edited Year 11 Assessment Handbook 2019 (1) · St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website:

St. Agnes Catholic High School

Assessment Handbook

Stage 6:

Year 11 2019

St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website: www.stagnesrootyhill.catholic.edu.au/ Welcome to Stage 6; a very exciting time here at St Agnes Catholic High School. As indicated in our Vision and Mission statement, we are committed to providing quality teaching and learning to students within the Catholic tradition. Parents are the first teachers of their children and we believe that students learn best at school when there is a partnership between home and school. We therefore encourage your involvement

at school and ask you to support the school. The handbook that you receive is designed to give you information about the Record of Student Achievement (RoSA) requirements and the formal assessment procedures that are in place for Year 11 students. The information given is a guide to formal assessment. Exact dates have been provided for the relevant assessments. Some assessments may be changed (with sufficient notification of 2 weeks to students) due to changes in the school calendar. Any changes to the published schedules will be advised in writing. Assessment Assessment is used to find out:

● What a student needs to learn ● How well a student is doing as a course progresses ● How well a student did at the end of a unit

Assessment can be formal or informal. An example of informal assessment would be a teacher’s judgement of the work completed in class or participation in a particular activity. Formal assessment can include tasks such as assignments, fieldwork, model making, research projects, performances, portfolios and practical tests. Formal assessment tasks at St Agnes will include information on the outcomes that are being assessed and indication of what students have to do to achieve a given grade. If you have concerns at any time about your son’s/daughter’s performance, you are able to request information in a number of ways including:

● Writing a note in your son’s / daughter’s diary ● Contacting his / her subject teacher by phone or letter ● Contacting his / her Learning Advisor by phone or letter ● Contacting his / her Leader of Learning: Pathways by phone or letter ● Contacting his / her Leader of Learning by phone or letter ● Contacting the Head of Learning by phone or letter ● Contacting the Assistant Principal or Principal.

We do hope that this will be an exciting year of learning for your son/daughter. Yours Sincerely, Ms. Lisa-Maree Browning Mr. Geoffrey Kemmis Principal Head of Learning

CONTENTS�

STUDIES OF RELIGION I PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) STUDIES OF RELIGION 1 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

STUDIES OF RELIGION II 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) CATHOLIC STUDIES - 1 UNIT ENGLISH STANDARD - 2 UNIT

ENGLISH ADVANCED 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE ENGLISH EXTENSION COURSE 1 - 1 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

ENGLISH STUDIES - 2 UNIT ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT - 2 UNIT

ANCIENT HISTORY BIOLOGY - 2 UNIT

BIOLOGY 2 UNIT YEAR 11 COURSE ( NSW EDUCATION STANDARDS AUTHORITY NESA) BUSINESS STUDIES - 2 UNIT

CHEMISTRY - 2 UNIT COMMUNITY AND FAMILY STUDIES - 2 UNIT

DANCE - 2 UNIT DESIGN AND TECHNOLOGY- 2 UNIT

ECONOMICS 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE EXPLORING EARLY CHILDHOOD - 1 UNIT

FOOD TECHNOLOGY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE INDUSTRIAL TECHNOLOGY- TIMBER 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

INFORMATION PROCESSES & TECHNOLOGY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT

SCHEDULE MATHEMATICS ADVANCED - 2 UNIT

MATHEMATICS EXTENSION 1 - 1 UNIT MATHEMATICS STANDARD - 2 UNIT

MODERN HISTORY 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) MODERN HISTORY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

PERSONAL DEVELOPMENT / HEALTH / PHYSICAL EDUCATION - 2 UNIT PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING - 1 UNIT

PHYSICS 2 UNIT PRELIMINARY COURSE (NSW EDUCATION STANDARDS AUTHORITY NESA) SOCIETY AND CULTURE - 2 UNIT

SPORTS LIFESTYLE AND RECREATION - 1 UNIT VISUAL ARTS - 2 UNIT

WORK STUDIES - 1 UNIT

Qualification: BSB20115 Certificate II in Business

Qualification: CPC20211 Certificate II in Construction Pathways

Qualification: SIT20316 Certificate II in Hospitality

Certificate III in Information, Digital Media and Technology

�

Introduction The Assessment and Certification of students attempting Board determined Higher School Certificate subjects have two components: ● the School Assessment component ● the External Examination component. The external examination is held during the H.S.C. examination times at the end of Year 12. Results from this examination may contribute up to 50% of a student's final score. In some subjects a practical component is included in the exam result. The school assessment component contributes the remaining percentage of marks for each subject studied. For Content Endorsed Courses, the school assessment mark is the only mark awarded since an external examination is not held for these subjects. ● In VET courses the examination makes up 100% of the final score.

What is School Assessment? School Assessment is intended to: ● measure each student's achievement relative to specified syllabus outcomes by the end of a course

in Year 12 ● encompass all syllabus objectives and outcomes other than those relating to attitudes and interest ● exclude consideration of conduct. For each subject, there is a set of requirements for determining the assessment mark. These requirements are determined and distributed by the NSW Educational Standards Authority and each school must certify that it has adhered to the areas stipulated and the correct weighting of tasks. The purpose of the provision of a separate School Assessment in reporting H.S.C. Awards is to provide an indication of a student's attainment on a wider range of syllabus outcomes than is measured by a single H.S.C. examination. This allows due weight to be given during the course to indications of student achievement. Such achievement, although evident to the class teacher, may not be adequately assessed in a single external examination. There are two important indicators of achievement in a specific task: ● the mark awarded for the assessment task

● the rank order of students. At the end of the course the student's marks will be adjusted against the school's performance in the external H.S.C. examinations. Thus when the assessment mark appears on his/her Higher School Certificate, it will have been moderated by the examination performance of all students doing the course. A student has the right to have his/her assessment reviewed if they considers his/her position in the school's rank order for a particular course is not consistent with his/her expectations from received results. Such a review will be conducted within the school by a review panel. This process is explained further in subsequent pages.

General Rules and Principles for Assessment

1. Assessment Program The assessment program for each course offered by the school for the H.S.C. is determined by teachers in accordance with the requirements stated in syllabus and assessment documents issued by the NSW Educational Standards Authority. Students will be informed in writing of the assessment requirement for each course. This written advice will include: ● the components and their weightings for each course as specified in the Assessment Guide in the

relevant Subject Manual; ● the nature of each assessment task (e.g. assignment, test, project etc); ● an indication of when the various assessment tasks will take place. Students will be given at least

two weeks’ notice of the specifics of the task in writing; ● the weighting of each task in relation to the total of components for the course. ● relevant details of each task (e.g. topic being assessed) at least two weeks before the scheduled

task; ● marking criteria. There are usually no assessment tasks scheduled in the week immediately preceding exam periods apart from practical and oral components of subjects such as Music, Dance, Drama and Languages. A minimum of two weeks written notice will be given of the exact date of each task or any amendments to previously set dates. Each student will be given feedback, which includes marks for his/her performance and guidance as to how they can improve his/her performance in the future. Assessment tasks will be co-ordinated through the Head of Learning, and a Google Assessment Calendar will be made available, so that excessive demands on any student may be avoided. 2. Reporting The reporting of student progress for each assessment task should include for each student: ● the mark; ● an indication of his/her progress relative to other students in that course. The privacy of the student will be respected at all times. The raw marks on any specific assessment task will be standardised as necessary to maintain consistency within a subject’s assessment program. It is important to note that the ranks awarded to students after each task may be subject to change if there are Illness/Misadventure claims to be considered. The NSW Educational Standards Authority requires that the final assessment mark for each course, awarded by the school, remains strictly confidential. What is made available is the cumulative rank in each subject.

3. Students with Special Needs Students with Special Needs should carefully check the provisions made by the NSW Educational Standards Authority, so that adequate allowance may be made by the school to accommodate their needs. Information regarding provisions is available from the Head of Learning, and the Leader of Learning: Diversity. In cases of students with special needs, a consistent approach to their overall assessment is necessary. So that appropriate provisions may be made, applications and documentation must be submitted formally to the NSW Educational Standards Authority by the student through the school early in Term 1. Students who have formal notification of their Disability Provisions from the NSW Educational Standards Authority are entitled to those provisions in formal examination tasks. The formal notifications of the results of Applications will be distributed by the Head of Learning and the Leader of Learning: Diversity when they are received from the NSW Educational Standards Authority. ● In exam situations the Leader of Learning will liaise with Student Support to organise specific

arrangements. 4. Illness/Misadventure If a student is unable to attend school as a result of illness or misadventure for a significant period before a task, the school must be notified as soon as possible before the task. An application for extension should be completed and submitted with a Doctor's Certificate (or other formal documentation) attached, to the Head of Learning. A Doctor’s Certificate must state in specific terms why the student has been unfit to work on the task during that time.

● In these circumstances, an extension of time may be granted or an alternative task may be set, at the discretion of the Leader of Learning in consultation with the Head of Learning. Applications for extensions must be made at least three school days before the due date of the task.

● In the case of examinations, additional time or the sitting for an alternative task will not extend beyond a week from the original date of the original task.

● In some circumstances an estimate may be given at the discretion of the Leader of Learning in consultation with the Head of Learning.

If a student is unable to attend school on the day of an in-school task as a result of illness or misadventure, the Head of Learning must be notified on 8882 0700 or [email protected] by 8:30am. Details of the student’s name, Year, task to be completed, and the name of the teacher involved, must be given.

● A Doctor's Certificate (or other formal documentation) must be submitted to the Head of Learning, on the day of the student’s return to school, and an Illness/Misadventure Form will then be given to complete. The certificate must apply to the day of the task and subsequent absent days. Both should be submitted to the Head of Learning within a week of the task.

● The Doctor’s Certificate must state in specific terms why the student was unfit to perform the task.

If a student who is eligible for Illness/Misadventure considerations chooses to attempt an ‘in school’ task, a Doctor's Certificate (or other formal documentation) must be submitted to the Head of Learning and an Illness/Misadventure Form will then be given to complete. Both should be submitted to the Head of Learning within a week of the task.

● The Doctor’s Certificate must be for the day of the task, and must state in specific terms why the student would have not performed in a manner typical of other performances.

● If, at the end of the Assessment program, the student’s results for the task in question are considered to be significantly below thier normal results, an estimate may be awarded at the discretion of the Leader of Learning in consultation with the Head of Learning. This estimate will be calculated according to the guidelines provided by the NESA.

● It is generally advised that a student who is unwell on the date of a set task, and who has a Doctor’s Certificate, should not sit for the task on that day.

If a student is unable to attend school on the day of a hand-in task as a result of illness or misadventure, the Head of Learning must be notified on 8882 0700 or [email protected] by 8:30am. Details of the student’s name, Year, task and teacher, should be given.

● A Doctor's Certificate (or other formal documentation) must be submitted to the Head of Learning, on the day of the student’s return to school, and an Illness/Misadventure Form will then be given to complete. Both should be submitted to the Head of Learning within a week of the task.

● The Doctor’s Certificate must state in specific terms why the student was unfit to perform the task.

● In addition, arrangements are to be made to have the task delivered to school before 3:30pm on the due day only.

● In exceptional cases this will be waived at the discretion of the Leader of Learning in consultation with the Head of Learning.

Hand in tasks are due at the beginning of the period on the day the subject occurs. If a ‘hand-in task’ is handed in after the lesson in which the task is due, and the above procedures have not been followed for absence, students will receive a mark of 0.

