PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 · PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 5 SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR PRELIMINARY COURSES GENERAL GUIDELINES All issues

SEFTON HIGH SCHOOL

PRELIMINARY COURSE

ASSESSMENT HANDBOOK

2020

PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 1

SEFTON HIGH SCHOOL Sincerity, Scholarship, Service

PRELIMINARY ASSESSMENT

HANDBOOK 2020

AIMS The aims of this Handbook are

To inform students and their parents of the New South Wales Education Standards Authority (NESA)

requirements and rules relating to the successful completion of Higher School Certificate Courses.

To inform students and their parents of Higher School Certificate Course policies and rules at Sefton

High School.

VISION STATEMENT Sefton High School aims to continually improve its vision of excellence in education for all of our students.

Sefton High School consistently insists upon high expectations of the whole school community, providing a

structured, disciplined and high quality teaching and learning environment which fosters excellent standards of

academic achievement and student wellbeing. This provides opportunities for students to become as confident,

successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our

society as informed, responsible and productive citizens who display the values of integrity, responsibility and

respect for all.

SCHOOL EMBLEM

ADDRESS Hector Street, Sefton 2162

P O Box 416

Chester Hill NSW 2162

TELEPHONE NUMBER

9644 4800

FACSIMILE

9743 7161

SCHOOL MOTTO

Sincerity, Scholarship, Service

WEBSITE

http://www.seftonhigh.nsw.edu.au

EMAIL

[email protected]

FACEBOOK

https://www.facebook.com/SeftonHSOfficial/

SCHOOL HOURS

School hours are as follows.

Monday, 8.45 am to 2.30 pm

Tuesday, 8.45 am to 2.20 pm

Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.

http://www.seftonhigh.nsw.edu.au/

mailto:[email protected]

https://www.facebook.com/SeftonHSOfficial/


INDEX

Page

INFORMATION RELATING TO THE PRELIMINARY COURSE 3

ASSESSMENT FOR PRELIMINARY COURSE 4

SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR PRELIMINARY

COURSES 5

COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 11 11

Ancient History 12

Biology 13

Business Studies 14

Chemistry 15

Community and Family Studies 16

Design and Technology 17

Economics 18

English Advanced 19

English Extension 20

English Standard 21

Hospitality VET Course 22

Information Processes and Technology 24

Japanese Beginners 25

Legal Studies 26

Mathematics Advanced 27

Mathematics Extension 1 28

Mathematics Standard 29

Modern History 30

Personal Development, Health and Physical Education 31

Physics 32

Studies of Religion 1 33

Visual Arts 34

Visual Design 35

CHARGES FOR THE PRELIMINARY COURSE 2020 36

ATTENDANCE AND PUNCTUALITY 37

ELIGIBILITY FOR THE AWARD OF AN HSC 39

APPENDICES 40

1. Sefton High School Early Leave Parental Permission Note 41

2. Cocurricular Information for School References 42

3. Approved Calculators for Assessment Tasks and Examinations 43

4. Writing a Bibliography 44

5. Glossary of Key Words 49

6. Sefton High School Failure to Attend/Submit Assessment Task on Medical Grounds 51


INFORMATION RELATING TO THE PRELIMINARY

COURSE

NSW EDUCATION STANDARDS AUTHORITY REQUIREMENTS

AND RULES RELATING TO THE COMPLETION OF THE

PRELIMINARY COURSE The NSW Education Standards Authority is a Statutory Authority which has the authority

to determine whether you have completed the Preliminary Course. To do this, you must

comply with the entry requirements, course restrictions and the rules and regulations set down

by NESA.

SATISFACTORY COMPLETION OF THE PRELIMINARY COURSE

It is required that you

maintain a satisfactory attendance and conduct record.

apply yourself with diligence and sustained effort to the set tasks and experiences

provided in the course by the school.

study appropriate courses as approved by the NESA (see below).

complete the requirements of each course including any necessary oral, practical or

project work.

perform the tasks required as part of the assessment program in each course.

sit for any examination set as part of the course.

MINIMUM STUDY PROGRAMS

For the purpose of the completion of the Preliminary course, you must have completed

the Year 10 course and you are required to follow a program of study involving a

minimum of

at least 12 units of which at least 6 units must be NESA Developed Courses.

at least two units must be a NESA Developed course in English.

at least three courses must be of two units value or greater (either NESA Developed

or NESA Endorsed courses).

at least four subjects.

No more than 6 units of Science.

Attend and participate in Sport on a regular basis. Failure to have satisfactory

participation in sport will result in a student continuing sport during the HSC course

time.

Satisfactorily complete the Life Ready program. Failure to attend and participate in

activities related to Crossroads will result in students completing this program during

sport time whilst studying the HSC Course.

Satisfactorily complete the NSW Education Standards Authority course on Ethical

Scholarship – HSC: All My Own Work. Note that the requirements for satisfactory

completion are those listed above for other NSW Education Standards Authority

courses.

PRELIMINARY COURSE GRADES

The NSW Education Standards Authority requires that grades be awarded and

submitted for all courses.

These will be based on your assessment results.

The descriptors for grades are printed below.

Included in this booklet are also the HSC Band Descriptors to give you an idea of what

the expectations for HSC bands will be.


COMMON GRADES SCALE FOR PRELIMINARY COURSES

The common Grade Scale describes performance at each of five grade levels.

A. The student demonstrates extensive knowledge of content and understanding of

course concepts, and applies highly developed skills and processes in a wide variety

of contexts. In addition the student demonstrates creative and critical thinking skills

using perceptive analysis and evaluation. The student effectively communicates

complex ideas and information.

B. The student demonstrates thorough knowledge of content and understanding of

course concepts, and applies well-developed skills and processes in a variety of

contexts. In addition the student demonstrates creative and critical thinking skills

using analysis and evaluation. The student clearly communicates complex ideas and

information.

C. The student demonstrates sound knowledge of content and understanding of course

concepts, and applies skills and processes in a range of familiar contexts. In addition

the student demonstrates skills in selective and integrating information and

communicates relevant ideas in an appropriate manner.

D. The student demonstrates sound knowledge of content and understanding of course

concepts, and applies skills and processes in a range of familiar contexts. In addition

the student demonstrates skills in selecting and integrating information and

communicates relevant ideas in an appropriate manner.

E. The student demonstrates a basic knowledge of content and understanding of course

concepts, and applies some skills and processes with guidance. In addition the

student demonstrates elementary skills in recounting information and

communicating ideas.

AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

Entry into tertiary courses in NSW and the ACT depends on your Australian

Tertiary Admission Rank (ATAR). The Universities calculate the ATAR for every

student who completes the necessary pattern of studies.

The ATAR is reported on a scale of 0 to 100 with increments of 0.05.

To be eligible for the ATAR, a student must:

Study at least 10 units of NESA Developed courses including at least two units

of English.

NESA Developed courses must include at least three courses of two units or

greater.

Study in at least four subjects.

No more than two units of Category B courses may be used in determining an ATAR.

ASSESSMENT FOR PRELIMINARY COURSE

The NSW Education Standards Authority, which determines syllabuses and certification,

provides guidelines for schools to draw up an Assessment Program in each course.

Assessment Programs in any course will differ from school to school in terms of how the

assessment is being carried out, but are the same in every school in terms of the areas of the

syllabus that are being assessed and the weight placed on each component.

It is now a NESA requirement that there be 3 assessment tasks only.

Teachers are free to choose whichever tasks that they feel are the best for assessing the various

components and for discriminating between candidates. Assessment programs can include

formal examinations, assignments, tests, oral work, field work, laboratory work, projects and

so on.


SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR

PRELIMINARY COURSES

GENERAL GUIDELINES

All issues regarding assessment tasks must be referred to the relevant Head Teacher.

You must attend every timetabled period on the day that a hand in task is due or on

the day of an assessment task, including examinations. Failure to do so will result in

a mark of zero.

Failure to do or hand in an assessment task at the stipulated time without a medical

certificate will result in a mark of zero. No emailed tasks will be accepted.

Only approved calculators can be used for assessment tasks and examinations. See

Appendix 3 for the list. The recommended calculators for the school are the CASIO fx-

82 AU PLUS II and the CASIO FX -100 AU PLUS.

Malpractice is unacceptable at all times as it is contrary to ethical scholarship. An

Assignment/Assessment Task Cover Sheet containing a declaration of originality must be completed and attached to any assignments or assessment tasks done outside

of class. Malpractice will result in a mark of zero with no opportunity to redo the

task. If plagiarism is of another student’s work, a decision will be made by the Head

Teacher, after investigation into the degree of complicity, as to whether the other student

will also be penalised.

Definitions of malpractice and plagiarism follow.

MALPRACTICE Malpractice is any activity undertaken by a student with the intention of using it to unfairly

advantage him/herself. It includes, but is not limited to

taking notes into a test or examination.

copying from another student.

communicating with other students during a test or examination.

copying someone else’s work in part or in whole, and presenting it as your own.

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

the source.

building on the ideas of another person without reference to the source.

buying, stealing or borrowing another person’s work and presenting it as your own.

submitting work to which another person such as a parent, coach or subject expert has

contributed substantially.

using words, ideas, designs or the workmanship of others in practical and performance

tasks without appropriate acknowledgement.

changing an answer after the paper has been returned or changing a mark.

paying someone to write or prepare material.

breaching school examination rules.

taking non-approved aids into an assessment task/examination.

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

assisting another student to engage in malpractice.


PLAGIARISM Plagiarism is copying another person's work, implying that it is your own, without

acknowledgment. This includes words and text from books and websites, drawings, maps,

graphics and art, as well as ideas and thoughts.

Plagiarism is cheating. It is a serious breach of the school's Code of Conduct and it will

result in the student receiving a zero for the task.

A student’s work may be cited for plagiarism if he/she, without acknowledgement of the

source,

makes a direct copy of one or more sentences and/or paragraphs from a source

document.

copies sentences and/or paragraphs, though he/she has changed their order.

makes cosmetic changes to sentences and/or paragraphs. This may include changing

the tense, placing in some synonyms, changing the order of adjectives and nouns or

deliberately adding grammar and/or spelling mistakes.

deletes information that was in brackets or a list of examples from sentences and/or

paragraphs in the source.

changes the order of phrases in the sentence.

uses information from a source that is not included in the bibliography.

Students need to be aware that summarizing and paraphrasing can also be considered

plagiarism. Acceptable paraphrasing means that the student expresses the ideas using

original language and sentence structure. If you keep even short phrases from the original

source document, you must cite the source. You must take care to use only a limited

amount of citing in your work.

This Information Handbook for Students and Parents contains a section about referencing

quotes and preparing a bibliography (Appendix 4).

Students who would like to learn more about acceptable paraphrasing and the use of

quotes can access the following web sites.

