SEFTON HIGH SCHOOL · Web view2021. 1. 30. · Sefton High School consistently insists upon high expectations of the whole school community, providing a structured, disciplined

SEFTON HIGH SCHOOL

SEFTON HIGH SCHOOL

YEAR 11 COURSE

ASSESSMENT HANDBOOK

2021

51

SEFTON HIGH SCHOOL

Sincerity, Scholarship, Service

YEAR 11 COURSE ASSESSMENT

HANDBOOK 2021

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 Year 11 Course policies and rules at Sefton High School.

VISION STATEMENTSefton 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 and Tuesday 8.45 am to 2.30 pm

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

INDEX

Page

· INFORMATION RELATING TO THE YEAR 11 COURSE3

· ASSESSMENT FOR YEAR 11 COURSE5

· SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR YEAR 11

COURSES5

· COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 1111

Ancient History13

Biology14

Business Studies15

Chemistry16

Community and Family Studies17

Design and Technology18

Economics19

English Advanced20

English Extension21

English Standard22

Food Technology23

Hospitality VET Course24

Information Processes and Technology26

Japanese Beginners27

Legal Studies28

Mathematics Advanced29

Mathematics Extension 130

Mathematics Standard31

Modern History32

Personal Development, Health and Physical Education33

Physics34

Studies of Religion 1 35

Visual Arts36

Visual Design37

· CHARGES FOR THE YEAR 11 COURSE 202138

· ATTENDANCE AND PUNCTUALITY39

· ELIGIBILITY FOR THE AWARD OF YEAR 11 (PRELIMINARY) COURSE ROSA41

· APPENDICES42

1. Sefton High School Early Leave Parental Permission Note43

2. Approved Calculators for Assessment Tasks and Examinations 44

3. Writing a Bibliography46

4. Glossary of Key Words51

5. Sefton High School Failure to Attend/Submit Assessment Task on Medical Grounds53

·

· INFORMATION RELATING TO THE YEAR 11 COURSE

· NSW EDUCATION STANDARDS AUTHORITY REQUIREMENTS AND RULES RELATING TO THE AWARD OF THE YEAR 11 CERTIFICATE COURSE

The New South Wales Education Standards Authority (NESA) is a Statutory Board which has the power to award to students the Year 11 Certificate. To be eligible for this award, students must comply with the entry requirements, course restrictions and the rules and regulations set down by NESA.

· SATISFACTORY COMPLETION OF YEAR CERTIFICATE COURSE

It is required that students

· demonstrate satisfactory participation in learning. This will include attendance.

· apply themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school.

· study appropriate courses as approved by NESA.

· 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.

Non-Completion of Course Warning letters are issued by faculties where students are at risk of N Determination. This most commonly occurs when students

· are not completing significant portions of classwork and/or missing significant portions of class instruction.

· fail to demonstrate satisfactory progress in learning due to an assessment performance that is below minimum course performance standards.

· receive zero on an assessment due to non-compliance with assessment procedures.

Students who have received a minimum of two official Non-Completion of Course Warning letters in a single course and have not completed the requirements detailed on the letter are at risk of receiving an N Determination for that course. Students who have not satisfactorily attempted assessments to the value of 50% of course assessment in a single course will receive an N Determination for that course.

· MINIMUM STUDY PROGRAMS

For the purpose of the award of a Year 11 Course, students must have satisfactorily completed all mandatory Year 10 courses. You are now required to adhere to a program of study involving a minimum of at least

· 10 HSC units of which at least 6 units must be NESA Developed Courses.

· two units of a NESA Developed course in English.

· three courses which must be of two units value or greater (either NESA Developed or NESA Endorsed courses).

· four subjects.

· No more than 6 units of Science

· Satisfactorily complete the Life Ready program. Failure to attend and participate in activities related to Crossroads will result in students completing this program in their own time after school whilst on school premises.

· 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.

· YEAR 11 COURSE GRADES

· The NSW Education Standards Authority requires that grades be awarded and submitted for all courses.

· These will be based on your formal assessment results and teacher judgement from ongoing formative assessment.

· 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 YEAR 11 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 99.5 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 that include at least three courses of two units or greater.

· at least four subjects.