● For oral presentations the date will be considered the first day that the presentations are due in class. If an oral task is handed in after the due date and the above procedures for absence have not been followed then a mark of zero will be awarded. If you are absent throughout the presentations normal illness/misadventure procedures apply.

● Hand in tasks must be handed in personally to the class teacher. If the teacher is unavailable, the task must be handed personally to the relevant Leader of Learning or, if unavailable, to the Head of Learning. Under no circumstances is the task to be given to any other staff member to hand on, or to Office staff.

● Illness/Misadventure applications for ‘hand in tasks’ which constitute major works/projects in subjects such as Visual Arts, Design and Technology, and Society and Culture, and which have been ongoing over an extended period of time, will not be accepted for the final submission.

● Misadventure applications for assessments, which have used Information Technology, will only be considered if there is a printout of the response to indicate progressive completion. Tasks completed on computer must be saved, backed up, and printed progressively.

○ The school is not responsible for the receipt of assessment responses, which are e-mailed or faxed.

○ The incompatibility of school and home software/hardware is not an adequate excuse for misadventure.

Where the student has been absent for an assessment task due to illness/misadventure, the student would be expected to submit the task on the day they return to school to their Class Teacher. They must also see the Head of Learning with the appropriate medical certificate or other documentation pertaining to that absence and complete an Illness/Misadventure form on the day they return to school. Students should be familiar with the conditions of approved leave to avoid penalties imposed in situations where leave overlaps with assessment due dates.

Please note:

● Illness/Misadventure forms are available from the Head of Learning. They are to be collected on the day of arrival back to school after illness/misadventure, and must be returned to the Head of Learning as soon as possible and definitely no later than a week after the date of the original task.

● A Doctor’s Certificate signed by a member of the student’s immediate family is not acceptable. Failure to comply with the procedures outlined for Illness or Misadventure will result in a penalty incurred for the particular task.

● If the Leader of Learning and the Head of Learning decide that there is no valid reason for non-completion of an assessment task, a zero mark will be recorded for that task. Students and parents will receive official written notification of a zero result.

5. Extension of due dates for Assessment Tasks Applications for extension of due dates for assessment tasks will only be considered if they are made at least three school days before the due date. Applications will only be considered in the case of extenuating circumstances. Applications must be made in writing and must be approved by the relevant Leader of Learning and the Head of Learning. 6. Late Submission of an Assessment Task (a) Tasks submitted after the due date / time, are to be submitted to the Class Teacher.

(b) If the Class Teacher is not at school, then the student is to submit the task to the Leader of

Learning. (c) Assessment tasks must not be handed to another teacher / member of staff to give to the Class

Teacher or Leader of Learning. (d) Assessment Tasks must not be left at the Front Office, unless a family member is dropping it off.

(e) Students are not to give the task to another student to submit on their behalf.

(f) If a task is submitted late, without valid documentation (illness/misadventure form or extension

form), a mark of zero will be awarded. A warning letter will be generated by the Leader of Learning and mailed home to parents/guardians. The task must still be submitted even if a zero mark is to be awarded.

7. Absent Due to Family Holiday

If a student is absent for an in class assessment task due to a family holiday then a zero mark will be awarded for that task, it is not an acceptable grounds for an illness/misadventure appeal. If a student is able to submit a task before they leave or email the assessment through to their class teacher and appropriate Leader of Learning on the due date whilst away, no penalty will apply. The school will not provide alternative assessment tasks for students who are absent from school due to a family holiday. Parents / Guardians and students must submit an Exemption from School Form to the Principal. (This form can be downloaded from the school website). 8. Non-completion of a Course (N- Determination)

A student may be deemed to have not satisfactorily completed a course if there is sufficient evidence of: ● omission, to a significant degree, of experiences which are integral requirements of the syllabus, e.g.

assignments, practical work, participation in class; ● preparation so trivial that poor examination performance is likely to result; ● failure to make a genuine attempt at assessment tasks which contribute in excess of 50 per cent of

the available marks. If a student's attempt at a particular task scores zero, it is a matter for the teacher's professional judgement whether the attempt is a genuine one.

Please note:

● When a student is at risk of being awarded ‘Non-completion of Course', parents and student will be notified in writing. The student will be given a set period in which to address the matter.

● If two warnings have not been addressed by the student and a third warning is required, the student may be awarded an N determination 'Non-completion of Course'.

● The award of 'Non-completion of Course' may result in a student not being eligible for thier Higher School Certificate in that year.

9. Malpractice – HSC All My Own Work What is Malpractice? Malpractice is any activity undertaken by students that allows them to gain an unfair advantage over others. Plagiarism is a form of malpractice. Plagiarism means copying the intellectual work of others

either by reproducing their ideas, opinions or theories word for word or by paraphrasing without acknowledging the source of the information. As stated in the NSW Educational Standards Authority document Assessment in a Standards-Referenced Framework - a Guide to Best Practice, malpractice includes but is not limited to:

● breaching school examination rules;

● using non-approved aids during an assessment task;

● contriving false explanations to explain work not handed in by the due date;

● assisting another student to gain an unfair advantage.

● communicating with any person other than a supervisor during an assessment task;

● behaving in any way likely to disturb the work of any other student during an assessment task; ● behaving in a way likely to upset the conduct of the assessment task; ● communicating or receiving communication regarding the content of an assessment task before the

task is completed by all the students involved; ● communicating information during an assessment task; ● possessing unauthorised written material during an assessment task; ● submitting work that contains a large contribution from another person, such as a parent, coach or

subject expert, that is not acknowledged; ● paying someone to write or prepare material that is associated with a task, such as process diaries,

logs and journals; ● working collaboratively on a task which is an individual task; ● gaining an unfair advantage over other students in terms of extra time. This includes but is not limited

to absence from school immediately before a task, late arrival to school or missing a lesson before the task is due without a valid reason.

Plagiarism can include: ● using words, ideas, designs or the workmanship of others in practical and performance;

● tasks without appropriate acknowledgement;

● using material directly from books, journals, CDs or the internet without reference to the source;

● buying, stealing or borrowing another person’s work and presenting it as one’s own;

● copying someone else’s work in part or whole and presenting it as one’s own;

● citing the source of information but quotation marks are not used to indicate words taken from another source;

● inaccurate acknowledgement of a source.

The penalty for malpractice in an assessment task may result in a zero mark for that task. All assessments will be scrutinised for plagiarism. Any work suspected of plagiarism will be subjected to further investigation and a decision will be made based on the credibility of the evidence supplied. Marks will be lost at the discretion of the appropriate Leader of Learning. A warning letter will also be sent home to parents/guardians. Students are advised to consult with their teachers if they are unsure of whether an activity will unfairly advantage them. All work submitted for assessment must be a student’s own. Examples of a non-serious attempt: ● Only the multiple choice questions have been attempted in an exam.

● 50% of the components of a task have not been addressed.

● Work is substantially below the standard that the student has previously submitted.

● Use of inappropriate language.

● Information in a student’s response is totally unrelated to the question / task being assessed.

● Few assessment criteria have been addressed.

Please note: The HSC: All My Own Work program is designed to help Higher School Certificate students to follow

the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies.

Please note: Penalties for students who are reported to the Leader of Learning or the Head of Learning in relation to any of the above, and found guilty of malpractice, may include: ● a zero mark for the task ● adjustment of results ● detention ● interview with Leader of Learning and/or Head of Learning ● suspension ● parent contact/interview

10. Other Circumstances that may lead to the Generation of a Warning Letter

(a) If a student is absent on the day of an assessment task, including the day a hand in task is due, and the Head of Learning is not notified by a parent/guardian of the absence.

(b) If a student fails to submit a task on the day they return to school without a plausible reason.

(c) The Class Teacher, supervisor or marker of a task should notify the Leader of Learning if any of the following events occur. The outcome of this may lead to the generation of a warning letter and a zero mark being awarded.

A student:

● makes a non-serious attempt in an assessment task.

● fails to attend an assessment task (inform Head of Learning also).

● does not contribute to a collaborative group assessment task.

● fails to apply themselves properly to their studies.

● uses coercion to obtain assistance from other students.

● impeding the performance of other students in assessment tasks.

● engages in Malpractice. 11. Review of Individual Assessment Results The procedures to be employed for an Assessment Review will be based on the following principles: ● an appeal on marks allocated to a particular assessment task must be made to the Leader of

Learning within two days of receipt of the marked task. This will then be discussed with the relevant subject teacher and the Head of Learning;

● the decision of the Leader of Learning and the Head of Learning on the marks allocated will be final; ● Illness/Misadventure appeals on specific tasks will be considered at the end the Assessment

program by the Leader of Learning and the Head of Learning; ● should the occasion arise of a task being found not to discriminate between students, to be invalid, or

to have been affected by problems associated with administration, the school reserves the right to add an additional task (with sufficient notice) and to adjust weighting accordingly. Such a procedure will only be put in place after consultation between the relevant Leader of Learning and the Head of Learning. Students will be notified promptly of any such adjustments.

12. Review of Final Assessment Rank (a) The following information will be provided to schools by the NSW Educational Standards

Authority following submission of their Assessments:

● a page for each student detailing his/her position within the school group for each NESA course presented. This is to be given to the student on request, after the final Higher School Certificate paper and within the period of time for appeals.

● the rank order list of students for each course undertaken at the school. These lists may be

made available to Higher School Certificate students if the school considers it appropriate. (b) A student may appeal on thier ranking if there are concerns that the following conditions have not

been met:

● the weighting percentages specified by the subject in its Assessment Program conform with NESA's requirements as detailed in the Subject Guides;

● the procedures used by the course for determining the final Assessment mark conform with

its stated Assessment Program. In particular, weightings used for the various Assessment tasks should be consistent with those specified in the Assessment Program;

● there are no computational or other clerical errors in the determination of the Assessment

mark.

(c) Final Assessment Marks can be changed only if the School is satisfied that the above conditions have not been met. Students will be informed of the procedures undertaken and the final result of the Review.

If a student is not satisfied with the final result of the Review they may appeal to the NSW Educational Standards Authority.

(d) At the end of the course, there can be no appeal against the marks awarded for individual

assessment tasks throughout the course. NESA will consider only whether: ● the School Review process was adequate for determining items above; ● the conduct of the Review was proper in all respects.

The NSW Educational Standards Authority will direct the school to conduct a further Review. Appeals to NESA should be submitted through the school by the date stipulated in the timetable. Appeals submitted after the release of results will not be considered by NESA.

13. Assessments for Pathways Students or Accelerants Pathways students and accelerants are subject to all the rules and guidelines outlined for Assessments. Generally, students will be given study leave before the Trial and Higher School Certificate examinations. However, such arrangements will vary according to individual circumstances and students will be notified of specific arrangements by the Head of Learning.

St. Agnes Catholic High School Year 11 Examination Procedures

1. General Guidelines ● Students must read the timetable very carefully to note subject, venue and time. No allowance can

be made for students who have misread the timetable. ● Students must follow the instructions of Supervisors at all times. ● Students are subject to normal School rules at all times. ● Students are not expected to be at school when they do not have an examination. ● Students are expected to wear school uniform during examinations. ● Students must follow instructions outlined in the Assessment Policy Handbook for conduct during

examinations. ● Students must follow instructions outlined in the Assessment Policy Handbook for any procedures

relating to illness, misadventure, or malpractice. ● Students with officially recognised Special Provisions must consult with the relevant Leader of

Learning at least one week before the examinations to determine procedures.