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?searc

h_query=plagiarism

https://wts.indiana.edu/writing-guides/plagiarism.html

www.hamilton.edu/writing/style/plagiarism/plagiarism.html

To further assist you in understanding what a task requires a Glossary of Key Words

(Appendix 5) used in HSC tasks is included.

ASSESSMENT TASK PROCEDURES

The following procedures are designed to ensure that there is consistency in the

implementation of the school’s assessment practices and therefore equity for all students.

As far as possible, the majority of assessment tasks are to be completed under

teacher supervision. However some syllabus requirements necessitate that work be

completed out of class, for example, research activities.

You will be informed in writing of the assessment requirements for each course at the

commencement of the course in this Assessment Handbook.

You will be advised to record assessment tasks in your SHS Student Planner and

to refer regularly to your copy of the Information Handbook for Students and Parents.

There is also a Personal Assessment Task Calendar in your Work Planner for you to

use.

You will be given adequate written notice of the nature and timing of assessment

tasks. The Assessment Task Notification must be provided a minimum of four school

weeks before the date of the assessment task and include

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

https://wts.indiana.edu/writing-guides/plagiarism.html

http://www.hamilton.edu/writing/style/plagiarism/plagiarism.html


the nature of the task (or the task itself if this is to be completed at home), including

equipment required.

syllabus outcomes to be assessed.

the weighting of the task if applicable.

the assessment criteria (optional for examinations or in exceptional circumstances).

the date of the task or, for a hand-in task, the due date and time. Tasks for students

in Years 11 and 12 which are to be handed in must state before 8.30 am as the hand-

in time.

If you are absent from class on the day that the Assessment Task Notification is

issued, it is your responsibility to see the teacher to receive the notification. You

will know during which weeks a task is due /scheduled from the Information

Handbook for Students and Parents.

There is a Personal Assessment Task Calendar in your SHS Work Planner which

you can complete so that you can plan your work schedule well ahead of due dates.

IF YOU KNOW THAT YOU ARE GOING TO BE AWAY ON THE DAY

OF AN ASSESSMENT TASK

You must advise the Head Teacher in writing prior to the day of the assessment

task and provide supporting evidence. This includes any student who intends to go

overseas. One of the following decisions will then be made.

You will be permitted to do the task at the first opportunity before the set time

or when you return. If the task is a hand-in task, you must submit the task /

assignment to your teacher before the due date, or make arrangements for

someone to deliver it to the Head Teacher before 8.45 am on the date due.

You will be given a substitute task.

You will be given an estimate based on your performance in similar tasks only

in exceptional circumstances.

The reason for absence will be deemed invalid. A zero mark will be awarded if

you are absent on the day of the task.

If a student is required to hand in or complete an assessment task in class on a day

which falls during a period when the student is on suspension, it is the responsibility

of the student to draw this to the attention of the Principal during the disciplinary

interview. The Principal will make arrangements to enable the student to comply with

the school’s assessment requirements.

ASSESSMENT TASKS WHICH ARE DUE ON A PARTICULAR DATE

These tasks are to be completed and submitted to a teacher in the faculty before

8.30 am on the due date. A signed Assignment/Assessment Task Cover Sheet must

be submitted at this time.

An assessment task must be handed to a teacher. Assessment tasks must not be

emailed. Emailed tasks will receive zero.

If you are absent for any part or all of the day on which an assessment task /

assignment is due, you must make arrangements for the task to be delivered to the

Head Teacher before 8.30 am on the due date.

If you do not submit an assessment task before 8.30 am on the due date, you must

have a medical certificate for the absence and a completed Failure to

Attend/Submit Assessment Task on Medical Grounds Form (Appendix 6). Both

documents must be submitted to the Head Teacher of the faculty before 8.30 am on the

first school day not covered by the medical certificate. Copies of the form are

included in this Information Handbook for Students and Parents. Additional forms are

available from the Deputy Principals. The Head Teacher will determine the validity of


the reasons. You may receive a zero mark if the Head Teacher determines the reason is

invalid.

When your absence is for medical reasons, you must have visited the doctor on or prior

to the date of the assessment task. The medical certificate must indicate the day/s you

are unfit for school.

Problems with technology will not be accepted as a reason for the late submission of a

task.

ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND

EXAMINATIONS

These must be completed at the scheduled time.

If you miss an in-class assessment or examination task through absence from school

you must submit a medical certificate before school on the first school day not

covered by the Medical Certificate together with a completed (Appendix 6)

Failure to Attend/Submit Assessment Task on Medical Grounds form. The

Head Teacher will determine the validity of the reason. You may receive a zero

mark if the Head Teacher determines the reason is invalid.

you must have visited the doctor on or prior to the date of the assessment task.

The medical certificate must indicate the day/s you are unfit for school.

the Head Teacher will make arrangements for you to complete the

task/examination. The expectation will be that the task will be completed on that

first day of return, in your own time if necessary.

If you are absent on the day of an assessment task for any periods prior to that in

which the in-class assessment is to be completed, you must submit a medical

certificate and a completed Failure to Attend/Submit Assessment Task on Medical

Grounds form (Appendix 6) immediately on your arrival at school. The Head

Teacher will determine the validity of the reason. You may receive a zero mark if the

Head Teacher determines the reason is invalid.

CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS You must

cease speaking or communicating in any way as you enter the assessment /

examination venue and remain silent while in the assessment / examination room

except if talking to a supervisor.

follow the assessment / examination supervisor’s instructions at all times.

behave in a way that will not be likely to disturb the work of any other student nor

disrupt the conduct of the assessment / examination.

make a serious attempt at all questions in the assessment / examination. Answers

must not contain frivolous or offensive material.

not take food or drink into the assessment / examination room with the exception of

a clear bottle of water with the label removed.

only take permitted equipment into the assessment / examination room. Books,

notes, paper, mobile phones and electronic equipment of any kind are not to be

taken into the assessment / examination room. The area where bags are placed is

not considered to be the assessment / examination room, but any mobile phone left

in a bag in this area must be switched off.

remain in the assessment / examination room until the assessment / examination

time has elapsed and you are dismissed by the supervisor.

behave ethically. No attempt should be made to engage in malpractice, to cheat or

to attempt to cheat.


A penalty, including a zero mark may be applied if you break any of the assessment /

examination rules, with no opportunity to redo the task.

FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with the policy and procedures outlined will result in a zero mark

which will be notified in writing.

APPEALS PURPOSE OF APPEALS

Appeals may only be lodged in relation to decisions made by a Head Teacher

relating to a student’s failure to observe the requirements of the Sefton High

School Assessment Policy.

Students cannot appeal against a mark other than one awarded on the grounds of

procedure, in keeping with NSW Education Standards Authority procedures.

PROCEDURE TO LODGE AN APPEAL BY A STUDENT

The student must lodge a written appeal stating the basis on which he/she is

appealing.

An appeal in relation to a zero mark must be submitted using the Application to

Appeal a Penalty in an Assessment Task. All supporting documentation must be

included. An appeal form must be obtained from the Deputy Principal. The written

appeal must be submitted to the relevant Head Teacher within five days of the date

on the written notification regarding a zero mark.

Only appeals submitted using the Application to Appeal a Penalty in an Assessment

Task form and completed by the student will be considered.

IMPORTANT NOTE

The NSW Education Standards Authority (NESA) awards zero to any script in which

only the multiple choice questions and/or true/false and/or matching etc have been

done.

some or all of the answers appear not to be genuine attempts to really answer the

question/s asked. This may include copying or modifying some or all of the question/s

or leaving a number of blanks.

frivolous or objectionable material has been included.

In Year 12 this will result in a non-award in that course and if the course counts towards

the ten units required to be completed for the award of a Higher School Certificate, the

student will not receive a Higher School Certificate.

This will also result in the student not being awarded an ATAR if this course counts

towards his/her 10 units.

Sefton High School will follow this same rule in all years for school assessment tasks

including examinations. Any such script will be treated as a non-serious attempt and

awarded zero. The task will have to be redone in order to meet course outcome

requirements but the zero mark will remain.

Only black non-erasable pens are to be used in Sefton High School assessment tasks

(including examinations). Queries regarding marked tasks will not be addressed if any part

of the task has been completed with an erasable pen or if correction fluid or tape has been

used in that part of the task being queried.


COURSE DETAILS AND ASSESSMENT TASK

INFORMATION FOR PRELIMINARY COURSES

The following pages include important information about the courses you study. For each course

you will find this information.

Course Description

This is a brief, general summary of each course, provided by the NSW Education Standards

Authority.

Course Outcomes

These are the outcomes you are expected to achieve by studying the course. They are from

the syllabus for each course.

Assessment Task Schedule

The Assessment Task Schedules have been developed to meet syllabus requirements,

according to the syllabus components and weightings recommended by the NSW Education

Standards Authority for each course.

There is a Personal Assessment Task Calendar in your SHS School Planner which you can

complete so that you can plan your work schedule well ahead of due dates.

Your teachers will give you the exact time and date of each assessment task at least two weeks

before you must submit it.


COURSE DETAILS

AND ASSESSMENT

TASK INFORMATION

FOR YEAR 11


ANCIENT HISTORY Course Description

The Year 11 course is structured to provide students with opportunities to develop and apply their understanding

of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and

written sources, students investigate various aspects of the ancient world, including historical sites, people,

societies, events and developments.

Students are required to complete the study of:

Case Studies such as The Trojan War, Greek Drama and ancient human remains, including the Iceman, Bog

Bodies and mummies, Persepolis, Weapons and Warfare in Ancient Greece and Persia, Power and Image of Mad

Emperors of Ancient Rome.

Objectives Preliminary Course Outcomes

Knowledge and Understanding Students:

● develop knowledge and understanding of a

range of features, people, places, events and

developments of the ancient world in their

historical context

● develop an understanding of continuity and

change over time.

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

Skills

Students:

● undertake the process of historical inquiry

● use historical concepts and skills to examine

the ancient past

● communicate an understanding of history,

sources and evidence, and historical

interpretations.

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

Ancient History NESA Developed course

NESA ASSESSMENT COMPONENTS

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%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING

1. Historical Investigation

2. Mid Course Assessment

3. Final Examination

Term 1 Week 8

Mid Course Assessment period

Examination Period

30%

30%

40%

Total 100%


BIOLOGY Course Description

The Biology course explores the diversity of life from a molecular to a biological systems level. The course examines the

interactions between living things and the environments in which they live. It explores the application of biology and its

significance in finding solutions to health and sustainability issues in a changing world.

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-

solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically,

students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.