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

· NSW EDUCATION STANDARDS AUTHORITY SYLLABUSES

· These may be accessed on the NSW Education Standards Authority website at http://educationstandards.nsw.edu.au/wps/portal/nesa/home/

· NSW STUDENTS ONLINE

· This is a NSW Education Standards Authority study website which students can access using his/her student number and PIN. It contains many resources. https://studentsonline.nesa.nsw.edu.au/

· ASSESSMENT FOR YEAR 11 COURSE

· The NSW Education Standards Authority, which determines syllabuses and certification, provides guidelines for schools to draw up a formal 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 formal 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 YEAR 11 COURSES

· GENERAL GUIDELINES

· It is the responsibility of students and parents to be familiar with and comply with all elements of this policy and procedural framework.

· As far as possible, 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.

· Malpractice (see below) is unacceptable at all times as it is contrary to ethical scholarship. An 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 and the issuing of a Course Warning letter. Students will be required to resubmit / resit the task in order to meet the course outcome requirements but the zero mark will remain. If plagiarism is of another student’s work, a decision will be made by the Appeals Committee, after investigation into the degree of complicity, as to whether the other student will also be penalised. NESA requires schools to report students who have committed malpractice and these students names are maintained on the NESA malpractice register.

· Only approved calculators can be used for assessment tasks and examinations. See Appendix 2 for the list.

The following procedures are designed to ensure consistency in the implementation of the school’s assessment practices and therefore equity amongst students.

Students will be informed in writing of the assessment requirements for each subject at the commencement of the course in the Year 11 Assessment Handbook.

Students are advised to record assessment tasks in their SHS Student Planner and to refer regularly to his/her copy of the Year 11 Assessment Handbook. There is also a Personal Assessment Task Calendar in the SHS Student Planner for student use.

Students will be given written notice of the nature and timing of assessment tasks. The Assessment Task Notification will be provided a minimum of two weeks before the date of the assessment task and include

· 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.

· 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 which are to be handed in will state before 8.30 am as the hand-in time.

All issues regarding assessment tasks must in the first instance be addressed with the class teacher by the student before the matter is referred to the relevant Head Teacher.

If a student is absent from class on the day that the Assessment Task Notification is issued, it is the student’s responsibility to see the teacher to receive the notification. Students will know during which weeks a task is due/scheduled from the Year 11 Assessment Handbook.

Students must attend every timetabled period on the school day prior to the scheduled date of any assessment task including an examination. Failure to do so will result in zero unless an Application for Assessment Consideration Due to Illness Form (5) is submitted and substantiated in accordance with this policy. There is also a copy of this form available on the school website.

https://sefton-h.schools.nsw.gov.au/assessment-handbooks.html

Students must attend every timetabled period on the scheduled date of any assessment task up to and including the conclusion of the assessment task. Failure to do so will result in zero unless an Application for Assessment Consideration Due to Illness Form is submitted and substantiated in accordance with this policy.

Other than in exceptional circumstances and only where this is pre-arranged with the relevant Deputy Principal or Principal, no emailed tasks will be accepted.

In the event of a situation arising that has not been foreseen in this policy and procedural framework a decision shall be made by the appeals committee. The appeals committee may consult on such matters as it sees fit prior to any determination.

Decisions made by the Appeals Committee are final.

· ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND EXAMINATIONS

· These must be completed at the scheduled time.

· If a student misses an in-class assessment or examination task through absence from school

· the student must submit a doctor’s certificate before 8.30 am on the first school day not covered by the Doctor’s Certificate together with a completed Application For Assessment Consideration Due to Illness Form (Appendix 5). The Head Teacher will determine the validity of the reason. The student may receive a zero mark if the Head Teacher determines the reason is invalid.

· the student must have visited the doctor on or prior to the date of the assessment task. The doctor’s certificate must indicate the day/s the student is unfit for school.

· the subject Head Teacher will make arrangements for the student to complete the task/examination. The expectation is that the student is ready to undertake that task on their first day of return. The exact time and date will be determined by the relevant Head Teacher and may well be in the student’s own time if necessary.