2. In the Examination: ● Students must lineup in numerical order outside the venue of each examination 40 minutes before

commencement time. ● Students are to be silent at all times in the examination venue. ● No food or drink is to be taken into the examination unless specific permission has been given. ● Students are not to communicate with any person other than a supervisor before, during or after an

examination while in the examination venue. ● It is the student’s responsibility to ensure that they has been provided with the correct and complete

examination paper for the course being examined. ● Students must read carefully the instructions on the first page of the examinations. ● Reading time when allocated means there is to be no writing in that time. ● Students may begin writing only when instructed to do so by a supervisor.

● For Year Twelve students, student numbers only must be written on all answer pages. No student

name, teacher’s name or class should appear anywhere on responses. ● The subject and course must be clearly marked on each response. ● No writing is permitted after the supervisor has stopped the examination.

● Students may enter the examination venue up to one half hour after the official starting time. No

adjustment will be made to finishing time for later starts. ● Students may not leave the examination venue until the specified finishing time. ● Students may not leave the venue during an examination unless accompanied by a supervisor.

3. Equipment ● Students are expected to provide all basic equipment such as pens, pencils, rulers, staplers, erasers

etc. ● There is to be no borrowing of equipment. ● All equipment is liable to inspection and should be in a clear plastic holder. Pencil cases are not

permitted in the examination. ● Equipment should bear only the original inscribed information. ● No books, notes, paper or equipment other than that specified may be taken into the examination. ● Calculators must be hand held, silent, and of the type approved by the NSW Educational Standards

Authority (please check with the Maths Department beforehand). ● Students must use BLACK ink or ballpoint pen only. Pencils may be used only where specified. ● Only the paper provided may be used for the Examination. ● No paper is to be taken out of the Examination by students

Responsibilities of Students Students will be responsible for: ● ensuring that they have read the Assessment Policy thoroughly and that they have abided by its

stipulations; ● doing each assessment task to the best of their ability; ● ensuring that any questions they have about the marks / grades / comments awarded for an

individual piece of work are resolved at the time the work is handed back; ● ensuring that they contact the Head of Learning and relevant Leader of Learning promptly in the

case of Illness, Misadventure, Review, Malpractice; ● ensuring that they contact the Student Support Teacher and relevant Leader of Learning with

regards to Disability Provisions;

● ensuring that they make up any time lost from lessons through illness, work experience or excursions, and that they get information regarding set work or assessments from missed lessons.

● demonstrating that through effort and achievement they have met all the requirements of the course.

Record of School Achievement (RoSA) A Record of School Achievement (RoSA) is a credential that is given to a student who decides to leave

school after completing Stage 5 (Year Ten) and before completing their Higher School Certificate.

It will show a student’s school achievement up to the time that they leave school and not just the end of Year 10. It will be based on moderated, school based assessments. Students have the opportunity to sit a Literacy and Numeracy test - via Schools Online - and this may form part of the RoSA credential. Such tests are generally available in May of each year. To receive a RoSA a student must meet the school’s attendance requirements.

The grade is indicative of the General Course Performance Descriptors provided by NESA.

Performance Descriptors are outlined as follows:

Grade A

Extensive Achievement ● extensive knowledge and understanding ● application of knowledge and understanding ● high level of competence ● application in new situations

Grade B

Thorough Level of Achievement ● thorough knowledge ● competence in processes and skills ● application in most new situations

Grade C

Sound Achievement ● sound knowledge and understanding ● attainment of main knowledge and skills ● adequate level of competence in process and skills

Grade D

Basic Achievement ● acceptable level of knowledge and understanding ● basic level of competence in processes and skills

Grade E

Elementary Achievement ● elementary knowledge and understanding ● limited competence in processes and skills

Grade N

Not satisfactorily completed in one or more of: (a) participation (b) effort and achievement (c) goals

Responsibility for Curriculum

Principal Ms Lisa-Maree Browning

Assistant Principal Mr Kenneth Wolffe

Head of Mission Mr. Harry Sadsad (acting)

Head of Learning Mr Geoffrey Kemmis

Head of Wellbeing and Diversity Mrs Antoinette Meade

Instructional Coach Mr. Gavin Hilder

Leader of Learning: Pathways Mr John Cruickshank

Leader of Learning: English Mrs. Christine Payne

Leader of Learning: Mathematics Mr. Laurence De Martin

Leader of Learning: Science Mrs Pam Kehal

Leader of Learning: HSIE Mr. Christopher Azzopardi

Leader of Learning: PDHPE Mr Greg Devine

Leader of Learning: CAPA Ms Anneke Reemst

Leader of Learning: TAS Mr. Adam Scarpin (acting)

Leader of Learning: VET (Cluster) Ms. Irene Pereira

Leader of Learning: Diversity

Ms Jo-Anne Penna

STUDIES OF RELIGION I - 1 UNIT

STUDIES OF RELIGION I PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)

INTERNAL ASSESSMENT COMPONENT WEIGHTING

Knowledge and understanding of course content 40

Source-based skills 20

Investigation and research 20

Communication of information, ideas and issues in appropriate forms 20

TOTAL 100

STUDIES OF RELIGION 1 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

Task number Task 1 Task 2 Task 3

Nature of task In-Class Response

Research and Report Yearly Examination

Timing Term 1 - Week 9

Term 2- Week 9 Term 3- Weeks 9/10

Outcomes assessed P1, P2, P6, P8 P3, P4, P5, P6, P7, P8, P9 P1, P2, P3, P4, P5, P6,

P7, P8, P9

Weighting 30 30 40

Components Weighting

Knowledge and understanding of course content

10 10 20 40%

Source-based skills 10 10 20%

Investigation and research 10 5 5 20%

Communication of information, ideas and issues in appropriate

forms 10 5 5 20%

Total % 30 30 40 100%

Preliminary Course Outcomes:

A student: P1 describes the characteristics of religion and belief systems.

P2 identifies the influence of religion and belief systems on individuals and society.

P3 investigates religious traditions and belief systems.

P4 examines significant aspects of religious traditions.

P5 describes the influence of religious traditions in the life of adherents.

P6 selects and uses relevant information about religion from a variety of sources.

P7 undertakes effective research about religion, making appropriate use of time and resources.

P8 uses appropriate terminology related to religion and belief systems.

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.

STUDIES OF RELIGION II - 2 UNIT STUDIES OF RELIGION II 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)

INTERNAL ASSESSMENT COMPONENT WEIGHTING %


Source-based skills 20

Investigation and research 20


TOTAL 100

STUDIES OF RELIGION 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


Nature of task Stimulus

Response Writing Task

Research and Prepared Essay Response (hand in)

Yearly Examination

Timing Term 1 - Week 6

Term 2 - Week 5

Term 3- Weeks 9/10

Outcomes assessed P1, P2, P6, P8

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

Weighting 30 30 40

Components Weighting %


10 10 20 40

Source-based skills 10 5 5 20

Investigation and research 5 10 5 20

Communication of information, ideas and issues in appropriate forms

5 5 10 20

Total % 30 30 40 100

Preliminary Course Outcomes: A student:

P1 describes the characteristics of religion and belief systems.

P2 identifies the influence of religion and belief systems on individuals and society.

P3 investigates religious traditions and belief systems.

P4 examines significant aspects of religious traditions.

P5 describes the influence of religious traditions in the life of adherents.

P6 selects and uses relevant information about religion from a variety of sources.

P7 undertakes effective research about religion, making appropriate use of time and resources.

P8 uses appropriate terminology related to religion and belief systems.

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.

CATHOLIC STUDIES - 1 UNIT

CATHOLIC STUDIES 1 UNIT PRELIMINARY COURSE (BOARD ENDORSED COURSE)

INTERNAL ASSESSMENT COMPONENT Weighting

Search for Meaning 30

Living Texts 30

Spiritual Pathways 40

TOTAL 100

CATHOLIC STUDIES 1 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


Nature of task Research Task Research Task Report

Timing Term 1, Week 9, Term 2, Week 5, Term 3, Week 9

Outcomes assessed C6.1, C6.9,

C6.10, C6.11, C6.2, C6.3, C6.7, C6.9,

C6.10, C6.11, C6.12 C6.1, C6.9, C6.10,

C6.11, C6.12

Weighting 25 30 45


Knowledge and understanding of course

content 15 20 25 60

Source-based skills 10 10 20 40

Total % 25 30 45 100


A student:

C6.1 discusses the nature and characteristics of God in the Christian and other traditions.

C6.2 analyses the nature and influence of Jesus in Christian and other faith traditions

C6.3 evaluates the role, interpretation and application of sacred writings and ethics in Christian and other faith traditions.

C6.7 examines the influence and expression of prayer and spirituality in Catholic and other Christian Churches and traditions.

C6.9 gathers, analyses and synthesises information about religion, independently and in teams.

C6.10 communicates information, ideas and issues in appropriate forms to different audiences and in different contexts.

C6.11 applies appropriate and correct terminology and concepts related to religion and belief systems.

C6.12 names, reflects on, and integrates life experience within a response to the Christian story and vision.

ENGLISH STANDARD - 2 UNIT

ENGLISH STANDARD 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) 2019 ASSESSMENT SCHEDULE

Component

Task 1 Task 2 Task 3

Weighting

Common Module - Reading to Write

Task Name Contemporary Possibilities

Task Name Close Study of Literature

Date of Task Term 1, Week 10


Date of Task Term 3, Week 9-10

Critical/Creative Writing and Reading Portfolio

Format/Nature of Task Multimodal Presentation and

Reflection

Format/Nature of Task Exam

Outcomes EN11-1, EN11-3, EN11-

5

Outcomes EN11-2, EN11-6, EN11-7,

EN11-8, EN11-9.

Outcomes EN11-4, EN11-5

Knowledge and Understanding of Course Content

15 20 15 50%

Skills in responding to text and communication of ideas, appropriate to audience, purpose and context, across all modes.

15 20 15 50%

Total Weighting 30% 40% 30% 100%

Preliminary Standard Course Outcomes:

A student EN11-1 responds to and composes increasingly complex texts for understanding, interpretation, analysis, imaginative expression and pleasure EN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EN11-3 analyses and uses language forms, features and structures of texts, considers appropriateness for purpose, audience and context and explains effects on meaning EN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts EN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and arguments EN11-6 investigates and explains the relationships between texts EN11-7 understands and explains the diverse ways texts can represent personal and public worlds EN11-8 identifies and explains cultural assumptions in texts and their effects on meaning EN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

ENGLISH ADVANCED - 2 UNIT

ENGLISH ADVANCED 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) 2019 ASSESSMENT SCHEDULE

Component


Weighting

Task Name Common Module – Reading

to Write

Task Name Narratives that Shape

our World

Task Name Critical Study of

Literature Date of Task

Term 1, Week 10 Date of Task

Term 2, Week 9 Date of Task

Term 3, Week 9-10

Format/Nature of Task Critical/Creative/Reading and

Writing Portfolio

Format/Nature of Task Multimodal Presentation

and Reflection

Format/Nature of Task

Yearly Exam

Outcomes EA11-1, EA11-3, EA11-5.