OBJECTIVES YEAR 11 COURSE OUTCOMES

Skills

Students develop skills in applying

the processes of Working

Scientifically

A student:

Questioning and predicting BIO11-1 develops and evaluates questions and hypotheses for scientific investigation

Planning investigations

BIO11-2 designs and evaluates investigations in order to obtain primary and secondary

data and information

Conducting investigations

BIO11-3 conducts investigations to collect valid and reliable primary and secondary data

and information

Processing data and information

BIO11-4 selects and processes appropriate qualitative and quantitative data and

information using a range of appropriate media

Analysing data and information BIO11-5 analyses and evaluates primary and secondary data and information

Problem solving

BIO11-6 solves scientific problems using primary and secondary data, critical thinking

skills and scientific processes

Communicating

BIO11-7 communicates scientific understanding using suitable language and terminology

for a specific audience or purpose

Knowledge and Understanding

Students:

A student:

develop knowledge and

understanding of the structure and

function of organisms

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

develop knowledge and

understanding of the Earth’s

biodiversity and the effect of

evolution

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

Values and Attitudes

Students:

develop positive, informed values and attitudes towards biology

recognise the importance and relevance of biology in their lives

recognise the influence of economic, political and societal impacts on the development of scientific knowledge

develop an appreciation of the influence of imagination and creativity in scientific research.

BIOLOGY 2 UNIT NESA Developed Course

Year 11 Biology School-based Assessment Requirements

Skills in working scientifically 60%



1. Research Task: research open exam Term 1 Week 7 30%

2. Depth Studies: series of investigations/activities Term 2 Assessment period

Weeks 1-2

30%

3. Final Examination: written exam Term 3 Weeks 8-9 40%

TOTAL 100%


BUSINESS STUDIES Course Description

Business Studies is a feature for everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects

of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the

management of operations, marketing, finance and human resource in large businesses.

Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for

students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral

development by assisting students to think critically about the role of business and its ethical responsibilities to society.

OBJECTIVES PRELIMINARY COURSE OUTCOMES

The student develops knowledge and understanding about: The student:

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

structure

Internal and external influences on business

P2 explains the internal and external influences on businesses

P3 describes the factors contributing to the success or failure of small to

medium enterprises

The functions and processes of business activity

P4 assess the processes and interdependence of key business functions

Management strategies and their effectiveness P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external

stakeholders

Students will develop skills to A student

investigate, synthesise and evaluate contemporary business issues

and hypothetical and actual business situations

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

communicate business information and issues using appropriate

formats

P9 communicates business information and issues in appropriate formats

apply mathematical concepts appropriate to business situations

P10 applies mathematical concepts appropriately in business situations

Students will develop values and attitudes about:

responsible participation in business activity

ethical business behavior

corporate social responsibility

BUSINESS STUDIES 2 UNIT NESA Developed Course

NESA ASSESSMENT COMPONENTS Knowledge and understanding of course content 40%

Stimulus-based skills 20%

Inquiry and research 20%

Communication of business information, ideas and issues in appropriate forms 20%


Task 1 Business Knowledge and Communication Test

Task 2 Business Inquiry and Research

Task 3 Final Examination

Term 2 Weeks 1-2

Term 3 Week 3

Term 3 Weeks 8- 9

30%

30%

40%

TOTAL 100%


CHEMISTRY

Course Description

The Chemistry course explores the structure, composition and reactions of and between all elements, compounds and

mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and

compounds in the environment, and an understanding of industrial processes and their applications to life processes are

central to human progress and our ability to develop future industries and sustainability.

An understanding of chemistry is developed through the application of Working Scientifically skills. It focuses on the

exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly

dissimilar phenomena.


Skills

Students develop skills in applying the

processes of Working Scientifically

A student:

Questioning and predicting

CH11-1 develops and evaluates questions and hypotheses for scientific

investigation


CH11-2 designs and evaluates investigations in order to obtain primary and

secondary data and information


CH11-3 conducts investigations to collect valid and reliable primary and

secondary data and information


CH11-4 selects and processes appropriate qualitative and quantitative data and

information using a range of appropriate media

Analysing data and information

CH11-5 analyses and evaluates primary and secondary data and information

Problem solving

CH11-6 solves scientific problems using primary and secondary data, critical

thinking skills and scientific processes

Communicating

CH11-7 communicates scientific understanding using suitable language and

terminology for a specific audience or purpose


Students:

A student:

develop knowledge and understanding

of the fundamentals of chemistry 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

develop knowledge and understanding

of the trends and driving forces in

chemical interactions

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


Students:

develop positive, informed values and attitudes towards chemistry

recognise the importance and relevance of chemistry in their lives



CHEMISTRY 2 UNIT NESA Developed course

Year 11 Chemistry School-based Assessment Requirements

Skills in working scientifically 60%



1. Research Task: research open exam Term 1 Week 8 30%

2. Depth Studies: series of investigations/activities Ongoing: Term 2 Weeks 7-8 30%


TOTAL 100%


COMMUNITY AND FAMILY STUDIES Course Description

Community and Family Studies Stage 6 aims to develop in each student an ability to manage resources and take action to

support the needs of individuals, groups, families and communities in Australian society.


Students will develop A student:

1. knowledge and understanding about

resource management and its role

in ensuring individual, group,

family and community wellbeing

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


the contribution positive

relationships make to individual,

group, family and community

wellbeing

P2.1 accounts for the roles and relationships that individuals adopt within groups

P2.2 describes the role of the family and other groups in the socialisation of

individuals

P2.3 examines the role of leadership and group dynamics in contributing to positive

interpersonal relationships and achievement

P2.4 analyses the interrelationships between internal and external factors and their

impact on family functioning


the influence of a range of societal

factors on individuals and the

nature of groups, families and

communities

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


research methodology and skills in

researching, analysing and

communicating

P4.1 utilises research methodology appropriate to the study of social issues

P4.2 presents information in written, oral and graphic form

5. skills in the application of

management processes to meet the

needs of individuals, groups,

families and communities

P5.1 applies management processes to maximise the efficient use of resources

6. skills in critical thinking and the

ability to take responsible action to

promote wellbeing

P6.1 distinguishes those actions that enhance wellbeing

P6.2 uses critical thinking skills to enhance decision making

7. an appreciation of the diversity and

interdependence of individuals,

families, groups and communities

7.1 appreciates differences among individuals, groups and families within

communities and values their contributions to society

7.2 develops a sense of responsibility for the wellbeing of themselves and others

7.3 appreciates the value of resource management in response to change

7.4 values the place of management in coping with a variety of role expectations

Community and Family Studies NESA Developed Course



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

ASSESSMENT TASK DESCRIPTION DATE WEIGHTING

Task 1- Short Answer response Assessment Assessment period Term 2 30%

Task 2- Research Stimulus Assessment Week 1 Term 3 30%

Task 3- End of Course Examination Exam period Term 3 40%

TOTAL 100%

COURSE STRUCTURE Resource Management- Indicative course time: 20%

• Basic concepts of resource management.

Individuals and Groups- Indicative course time: 40%

• The individual’s roles, relationships and tasks within and between groups.

Families and Communities- Indicative course time: 40%

• Family structures and functions, and the interaction between family and community.


DESIGN AND TECHNOLOGY Course Description

The Preliminary course involves the study of both designing and producing. This is explored through areas such as design theory

and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of

materials, tools and techniques. The course involves hands-on practical activities which develop knowledge and skills in designing

and producing. The Preliminary course includes the completion of at least two design projects. These projects involve the design,

production and evaluation of a product, system or environment and include evidence of the design process recorded in a design

folio. The design folio can take a variety of different forms.

The HSC course applies the knowledge and understanding of designing and producing from the Preliminary course. It involves

the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and

emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60%

of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a

product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students

to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact

on Australian society.

OBJECTIVES OUTCOMES

Students will develop A student

1. knowledge and understanding about design theory and design

processes in a range of contexts

P1.1 examines design theory and practice, and considers the factors

affecting designing and producing in design projects

2. knowledge, understanding and appreciation of the

interrelationship of design, technology, society and the

environment

P2.1

P2.2

identifies design and production processes in domestic,

community, industrial and commercial settings

explains the impact of a range of design and technology activities

on the individual, society and the environment through the

development of projects

3. creativity and an understanding of innovation and

entrepreneurial activity in a range of contexts

P3.1 investigates and experiments with techniques in creative and

collaborative approaches in designing and producing

4. skills in the application of design processes to design, produce

and evaluate quality design projects that satisfy identified needs

and opportunities

P4.1

P4.2

P4.3

uses design processes in the development and production of

design solutions to meet identified needs and opportunities

uses resources effectively and safely in the development and

production of design solution

evaluates the processes and outcomes of designing and

producing

5. skills in research, communication and management in design

and production

P5.1

P5.2

P5.3

uses a variety of management techniques and tools to develop

design projects

communicates ideas and solutions using a range of techniques

uses a variety of research methods to inform the development

and modification of design ideas

6. knowledge and understanding about current and emerging

technologies in a variety of settings

P6.1

P6.2

investigates a range of manufacturing and production processes

and relates these to aspects of design projects

evaluates and uses computer-based technologies in designing

and producing

DESIGN AND TECHNOLOGY 2 UNIT NESA Developed Course



Knowledge and skills in designing, managing,

producing and evaluating design projects 60%


1. Designer Case Study (hand in)

2. Design Project and Portfolio (hand in)

3. Final Examination – 1 ½ hrs + 5 min reading time

Term 1 Week 8

Term 3 Week 5

Term 3 Weeks 8-9

30 %

40 %

30 %

TOTAL 100 %


ECONOMICS Course Description

Economics provides an understanding for students about many aspects of the economy and its operation that are frequently reported in the

media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society.

Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical,

problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian

economic context within the course.


A student will develop knowledge and

understanding about

A student

the economic behaviour of individuals,

firms, institutions and governments

P1 demonstrates understanding of economic terms, concepts and relationships

P2 explains the economic role of individuals, firms and government in an economy

the function and operation of markets

P3 describes, explains and evaluates the role and operation of markets

the operation and management of

economies P4 compares and contrasts aspects of different economies

P5 analyses the relationship between individuals, firms, institutions and government in

the Australian economy

P6 P6 explains the role of government in the Australian economy

contemporary economic problems and

issues facing individuals, firms and

governments

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

firms and governments

A student will develop skills to A student

P8 applies appropriate terminology, concepts and theories in economic contexts

investigate and engage in effective

analysis, synthesis and evaluation of

economic information from a variety of

sources

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

communicate economic information,

ideas and issues in appropriate forms

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

Students will develop values and attitudes about:

informed participation in economic

debate and decision-making

responsible approaches towards

people, societies and environments

ECONOMICS 2 UNIT NESA Developed Course



Stimulus-based skills 20%


Communication of economic information, ideas and issues inappropriate forms 20%


Task 1 Knowledge and Understanding Test

Task 2 Inquiry and Research


Term 2 Weeks 1-2

Term 3 Week 2

Term 3 Weeks 8-9

30%

30%

40%

TOTAL 100%


ENGLISH ADVANCED Course Description

The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect

on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students

value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global

world.

The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to

engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives.

