary Information Processes and Technology Unit Value: 2 unit Outcomes A student: P1.1 describes the nature of information processes and information technology P1.2 classifies the functions and operations of information processes and information technology P2.1 identifies and describes the information processes within an information system P2.2 recognises and explains the interdependence between each of the information processes P3.1 identifies and describes social and ethical issues P4.1 describes the historical development of information systems and relates these to current and

emerging technologies P5.1 selects and ethically uses computer based and non-computer based resources and tools to process

information P6.1 analyses and describes an identified need P6.2 generates ideas, considers alternatives and develops solutions for a defined need P7.1 recognises, applies and explains management and communication techniques used in individual and

team-based project work P7.2 uses and justifies technology to support individuals and teams Assessment Grid


Task Type

Timing

Outcome

Information Skills and

Systems Task


Developing Information

Systems Task

Yearly Examination

Term 1 Week 8

Term 2 Week 3/4

Term 3 Week 7

Term 3 Week 9/10

P1.1, P1.2, P7.1,

P1.1, P1.2, P2.1, P3.1, P4.1, P5.1, P6.1, P6.2, P7.1

P1.2, P2.2, P3.1, P4.1, P6.1, P6.2, P7.2

P1.1, P1.2, P2.1, P2.2, P3.1, P4.1, P5.1, P6.1, P6.2, P7.1, P7.2

Introduction to information skills and systems

5% 10%

5% 20%

Tools for information processes

10% 10% 20% 10% 50%

Developing information systems

5% 15% 10% 30%

Total % 15% 25% 35% 25% 100%


Preliminary Software Design and Development Unit Value: 2 unit Scope and Sequence


1 Concepts and Issues in the Design and Development of Software

Defining and understanding the problem

Developing Software Solutions

2 Social and ethical issues Planning and designing software solutions

3 Assessment Task 2 – Mid Course Examination

4 Hardware and software Assessment Task 2 – Mid Course Examination

5 Implementing Software Solutions

6 Software development approaches

Testing and evaluating software solutions

Assessment Task 4 – Programming/Algorithm Task due

7 Assessment Task 1 – Research Project due

8 Introduction to Software Development

Assessment Task 3 – Visual Basic Written Test

9 Maintaining software solutions

Assessment Task 5 – Yearly Examination

10 Assessment Task 5 – Yearly Examination

11


Preliminary Software Design and Development Unit Value: 2 unit Outcomes A student: P1.1 describes the functions of hardware and software P1.2 describes and uses appropriate data types P1.3 describes the interactions between the elements of a computer system P2.1 describes developments in the levels of programming languages P2.2 describes the effects of program language developments on current practices P3.1 identifies the issues relating to the use of software solutions P4.1 analyses a given problem in order to generate a computer-based solution P4.2 investigates a structured approach in the design and implementation of a software solution P4.3 uses a variety of development approaches to generate software solutions and distinguishes

between these approaches P5.1 uses and justifies the need for appropriate project management techniques P5.2 uses and develops documentation to communicate software solutions to others P6.1 describes the skills involved in software development Assessment Grid


Task Type

Timing

Outcome

Research Project


Visual Basic Written Test

Programming/ algorithm Task

Yearly Examination

Term 1 Week 7

Term 2 Week 3/4

Term 2 Week 8

Term 3 Week 6

Term 3 Week 9/10

P1.1, P1.2, P1.3, P2.1, P3.1, P4.1, P4.2, P5.1.

P1.2, P2.2, P3.1, P4.3, P5.1, P6.1.

P2.1, P2.2, P3.1, P4.2, P5.2.

P1.1, P1.2, P2.1, P2.2, P4.1, P4.2, P4.3, P5.1, P5.2.

P1.1, P1.2, P2.1, P2.2, P3.1, P4.1, P4.2, P4.3, P6.1.

Concepts and Issues in the Design and Development of Software

5% 5% 5% 5% 20%

Introduction to Software Development

10% 10% 5% 10% 15% 50%

Developing Software Solutions

5% 5% 10% 10% 30%

Total % 15% 20% 10% 25% 30% 100%


Documents

Creative & Performing Arts (CAPA) - ConCORD HSIE · P6 observes and discusses concepts of music in works representative of the topics studied . P7 understands the capabilities of