Outcomes EA11-2, EA11-6, EA11-7,

EA11-8, EA11-9

Outcomes EA11-4, EA11-5


15 20 15 50%

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

15 20 15 50%

Total Weighting 30% 40% 30% 100% Preliminary Advanced Course Outcomes:

A student: EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologiesEA11-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses their effects on meaning EA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and argumentsEA11-6 investigates and evaluates the relationships between textsEA11-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA11-8 explains and evaluates cultural assumptions and values in texts and their effects on meaningEAL11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner

ENGLISH EXTENSION 1 - 1 UNIT

ENGLISH EXTENSION COURSE 1 - 1 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) 2019 ASSESSMENT SCHEDULE

Component


Weighting

Task Name Texts, Culture and Value





Date of Task Term 3, Week 9-10

Format/Nature of Task Extended Response

Format/Nature of Task Multi-Modal Task

Format/Nature of Task Formal Exam

Outcomes EE11-2, EE11-3, EE11-6

Outcomes E11-1, E11-2, E11-3, E11-4,

E11-5

Outcomes E11-1, E11-2, E11-3,

E11-4, E11-5 Knowledge and understanding of complex texts and of how and why they are valued

15% 15% 20% 50%

Skills in complex analysis composition and investigation

15% 15% 20% 50%


Preliminary Extension Course Outcomes:

A student:

EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologies

EE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contexts

EE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated texts

EE11-4 develops skills in research methodology to undertake effective independent investigation

EE11-5 articulates understanding of how and why texts are echoed, appropriated and valued in a range of contexts

EE11-6 reflects on and assesses the development of independent learning gained through the processes of research, writing and creativity

ENGLISH STUDIES - 2 UNIT

ENGLISH STUDIES 2 UNIT COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY) 2019 ASSESSMENT SCHEDULE

Component


Weighting

Task Name Mandatory - Achieving

through English - Education, Careers and

Community

Task Name Elective - English and the

Family

Task Name Elective - Sport - Playing

the Game




Format/Nature of Task Employability Task - Research, Writing &

Interview

Format/Nature of Task Multimodal Presentation and

Reflection - Comparative Presentation - Historical/

Contemporary ‘Day in Life’

Format/Nature of Task Critical and Creative Writing and Reading

Portfolio

Outcomes ES11-1, ES11-3, ES11-4,

ES11-5

Outcomes ES11-2, ES11-6, ES11-7,

ES11-10

Outcomes ES11-7 ES11-8, ES11-9,

ES11-10 Knowledge and understanding of course content

15 20 15 50%

Skills in: Comprehending texts, Communicating ideas, Using language accurately, appropriately and effectively

15 20 15 50%


Preliminary Studies Course Outcomes: A student: ES11-1: comprehends and responds to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES11-2: identifies and uses strategies to comprehend written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts ES11-3: gains skills in accessing, comprehending and using information to communicate in a variety of ways ES11-4: composes a range of texts with increasing accuracy and clarity in different forms ES11-5: develops knowledge, understanding and appreciation of how language is used, identifying specific language forms and features that convey meaning in texts ES11-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES11-7: represents own ideas in critical, interpretive and imaginative texts ES11-8: identifies and describes relationships between texts ES11-9: identifies and explores ideas, values, points of view and attitudes expressed in texts, and considers ways in which texts may influence, engage and persuade ES11-10 monitors and reflects on aspects of their individual and collaborative processes in order to plan for future learning

ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT - 2 UNIT

ENGLISH AS AN ADDITIONAL LANGUAGE/DIALECT - 2 UNIT COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)

Component


Weighting

Module A – Language, Texts and Contexts

Module B – A Close Study of Text

Module C - Texts and Society




Creative Composition and Reflection

Format/Nature of Task Multimodal Presentation

and Reflection

Format/Nature of Task Exam

Outcomes EAL11-1A, EAL11-1B,

EAL11-2, EAL11-3, EAL11-9

Outcomes EAL11-1A, EAL11-1B,

EAL11-3, EAL11-6, EAL11-7

Outcomes EAL11-1A, EAL11-3,

EAL11-4, EAL11-5, EAL11-8

Knowledge and Understanding of Course Content 15 20 15 50%

Skills in responding to text and communication of ideas, appropriate to audience, purpose and context, across all modes.

15 20 15 50%

Total Weighting 30% 40% 30% 100% Preliminary English as an Additional Language/Dialect Course Outcomes: A student: EAL11-1A responds to and composes increasingly complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EAL11-1B communicates information, ideas and opinions in familiar personal, social and academic contexts EAL11-2 uses and evaluates processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies EAL11-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses their effects on meaning EAL11-4 applies knowledge, skills and understanding of literary devices, language concepts and mechanics into new and different contexts EAL11-5 thinks imaginatively, creatively, interpretively and critically to respond to and represent complex ideas, information and arguments in a wide range of texts EAL11-6 investigates and explains the relationships between texts EAL11-7 understands and assesses the diverse ways texts can represent personal and public worlds EAL11-8 identifies, explains and reflects on cultural references and perspectives in texts and examines their effects on meaning EAL11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

ANCIENT HISTORY ANCIENT HISTORY 2 UNIT COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)

COMPONENT WEIGHTING %

Knowledge and understanding of Course Content 40

Historical skills in the analysis and evaluation of sources and interpretations 20

Historical inquiry and research 20

Communication of historical understanding in appropriate forms 20 TOTAL 100

ANCIENT HISTORY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK DATE DESCRIPTION OUTCOMES COMPONENT WEIGHTING %

Knowledge and

understanding of Course Content

Analysis and evaluation of sources and

interpretations

Historical inquiry

and research

Communication of historical

understanding in appropriate

forms

1

Term 1, 2019

Week 7, Day 2

Tuesday 13 March

Period 1

Investigating Ancient History: The nature of

Ancient History: 1. Representations of

the Ancient past 2. Ancient Human

Remains Written/multimodal

task

AH11.4, AH11.6, AH11.7, AH11.9, AH11.10

10

10

5

5

30

2

Term 2, 2019

Week 5, Day 1

Tuesday 21 August

Period 1

Historical Investigation

AH 11.3, AH11.4, AH 11.5, AH11.6, AH11.7, AH11.8, AH11.9

5 15 10 30

3

Exam Block

Term 3, Weeks 8-9 Monday 10 September

– Wednesday

19 September

Yearly Exam ● Troy

● Teotihuacan (The Americas) ● Women:

Ancient Rome/Ancient

Greece

AH11.1, AH11.2,

AH11.3, AH 11.5, AH11.6,

AH11.7, AH11.9

30

5

5

40

TOTAL 40 20 20 20 100

Preliminary Course Outcomes: A student: AH11-1 describes the nature of continuity and change in the ancient world. AH11-2 proposes ideas about the varying causes and effects of events and developments. AH11-3 analyses the role of historical features, individuals and groups in shaping the past. AH11-4 accounts for the different perspectives of individuals and groups. AH11-5 examines the significance of historical features, people, places, events and developments of

the ancient world. AH11-6 analyses and interprets different types of sources for evidence to support an historical

account or argument. AH11-7 discusses and evaluates differing interpretations and representations of the past. AH11-8 plans and conducts historical investigations and presents reasoned conclusions, using

relevant evidence from a range of sources. AH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in

appropriate and well-structured forms. AH11-10 discusses contemporary methods and issues involved in the investigation of ancient history.

BIOLOGY - 2 UNIT BIOLOGY 2 UNIT YEAR 11 COURSE ( NSW EDUCATION STANDARDS AUTHORITY NESA)

COMPONENT WEIGHTING

Knowledge and Understanding 40

Skills in Working Scientifically 60

TOTAL 100

BIOLOGY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK DATE TASK DESCRIPTION OUTCOMES TOPICS

COMPONENT WEIGHTING

% Knowledge and Understanding

Scientific Thinking Skills

1

Term 1, Week 8

Practical Investigation

Microscopy

BIO11/12-1 BIO11/12-2 BIO11/12-3 BIO11/12-4

BIO11/12-5 BIO11/12-7

Cells As The Basis of Life

10

20

30

2

Term 2, Week 9/10

01/07/2019

Depth Study Field Trip

BIO11/12-1 BIO11/12-3 BIO11/12-4

BIO11/12-5 BIO11/12-6 BIO11/12-7

BIO11-11

Ecosystem Dynamics

10

20

30

3

Exam Block Term 3,

Weeks 8-9

Final Exam BIO11/12-4 BIO11/12-5 BIO11/12-6 BIO11/12-7

BIO11-8 BIO11-9

BIO11-10 BIO11-11

Cells As The Basis of Life Organisation of Living

Things Biological Diversity

Ecosystem Dynamics

20

20

40

TOTAL 40 60 100

Preliminary Course Outcomes: A student: BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation. BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and

information. BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and

information. BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using

a range of appropriate media. BIO11/12-5 analyses and evaluates primary and secondary data and information. BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and

scientific processes. BIO11/12-7 communicates scientific understanding using suitable language and terminology for a

specific audience or purpose. BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’

ultrastructure and biochemical processes. BIO11-9 explains the structure and function of multicellular organisms and describes how the

coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms.

BIO11-10 describes biological diversity by explaining the relationships between a range of organisms in terms of specialisation for selected habitats and evolution of species.

BIO11-11 analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem.

BUSINESS STUDIES - 2 UNIT BUSINESS STUDIES 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)



Stimulus-based Skills 20

Inquiry and Research 20

Communication 20

TOTAL 100

BUSINESS STUDIES 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK DATE TASK DESCRIPTION OUTCOMES

COMPONENT

WEIGHTING %

Knowledge & Understanding

Stimulus- Based Skills

Inquiry & Researc

h

Communication in

appropriate forms

1

Term 1, Week 9

Task: Business Report - Nature of Business

P1, P2, P7, P8, P9

5

10

10

25

2 Term 2, Week 7

Research Task: Business

Management

P2, P3, P4, P5, P6, P7,

P9

15

10

10

35

3 Exam Block

Term 3, Weeks 8-9

Final Exam

P3, P4, P5, P8, P9, P10

20

10

10

40

TOTAL 40 20 20 20 100


A student:

P1 discusses the nature of business, its role in society and types of business structure.

P2 explains the internal and external influences on business.

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

.

CHEMISTRY - 2 UNIT CHEMISTRY 2 UNIT YEAR 11 COURSE (NSW EDUCATION STANDARDS AUTHORITY NESA)

COMPONENT WEIGHTING



TOTAL 100

CHEMISTRY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK DATE TASK DESCRIPTION

OUTCOMES

TOPICS

COMPONENT WEIGHTING

% Knowledge and

Understanding

Skills in Working

Scientifically

1

Term 1, Week 8

Modelling Task

(Structure and Bonding)

CH11/12-2, H11/12-3 CH11/12-4, CH11/12-5 CH11/12-7, CH11-8

Properties and Structure of Matter

10 15 25

2

Term 2, Week 5

Practical investigation Depth Study

CH11/12-1, CH11/12-2 CH11/12-3, CH11/12-4 CH11/12-7, CH11-9

Introduction to Quantitative Chemistry;

Reactive Chemistry

10 25 35

3

Exam Block Term 3,

Weeks 8-9

Final Exam CH11/12-1, CH11/12-2 CH11/12-3, CH11/12-4 CH11/12-5, CH11/12-6 CH11/12-7, CH11-8 CH11-9, CH11-10 CH11-11

Properties and Structure of matter

Introduction to Quantitative Chemistry;

Reactive Chemistry; Drivers of Reactions

20 20 40

TOTAL 40 60 100

Preliminary Course Outcomes: A student: CH11/12-1 develops and evaluates questions and hypotheses for scientific investigation. CH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data

and information. CH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and

information. CH11/12-4 selects and processes appropriate qualitative and quantitative data and information

using a range of appropriate media. CH11/12-5 analyses and evaluates primary and secondary data and information. CH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and

scientific processes. CH11/12-7 communicates scientific understanding using suitable language and terminology for a

specific audience or purpose. CH11-8 explores the properties and trends in the physical, structural and chemical aspects of

matter. CH11-9 describes, applies and quantitatively analyses the mole concept and stoichiometric

relationships. CH11-10 explores the many different types of chemical reactions, in particular the reactivity of

metals, and the factors that affect the rate of chemical reactions. CH11-11 analyses the energy considerations in the driving force for chemical reactions.