· If a student is late to or absent from school on either or both of the day of an assessment task or the day prior to an assessment task, for either the whole day and/or for any periods prior to that in which the in-class assessment is to be completed, the student must submit a doctor’s certificate and a completed Application For Assessment Consideration Due to Illness Form (Appendix 5) immediately on the student’s arrival at school. The Head Teacher will determine the validity of the reason. Unless validated by the Head Teacher the student will receive a zero mark and be issued a Course Warning letter if he/she is not in attendance in the periods prior to an in-class assessment, as it will be deemed the student is gaining an unfair advantage over other students.

· ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A PARTICULAR DATE

1. These tasks are to be completed and submitted to a teacher in the faculty before 8.30 am on the due date. A signed Assessment Task Cover Sheet must be submitted at this time.

1. An assessment task must be handed to a teacher. Other than in exceptional circumstances assessment tasks must not be emailed. Any approval to email a task must be pre-arranged with and approved by the relevant Deputy Principal or Principal. Failure to adhere to this will result in a zero score.

1. If a student does not submit an assessment task before 8.30 am on the due date, the student must have a doctor’s certificate for the absence and submit and have substantiated an Application For Assessment Consideration Due to Illness Form (Appendix 5). Both documents, together with the completed task, must be submitted to the Head Teacher of the faculty before 8.30 am on the first school day not covered by the doctor’s certificate. Copies of the form are included in this Assessment Handbook. Additional forms are available from the school website. The Head Teacher will determine the validity of the reasons. The student may receive a zero mark if the Head Teacher determines the reason is invalid. The student must have visited a doctor on or prior to the date of the assessment task. The doctor’s certificate must indicate the day/s the student is unfit for school inclusive of the date of the assessment task.

1. Problems with technology are not grounds for any assessment consideration.

· IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON THE DAY OF AN ASSESSMENT TASK

The student must advise the relevant Deputy Principal in writing prior to the day of the assessment task and provide supporting evidence. This includes any student who has been granted Extended Leave - Travel. One of the following decisions will then be made.

· The student may be permitted to do the task at the first opportunity when he/she returns. If the task is a hand-in task, the student must submit the task/assignment to his/her teacher before the due date, or make arrangements for someone to deliver it to the Head Teacher before 8.30 am on the date due.

· The student may be given a substitute task.

· The reason for absence may be deemed invalid and a zero mark awarded. The student will still be required to complete the task to achieve outcomes.

· The student may be given an estimate based on his/her performance in completed course assessment tasks, but only in exceptional circumstances.

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, the Principal or Deputy Principal will make arrangements to enable the student to comply with the school’s assessment requirements.

· APPEALS

· PURPOSE OF APPEALS

· Appeals may only be lodged in relation to decisions made by a Head Teacher relating to a student’s non-compliance with the requirements of the Sefton High School Assessment Policy.

· Students cannot appeal against a mark awarded other than on the grounds of procedure, in keeping with NSW Education Standards Authority procedures.

· PROCEDURE TO LODGE AN APPEAL BY A STUDENT

· Only appeals submitted using the Application to Appeal a Penalty in an Assessment Task form and completed by the student will be considered. This appeal form can be accessed from a Deputy Principal.

· The student must lodge a written appeal to the relevant Head Teacher 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 ten days of the date on the written notification regarding a zero mark.

· CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS

· Students must

· cease speaking or communicating in any way as he/she enters 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 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 into the assessment/examination room other than for a known, verifiable medical condition.

· only take permitted equipment into the assessment/examination room. Books, notes, paper, mobile phones, watches 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 he/she is dismissed by the supervisor.

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

· not take an examination paper or writing booklet out of the examination room.

· use clear see-through plastic bags only as pencil cases.

· use clear see-through plastic drink bottles without a label that contains water only.

· FAILURE TO COMPLY WITH SCHOOL POLICY

· Failure to comply with school policy and procedures outlined will result in a zero mark which will be notified in writing through the issuing of a Course Warning letter.

· MALPRACTICE

Malpractice is cheating. It will result in the student receiving a zero for the task. 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 his/her 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 his/her own.

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

· using words, ideas, designs or the work 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 justify work not handed in by the due date.

· assisting another student to engage in malpractice.

· PLAGIARISM

· Plagiarism occurs when a student copies another person's work, and then states or implies that it is his/her 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 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 summarising and paraphrasing can also be considered plagiarism. Acceptable paraphrasing means that the student expresses the ideas using original language and sentence structure. If the student keeps even short phrases from the original source document, he/she must cite the source. Students must take care to use only a limited amount of citing in their work.