These students apply critical and creative skills in their composition of and response to texts in order to develop their academic

achievement through understanding the nature and function of complex texts. The English Advanced course provides students

with the opportunity to appreciate, analyse and respond imaginatively and critically to literary texts drawn from a range of

personal, social, historical and cultural contexts, including literature from the past and present and from Australian and other

cultures. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing

global world.

English Advanced Objectives English Advanced Outcomes – A student

Objective A

Through responding to and composing a wide range of texts

and through the close study of texts, students will develop

knowledge, understanding and skills in order to communicate

through speaking, listening, reading, writing, viewing and

representing.

responds to, composes and evaluates complex texts for

understanding, interpretation, critical analysis, imaginative

expression and pleasure EA11-1

uses and evaluates processes, skills and knowledge required to

effectively respond to and compose texts in different modes,

media and technologies EA11-2

Objective B



knowledge, understanding and skills in order to use language

to shape and make meaning according to purpose, audience

and context.

analyses and uses language forms, features and structures of

texts considering appropriateness for specific purposes,

audiences and contexts and evaluates their effects on meaning

EA11-3

strategically uses knowledge, skills and understanding of

language concepts and literary devices in new and different

contexts EA11-4

Objective C



knowledge, understanding and skills in order to think in ways

that are imaginative, creative, interpretive and critical.

thinks imaginatively, creatively, interpretively and critically to

respond to, evaluate and compose texts that synthesise

complex information, ideas and arguments EA11-5

investigates and evaluates the relationships between texts

EA11-6

Objective D



knowledge, understanding and skills in order to express

themselves and their relationships with others and their world.

evaluates the diverse ways texts can represent personal and

public worlds and recognises how they are valued EA11-7

explains and evaluates cultural assumptions and values in

texts and their effects on meaning EA11-8

Objective E



knowledge, understanding and skills in order to learn and

reflect on their learning through their study of English.

reflects on, evaluates and monitors own learning and adjusts

individual and collaborative processes to develop as an

independent learner EA11-9

English Advanced NESA Developed Course

NESA ASSESSMENT COMPONENTS Weighting %

Knowledge and understanding of course content 50

Skills in responding to texts and communication of ideas appropriate to audience, purpose and

context across all modes 50

100


1. Common Module – Reading to Write: Writing Task

2. Multimodal Task


Term 2 Weeks 1-2

Term 2 Week 9

Term 3 Weeks 8-9

40%

20%

40%

TOTAL 100%


ENGLISH EXTENSION Course Description

The English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of

English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through

engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their

understanding and appreciation of the cultural roles and the significance of texts.

Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of

responding to and composing texts. Students learn about research methodology to enable them to undertake extensive

investigation used to develop extended compositions. Throughout the course students explore and evaluate multiple meanings

and relative values of texts. They explore a range of conceptual frameworks for the reading and composition of texts and

examine a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation. They

engage with complex texts that intellectually challenge them to think creatively and critically about the way that literature

shapes and reflects the global world.

The course is designed for students with an interest in literature and a desire to pursue specialised study of English.

English Extension 1 Objectives English Extension 1 Outcomes – A student

Objective A


and through the critical study of texts, students will develop

knowledge, understanding and skills in order to articulate

understanding through speaking, listening, reading, writing,

viewing and representing.

demonstrates and applies considered understanding of the

dynamic relationship between text, purpose, audience and

context, across a range of modes, media and technologies

EE11-1

Objective B



knowledge, understanding and skills in order to craft language

to shape meaning and express imaginative, creative,

interpretive and critical responses to a range of texts.

analyses and experiments with language forms, features and

structures of complex texts, evaluating their effects on

meaning in familiar and new contexts EE11-2

Objective C




imaginative, creative, interpretive and critical ideas based on

sophisticated analysis and theorising about complex texts and

values.

thinks deeply, broadly and flexibly in imaginative, creative,

interpretive and critical ways to respond to, compose and

explore the relationships between sophisticated texts EE11 3

develops skills in research methodology to undertake effective

independent investigation EE11-4

Objective D




understanding of how cultural, historical and social contexts

are represented in critical and creative texts.

articulates understanding of how and why texts are echoed,

appropriated and valued in a range of contexts EE11-5

Objective E



knowledge, understanding and skills in order to reflect on and

evaluate their own processes of learning and creativity.

reflects on and assesses the development of independent

learning gained through the processes of research, writing and

creativity EE11-6

English Extension 1 NESA Developed Course


Knowledge and understanding of complex texts and of how and why they are valued 50

Skills in complex analysis, sustained composition and independent investigation 50

100


1. Writing Task

2. Multimodal Task incorporating Independent Research Project


Term 2 Weeks 1-2

Term 3 Week 5

Term 3 Weeks 8-9

20%

40%

40%

TOTAL 100%


ENGLISH STANDARD Course Description

The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy

and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical

and powerful. Students value the English language in its various textual forms to become thoughtful and effective

communicators in a diverse global world.

English Standard is designed for all students to increase their expertise in English and consolidate their English

literacy skills in order to enhance their personal, social, educational and vocational lives. The students learn to

respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and

confident communicators. The English Standard course provides students, who have a diverse range of literacy

skills, with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident

and effective communicators. English Standard offers a rich language experience that is reflected through the

integrated modes of reading, writing, speaking, listening, viewing and representing.

English Standard Objectives English Standard Outcomes – A student

Objective A



knowledge, understanding and skills in order to communicate

through speaking, listening, reading, writing, viewing and

representing.

responds to and composes increasingly complex

texts for understanding, interpretation, analysis,

imaginative expression and pleasure EN11-1

uses and evaluates processes, skills and knowledge

required to effectively respond to and compose

texts in different modes, media and technologies

EN11-2

Objective B



knowledge, understanding and skills in order to use language

to shape and make meaning according to purpose, audience

and context.

analyses and uses language forms, features and

structures of texts, considers appropriateness for

purpose, audience and context and explains effects

on meaning EN11-3

applies knowledge, skills and understanding of

language concepts and literary devices into new and

different contexts EN11-4

Objective C



knowledge, understanding and skills in order to think in ways

that are imaginative, creative, interpretive and critical.

thinks imaginatively, creatively, interpretively and

analytically to respond to and compose texts that

include considered and detailed information, ideas

and arguments EN11-5

investigates and explains the relationships between

texts EN11-6

Objective D




themselves and their relationships with others and their

world.

understands and explains the diverse ways texts can

represent personal and public worlds EN11-7

identifies and explains cultural assumptions in texts

and their effects on meaning EN11-8

Objective E



knowledge, understanding and skills in order to learn and

reflect on their learning through their study of English.

reflects on, assesses and monitors own learning and

develops individual and collaborative processes to

become an independent learner EN11-9

English Standard NESA Developed Course


Knowledge and understanding of course content 50

Skills in responding to texts and communication of ideas appropriate to

audience, purpose and context across all modes 50

100


1. Common Module – Reading to Write: Writing

Task

2. Multimodal Task


Term 2 Weeks 1-2

Term 2 Week 9

Term 3 Weeks 8-9

40%

20%

40%

TOTAL 100%


VOCATIONAL EDUCATION AND TRAINING (VET) COURSES Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate

(HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-

specific skills and knowledge and cover a wide range of careers and industries. VET courses for

secondary students are developed by NSW Educational Standards Authority (NESA) and are based

on national training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or

a statement of attainment recognised throughout Australian as part of the Australian Qualification

Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary

training providers and universities and will assist students to progress to various education and

training sectors and employment.

Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver

and assess VET qualifications to secondary students.

It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI).

Students will require a form of identification for the creation of the USI. Examples include a

Medicare Card, Australian Birth Certificate, Driver’s License or a valid Passport.

Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute

to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional

HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the

HSC examination after they have completed a minimum of 4 Preliminary and/or HSC units.

Board Developed VET courses have specified workplace requirements and include 70 hours of

industry specific mandatory work placement or simulated workplace hours as determined by NESA.

Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations

therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory

or recommended industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do

(the skills) and what they know (the knowledge) that will equip them in the workplace. Students who

have successfully achieved competency will have the skills and knowledge to complete workplace

activities in a range of different situations and environments, to an industry standard of performance

expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the

outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based

on performance standards that have been set by industry.

Students will receive documentation showing any competencies achieved for the VET course

undertaken.

Due to the specific requirements of a VET course it is recommended students speak to the VET

Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the

requirements and the course is suitable for their individual needs, knowledge and skills.


Public Schools NSW, Ultimo Registered Training Organisation 90072 VOCATIONAL EDUCATION and TRAINING

2020 HOSPITALITY KITCHEN OPERATIONS COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time.

Course: Hospitality - Kitchen Operations 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)

This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational training. This is known as dual accreditation.

SIT20416 Certificate II in Kitchen Operations Based on SIT Tourism, Travel and Hospitality training package (version 1.2) Units of Competency Core BSBWOR203 Work effectively with others SITHCCC001 Use food preparation equipment SITHCCC005 Prepare dishes using basic methods of cookery SITHCCC011 Use cookery skills effectively SITHKOP001 Clean kitchen premises and equipment SITXFSA001 Use hygienic practices for food safety SITXINV002 Maintain the quality of perishable items SITXWHS001 Participate in safe work practice

Electives SITHCCC002 Prepare and present simple dishes SITHCCC003 Prepare and present sandwiches SITHCCC006 Prepare appetisers and salads BSBSUS201 Participate in environmentally sustainable work practices SITXFSA002 Participate in safe food handling practices SITHIND002 Source and use information on the hospitality industry

Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.

Recommended Entry Requirements Students selecting this course should be interested in working in a kitchen preparing food. They should be able to lift and carry equipment, use hand held and larger commercial kitchen equipment. Students will be required to attend events and functions out of school hours. There will be out of class homework, research activities and assignments.

Examples of occupations in the hospitality industry trainee chef short order fast food cook breakfast cook

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement.Students who do not meet these requirements will be `N` determined as required by NESA.

External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Hospitality Kitchen is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive a vocational qualification.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency. Appeals and Complaints

Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course Costs: Resources $0 Consumables $140 Other $80 (Uniform) Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance

A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/

Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://www.sbatinnsw.info/

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions


INFORMATION PROCESSES AND TECHNOLOGY Course Description

Information Processes and Technology is the study of information-based systems. It focuses on information processes performed

by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures

resulting from the processes are considered. Different types of information systems are studied. Through project management,

students will create their own spreadsheet, database and web based information systems to meet an identified need.