COMMUNITY AND FAMILY STUDIES - 2 UNIT COMMUNITY AND FAMILY STUDIES 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)



Skills in critical thinking, research methodology, analysing and communicating 60

TOTAL 100

COMMUNITY AND FAMILY STUDIES 2 UNIT PRELIMINARY COURSE ASSESSMENT SCHEDULE


COMPONENT WEIGHTING

% Knowledge and understanding of course

content

Skills in critical thinking, analysing and

communicating

1 Term 1, Week 7

Tuesday 12 March Hand In task

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

P4.2, , P5.1, P6.1

10 20 30

2 Term 2, Week 7

Tuesday 11th June Hand-in task P 1.1, P1.2,

P2.2, P2.4, P3.1, P4.1, P4.2, P6.1

10 20 30

3

Exam Block Term 3, Weeks 8-9

Monday 10 September –

Wednesday 19 September

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

P6.2

20 20 40

TOTAL 40 60 100

Preliminary Course 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 inter-relationships 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. P7.1 appreciates differences among individuals, groups and families within communities and values

their contributions to society. P7.2 develops a sense of responsibility for the wellbeing of themselves and others. P7.3 appreciates the value of resource management in response to change. P7.4 values the place of management in coping with a variety of role expectations.

DANCE - 2 UNIT

DANCE 2 UNIT COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)


Performance 40

Composition 35

Appreciation 25

TOTAL 100

DANCE 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

CourseComponents

SyllabusWeighting

TaskOneTerm12019Week9,28thMarch

TaskTwoTerm22019Week10,27thJune

TaskThreeTerm32019Week7&8(duringYearlyexamperiod)

OutcomesAssessed

P1.1,P1.2,P1.3,P2.1,P2.2,P2.3,P2.4,P2.5,P4.2,

P4.3,P4.4

P1.1,P1.2,P1.3,P2.3,P2.4,P2.5,P3.1,P3.2,P3.3,P3.4,P3.5,P3.6,

P4.2,P4.3,P4.4

P1.1,P1.2,P1.3,P4.1,P4.2,P4.3,

P4.4

Appreciation 30

5

5

20

Performance 40

35

5

Composition 30

30

TOTALTaskWeighting

100% 40 40 20


P1.1 understands dance as the performance and communication of ideas through movement and in written and oral form.

P1.2 understands the use of dance terminology relevant to the study of dance as an artform. P1.3 develops the skills of dance through performing, composing and appreciating dance. P1.4 values the diversity of dance as an artform and its inherent expressive qualities. P2.1 identifies the physiology of the human body as it is relevant to the dancer. P2.2 identifies the body’s capabilities and limitations. P2.3 recognises the importance of the application of safe dance practice. P2.4 demonstrates appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination. P2.5 performs combinations, phrases and sequences with due consideration of safe dance practices. P2.6 values self-discipline, commitment and consistency in technical skills and performance. P3.1 identifies the elements of dance composition. P3.2 understands the compositional process. P3.3 understands the function of structure as it relates to dance composition. P3.4 explores the elements of dance relating to dance composition. P3.5 devises movement material in a personal style in response to creative problem-solving tasks in dance

composition. P3.6 structures movement devised in response to specific concept/intent. P3.7 values their own and others’ dance activities as worthwhile. P4.1 understands the socio-historic context in which dance exists. P4.2 develops knowledge to critically appraise and evaluate dance. P4.3 demonstrates the skills of gathering, classifying and recording information about dance. P4.4 develops skills in critical appraisal and evaluation. P4.5 values the diversity of dance from national and international perspectives.

DESIGN AND TECHNOLOGY- 2 UNIT

DESIGN AND TECHNOLOGY 2 UNIT COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)



Knowledge and skills in designing, managing, producing and evaluating design projects 60

TOTAL 100

TASK DATE TASK DESCRIPTION

OUTCOMES



Knowledge and skills in designing, managing,

producing and evaluating design projects

1 Term 2, Week 8 Friday 21st June

Recycled Speaker.

Design Folio

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

P4.3, P5.2, P5.3,P6.2

10 20 30

2 Term 3, Week 8

Friday 13th September

Project 2

Sustainable Design/Folio

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

10 30 40

3 Term 3, Week 8/9

Exam Block

Yearly Examination

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

P4.3, P5.1 P5.2, P5.3, P6.1, P6.2

20 10 30

TOTAL 40 60 100

Preliminary Course 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.

ECONOMICS - 2 UNIT ECONOMICS 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)


Knowledge and Understanding of Course Content 40

Stimulus-based Skills 20

Inquiry and Research 20

Communication of Economic information, ideas and issues in appropriate forms 20

TOTAL 100

ECONOMICS 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


COMPONENT WEIGHTING

%

Knowledge & Understanding

Inquiry & Research

Stimulus- Based Skills

Communication in Appropriate

Forms

1 Term 1, Week 8

Stimulus Based Skills Task

P1, P5, P6, P7, P8, P9

10 20 30

2 Term 2, Week 9

Research Task

P1, P4, P9, P10, P11,

P12 10 20

10 40

3 Exam Block

Term 3, Weeks 8-9

Final Exam P1, P2, P3, P6, P7, P8, P10, P11

20 10 30

TOTAL 40 20 20 20 100


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.

P6 explains the role of 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 contexts.

P12 works independently and in groups to achieve appropriate goals in set timelines.

EXPLORING EARLY CHILDHOOD - 1 UNIT EXPLORING EARLY CHILDHOOD 1 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)




TOTAL 100

COMMUNITY AND FAMILY STUDIES 2 UNIT PRELIMINARY COURSE ASSESSMENT SCHEDULE


COMPONENT WEIGHTING

% Knowledge and understanding of course

content

Skills in critical thinking, analysing and communicating

1

Term 1, Week 8

Thurs 21 March

Hand In task

Case Study

1.1, 1.4, 2.1, 6.1, 6.2

25 25 50

2 Term 3, Week 1

Thursday 25 July

Hand-in task

Research and Report

1.4, 2.1, 2.2, 2.4, 6.1 25 25 50

TOTAL 50 50 100

Preliminary Course Outcomes: A student: 1.1 analyses prenatal issues that have an impact on development 1.2 examines physical, social-emotional, behavioural, cognitive and language development of young children 1.3 examines the nature of different periods in childhood - infant, toddler, preschool and the early school years 1.4 examines ways in which family, community and culture influence the growth and development of

young children 1.5 examines implications for growth and development when a child has special needs 2.1 analyses issues relating to the appropriateness of a range of services for different families 2.2 critically examines factors that influence the social world of young children 2.3 explains the importance of diversity as a positive issue for children and their families 2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children 3.1 evaluates strategies that encourage positive behaviour in young children 4.1 demonstrates appropriate communication skills with children and/or adults 4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds 4.3 demonstrates appropriate strategies to resolve group conflict 5.1 analyses and compares information from a variety of sources to develop an understanding of child growth and

development 6.1 demonstrates an understanding of decision making processes 6.2 critically examines all issues including beliefs and values that may influence interactions with others

FOOD TECHNOLOGY- 2 UNIT

FOOD TECHNOLOGY 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)


Food Availability and Selection 35

Food Quality 35

Yearly Exam 30

TOTAL 100 FOOD TECHNOLOGY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


Nature of task Written Report and Practical

Food Quality Experimental Report and

Practical

Yearly Examination

Timing Term 1, Week 11 Monday 08/04/2019

Term 2, Week 9 Tuesday 25/06/2019

Exam Block Term 3, Weeks 8 & 9

Outcomes assessed P2.1, P3.1, P3.2 ,P4.2, P4.3, P5.1

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



content 5 5 30 40

Knowledge and skills in designing, researching,

analysing and evaluating 15 15 30

Skills in experimenting with and preparing food by

applying theoretical concepts 15 15 30

Total % 35 35 30 100


P1.1 identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors

P2.1 explains the role of food nutrients in human nutrition P2.2 identifies and explains the sensory characteristics and functional properties of food P3.1 assesses the nutrient value of meals/diets for particular individuals and groups P3.2 presents ideas in written, graphic and oral form using computer software where appropriate. P4.1 selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic practices

when handling food P4.2 plans, prepares and presents foods which reflect a range of the influences on food selection P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups P4.4 applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products P5.1 generates ideas and develops solutions to a range of food situations

INDUSTRIAL TECHNOLOGY: TIMBER - 2 UNIT INDUSTRIAL TECHNOLOGY TIMBER 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)


Kitchen Tidy Practical and Portfolio 20

Bedside Cabinet Practical and Portfolio 40

Yearly Exam 40

TOTAL 100

INDUSTRIAL TECHNOLOGY- TIMBER 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


COMPONENT WEIGHTING

%


Knowledge and skills in the management, communication and

production of projects

1 Term 2, Week 1

Monday 29/4

Project 1: Kitchen Tidy with related Management

Folio

P2.1, P2.2, P4.3, P5.1, P5.2 10 10 20

2 Term 3, Week 8/9

Exam Block

Yearly Examination

P1.1, P2.1, P6.1, P6.2, P7.1, P7.2 20 20 40

3 Term 3, Week 9

Monday 16/9

Project 2: Bedside Cabinet with related Management

Folio

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

P5.2

10 30 40

TOTAL 40 60 100

Preliminary Course Outcomes: P1.1 describes the organisation and management of an individual business within the focus area industry P2.1 describes and uses safe working practices and correct workshop equipment maintenance techniques P2.2 works effectively in team situations P3.1 sketches, produces and interprets drawings in the production of projects P3.2 applies research and problem-solving skills P3.3 demonstrates appropriate design principles in the production of projects P4.1 demonstrates a range of practical skills in the production of projects P4.2 demonstrates competency in using relevant equipment, machinery and processes P4.3 identifies and explains the properties and characteristics of materials/components through the

production of projects P5.1 uses communication and information processing skills P5.2 uses appropriate documentation techniques related to the management of projects P6.1 identifies the characteristics of quality manufactured products P7.1 explains the impact of one related industry on the social and physical environment P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society

and the environment

INFORMATION PROCESSES & TECHNOLOGY- 2 UNIT INFORMATION PROCESSES & TECHNOLOGY 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)


Individual Project 35

Group Project 35

Yearly Exam 30

TOTAL 100

INFORMATION PROCESSES & TECHNOLOGY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


COMPONENT WEIGHTING

%


content

Knowledge and skills in the design and development of information systems

1 Term 1, Week 10

Thursday 4/4

Individual Project

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

P7.1

15 20 35

2 Term 2, Week 9

Tuesday 25/6

Group Project P3.1, P5.1, P6.1, P6.2, P7.1, P7.2

15 20 35

3 Term 3, Week 8/9

Exam Block

Yearly Examination

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

30 30

TOTAL 60 40 100

Preliminary Course Outcomes: 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

LEGAL STUDIES - 2 UNIT LEGAL STUDIES 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)



Research 20

Communication 20

TOTAL 100

LEGAL STUDIES 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK

DATE

TASK DESCRIPTION

OUTCOMES

COMPONENT WEIGHTING

% Knowledge &

Understanding Analysis and

Evaluation Inquiry and Research Communication

1

Term 1, Week 8

Research – Legal System

P1, P4, P5, P6, P7, P8,

P9 P10 20 10 30

2

Term 2, Week 10,

Research - In Class

Response

P5, P8, P9, P10 20 10 30

3

Exam Block

Term 3, Weeks 8-9

Final Exam P1, P2, P3, P4, P7

40 40

TOTAL

40 20 20 20 100


A 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.