· This HSC Assessment Handbook contains a section on writing a bibliography and referencing quotes (Appendix 3).

· 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?search_query=plagiarism

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

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

IMPORTANT NOTE

· In the external HSC examination, 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 questions 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 YEAR 11 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.

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 (Appendix 4) has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.

YEAR 11 ASSESSMENT HANDBOOK 20211

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

Year 11 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


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%



DUE DATE

WEIGHTING

1. Research Task: research open exam

Term 2 Assessment Period Weeks 1-2

30%

2. Depth Study Assessment: series of investigations/activities

Term 2 Week 8

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


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



Knowledge and understanding of course content40%

Stimulus-based skills20%

Inquiry and research20%

Communication of business information, ideas and issues in appropriate forms20%


DUE DATE

WEIGHTING

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.

OBJECTIVES


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

Planning investigations

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

Conducting investigations

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

Processing 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

Values and Attitudes

Students:

· develop positive, informed values and attitudes towards chemistry

· recognise the importance and relevance of chemistry 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.

CHEMISTRY 2 UNIT

NESA Developed course

Year 11 Chemistry School-based Assessment Requirements

Skills in working scientifically 60%



DUE DATE

WEIGHTING

1. Research Task: research open exam

Term 1 Week 9

30%

2. Depth Study Assessment: series of investigations/activities

Term 2 Week 7

30%

3. Final Examination: written exam

Term 3 Weeks 8-9

40%

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.

OBJECTIVES


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

2. knowledge and understanding about 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

3. knowledge and understanding about 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

4. knowledge and understanding about 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



Knowledge and understanding of course content

40%

Skills in critical thinking, research methodology, analysing and communicating

60%


DATE

WEIGHTING

Task 1- Short Answer response Assessment

Term 2 Weeks 1-2 Assessment period

30%

Task 2- Research Stimulus Assessment

Week 2 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 Year 11 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 Year 11 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 Year 11 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


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%


DUE DATE

WEIGHTING

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.

OBJECTIVES


A student will develop knowledge and understanding about

A student

· the economic behaviour of individuals, firms, institutions and governments

P1demonstrates understanding of economic terms, concepts and relationships

P2explains the economic role of individuals, firms and government in an economy

· the function and operation of markets

P3describes, explains and evaluates the role and operation of markets

· the operation and management of economies

P4compares and contrasts aspects of different economies

P5analyses the relationship between individuals, firms, institutions and government in the Australian economy

P6P6 explains the role of government in the Australian economy

· contemporary economic problems and issues facing individuals, firms and governments

P7identifies the nature and causes of economic problems and issues for individuals, firms and governments

A student will develop skills to

A student

P8applies 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

P9selects and organises information from a variety of sources for relevance and reliability

P10communicates economic information, ideas and issues in appropriate forms

P11applies mathematical concepts in economic contexts

· communicate economic information, ideas and issues in appropriate forms

P12works 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 UNITNESA Developed Course



Stimulus-based skills20%


Communication of economic information, ideas and issues inappropriate forms20%


DUE DATE

WEIGHTING

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

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 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

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 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

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 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

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 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 AdvancedNESA Developed Course


Weighting %


50

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

50

100


DUE DATE

WEIGHTING

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

30%

30%

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

Through responding to and composing a wide range of texts 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

Through responding to and composing a wide range of texts and through the critical study of texts, students will develop 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

Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to express 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

Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to express 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

Through responding to and composing a wide range of texts and through the critical study of texts, students will develop 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


Weighting %

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


DUE DATE

WEIGHTING

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

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 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

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 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

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 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

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 express 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

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 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


Weighting %


50

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

50

100


DUE DATE

WEIGHTING

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

30%

30%

40%

TOTAL

100%

FOOD TECHNOLOGY

Course Description

The syllabus provides students with a broad knowledge of food technology. The factors that influence food availability and selection are examined and current food consumption patterns in Australia investigated. Food handling is addressed with emphasis on ensuring safety and managing the sensory characteristics and functional properties of food to produce a quality product. The role of nutrition in contributing to the health of the individual and the social and economic future of Australia is explored. The structure of the Australian food industry is outlined and the operations of one organisation investigated. Production and processing practices are examined and their impact evaluated. The activities that support food product development are identified and the process applied in the development of a food product. Contemporary nutrition issues are raised, investigated and debated. This knowledge enables students to make informed responses to changes in the production to consumption continuum and exert an influence on future developments in the food industry as educated citizens and in their future careers. The Year 11 includes the following core strands:

Food Availability and Selection (30%)

· Influences on food availability

· Factors affecting food selection

Food Quality (40%)

· Safe storage of food

· Safe preparation and presentation of food

· Sensory characteristics of food

· Functional properties of food

Nutrition (30%)

· Food nutrients

· Diets for optimum nutrition

OBJECTIVES

OUTCOMES

Objectives

Year 11 Outcomes

Students will develop:

knowledge and understanding about food systems in the production, processing and consumption of food and an appreciation of their impact on society

A student:

identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods

P 1.2 accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors

knowledge and understanding about the nature of food, human nutrition and an appreciation of the importance of food to health

P 2.1 explains the role of food nutrients in human nutrition

P 2.2 identifies and explains the sensory characteristics and functional properties of food

skills in researching, analysing and communicating food issues

P 3.1 assesses the nutrient value of meals/diets for particular individuals and groups

P 3.2 presents ideas in written, graphic and oral form using computer software where appropriate.

skills in experimenting with and preparing food by applying theoretical concepts

P4.1selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic practices when handling food

P4.2plans, prepares and presents foods which reflect a range of the influences on food selection

P4.3selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups

P4.4applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products

skills in designing implementing and evaluating solutions to food situations

P 5.1 generates ideas and develops solutions to a range of food situations

FOOD TECHNOLOGY 2 UNIT




Knowledge and skills in designing, researching, analysing and evaluating 30%

Skills in experimenting with and preparing food by applying theoretical concepts30%


DUE DATE

WEIGHTING

1. Food Quality Experiment and Preparation

2. Nutrition Investigation

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

Term 1 Week 10

Term 2 Week 9

Term 3 Weeks 8-9

30 %

30 %

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 Year 11 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

2021 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 Year 11 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

BSBWOR203Work effectively with others

SITHCCC001Use food preparation equipment

SITHCCC005Prepare dishes using basic methods of cookery

SITHCCC011Use cookery skills effectively

SITHKOP001Clean kitchen premises and equipment

SITXFSA001Use 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

SITHCCC006Prepare appetisers and salads

BSBSUS201Participate in environmentally sustainable work practices

SITXFSA002Participate in safe food handling practices

SITHIND002Source 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

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

YEAR 11 OUTCOMES


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

P2.1identifies the information processes within an information system

P2.2recognises 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

P4.1describes 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

P5.1selects 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

P6.1analyses and describes an identified need

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

7.skills in management, communication and teamwork in relation to individual and group activities

P7.1recognises, applies and explains management and communication techniques used in individual and team-based project work

P7.2uses and justifies technology to support individual and teams

INFORMATION PROCESSES AND TECHNOLOGY 2 UNITNESA Developed Course



Knowledge and skills in the design and development

of information systems 40%


DUE DATE

WEIGHTING

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 Year 11 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.

Objectives

Year 11 Course Outcomes

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

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

2.2conveys the gist of and identifies specific information in texts

2.3summarises the main points of a text

2.4draws conclusions from or justifies an opinion about a text

2.5identifies the purpose, context and audience of a text

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

Producing texts

3.1produces texts appropriate to audience, purpose and context

3.2structures and sequences ideas and information

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

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

JAPANESE BEGINNERS 2 UNITNESA Developed Course


Listening

Objective 1: Interacting

Objective 2: Understanding Texts30%

Reading


Objective 2: Understanding Texts30%

Writing


Objective 2: Producing Texts 20%

Speaking


Objective 2: Producing Texts20%


DUE DATE

WEIGHTING

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

2. Mid Course Assessment

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.

OBJECTIVES


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 UNITNESA Developed Course




Communication of Legal Studies information, issues and ideas in appropriate forms20%


DUE DATE

WEIGHTING

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

Documents

SEFTON HIGH SCHOOL · Web view2021. 1. 30. · Sefton High School consistently insists upon high expectations of the whole school community, providing a structured, disciplined