OBJECTIVES PRELIMINARY OUTCOMES

Students will develop A student

1. knowledge and understanding of the nature

and function of information systems

P1.1 describes the nature of information processes and information

technology

P1.2 classifies the functions and operations of information processes and

information technology

2. knowledge and understanding of inter-

relationships among information processes

P2.1 identifies the information processes within an information system

P2.2 recognises the interdependence between each of the information

processes

3. an understanding and appreciation of social

and ethical issues pertaining to information

systems, technologies and processes

P3.1 identifies social and ethical issues

4. an understanding and appreciation of the

emerging nature of information systems,

technologies and processes within a historical

context

P4.1 describes the historical development of information systems and

relates these to current and emerging technologies

5. skills in the discriminatory selection and

ethical use of appropriate resources and tools

to support information systems

P5.1 selects and ethically uses computer based and non-computer based

resources and tools to process information

6. skills and techniques to creatively and

methodically plan, design and implement

information systems to address needs

P6.1 analyses and describes an identified need

P6.2 generates ideas, considers alternatives and develops solutions for a

defined need

7. skills in management, communication and

teamwork in relation to individual and group

activities

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 individual and teams

INFORMATION PROCESSES AND TECHNOLOGY 2 UNIT NESA Developed Course


Knowledge and skills in the design and development

of information systems 40%


1. Project – Database System and documentation Term 1 Week 9 30%

2. Project – Spreadsheet System and documentation Term 3 Week 1 30%

3. Final Examination 2 hrs + 5 mins reading time Term 3 Weeks 8-9 40%

TOTAL 100%


JAPANESE BEGINNERS Course Description In the Preliminary course, students will develop the linguistic and intercultural knowledge and understanding, and the speaking,

listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent perspectives, The

personal world and Japanese-speaking communication, provide contexts in which students develop their communication skills

in Japanese and their knowledge and understanding of language and culture.

Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and text types,

which reflect the topics. Students will also gain an insight into the cultural and language of Japanese-speaking communities

through the study of a range of texts.


A student:

Interacting 1.1 established and maintain communication in Japanese

1.2 manipulates linguistic structures to express ideas effectively in Japanese

1.3 sequences ideas and information

1.4 applies knowledge of the culture of Japanese-speaking communities to interact

appropriately

Understanding texts 2.1 understands and interprets information in texts using a range of strategies

2.2 conveys the gist of and identifies specific information in texts

2.3 summarises the main points of a text

2.4 draws conclusions from or justifies an opinion about a text

2.5 identifies the purpose, context and audience of a text

2.6 identifies and explains aspects of the culture of Japanese-speaking communities in texts

Producing texts 3.1 produces texts appropriate to audience, purpose and context

3.2 structures and sequences ideas and information

3.3 applies knowledge of diverse linguistic structures to convey information and express

ideas in Japan

3.4 applies knowledge of the culture of Japanese-speaking communities to the production of

texts

JAPANESE BEGINNERS 2 UNIT NESA Developed Course


Listening

Objective 1: Interacting

Objective 2: Understanding Texts 30%

Reading


Objective 2: Understanding Texts 30%

Writing


Objective 2: Producing Texts 20%

Speaking


Objective 2: Producing Texts 20%


1. Speaking Task (20%) / Listening task (10%)


Reading (20%)

Writing (10%)

3. Final examination

Reading (10%)

Listening (20%)

Writing (10%)

Term 1 Week 10

Term 2 Assessment Period

Examination Period

30%

30%

40%

Total 100%


LEGAL STUDIES Course Description The course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development

of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and

responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students

have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating,

analysing and synthesising legal information and investigating legal issues from a variety of perspectives.

The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how

changes in societies influence law reform.


A student develops knowledge and

understanding about:

A student:

1. the nature and institutions of domestic and

international law

P1. identifies and applies legal concepts and terminology

P2. describes the key features of Australian and international law

2. the operation of Australian and international

legal systems and the significance of the rule

of law

P3. describes the operation of domestic and international legal systems

P4. discusses the effectiveness of the legal system in addressing issues

3. the interrelationship between law, justice and

society and the changing nature of the law

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

A student develops skills in:

4. investigating, analysing and communicating

relevant legal information and issues

A student:

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

A student will develop interest in, and

information and responsible values and

attitudes in regard to

5. legal functions, practices and institutions

LEGAL STUDIES 2 UNIT NESA Developed Course




Communication of Legal Studies information, issues and ideas in appropriate forms 20%


Task 1 Knowledge and Understanding Test.

Task 2 Inquiry and Research Essay


Term 2 Weeks 1-2

Term 3 Week 1

Term 3 Weeks 8-9

30%

30%

40%

TOTAL 100%


MATHEMATICS ADVANCED

Course Description

The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as

a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality.

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics

Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.

All students studying the Mathematics Advanced course will sit for an HSC examination.

The study of Mathematics Advanced in Stage 6:

enables students to develop their knowledge, understanding and skills in working mathematically and in communicating

concisely and precisely

provides opportunities for students to consider various applications of mathematics in a broad range of contemporary

contexts through the use of mathematical modelling and use these models to solve problems related to their present and

future needs

provides opportunities for students to develop ways of thinking in which problems are explored through observation,

reflection and reasoning

provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking

mathematically have an important role

provides an appropriate mathematical background for students whose future pathways may involve mathematics and its

applications in a range of disciplines at the tertiary level.

OBJECTIVES OUTCOMES

Students will develop the ability to: A student:

Students:

develop knowledge, understanding and skills about

efficient strategies for pattern recognition,

generalisation and modelling techniques

develop the ability to use mathematical concepts and

skills and apply complex techniques to the

modelling and solution of problems in algebra and

functions, measurement, financial mathematics,

calculus, data, statistics and probability

develop the ability to use advanced mathematical

models and techniques, aided by appropriate

technology, to organise information, investigate,

model and solve problems and interpret a variety of

practical situations

develop the ability to interpret and communicate

mathematics logically and concisely in a variety of

forms.

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 ses concepts and techniques from probability to present

and interpret data and solve problems in a variety of

contexts, including the use of probability distributions

MA11-8 uses appropriate technology to investigate, organise,

model and interpret information in a range of contexts

MA11-9 provides reasoning to support conclusions which are

appropriate to the context

VALUES AND ATTITUDES

Students will value and appreciate:

mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response

to human needs by societies all around the globe

the importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking

responsibility for their own learning and evaluation of their mathematical development.

MATHEMATICS ADVANCED 2 UNIT NESA Developed Course


Understanding, fluency and communication 50%

Problem solving, reasoning and justification 50%


1. Assessment Task 1



Term 2 Week 1 - 3

Term 3 Week 1

Term 3 Week 8 - 9

35%

25%

40%

TOTAL 100%


MATHEMATICS EXTENSION 1 Course Description

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics

Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.

The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the

Mathematics Advanced Year 12 course.

All students studying the Mathematics Extension 1 course will sit for an HSC examination.

The study of Mathematics Extension 1 in Stage 6:

enables students to develop thorough knowledge, understanding and skills in working mathematically and in

communicating concisely and precisely

provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical

models extensively

provides opportunities for students to develop their awareness of the interconnected nature of mathematics, its beauty and

its functionality

provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital

role at a tertiary level

provides an appropriate mathematical background for students whose future pathways may involve mathematics and its

applications in such areas as science, engineering, finance and economics.

OBJECTIVES OUTCOMES


develop efficient strategies to solve problems

using pattern recognition, generalisation, proof

and modelling techniques

develop the ability to use concepts and skills and

apply complex techniques to the solution of

problems and modelling in the areas of

trigonometry, functions, calculus, proof, vectors

and statistical analysis

use technology effectively and apply critical

thinking to recognise appropriate times for such

use

develop the ability to interpret, justify and

communicate mathematics in a variety of forms

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 as an essential and relevant part of life, recognising that its development and use have been largely in response to

human needs by societies all around the globe

the importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking

responsibility for their own learning and evaluation of their mathematical development.

MATHEMATICS EXTENSION 3 UNIT NESA Developed Course








Term 2 Week 1-3

Term 3 Week 2

Term 3 Week 8-9

35%

25%

40%

TOTAL 100%


MATHEMATICS STANDARD Course Description

The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In

Year 12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12

course.

All students studying the Mathematics Standard 2 course will sit for an HSC examination.

All students studying the Mathematics Standard course in Stage 6 will have the opportunity to enhance their numeracy skills

and capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework.

The study of Mathematics Standard 2 in Stage 6:

enables students to develop their knowledge, understanding and skills in working mathematically and in communicating

concisely and precisely

provides opportunities for student to consider various applications of mathematics in a broad range of contemporary contexts

through the use of mathematical modelling and use these models to solve problems related to their present and future needs

provides opportunities for students to develop an understanding of and skills in further aspects of mathematics for concurrent

HSC studies

provides an appropriate mathematical background for students entering the workforce or undertaking further tertiary training.

OBJECTIVES OUTCOMES


apply reasoning, and the use of appropriate language, in the

evaluation and construction of arguments and the

interpretation and use of models based on mathematical

and statistical concepts.

MS11-1 uses algebraic and graphical techniques to compare

alternative solutions to contextual problems

MS11-2 represents information in symbolic, graphical and

tabular form

use concepts and apply techniques to the solution of

problems in algebra and modelling, measurement,

financial mathematics, data and statistics, probability and

networks

MS11-3 solves problems involving quantity measurement,

including accuracy and the choice of relevant units MS11-4 performs calculations in relation to two-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 multistage

events. use mathematical skills and techniques, aided by

appropriate technology, to organise information and

interpret practical situations.

MS11-9 uses appropriate technology to investigate, organise

and interpret information in a range of contexts

interpret and communicate mathematics in a variety of

written and verbal forms, including diagrams and graphs.

MS11-10 justifies a response to a given problem using

appropriate mathematical terminology and/or

calculations



Mathematics as an essential and relevant part of life, recognizing that its development and use have been largely in

response to human needs by societies all around the globe.

The importance of resilience in undertaking mathematical challenges, taking responsibility for their own learning and

evaluating their mathematical development.

MATHEMATICS STANDARD 2 UNIT NESA Developed Course








Term 2 Week 1-3

Term 3 Week 1

Term 3 Week 8-9

35%

25%

40%

TOTAL 100%


MODERN HISTORY Course Description The study of Modern History engages students in an investigation of the forces that have shaped the modern word.

Students are able to trace the historical background of contemporary issues and explore the significance of

individuals, events and ideas. Modern History provides students with opportunities to explore historical problems,

to pose questions and to consider problems of evidence whilst developing reasoned and evidence based

arguments.

Students complete a study of the following course studies such as the Holocaust, The Romanovs, Meiji Japan,

Death of the Samurai with the Meiji Restoration, World War 1 and forces and ideas that shaped the Modern

World.



Students:

develop knowledge and understanding of a

range of features, people, places, events and

developments of the ancient world in their

historical context

develop an understanding of continuity and

change over time.

A Student:

MH11-1 describes the nature of continuity and change in the

ancient world

MH11-2 proposes ideas about the varying causes and effects

of events and developments

MH11-3 analyses the role of historical features, individuals

and groups in shaping the past

MH11-4 accounts for the different perspectives of individuals

and groups

MH11-5 examines the significance of historical features,

people, places, events and developments of the modern world

Skills

Students:

undertake the process of historical inquiry

use historical concepts and skills to examine

the ancient past

communicate an understanding of history,

sources and evidence, and historical

interpretations.

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 ancient history

Modern History NESA Developed Course



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%


1. Historical Investigation

2. Mid Course assessment


Term 1 Week 10

Mid Course Assessment Period

Examination Period

30%

30%

40%

Total 100%


PERSONAL DEVELOPMENT, HEALTH AND

PHYSICAL EDUCATION Course Description

The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and

physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a

range of practical options in areas such as first aid, outdoor recreation, composition and performance and fitness choices.

In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance.

They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health

inequities. In other options, students focus on improved performance and safe participation by learning about advances approaches to training

or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in

Australian society.


A student develops: A student:

values and attitudes that promote healthy active

lifestyles and communities

demonstrates a commitment to social justice through valuing diversity,

equity and supportive environments

shows responsibility and a willingness to act for personal and community

health

shows a willingness to question issues that impact on health and

performance

values the technical and aesthetic qualities of and participation in physical

activity

knowledge and understanding of the factors that affect

health

P1 identifies and examines why people give different meanings to health

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

a capacity to exercise influence over personal and

community health outcomes

P4 evaluates aspects of health over which individuals can exert some control

P5 describes factors that contribute to effective health promotion

P6 proposed actions that can improve and maintain an individual’s health

knowledge and understanding about the way the body

moves

P7 explains how body systems influence the way the body moves

P8 describes the components of physical fitness and explains how they are

monitored

P9 describes biomechanical factors that influence the efficiency of the body in

motion

an ability to take action to improve participation and

performance in physical activity

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)

an ability to apply the skills of critical thinking,

research and analysis

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

PD/H/PE 2 UNIT NESA Developed Course


Knowledge and understanding of course content.

Skills in critical thinking, research, analysis and communicating.

40%

60%


Task 1 Profile Analysis / Extended Response

Task 2 Extended Response


Term 2 Weeks 1-2 Assessment period

Term 2 Term 2 Week 9

Term 3 Examination period

30%

30%

40%

Total 100%


PHYSICS Course Description

The Physics course involves the study of matter and its motion through space and time, along with related concepts that

include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear

particles and their interactions up to the size and age of the Universe.

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the

exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of

seemingly dissimilar phenomena.


Skills

Students develop skills in applying the processes of

Working Scientifically

A student:

Questioning and predicting

PH11-1 develops and evaluates questions and hypotheses for

scientific investigation


PH11-2 designs and evaluates investigations in order to obtain

primary and secondary data and information


PH11-3 conducts investigations to collect valid and reliable

primary and secondary data and information


PH11-4 selects and processes appropriate qualitative and

quantitative data and information using a range of appropriate

media

Analysing data and information

PH11-5 analyses and evaluates primary and secondary data and

information

Problem solving

PH11-6 solves scientific problems using primary and secondary

data, critical thinking skills and scientific processes

Communicating

PH11-7 communicates scientific understanding using suitable

language and terminology for a specific audience or purpose


Students:

A student:

develop knowledge and understanding of

fundamental mechanics 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

develop knowledge and understanding 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


Students:

develop positive, informed values and attitudes towards physics

recognise the importance and relevance of physics in their lives



PHYSICS 2 UNIT NESA Developed course

Year 11 Physics School-based Assessment Requirements

Skills in working scientifically

Knowledge and understanding of course content

60%

40%


1. Skills Task open exam Term 1 Week 7 30%

2. Depth Studies: series of investigations/activities Ongoing: Term 2 Week 8 30%


TOTAL 100%


STUDIES OF RELIGION 1 Course Description

Studies of Religion promotes an understanding and critical awareness of the nature of religion and the influence of belief systems

and religious traditions on individuals, and within society.

The Depth Studies undertaken are Christianity and Islam.


A student will develop knowledge, understanding and skills

about:

A student:

1. the nature of religion and belief systems in local

and global contexts

P1 describes the characteristics of religion and belief systems

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

society

2. the influence and expression of religion and belief

systems in Australia

P3 investigates religious traditions and belief systems

3. religious traditions and their adherents P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of

adherents

4. effective gathering, analysing and synthesising of

information about religion

P6 selects and uses relevant information about religion from a variety

of sources

5. effective evaluation and application of findings

from research about religion

P7 undertakes effective research about religion, making appropriate

use of time and resources

6. communication of complex information, ideas

and issues in appropriate forms to different

audiences and in different contexts

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using

appropriate written, oral and graphic forms


ethical and socially responsible behaviours which

are brought about through empathy for, and

acceptance of, religious diversity

fundamental rights of religious believers, and

rules and laws that promote fairness, justice and

equality in society.

STUDIES OF RELIGION 1 UNIT NESA Developed Course


Source-based skills 20%

Investigation and research 20%

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


1. Research task


3. Final examination

Term 1 Week 7

Mid Course Assessment period

Examination Period

30%

30%

40%

Total 100%


VISUAL ARTS Course Description

Visual Arts is designed to enable students to gain increasing intellectual autonomy in their abilities to aesthetically represent ideas

in the visual arts. Students engage in critical and historical study of the art world to investigate artists, artworks, worlds and

audiences from a range of cultural, political, historical and social perspectives and use these to inform their own artmaking practices.


Students will develop

knowledge, skills and understanding of how they

may represent their interpretations of the world in

artmaking as an informed point of view.

knowledge, skills and understanding of how they

may represent an informed point of view about the

visual arts in their critical and historical accounts.

A student

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.

VISUAL ARTS NESA Developed Course


Art Making 50%

Art Criticism and Art History 50%

ASSESSMENT TASK DESCRIPTION DATE WEIGHTING

Task 1 Body of Work and VAPD / Research Task Week 8 Term 1 30%

Task 2 BOW and VAPD Week 5 Term 3 30%

Task 3 Final Examination 1 ½ hours + 5 min reading time Examination period

Weeks 8 & 9 Term 3

40%

TOTAL 100%


VISUAL DESIGN Course Description

Visual Design Stage 6 builds on related studies in Visual Arts 7-10. This course provides for a more extensive and in-depth study

in keeping with the central role of design applications in the community. As a 1 or 2 unit course in Year 11 or 12, it provides a

basic introduction to visual design which can complement student in the visual arts and other learning areas and develop knowledge

and skills which can be applied in a wide range of situations. Visual Design also allows students to enhance their study of the

Higher School Certificate courses in Visual Arts and Design and Technology.


Students will develop: A student:

Note:

DM Designing and Making

CH Critical and Historical Studies

Knowledge, skills and understanding through the

making of workds in desing that lead to and

demonstrate conceptual and technical

accomplishment.

DM1 generates a characteristic style that is increasingly self-reflective

in their design practice

DM2 explores concepts of artist. Designer, kinds of designed works,

interpretations of the world and audience/consumer response in

their making of designed works

DM3 investigates different points of view in the making of designed

works

DM5 develops different techniques suited to artistic and design

intentions in the making of a range of works

DM6 takes into account issues of Work Health and Safety in the

making of a range of works

Knowledge, skills and understanding that lead to

increasingly accomplished critical and historical

investigations of design.

CH1 generates in their critical and historical practice ways to interpret

and explain design

CH2 investigates the roles and relationships among the concepts of

artist/designer, work, world and audience/consumer in critical and

historical investigations

CH3 distinguishes between different points of view, using the frames in

their critical and historical investigations

CH4 explores ways in which histories, narratives and other accounts can

be built to explain practices and interests in the fields of design

Visual Design 1 Unit Content Endorsed Course

Assessment Components

Designing and Making 70%

Critical and Historical Studies 30%

Assessment Task Description Due Date Weighting

Task 1 Design Project and Journal Term 1 Week 9 35%

Task 2 Design Project and Journal Term 3 Week 5 35%

Task 3 Final Examination Term 3 Weeks 8-9 30%

Total 100%


CHARGES FOR THE PRELIMINARY COURSE 2020

GENERAL SERVICE CHARGE

This charge of $110 contributes to the cost of text books, teaching equipment and resources,

library books and materials that are used to provide high quality teaching and learning for

your child. It is also used to assist with the cost of PDHPE and sporting equipment and

Careers resources are given to students from Year 7 onwards.

It also assists with the cost of providing information to you and your child which requires

photocopying and, at times, postage which is also substantial. Examples of such

communication include excursion information, the Daily Bulletin for students, letters,

reports to parents.

TEXT BOOK DEPOSIT

The Text Book Deposit of $140.00 is a charge for the use of text books. It is refundable at

the end of the HSC Course.

COURSE CHARGES

These are necessary to cover costs of consumables used by students in the following

courses. The payment of course charges is compulsory. Please note that there are courses

available which attract no charges.

Biology $35.00

Chemistry $35.00

Design and Technology $45.00

Hospitality $140.00

Information Processing and Technology $25.00

Physics $35.00

Visual Arts $70.00

Visual Design $35.00

Course charges for the Preliminary Courses must be paid by the end of Week 1 in Term 1,

2020.

INFORMATION TECHNOLOGY ACCESS CHARGE

This charge of $30 is used to improve and maintain the information technology facilities

and resources for our students. Each student will be issued with a secure login password

and 300 megabytes of storage space on the school fileserver.

Payment of this charge will provide a student with a $10 printing allowance. Printing

will be charged at 10c per page.

Students may make additional payments at the administration office to cover the cost of

additional printing once this allowance has been used.

COMPULSORY STUDY SKILLS WORKSHOP

Students will participate in a compulsory study skills workshop run by enhanced

Learning Educational services to further develop their organisational and note-making

skills. The workshop cost is $10.

SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are

Black leather lace up shoes in the traditional school style with

a defined heel (boots or suede shoes are not acceptable; heels

should be no higher than 3cm and soles should be no thicker

than 2cm for safety). Joggers or other sport type shoes are not

acceptable.


ATTENDANCE AND PUNCTUALITY

REGISTERING ATTENDANCE

Attendance is recorded for the school's attendance register at the start of Period 1 (or

Period 0 whichever is earlier). A class roll is marked in all other periods.

LATE START

If you have an authorised late start (ie after Period 1) you must register your attendance by

signing on at the Administration Office at least 10 minutes before the start of your

first scheduled class. Failure to sign on at the Administration Office will result in a record

of absence for the day.

If you arrive at school before 10.10 am, you must sign in at the Administration Office.

You must then move to the Library and also sign in at the Library before commencing

your private study work.

LATENESS

If you are late you must report to the Principal to register your attendance and obtain

a blue Late Arrival to School form which you must return to her the next day. You should

report to a Deputy Principal if the Principal is unavailable. Do not, however, attend classes

without registering or you will be marked absent for that particular day. Punctuality is

important and any lateness is recorded on your attendance record.

TRUANCY

It is your responsibility to attend each and every lesson. If you do not, the fractional

(period) truancy will be recorded on your attendance record. This includes private study

periods. Note also that you must not leave the school grounds between the time that you

enter the school grounds for the first time and the end of your timetabled periods. This

includes recess and lunchtime. This breaches the duty of care requirements of the DoE and

will be treated as truancy.

EARLY LEAVE

■ Special

You must take a note requesting permission to leave school early to the Principal

before school. Please note that medical and dental appointments and driving tests

should be outside school time.

The Principal will give you a DoE Early Leaver’s Pass to show your teacher when

leaving. You must keep this pass to show to bus drivers or police or anyone else

who has a right to know why you are not in school until 3:10 pm.

Any application for early leave on an excursion must be in writing from a parent

and taken to the Deputy Principal.

■ Completion of Timetabled Periods

If you have an Early Finish you must leave school when you have completed

timetabled classes unless you are working in the Library, in which case you must

sign on in the Library. You must have returned a signed parental permission note

(Appendix 1) to be allowed to leave the school.

Your finishing times are shown on your timetable which can be shown to anyone

who needs to know why you are not at school between 8.45 am and 3.10 pm.

■ Absent Teacher

In period 1 you must wait at the room until the roll has been marked. If a

replacement teacher is not assigned to your class you must then sign on in the

Library.


If your teacher is absent in your final timetabled lesson for the day you may go

home if you have returned a signed parental permission note (Appendix 1) allowing

you to leave the school. Before leaving, students must check with the relevant

Head Teacher that no replacement teacher has been allocated and to collect any

work.

■ Examinations

During a Year 11 examination period, Year 11 attend school only when they have

to sit for an examination unless advised otherwise.

Parents are notified of examinations and students are issued with a timetable which

parents can use for information about their child’s required times at school.

LEAVE OF ABSENCE

When you are absent you must apply for leave within 7 days. It is your responsibility

to do so with a note from a parent or medical certificate on the day of your return to

school, otherwise your Attendance Record will show an unjustified absence. Hand

this note to your Period 1 teacher on the day you return to school.

If you are absent for three continuous days or more, a parent should telephone the

school to explain your absence and you must still hand in a note or medical certificate

to your Period 1 teacher on the day you return to school.

The Department of Education expectation is that it is in a student’s best interests to

attend school every day and not take extended leave eg for holidays or travel during

term time. If your parent is of the view that there is an urgent and/or essential reason

for you to be absent for the purpose of a holiday or travel during term he/she must

apply well in advance to the Principal to request leave beforehand. Your application

must be collected from and handed to the Principal. DoE rules will be used to

determine whether it is approved. The major criterion the Principal is required to

consider is whether the absence will be in the student’s best interests. In most cases it

is not in the student’s best interests to miss any school lessons. If approval is given

you will be given a Certificate of Extended Leave. You will still be marked absent

from school - this is a national policy.

If you take extended leave without approval you may be expelled for non-

participation.

PRIVATE STUDY PERIODS

These are for private study and work. You must be in the Library and a roll is

marked. Absence from the Library during a private study period is truancy.

If you have not returned a signed parental permission note (Appendix 1) you must be

at school for the whole day.

If you have returned a signed parental permission note (Appendix 1) you are to

remain at school at all times between your first and last timetabled lesson. You

are not to leave the school, for example, to go to the corner shop – this is out of

bounds and it will be recorded as truancy if you go there. You will also be issued

with an after school detention. The school is legally required to supervise you during

the period you are timetabled to be at school.

REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY

Your attendance will also be checked each half term and reported to your parents.

A computer printout of your attendance will be attached to your report for potential

employers to read.


You may not gain a Higher School Certificate if your attendance is unsatisfactory

and you have failed to meet NSW Education Standards Authority requirements as a

result.

Unsatisfactory attendance can result in expulsion from school for non-participation.

You will also receive a Merit Certificate for each term that you have perfect

attendance and a Credit Certificate, in addition, if you have perfect attendance all

year. These are valuable assets when seeking employment.

ELIGIBILITY FOR THE AWARD OF AN HSC

In order to be eligible for the award of a Higher School Certificate (HSC) at the end

of the Year 12 course, a student must have achieved a Level 3 or above in the HSC

Minimum Standards Tests in Reading, Writing and Numeracy. Students will sit for

these tests in Term 1 of Year 10.

This is a requirement of the NSW Education Standards Authority (NESA) and the NSW

government.

This standard is set at the Australian Core Skills Framework (ACSF) Level 3, a

nationally agreed standard of functional literacy and numeracy. This is a minimum

standard for literacy and numeracy in everyday life. It is not the standard of literacy

and numeracy necessary for successfully completing the Higher School Certificate. The

Higher School Certificate requires a still higher standard of literacy and numeracy

for successful completion. Considerable thought should be given to this fact by students

and parents. It means students must work hard at literacy and numeracy from the

very start of Year 7 to be able to meet this requirement.

If a student does not meet the HSC Minimum Standards but completes the Higher School

Certificate course he/she will receive only a Record of School Achievement (RoSA)

but not a Higher School Certificate. This is the case no matter how well the student

performs in HSC courses.


APPENDICES


APPENDIX 1

SEFTON HIGH SCHOOL

HECTOR STREET, SEFTON 2162 Telephone (02) 9644 4800

PO Box 416 Chester Hill 2162 Facsimile (02) 9743 7161

Email [email protected]

Website http://www.seftonhigh.nsw.edu.au 30 January 2020

VARIATION OF NORMAL SCHOOL HOURS

Dear Parents of Year 11 Student

This letter outlines the circumstances under which students may arrive at or leave the school outside the usual hours in Years 11 and 12.

In Year 11

A student who is completing some of his/her units of study for the Preliminary Course by undertaking study external to the school

through the Open High School, Distance Education, Saturday School of Community Languages, or TAFE may complete fewer than

12 units of study at school provided that the overall total is a minimum of 12 units.

Consequently a student in Year 11 may begin school after 8.45 am or may finish timetabled lessons before 3.10 pm (Wednesday,

Thursday, Friday), 2.20 pm (Monday and Tuesday) on some days.

In Year 11 Term 4 and Year 12

A student studying for the HSC course may be undertaking external studies, have elected to complete fewer than 12 units or they may

be studying some of their units outside the usual school hours.

Consequently a student in Year 11 Term 4 or Year 12 may begin school after 8.45 am or may finish timetabled lessons before

3.10 pm (Wednesday, Thursday, Friday), 2.30 pm (Monday) or 12.20 pm (Tuesday) on some days.

You can see when your son/daughter begins and finishes the timetabled lessons on each day by asking to see the personalised timetable

each student is given. Provided students have returned a signed parental permission note, they may leave school at the end of the

timetabled lessons.

In addition, students may leave school in the following circumstances

A student is in the class of a teacher who is absent and the school has been unable to obtain the services of a replacement teacher

in the student’s last lesson for the day.

Sport is cancelled due to wet weather or students have been involved in the sport selection process and no sport has been scheduled

on that afternoon.

Note that students must not leave the school grounds between the time that they enter the school grounds for the first time and

the end of their timetabled periods. This includes recess and lunch time. This breaches the duty of care requirements of the DEC

and will be treated as truancy.

Full details in relation to these matters are in the Attendance and Punctuality section of the Student and Parent Information Handbook.

If students do not have a Period 1 they are required to sign on at the Administration Office at least ten minutes before their first

timetabled period. If students arrive at school during class time, they must go to the Library to study. They must also sign on there.

Students who have an early finish are allowed to sign on in the Library for study if they wish. Otherwise they must leave the school

grounds at the end of their timetabled periods as no supervision will be available.

Below is a tear off slip which must be signed, returned to school and placed in your son/daughter's file if he/she is to be allowed

to arrive after 8.45 am if not timetabled for a lesson and/or to leave school in the circumstances outlined above. If you have any

questions or concerns, please telephone me on 9644-4800.

Yours faithfully

Mr K Humphreys

Principal

------------------------------------------------------------------------------------------------------------------------------------------------------------

SEFTON HIGH SCHOOL

YEARS 11 AND 12 VARIATION OF NORMAL SCHOOL HOURS PERMISSION

I give permission for my son/daughter to arrive after 8.45 am Given Name Family Name

if not timetabled for a class and/or to leave school in the circumstances outlined above.

Signature of Parent Date

I understand the procedures outlined above and agree to abide by them.

Signature of Student Date

mailto:[email protected]


APPENDIX 2

SEFTON HIGH SCHOOL

COCURRICULAR INFORMATION FOR SCHOOL REFERENCE

STUDENT’S NAME ______________________________________________________________ Given Family

PURPOSE

This form is to record your most significant cocurricular participation so that when a reference is

written for you it can include your involvement in the community life of the school.

You should have this form completed each year and returned to your Year Adviser by

Term 4, Week 6 for Year 11 students

Term 3 Week 6 for Year 12 students.

Note that teachers are not required to sign you off except in the year in which you were involved in the

cocurricular activity.

COCURRICULAR AREA YEAR/S

eg 20 __

ACTIVITY AND HIGHEST

ACHIEVEMENT

TEACHER VERIFICATION

NAME SIGNATURE

■ Sporting Achievements

■ Merit Award Scheme awards

■ Leadership Activities eg

Peer Support, Prefects, SRC

■ Service within the School

Community eg SAS,

Fundraising

■ Offices held/ Duties/

Responsibilities

■ Debating, Public Speaking,

Performance

■ Curriculum Competitions eg

Maths, Writing, Chemistry

Quiz

■ Other involvement or awards


APPENDIX 3

SEFTON HIGH SCHOOL

APPROVED CALCULATORS FOR

ASSESSMENT TASKS AND EXAMINATIONS

2020* *Correct at time of printing

ABACUS SX-II MATRIX a JASTEK JasCS1

ABACUS SX-II MATRIX n JASTEK JasCS EVO

CANON F717SGA RSB FB 350MS

CASIO fx-82AU SCHOLAR DS-82MS

CASIO fx-82 AU PLUS SCHOLAR KD-350MS

CASIO fx-82 AU PLUS II recommended SCHOLAR D1-5

CASIO fx-100AU SCHOLAR SC-150MX

CASIO FX -100 AU PLUS recommended SCHOLAR SC-250MX

HEWLETT-PACKARD HP8S SHARP EL-531THWH

HEWLETT-PACKARD HP10S SHARP EL-531THGR

HEWLETT-PACKARD HP10S+ SHARP EL-531XHBWH

SHARP EL-531XHBPK

Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in

examinations or assessment tasks.

Calculators must have been switched off for entry into examination or assessment tasks.

Features that are NOT permitted include

programmable (any calculator that can have a sequence of operations stored and then executed

automatically is considered programmable and hence not allowed);

capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that

are used to store intermediate numerical results obtained during calculations and required later);

capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators

with a graphic display capacity);

capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite

integration, and the solution of equations;

capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions,

binomial expansion and symbolic differentiation;

‘soft’ or hard-wired QWERTY keyboards;

capable of expressing surds in their simplest form.


APPENDIX 4

WRITING A BIBLIOGRAPHY

WHAT IS IT?

A bibliography is a list of all the resources you have used in writing a text. The text may be an

assignment, a research project, a major work or any other piece or writing that you have composed using

other resources.

A bibliography includes all the sources used in the preparation of a piece of work - not just those that

have been cited in the text of the work. The bibliography is located at the end of the piece of work.

Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient

detail so that others may identify it and consult it.

Your bibliography should appear at the end of your essay/report with entries listed alphabetically.

WHY DO YOU HAVE TO USE ONE?

As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:

demonstrate your academic integrity

support your argument by showing the sources of the information from which you have formed your

own ideas

make it easy for readers to find the sources you have used, to check the information you have used

and to use the sources for further information

fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original

ideas

avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.

Additionally, you should respect the moral rights of the person who created the texts you used. The

creators of texts have the moral right to be named as the author, be protected against false attribution and

to have their work treated with respect and not be misrepresented. To observe the moral rights of an

author you should:

attribute any quote, paraphrase, summary or copy of someone else's work or idea

ensure that works are not falsely attributed to an author

reference appropriately.

SPECIAL NOTES

A list of references contains details only of those works cited in the text. A bibliography includes sources

not cited in the text but which are relevant to the subject, listed alphabetically

There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at

some later stage a teacher asks you for a different format or style.

Each type of resource is cited and referenced in a slightly different way. If you have used sources from

the Internet, these should be listed in your bibliography as well.

There is no universal referencing style and you should ask your teachers which style you should follow.

The four most common referencing styles are:

Harvard (author-date)

American Psychological Association (APA)

Modern Language Association (MLA)

Oxford (documentary-note or footnote referencing).

CORRECT ORDER IN BIBLIOGRAPHIES

FOR A BOOK

The details required in order are:

1. Name/s of author/s, editor/s, compiler/s or the institution responsible

2. Year of publication


3. Title of publication and subtitle if any (all titles must be underlined or italicised)

4. Series title and individual volume if any

5. Edition, if other than first

6. Publisher

7. Place of publication

8. Page number(s) if applicable

ONE AUTHOR

Example:

Berkman, RI 1994, Find it fast: how to uncover expert information on any subject,

HarperPerennial, New York.

TWO OR MORE AUTHORS

Examples:

Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw

Hill, London.

Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st

century, MacMillan Education Australia, South Melbourne.

EDITOR(S)

Examples:

Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.

Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,

Alexandria, Va.

SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION

Example:

Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia,

Barton, A.C.T.

SERIES

Example:

Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics

no.1698, Springer, New York.

EDITION

Example:

Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.

CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE

CONTRIBUTED

Example:

Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering

handbook, CRC Press, Boca Raton.

NO AUTHOR OR EDITOR

Example:

Kempe's engineer's year-book 1992, Morgan-Grampian, London.

FOR AN ARTICLE

The details required, in order, are:

1. Name/s of author/s of the article

2. Year of publication

3. Title of article, in single quotation marks

4. Title of periodical (underlined or italicised)

5. Volume number


6. Issue (or part) number

7. Page number(s)

JOURNAL ARTICLE

Example:

Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology,

vol. 50, no. 2, pp. 49-52.

CONFERENCE PAPER (PUBLISHED)

Example:

Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual

meeting of the International Society for Child Psychology, International Society for Child

Psychology, Atlanta, Georgia, pp. 44-6.

NEWSPAPER ARTICLE

Example:

Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October,

p. 10.

FOR A NON-BOOK

The details required are the same as for a book, with the form of the item (eg videorecording, tape,

computer file, etc.) indicated after the year.

Example:

Get the facts (and get them organised) 1990, video recording, Appleseed Productions,

Williamstown, Vic.

FOR WEB SITES AND OTHER ELECTRONIC SOURCES

This could include sources from full text compact disk products, electronic journals or other sources

from the Internet. The basic form of the citations follow the principles listed for print sources (see

above)

1. Name/s of author/s

2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).

3. Title of publication (underlined or italicised)

4. Edition, if other than first

5. Type of medium, if necessary

6. Date item viewed

7. Name or site address on internet (if applicable)

Examples:

Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed

7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>.

ASTEC 1994, The networked nation, Australian Science, Technology and Engineering

Council, Canberra, viewed 7 May 1997, <http://astec.gov.au/astec/net_nation/contents.html>.

If no author is given, the title is used as the first element of a citation.

Example:

Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.

FOR PERSONAL COMMUNICATIONS

Information obtained by interview, telephone call, letter, email, etc. should be documented in the

text.

Examples:

“Details of a personal communication do not need to be included in a reference list” i.e. You

may not need to include personal communications in the list of references at the end of the

essay.


When interviewed on 15 June 1995, Dr Peter Jones explained that …

This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).

REFERENCES IN THE TEXT OF YOUR ESSAY

In an author-date style, a textual citation generally requires only the name of the author(s) and the

year of publication (and specific page(s) if necessary). This may appear at the end of a sentence,

before the full stop.

Examples:

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).

Alternatively, the author’s surname may be integrated into the text, followed by the year of

publication in parentheses.

Examples:

Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are

interchangeable.

Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals are

interchangeable.

If two or more works by different authors are cited at the same time, separate them with a semicolon.

Example:

The implications for land degradation have been much debated (Malinowski, Miller & Gupta

1995; Thomson 1999).

If two or more works by the same author are cited at the same time, do not repeat the author's name.

Separate the years of publication by a comma.

Example:

Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).

If there are more than two works by the same author, published in the same year, add the letters 'a',

'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of references

at the end of the essay.

Example:

Public housing remains a neglected area (ACOSS 1997a, 1997b).

If there are more than three authors, list only the first, followed by 'et al.'

Example:

Other researchers have questioned these findings (Larson et al. 1987).

If you cannot establish the year of publication, use 'n.d.' (no date).

Example:

Recent advances have been made in this area (Bolton n.d.).

If there is no author or authoring body, cite the work by title, in italics.

Example:

In military settings, leadership acquires a different significance (Be, know, do: leadership the

Army way, 2004).


SAMPLE BIBLIOGRAPHY

Burns, George. (1992). Writing for life. In: Morgan, J. (ed.) (1993). How to be a successful

author. Ringwood: Penguin Books.

Dixon, J. (1993). How to be a successful student. Ringwood: Penguin Books.

Doery, K.E. et. al. (1998). Medical terminology. London: Thames & Hudson.

Encarta. [CD ROM]. 1994. Chicago: Funk & Wagnalls.

Fragile Earth. 5. South American wetland. (1982). London : BBC. 17th October, [video: VHS].

Green, C.M., Brown, P. and Smith, A. (1996). Life in Australia. Carlton, Vic.: Pitman.

Hawking, S.W. (1994). A brief history of time: an interactive adventure [CD ROM]. N.Y.;

Crunch Media.

Holland, M. (1996). Harvard System [Internet]. Poole: Bournemouth University. Available

from: [Accessed 6th May, 1998].

Manley, D. and Ree, P. (1998). Finding out. London: Pan Books.

Morgan, J. (ed.) (1993). How to be a successful author. Ringwood: Penguin Books.

Popham, B. (1997). Saving the future. Sydney Morning Herald. 7th February, p.10. Sydney

Morning Herald on CD Rom, 1997.

Popham, B. (1997). Saving the future. Sydney Morning Herald. 7th February, p.10.

The Cambridge Encyclopaedia of Human Evolution. (1992). Cambridge: Cambridge

University Press.


APPENDIX 5

GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that

state what students are expected to be able to do. A glossary of key words have been developed to

help provide a common language and consistent meaning in the Higher School Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to

examinations and assessment tasks.

Remember these words need to be understood in the context of the subject.

Account Account for; state reasons for, report. Give an account of; narrate a

series of events or transactions.

Analyse Identify components and the relationship between them; draw out and

relate implications.

Apply Use, utilise, employ in a particular situation.

Appreciate Make a judgement of value, quality, outcomes, results or size.

Calculate Ascertain/determine from given facts, figures or information.

Clarify Make clear or plain.

Classify Arrange or include in classes/categories.

Compare Show how things are similar or different.

Construct Make; build; put together items or arguments.

Contrast Show how things are different or opposite.

Critically analyse/ evaluate Add a degree or level of accuracy depth, knowledge and understanding,

logic, questioning, reflection and quality to the analysis/evaluation.

Deduce Draw conclusions.

Define State meaning and identify essential qualities.

Demonstrate Show by example.

Describe Provide characteristics and features.

Discuss Identify issues and provide points for and /or against.

Distinguish Recognise or note/indicate as being distinct or different from; to note

differences between.

Evaluate Make a judgement based on criteria; determine the value of.

Examine Inquire into.

Explain Relate cause and effect; make the relationships between things evident;

provide why and /or how.

Extract Choose relevant and/or appropriate details.

Extrapolate Infer from what is known.

Identify Recognise and name.

Interpret Draw meaning from.

Investigate Plan, inquire into and draw conclusions about.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.


Predict Suggest what may happen based on available information.

Propose Put forward (for example a point of view, idea, argument, suggestion)

for consideration or action.

Recall Present remembered ideas, facts or experiences.

Recommend Provide reasons in favour.

Recount Retell a series of events.

Synthesise Putting together various elements to make a whole.


APPENDIX 6

SEFTON HIGH SCHOOL

FAILURE TO ATTEND OR BE PRESENT FOR THE WHOLE

DAY OF AN ASSESSMENT TASK/SUBMIT ASSESSMENT TASK

ON MEDICAL GROUNDS

BY A

YEAR 10, 11 OR 12 STUDENT

NSW EDUCATION STANDARDS AUTHORITY (NESA) RULES

A medical certificate may provide a valid reason for missing an assessment task, being absent

from school prior to an assessment task and in certain circumstances for not submitting an

assessment task by the due date. Students who miss an assessment task with a valid reason may

be given an alternate task at a later time. In some circumstances an estimate will be given for the

task.

TO BE COMPLETED BY DOCTOR

______________________________________ has informed me that he/she has

Student’s Name

an assessment task due to be handed in before 8.30 am for _____________________ Course

on ______________________ Date

an in-class assessment in _______________________ on _____________________ Course Date

formal assessment examinations scheduled for the period _________to __________ Date Date

_______________________________ ________________

Doctor’s Signature Date

TO BE COMPLETED BY HEAD TEACHER

Doctor’s Certificate sighted/photocopied.

___________________________ _________________

Head Teacher’s Signature Date

Documents

PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 · PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 5 SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR PRELIMINARY COURSES GENERAL GUIDELINES All issues