MATHEMATICS ADVANCED - 2 UNIT


Nature of task

Assignment/ Investigation

Topics:

Functions

In class topic test

Topics:

Calculus

Trigonometric Functions

Yearly Examination

Topics:

Functions

Calculus

Trigonometric Functions Statistical Analysis

Exponential and Logarithmic Functions

Timing Term 1 - Week 7 Term 2 - Week 8

Term 3 - Weeks 8-9

Outcomes assessed MA11-1, MA 11-2, MA11-8, MA11-9

MA11-1, MA11-3, MA11-4, MA 11-5, MA1108, MA11-9

MA11-1 - MA11-9 (All)

Weighting 30 30 40


Understanding, Fluency and Communication

10 20 20 50

Problem Solving, Reasoning and Justification

20 10 20 50

Total % 30 30 40 100


MA11-1 uses algebraic and graphical techniques to solve, and where appropriate, compare alternative

solutions to problems MA11-2 uses the concepts of functions and relations to model, analyse and solve practical problems MA11-3 uses the concepts and techniques of trigonometry in the solution of equations and problems

involving geometric shapes MA11-4 uses the concepts and techniques of periodic functions in the solutions of trigonometric

equations or proof of trigonometric identities MA11-5 interprets the meaning of the derivative, determines the derivative of functions and applies

these to solve simple practical problems MA11-6 manipulates and solves expressions using the logarithmic and index laws, and uses

logarithms and exponential functions to solve practical problems MA11-7 uses concepts and techniques from probability to present and interpret data and solve

problems in a variety of contexts, including the use of probability distributions

MATHEMATICS EXTENSION 1 - 1 UNIT


Nature of task

In class topic test

Topics:

Functions

Combinatorics

Assignment/Investigation

Topics:

Functions

Yearly Examination

Topics:

Functions

Combinatorics Trigonometric Functions

Calculus

Timing Term 1 - Week 10 Term 2 - Week 8

Term 3 - Weeks 8-9

Outcomes assessed ME11-5, ME11-6, ME11-7 ME11-1, ME11-2, ME11-6, ME11-7

ME11-1 - ME11-7 (All)

Weighting 30 30 40



10 20 20 50

Problem Solving, Reasoning and Justification

20 10 20 50

Total % 30 30 40 100


A student:

ME11-1 uses algebraic and graphical concepts in the modelling and solving of problems involving functions and their inverses

ME11-2 manipulates algebraic expressions and graphical functions to solve problems

ME11-3 applies concepts and techniques of inverse trigonometric functions and simplifying expressions involving compound angles in the solution of problems

ME11-4 applies understanding of the concept of a derivative in the solution of problems, including rates of change, exponential growth and decay and related rates of change

ME11-5 uses concepts of permutations and combinations to solve problems involving counting or ordering

ME11-6 uses appropriate technology to investigate, organise and interpret information to solve problems in a range of contexts

ME11-7 communicates making comprehensive use of mathematical language, notation, diagrams and graphs

MATHEMATICS STANDARD - 2 UNIT


Nature of task

In class topic test

Topics

Algebra

Financial Mathematics

Assignment/ Investigation

Topic

Measurement

Yearly Examination

Topics

Algebra

Financial Mathematics Measurement

Statistical Analysis

Timing Term 1 - Week 9 Term 2 - Week 6 Term 3 - Weeks 9/10

Outcomes assessed MS11-1, MS11-2, MS11-

5, MS11-6, MS11-9, MS11-10

MS11-3, MS11-4, MS11-9, MS11-10

MS11-1 - MS11-10 (All)

Weighting 35 25 40



20 10 20 50

Problem Solving, Reasoning and

Justification 15 15 20 50

Total % 35 25 40 100


A student:

MS11-1 uses algebraic and graphical techniques to compare alternative solutions to contextual problems MS11-2 represents information in symbolic, graphical and tabular form MS11-3 solves problems involving quantity measurement, including accuracy and the choice of

relevant units MS11-4 performs calculations in relation to two-dimensional and three-dimensional figures MS11-5 models relevant financial situations using appropriate tools MS11-6 makes predictions about everyday situations based on simple mathematical models MS11-7 develops and carries out simple statistical processes to answer questions posed MS11-8 solves probability problems involving multi stage events MS11-9 uses appropriate technology to investigate, organise and interpret information in a range

of contexts MS11-10 justifies a response to a given problem using appropriate mathematical terminology

and/or calculations

MODERN HISTORY

MODERN HISTORY 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)COMPONENT WEIGHTING


Historical skills in the analysis and evaluation of sources and interpretations 20

Historical inquiry and research 20

Communication of historical understanding in appropriate forms 20

TOTAL 100

MODERN HISTORY 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK DATE DESCRIPTION OUTCOMES

COMPONENT

WEIGHTING %

Communication of historical

understanding in appropriate

forms

Historical inquiry

and research

Historical skills in the analysis and evaluation of sources and interpretations

Knowledge and

understanding of course content

1 Term 1, Week

9 Research Activity

MH11.3, MH11.4, MH11.6, MH11.7,

MH11.9

5

10 5 10 30

2 Term 2, Week

6

Historical Investigation

Essay

MH11.2, MH11.5, MH11.6, MH11.7, MH11.8, MH11.9,

10 10 10 30

3

Exam Block Term 3, Weeks

8-9

EXAM I

MH11.1, MH11.2, MH11. 3,

MH11.4, MH11.5, MH11.6, MH11.9, MH11.10

5 5 30 40

TOTAL 20 20 20 40 100

Preliminary Course Outcomes: A student: MH11-1 describes the nature of continuity and change in the modern world. MH11-2 proposes ideas about the varying causes and effects of events and developments. MH11-3 analyses the role of historical features, individuals, groups and ideas in shaping the past. MH11-4 accounts for the different perspectives of individuals and groups. MH11-5 examines the significance of historical features, people, ideas, movements, events and

developments of the modern world. MH11-6 analyses and interprets different types of sources for evidence to support an historical

account or argument. MH11-7 discusses and evaluates differing interpretations and representations of the past. MH11-8 plans and conducts historical investigations and presents reasoned conclusions, using

relevant evidence from a range of sources. MH11-9 communicates historical understanding, using historical knowledge, concepts and terms,

in appropriate and well-structured forms. MH11-10 discusses contemporary methods and issues involved in the investigation of modern

history.

PERSONAL DEVELOPMENT / HEALTH / PHYSICAL EDUCATION - 2 UNIT

PD/H/PE 2 UNIT STUDIES COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)



Skills in critical thinking, research, analysis and communicating 60

TOTAL 100

PD/H/PE 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK DATE DESCRIPTION OUTCOMES

COMPONENT

WEIGHTING % Knowledge &

Understanding of course content

Skills in critical thinking, research, analysis and

communicating

1 Term 1, Week 10

Wed 3 April

Research and response

P1, P2, P3, P4, P5, P6, P15, P16 10 20

30

2 Term 2, Week 9

Mon 24 June

Application and Analysis

P7, P8, P9, P10, P11, P16, P17 10 20

30

3

Exam Block Term 3, Weeks 8-9

Monday 10 September –

Wednesday 19 September

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

P12, P14, P15, P16, P17

20 20

40

TOTAL

40 60 100


P1 identifies and examines why people give different meanings to health and to physical activity. P2 explains how a range of health behaviours affect an individual’s 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 personal health. P7 explains how body structures 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.

(Option 1) P13 develops, refines and performs movement compositions in order to achieve a specific purpose. (Option 2) P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor

recreation activities. (Option 4) P15 forms opinions about health-promoting actions based on a critical examination of relevant information. P16 utilises a range of sources to draw conclusions about health and physical activity concepts. P17 analyses factors influencing movement and patterns of participation.

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING - 1 UNIT

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING 1 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY


Artmaking 70

Criticism & Historical Study 30

TOTAL 100

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING 1 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

TASK

DATE

TASK DESCRIPTIONS

OUTCOMES COMPONENTS

WEIGHTING % Artmaking Critical &

Historical Study

1

Term 2, Week 3 Day 4, Period 4

Thursday 17th May 2019

PART 1

What’s it all About- Photojournalism task

(Video and(Digital Imaging)

M1 – M6

30%

10%

40

2

Term 3 Weeks 8 – 9

EXAM BLOCK 9th Sept – 19th

September 2019

Photography Exam (1½ hours)

CH1 – CH5

0

20

20

3

Term 3 Week 7

Friday 13th

PART 2

Portfolio & Photographic Process Diary (Digital Imaging/Photography)

M1 – M6

40%

0%

40

TOTAL 70 30 100


M1 generates a characteristic style that is increasingly self-reflective in their photographic practice M2 explores concepts of artist/photographer, still works, interpretations of the world and audience response, in

their making of still works M3 investigates different points of view in the making of photographs M4 generates images and ideas as representations/simulations in the making of photographs M5 develops different techniques suited to artistic intentions in the making of photographs M6 takes into account issues of occupational health and safety in the making of photographs

CH1 generates in their critical and historical practice ways to interpret and explain photography CH2 investigates the roles and relationships among the concepts of artist, work, world and audience in critical

and historical investigations CH3 distinguishes between different points of view and offers interpretive accounts in critical and historical

studies CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and

interests in the fields of photography CH5 recognises how photography is used in various fields of cultural production

PHYSICS - 2 UNIT

PHYSICS 2 UNIT PRELIMINARY COURSE (NSW EDUCATION STANDARDS AUTHORITY NESA)

COMPONENT WEIGHTING



TOTAL 100 PHYSICS 2 UNIT YEAR 11 COURSE 2019 ASSESSMENT SCHEDULE

TASK

DATE TASK

DESCRIPTION

OUTCOMES

TOPICS

COMPONENT WEIGHTING

% Knowledge and Understanding

Skills in Working Scientifically

1

Term 1, Week 7

Kinematics:Practical problem solving task

PH11/12-4, PH 11/12-5 PH11/12-6, PH11-8

Kinematics 18 12 30

2

Term 2, Week 9

Depth Study PH11/12-1, PH11/12-2 PH11/12-3, PH11/12-4 PH11/12-5, PH11/12-7

PH11-8, PH11-9

Kinematics Dynamics

6 24 30

3

Exam Block

Term 3, Weeks 8-

9

Final Exam PH11/12-1, PH11/12-2 PH11/12-3, PH11/12-4 PH11/12-5, PH11/12-6

PH11/12-7, PH11-8 PH11-9, PH11-10

Ph11-11

- Kinematics - Dynamics

- Waves and Thermodynami

cs - Electricity and

Magnetism

16 24 40

TOTAL 40 60 100

Preliminary Course Outcomes: A student: PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation. PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data

and information. PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and

information. PH11/12-4 selects and processes appropriate qualitative and quantitative data and information

using a range of appropriate media. PH11/12-5 analyses and evaluates primary and secondary data and information. PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and

scientific processes. PH11/12-7 communicates scientific understanding using suitable language and terminology for a

specific audience or purpose. PH11-8 describes and analyses motion in terms of scalar and vector quantities in two

dimensions and makes quantitative measurements and calculations for distance, displacement, speed, velocity and acceleration.

PH11-9 describes and explains events in terms of Newton’s Laws of Motion, the law of conservation of momentum and the law of conservation of energy.

PH11-10 explains and analyses waves and the transfer of energy by sound, light and thermodynamic principles.

PH11-11 explains and quantitatively analyses electric fields, circuitry and magnetism.

SOCIETY AND CULTURE - 2 UNIT

SOCIETY AND CULTURE 2 UNIT COURSE (BOARD OF STUDIES)



Application and evaluation of social and cultural research methodologies 30


SOCIETY AND CULTURE 2 UNIT PRELIMINARY COURSE ASSESSMENT SCHEDULE

TASK DATE DESCRIPTION OUTCOMES COMPONENT

WEIGHTING % Knowledge &

Understanding Application &

Evaluation Communication of Information

1 Term 1, Week 9

Research Task P1, P3, P6, P9, P10.

25 5 30

2 Term 2, Week 9

Communication Task

P1,P2, P3,P4, P5,P8, P10.

10 5 15 30

3 Exam Block

Term 3, Weeks 8-9

Final Exam P1, P3, P4, P7, P8, P9,

40 40

TOTAL 50 30 20 100


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

SPORTS LIFESTYLE AND RECREATION - 1 UNIT SPORTS LIFESTYLE AND RECREATION 1 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY)




TOTAL 100

SPORTS LIFESTYLE AND RECREATION 1 UNIT PRELIMINARY COURSE ASSESSMENT SCHEDULE


COMPONENT WEIGHTING

% Knowledge and understanding of course content

Skills in critical thinking, analysing and communicating

1

Term 1, Week 9

In Class Prac Task

1.3, 3.6, 4.4, 4.5

30 20 50

2

Term 3 during prac lessons

In Class Prac Task

1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4 20 30 50

TOTAL 50 50 100


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 physical activity

2.1 explains the principles of skill development and training

2.2 analyses the fitness requirements and specific activities

2.3 selects and participates in physical activities that meet individual needs, interests and abilities

2.5 describes the relationship between anatomy, physiology and performance

3.1 selects appropriate strategies and tactics for success in a range of movement contexts

3.2 designs programs that respond to performance needs

3.3 measures and evaluates physical performance capacity

3.6 assesses and responds appropriately to emergency care situations

4.1 plans strategies to achieve performance goals

4.2 demonstrates leadership skills and a capacity to work cooperatively in movement contexts

4.4 demonstrates competence and confidence in movement contexts

4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity

VISUAL ARTS - 2 UNIT VISUAL ARTS 2 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY


Artmaking 50

Art Criticism & Art History 50

TOTAL 100

VISUAL ARTS 2 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE


Nature of task

Informed Art Practice Part 1: Portraiture and the Human Form

Submission of a resolved artwork that depicts the human figure from an unusual viewpoint or perspective to demonstrate an understanding of foreshortening.

Documentation of students own art practice through the submission of the VAPD and portraiture major works Part 2: Art Criticism/Historical- Extended Response

Examine how the representation of the human form in the visual arts has changed over periods in time.

Exploring Landscape

Practice though

representations of the landscape,

informed by landscape artists from the 20th and

21st century.

Yearly Examination

Art Criticism and Art History Written Examination

Timing Term 1 week 9 Extended Response , 9th April Term 2, BOW Practice- Week 5, Tuesday 28th May

Term 3, Week 6, 27th August

Term 3, Weeks 8-9 Monday 9th September –

Wednesday 19th September

Outcomes assessed

P.1, P.2, P.3, P.4, P.5, P.6, P.8, P.10 P1,P2, P3, P4, P5, P6 P7, P8, P9, P10


Artmaking 20 30 50

Critical and Historical Study

20 30 50

Total % 40 30 30 100


P1 explores the conventions of practice in artmaking. P2 explores the roles and relationships between the concepts of artist, artwork, world and audience. P3 identifies the frames as the basis of understanding expressive representation through the making of art. P4 investigates subject matter and forms as representations in artmaking. P5 investigates ways of developing coherence and layers of meaning in the making of art. P6 explores a range of material techniques in ways that support artistic intentions. P7 explores the conventions of Practice in art criticism and art history. P8 explores the roles and relationships between concepts of artist, artwork, world and audience through critical and

historical investigations of art. P9 identifies the frames as the basis of exploring different orientations to critical and historical investigations of art. P10 explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts

can be constructed.

WORK STUDIES - 1 UNIT

WORK STUDIES 1 UNIT PRELIMINARY COURSE (NSW EDUCATIONAL STANDARDS AUTHORITY



Skills 70

TOTAL 100

WORK STUDIES 1 UNIT PRELIMINARY COURSE 2019 ASSESSMENT SCHEDULE

Component

Task 1 Task 2 Task 3 Syllabus

Weighting

Term 1 Week 9

Term 3 Week 2

Term 3 Week 10

Hand in: Report

WS1, 2, 3, 4,

Resume & Interview

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

Exam 1, 2, 3, 4, 5, 6, 8

1.Investigates a range of work environments

10 10 10 30

2. Examines different types of work and skills for employment

10 10 20

3. Analyses employment options and strategies for career management.

5 5 10

4. Assesses pathways for further education,

training and life planning.5 5 10

5. Communicates and uses technology effectively.

5 5

6. Applies self-management and teamwork skills

5 5

7. Utilises strategies to plan, organise and solve problems.

5 5

8. Assesses influences on people’s working lives

5 5

9. Evaluates personal and social influences on individuals and groups.

10 10



P1 investigates a range of work environments. P2 examines different types of work and skills for employment. P3 analyses employment options and strategies for career management. P4 assesses pathways for further education, training and life planning. P5 communicates and uses technology effectively. P6 applies self-management and teamwork skills. P7 utilises strategies to plan, organise and solve problems. P8 assesses influences on people’s working lives. P9 evaluates personal and social influences on individuals and groups.

VOCATIONAL EDUCATION AND TRAINING COURSES

The Vocational Education and Training Courses offered for the 2019 Preliminary Year are Business Services, Construction, Hospitality, and Information and Digital Technology. These courses deliver dual qualifications for the Higher School Certificate (HSC) and for the Australian Qualifications Framework (AQF) and as a result, each has dual assessment systems. The first is standards-referenced assessment (HSC) and the second is competency-based assessment (AQF). Standards-referenced assessment refers to the:

· Preliminary Exam in Term 3 Weeks 8-9 2019 · Trial HSC Exam in Term 3 Weeks 3-5 2020

Competency-Based Assessment VET courses are competency-based. This means that a student’s performance is judged against a prescribed standard contained in each unit of competency, not against the performance of other students. VET subjects are assessed on a continuous basis. During the two-year course the teacher will gather information and make judgments about a student’s achievement. When a task is administered the student will be judged as either competent or not yet competent. This judgment is made on the basis of a range of evidence, which may include: structured activities, observation/practical tasks and questioning. Student’s can expect to be instructed over a period of time and then assessed using a variety of different methods. Competency-based assessment focuses on the requirements of the workplace. Competence incorporates all aspects of work performance, including problem-solving and the capacity to apply knowledge and skills in both familiar and new situations. Assessment of competence involves the assessment of skills and knowledge combined using a holistic approach. This means that a number of elements of competency or even several units of competency are assessed together. To achieve an AQF VET Certificate or Statement of Attainment, a student must be assessed as competent according to the requirements set out in the national Training Package. An additional two opportunities to demonstrate competence are given to students who are deemed not yet competent. A schedule of assessment tasks follows which may be modified according to student needs and course requirements. The majority of assessment occurs towards the final weeks of the module being delivered, with the exception of some practical coursework which accumulates ongoing evidence throughout the module. As a result, this assessment schedule should only be used as a guide. Please also note that the competency assessment schedule may change subject to changes to the training package.

Business Services Competency Assessment Plan Year 11 2019 Qualification: BSB20115 Certificate II in Business

Unit (s) Assessment

Module 1 Touch Type

● BSBITU307 Develop keyboarding speed and accuracy

Terms 1, 2 & 3 2019 ● Questions ● Structured Activities ● Observation

Module 2 Business

Basics

● BSBWHS201 Contribute to health and safety of self & others

● BSBITU213 Use digital technologies to communicate remotely

● BSBITU211 Produce digital text documents

Terms 1 & 2 2019

● Questions ● Structured Activities ● Observation

Module 3 Workplace Information

● BSBINM201Process and maintain workplace information

● BSBWOR202 Organise and complete daily work activities

● BSBCUS20 Deliver a service to customers

● BSBIND201 Work effectively in a business environment

Terms 2, 3 & 4 2019

● Questions ● Structured Activities ● Observation

Construction Competency Assessment Plan Year 11 2019 Qualification: CPC20211 Certificate II in Construction Pathways

Task Unit (s) Assessment

Module 1 Safe

Industry Measures

● CPCCWHS1001 Prepare to work safely in the construction industry

● CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry

● CPCCCM1015A Carry out measurements and calculations

Term 1 2019

● Questions ● Structured

Activities ● Observation

Module 2 Bang It Up

● CPCCCA2002B Use carpentry tools and equipment (Prerequisite CPCCOHS2001A)

● CPCCCA2011A Handle carpentry materials (Prerequisite CPCCOHS2001A)

● CPCCCM1014A Conduct workplace communication

Term 2 2019



Module 3 All Framed

Up

● CPCCCM2001A Read and interpret plans and specifications

● CPCCCM1012A Work effectively and sustainably in the construction industry

Term 3 2019



Please note: CPCCWHS1001 Prepare to work safely in the construction industry is delivered and assessed over one day at Loyola College with students charged an Admin Fee from SafeWork NSW to undertake the course. The date will be advised in Term 1. Students who are absent will be required to undertake this unit externally through an approved provider at their own expense. This unit is part of the qualification and is required for to access the work placement program. The Whitecard will be delivered and assessed on the 20th March 2019 from 7.45am to 4.30pm. It is mandatory for all students to attend if they do not have a Whitecard. Students who do have a Whitecard, must bring it to school so that it can be copied and retained as evidence. This must be done so by the end of Week 4 of Term 1.

Students must also bring their steel cap boots to every practical lesson.

Hospitality Competency Assessment Plan Year 11 2019 Qualification: SIT20316 Certificate II in Hospitality

Unit (s) Assessment

Module 1 Safe and Hygienic

Workplaces

● SITXWHS001 Participate in safe work practices ● SITXFSA001 Use hygienic practices for food

safety ● SITXFSA002 Participate in safe food handling

practices

Term 1 2019 ● Questions ● Structured


Module 2 Kitchen Skills

● SITHKOP001 Clean kitchen premises and equipment

● SITHCCC001 Use food preparation equipment ● SITHCCC003 Prepare and present sandwiches ● SITHCCC002 Prepare and present simple dishes

Term 2 & 3 2019 ● Questions ● Structured


Please note: Students must bring their prescribed Hospitality uniform to every practical lesson.

Information and Digital Technology Competency Assessment Plan Year 11 2019

Qualification: Statement of Attainment towards ICT30115 Certificate III in Information, Digital Media and Technology

Task Unit (s) Assessment

Module 1 Work

Safely in the IT

Industry

● BSBWHS304 Participate effectively in WHS communication and consultation processes

● ICTICT202 Work and communicate effectively in an ICT environment

● ICTICT301 Create user documentation

Term 1 & 2 2019 · Questions · Structured

activities · Observation

Module 2 Software Packages

and Websites

● ICTICT203 Operate application software packages ● ICTWEB302 Build simple websites using commercial

packages ● ICTICT308 Use advanced features of computer

applications ● ICTWEB303 Produce digital images for the web ● ICTWEB201 Use social media tools for collaboration

and engagement

Term 3 & 4 2019 and Term 1 2020

· Questions · Structured

activities · Observation

Work Placement ● Work placement is mandatory and allows students to apply the theory and practical

skills learnt in class. Some competencies will also be assessed in the workplace. ● Allocated dates are as follows:

- Business Services: 23/9/19 to 27/9/19 - Construction 23/9/19 to 27/9/19 - Hospitality 26/8/19 to 30/8/19 - Information and Digital Technology 23/9/19 to 27/9/19

● Students who wish to source their own employer must provide their teacher with the the required completed documentation 6 weeks prior to the scheduled placement, otherwise they will be choosing from the list provided by local community partnership, Schools Industry Partnership (SIP).

● Failure to complete the work placement component of their VET course will result in the

student receiving an ‘N’ (unsatisfactory) award for that subject. Students must complete 70 hours of work placement over the two years, otherwise they will not receive their HSC.

● Wherever possible their VET teacher will visit them and speak with their employer at

some stage during their placement, as part of the work placement assessment.

● Being on work placement is not an excuse for missing or being late to hand in a ‘take home’ assessment task. Work placement dates are known well in advance, students need to ensure they have made any necessary arrangements. Students must make alternative arrangements with their teacher if any ‘in class’ assessment activities occur whilst they are on work placement. Students must also catch-up on all work missed in their other classes.

● Students must complete and submit all paperwork regarding work placement ON TIME

to confirm their place and avoid losing the placement to another student or school. ● Students can use their current casual employment for work placement if it is directly

related to the subject. An ‘Application for Recognition of Prior Learning’ must be obtained from their VET teacher and completed by the student and their employer. The Leader of Learning VET (LOLVET) will assess the application and students will be informed as to the success of their application.

● Absences from work placement MUST be reported to the employer, the Leader of

Learning VET and to the school. In the case of illness a medical certificate must be produced upon returning to school and any hours lost in the workplace will be made up at another time.

● Students must return their Work Placement Employer Report on their first day of

return to school. The report is copied and retained by the school. Failure to return the report will place your HSC in jeopardy as it is proof as to how many hours were completed.

Appeals If you disagree with the outcome of an assessment because you believe that you have met the standards for performance (benchmarks), you have the right to appeal. You must ask for a review as soon as possible after receiving your result. You should take the following steps:

1. Speak to the teacher who assessed your work.

2. If you are not satisfied with your discussion with the teacher then make an appointment

to speak to the Leader of Learning VET (LOLVET) and bring your task with you.

3. The LOLVET will discuss your concerns with you.

4. A joint meeting will be arranged between you, the teacher and the LOLVET so that your

concerns and those of the teacher can be addressed.

5. The result of this meeting may be:

(a) A revised assessment by the teacher;

(b) A new assessment task for part of the disputed task; or

(c) A full assessment task to be completed in place of the disputed task.

6. If you are still dissatisfied, you will need to speak to the Learning and Teaching

Coordinator.

A sample form for VET Assessment Appeal Submission is provided on the next page.

Catholic Education Diocese of Parramatta

VET Assessment Appeal Submission

Name: _____________________________________________________________________

Course: _____________________________________________________________________

School: _____________________________________________________________________

Teacher: _____________________________________________________________________

Please identify in the table below the units of competency that are the subject of the assessment appeal.

Unit Code(s)

Unit of Competency Title(s)

Date Assessed

Assessor’s Name:_____________________________________________________________________

Please detail the grounds for your appeal in the space provided below and ensure that you describe the alleged fault in the assessment process.

Grounds for appeal:

Signed:______________________________________

Outcome of appeal:

Date:___________________________________

Principal’s Signature: _________________________________________ Date:____________________

Office Use Only:

Date Received:_______________________ Received By:_____ _______________________

Date Reviewed:_________________________ Decision: Upheld Rejected

(To be filed with the class assessment record.)

St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website: www.stagnesrootyhill.catholic.edu.au/ Date: ___________

Dear _______________________ RE: OFFICIAL WARNING – Non Completion of a Year 11 Course

This is to advise that your son/daughter __________________ is in

danger of not meeting the Course Completion Criteria for the Year 11 course in

_____________________

NESA requires schools to issue students with official warnings in order to give them the

opportunity to redeem themselves. Please regard this letter as the first official warning.

A minimum of two course-specific warnings must be issued prior to a final 'N' determination being made for a course. Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. Students who receive an ‘N’ determination in a mandatory course are not eligible for the Record of Student Achievement (ROSA) Course Name: ____________________________ ⃞ is a mandatory course. ⃞ is not a mandatory course. To date, _________________ has not satisfactorily met either one or more of the

following Course Completion Criteria.

⃞ (a) followed the course developed or endorsed by the Board; and

⃞ (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and

⃞ (c) achieved some or all of the course outcomes. (Absence from classes would result in outcomes not being met).

The following table lists those tasks, requirements or outcomes not yet completed or achieved, and for which a genuine attempt has not been made. In order for your child to satisfy the Course Completion Criteria, the following tasks need to be satisfactorily completed:

Task Name/Course Requirement/Course Outcome

Original Due Date

Action Required by student

Date to be completed by: (if applicable)

Please discuss this matter with your son/daughter. The Leader of Learning can assist in providing further information. Please complete and return the attached acknowledgement letter to the Head of Learning. Yours sincerely ________________________________________ ____________________________________________ Mr. Geoffrey Kemmis ## Head of Learning Leader of Learning

St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website: www.stagnesrootyhill.catholic.edu.au/ Date: ___________ Dear _______________________

RE: OFFICIAL WARNING – Non Completion of a Year 11 Course

This is to advise that your son/daughter __________________ is in danger of not

meeting the Course Completion Criteria for the Year 11 course in

_____________________


opportunity to redeem themselves. Please regard this letter as the second official

warning.


following Course Completion Criteria. ⃞ (a) followed the course developed or endorsed by the Board; and





Original Due Date



Please discuss this matter with your son/daughter. The Leader of Learning can assist in providing further information. Please complete and return the attached acknowledgement letter to the Head of Learning. Yours sincerely ________________________________________ ___________________________________________ Mr. Ken Wolffe Mr. Geoffrey Kemmis Assistant Principal Head of Learning

St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website: www.stagnesrootyhill.catholic.edu.au/ Date: ________________ Dear _______________________

RE: OFFICIAL WARNING – Non Completion of a Year 11 Course

This is to advise that your son/daughter __________________ is in danger of not

meeting the Course Completion Criteria for the Year 11 course in

_____________________


opportunity to redeem themselves. Please regard this letter as the third official

warning.


following Course Completion Criteria. ⃞ (a) followed the course developed or endorsed by the Board; and





Original Due Date



Please discuss this matter with your son/daughter. The Leader of Learning can assist in providing further information. Please complete and return the attached acknowledgement letter to the Head of Learning. Yours sincerely ________________________________________ ___________________________________________ Ms. Lisa-Maree Browning Mr. Geoffrey Kemmis Principal Head of Learning

St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website: www.stagnesrootyhill.catholic.edu.au/

Re: OFFICIAL WARNING – Non Completion of a Year 11 Course Please complete and return this acknowledgement letter to the Head of Learning, Mr. Kemmis

Student’s Name: _________________________________ Dear _______________________________ I have received the Warning Letter dated ________________ indicating that my

son/daughter _______________ is in danger of not having satisfactorily completed

Course Completion Criteria for

_____________________________________________________________________

_____________________________________________________________________

I am aware that this course may appear on his/her Record of Student Achievement with

‘Not Complete’ indicated.

I am also aware that the ‘N’ Determination may make him/her ineligible for the Record of Student Achievement. Parent’s / Guardian’s signature: ________________ Date: ______________ Student’s signature: ________________ Date: ______________ Homeroom: __________

St Agnes Catholic High School

Illness/Misadventure Form

For appeals based on illness, this section will normally be completed by a doctor or other health professional. In the case of misadventure, it may be completed by another person, e.g. a counsellor. This person should not be related to the student. Student Name: ______________________ Homeroom: ______________ Course: ______________________________________________ Class Teacher: _________________________________________ Task Name: _______________________________ Due Date: ________________ Actual Submission Date: ____________

Outline below the circumstances of your case. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

To support this appeal, you have attached (tick the appropriate box) ⃞ A medical certificate ⃞ A bereavement notice ⃞ Other supporting documentation (a parent note is not sufficient) I declare the above information to be true and accurate Student’s Signature: ____________________________ Date: _________

School Use Only We have noted the above appeal and have decided to: ⃞ Accept the appeal ⃞ Reject the appeal Class Teacher: _________________________ Date: __________ Leader of Learning: _________________________ Date: ______________

St Agnes Catholic High School

Extension Request for a Year 11 Assessment Task

Student Name: ______________________________________ I hereby apply for an extension in the following Year 11 Assessment Task.

Course:_______________________________________________________________ Nature of Task: ______________________________________________________________ Due Date: ________________ Task Name: ______________________ Reason for Extension: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

(Documentary evidence from parent/doctor to be attached) In applying for this extension I assure the Leader of Learning that I am not seeking any unfair advantage over the other students in the course. Student’s Signature: _________________________ Date: __________

School Use Only I have noted the above request and have decided: ⃞ To grant an extension ⃞ Not to grant an extension Reason: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

New date for submission of Assessment Task: _______________________________________ Leader of Learning: _________________________ Date: _________ Head of Learning: __________________________ Date: _________

St Agnes Catholic High School Assessment Appeal Form

Student Name ____________________________ Year:_______________ Date _______________ Subject: ____________________________________________________ Class teacher: _______________________________________________ Leader of Learning: ___________________________________________

Reason for Appeal: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Student’s Signature: ________________________ Date: _______________________ Parent’s Signature: _____________________________ Date: __________ School Use Only Appeal Outcome I have noted the above and have decided: ⃞ To grant this appeal ⃞ Not to grant this appeal Reason: _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Leader of Learning: _________________ Date: ______________ Head of Learning: _________________ Date: ______________

Documents

edited Year 11 Assessment Handbook 2019 (1) · St Agnes Catholic High School PO Box 24, ROOTY HILL NSW 2766 phone: 8882 0700 fax: 8882 0799 email: [email protected] website: