2016-17 hsc assessment policy and schedule · 2016-17 hsc assessment policy and schedule ......

VERSION 2: 19/10/16

2016-17

HSC Assessment

Policy and Schedule

Peak Hill / Yeoval / Trangie / Tottenham / Trundle / Tullamore

2

Introduction

This policy is designed to provide a summary of the assessment procedures for all students studying

courses at schools within the Western Access Program. There are Assessment Schedules for each course

in this policy.

Eligibility Requirements for the Higher School Certificate

To be eligible for the award of the Higher School Certificate students must have:

● Gained the Record of School Achievement or such other qualifications as the BOSTES considers

satisfactorily

● Attended a government school, an accredited non-government school, a school outside NSW

recognised by the BOSTES, or college of TAFE

● Satisfactorily completed HSC: All My Own Work or its equivalent

● Satisfactorily completed courses that comprise the pattern of study required by the BOSTES for the

award of Higher School Certificate

● Sit for and made a serious attempt at the requisite HSC examinations.

Note: Students undertaking only Stage 6 Life Skills courses are not required to complete the HSC: All My

Own Work program or its equivalent.

Pattern of Study

To qualify for the Higher School Certificate, you must satisfactorily complete a Preliminary pattern of

study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns

must include:

● At least 6 units of Board Developed Courses

● At least 2 units of a Board Developed Course in English *

● At least three courses of 2-unit value or greater (either Board Developed or Board Endorsed Courses)

● At least four subjects.

*Satisfactory completion of English Studies fulfils English requirements for the HSC. The course counts

towards the six units of Board Developed Courses required for the award of the HSC. English Studies does

not meet UAC requirements for two units of English for the calculation of an ATAR.

3

HSC Assessment: A Standards-Referenced Approach

In the context of the Higher School Certificate a major requirement of the internal assessment program is

to provide a summative measure of a student’s achievement in each course based on:

- A wider range of syllabus outcomes than may be measured by external examination alone

- Multiple measures and observations made through the HSC course rather than a single assessment

event.

School-based assessment tasks are linked to standards because the tasks focus on outcomes, they are

valid instruments for what they are designed to assess, and where appropriate, the marking guidelines

are related to the wording of the outcomes and the performance standards.

Each task enables teachers to collect information about the students’ achievement in relation to several

outcomes, to award marks in accordance with marking guidelines and to provide constructive feedback

to students on their performance highlighting their strengths and where they could make improvements.

The marks awarded for each task should be commensurate with the quality of the response.

BOSTES Dates

School Terms:

www.boardofstudies.nsw.edu.au/key_dates/vacations.html

My Checklist (from BOSTES):

https://studentsonline.bostes.nsw.edu.au/

Early in Year 12

- Read each section of the Rules and Procedures guide

- Check Confirmation of Entry and sign it

- Discuss eligibility for disability provisions with school

- Log in to Students Online account and:

● Update PIN

● Ensure postal address, email address and mobile number are correct

● Register to receive results by SMS in December

Term 2

- View personal HSC examination timetable in Students Online account

- Check that all examinations appear, including practical and VET examinations

http://www.boardofstudies.nsw.edu.au/key_dates/vacations.html

https://studentsonline.bostes.nsw.edu.au/

4

Term 3

- Check due dates for projects and performance examinations (if any)

- Submit projects on due date (if any)

- Attend performance and oral examinations (if any)

Term 4

- Check examination timetable and the equipment needed

- Attend every examination and make a serious attempt

- Submit an illness/misadventure application (if necessary)

- Check assessment rank in Students Online (available after last examination)

- Ensure Student Number and PIN are known to retrieve results online.

Assessment Procedures

PRELIMINARY: Assessment tasks will be scheduled from Year 11 Term 1 until Year 11 Term 3. These

assessments will be based on the Preliminary course only.

HSC: Assessment tasks will be scheduled to begin Year 11 Term 4 until Year 12 Term 3. These

assessments will be based on the HSC course only.

While every attempt has been made to make the scheduling and nature of tasks as detailed as possible,

students should note that the teaching program in each of the courses may require minor changes to

aspects of some of the set assessment tasks. Students will be notified, in writing, of any alterations to the

scheduling or nature of assessment tasks.

Assessment Notification

The Course Coordinator will distribute the ‘Assessment Task’ form (see Appendix), outlining the nature of

the task, the outcomes assessed and the marking criteria to all students and Co-Teachers. Each

assessment task has two dates: Date Distributed and Due Date.

Students will receive an ‘Assessment Task Notification & Acknowledgement’ form (see Appendix) and will

sign and date when they receive the assessment task. Students must read all information provided and

seek clarification of any issues before they sign the form. The Co-Teacher will also sign and date the form

prior to sending it to the Course Coordinator.

5

Students will receive a minimum of two weeks’ notice for tasks, advising the due date, type of task,

weighting of each task, assessment marking guidelines and outcomes being assessed.

All assessment tasks are to be made available digitally (e.g. via email, Google Classroom, or other shared

platform). If a student is absent, when the assessment task is distributed, the Co-Teacher will make them

aware when they return to school, they should seek out their Co-Teacher to discuss the task and sign &

date the ‘Assessment Task Notification and Acknowledgement’ form (see Appendix). They may request

an ‘Appeal’ form (see Appendix) if they feel they have been disadvantaged.

When a student returns to school from any absence, it is the student's responsibility to enquire about

any work set during the absence. If this set work includes assessment task information, the student must

contact the Course Coordinator concerned, to ensure that the correct information is received, and to

apply for necessary re-arrangements to the scheduling of each task. Extensions are not provided for

unauthorised leave from school.

Assessment Submission

Students will submit assessment tasks by handing in to the school office by 9am Wednesday of the week

they are due with a completed ‘Assessment Coversheet’ form (see Appendix). Office staff will sign and

date the receipt, giving the student their section and retaining the top with the task. Assessments will be

given to the Co-Teacher.

Co-Teachers will send the task to the Course Coordinator. The task will be scanned and emailed to the

Course Coordinator that day and the hard copy will be posted to the Course Coordinator.

Assessment tasks submitted after the due date, or missed if an in-class task will receive a mark of zero ‘0’.

The Course Coordinator will generate an N-warning letter if tasks are not submitted by the due date,

requesting the student completes the requirements by a new due date.

Students must make a serious attempt at all assessment tasks.

Students are responsible to make copies of all assessment materials prior to submission. In the event of

an assessment being lost in transit, the copy serves as an accepted copy of the completed assessment. In

the case of examinations, it is the Co-Teacher’s responsibility to ensure copies of all examinations are

made and kept until the original has been marked and feedback provided to students.

6

WHAT HAPPENS IF TASKS ARE EMAILED OR IT IS AN IN CLASS TEST?

All in-class tasks completed under examination conditions must be completed under the same conditions

by all students at all schools. This includes, but is not limited to, the duration of time spent on

reading/writing/practical tasks, access to support materials, and the use of names or BOSTES numbers to

identify students’ work.

Assessment Feedback

The Course Coordinator will assess the work submitted and provide timely feedback (recommended two

weeks) to students about what they are able to do and what they need to do in order to improve their

level of performance.

Students have the right to:

● receive feedback that assists them to review their work

● query the mark for an individual task at the time it is returned to them

● request a review of the calculation of the final assessment mark if they believe their final assessment

rank is incorrect.

The Course Coordinator will record assessment marks on the WAP Sentral.

Students do not receive their final HSC assessment mark, they do receive their course rank.

HSC: All My Own Work & Malpractice

All senior students must have completed the BOSTES course HSC: All My Own Work. Work submitted for

assessments task must be the student’s own work.

Malpractice is the term used by BOSTES to describe situations where a student has submitted work which

is not all their own work.

Malpractice includes:

- Cheating in examinations

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

the source

- Submitting work composed by someone other than the student

7

- Offering false documentation or explanation in support of an appeal

- Non-serious attempt in an examination or assessment task, where work presented contains frivolous

and/or objectionable material

- Assisting another student to engage in malpractice.

A student involved in malpractice in the HSC examination will be disqualified from an award in that

subject. Likewise, a student involved in malpractice within the school context of internal assessment will

be given a mark of zero ‘0’ for the task or the part of the task. This will be decided by the Assessment

Committee.

Course Coordinators will inform the Head Teacher Access immediately and send copies of the task in

question. Additionally:

- The information will be entered into the BOSTES Register of Malpractice in HSC Assessment Tasks

- A warning letter will be sent detailing further responsibilities required of the student

- Schools will follow the procedures of their Discipline/Welfare Policy.

WAP attempts to assist students to avoid malpractice by:

- Ensuring all students have completed HSC: All My Own Work to be eligible for the HSC

- Teachers constantly reminding students of good and ethical practice

- Displaying signs in appropriate areas, explaining aspects of good practice.

Accident/Misadventure in Relation to Internal Assessment

Misadventure refers to any valid reason, other than illness, for not completing, submitting or being

present for an assessment task. Whether an event will be considered to be a valid misadventure,

warranting consideration, will depend on the circumstances of the event and the independent

documentary evidence that is handed in to support the misadventure claim. If the illness/misadventure

application is deemed to be valid, and therefore upheld, the student will complete the set task or an

alternate task as soon as can be arranged, preferably on the next school day or, in exceptional

circumstances, an estimate will be used based on assessment evidence. Invalid reasons for

illness/misadventure will result in a mark of zero ‘0’ for that task. A student who submits work late or

misses an assessment task or examination without explanation will receive a zero ‘0’ mark and have the

task recorded as a non-attempt. On some occasions students are sick on the day of examinations or have

significant issues that prevent them submitting work on time. If this happens students need to contact

their school immediately and in the case of illness, provide a medical certificate.

8

When the student returns to school he/she must see the Head Teacher/In School Access Coordinator

immediately to complete the ‘Appeal’ form (see Appendix).

Illness/Misadventure on HSC Examination Day

If you become ill or suffer an accident that affects your examination performance, you should submit an

illness/misadventure application form through the Principal and notify the Presiding Officer when

entering the examination or as soon as possible.

It is important that you attend the examinations where possible even if you believe your performance in

the examination will be affected. If you cannot attend an examination because of illness or misadventure,

notify your Principal immediately. You should never risk harm in order to attend an examination, or

attend an examination against medical advice.

You must obtain documentary evidence generally on the day of the examination to support your

illness/misadventure application. If you did not sit the examination this evidence must indicate why you

were unable to attend. Read more in the HSC Rules and Procedures guide.

https://studentsonline.bostes.nsw.edu.au/go/seniorstudy/hsc_rules_and_procedures/

Emergency disability provisions:

If you have an accident or an illness just before the examination, emergency provisions can be arranged.

You should immediately notify the Principal in such a case.

Arriving late to the examination:

If you are late to an examination advise the Principal immediately and get to the examination centre as

soon as possible.

Misreading the examination timetable:

If you miss an examination because you have misread the timetable, you must contact your Principal

immediately.

Application process:

Once you have obtained your evidence, completed the form and handed it in to the school, the Principal

will submit your application to BOSTES for processing. A panel will review your application and the

supporting documentation before deciding to uphold or decline each component in your application.

Members of the panel will review your statements, the medical or misadventure evidence, plus the

Presiding Officer and Principal’s statements before making a decision. Each examination or component is

treated independently which is why it is important to have comprehensive evidence for each affected

component.

https://studentsonline.bostes.nsw.edu.au/go/seniorstudy/hsc_rules_and_procedures/

9

Results of application

In the case of most Board Developed Courses, if your application is upheld, you will be awarded the

higher of your examination mark and a mark derived from your assessment mark or unaffected

components of your examination. In the case of the optional VET HSC examinations, if your application is

upheld you will receive your examination mark or a mark derived from an estimate submitted by your

school, whichever is higher.

If your application is declined, you will be awarded the mark you achieved in the examination. If you were

absent from an examination and your illness/misadventure application is declined, you will not receive

any result in that course. This could mean that you become ineligible for the award of the Higher School

Certificate.

Appeals Procedures

Marks awarded for each assessment task can only be queried at the time the task is returned to the

students. Any student who wishes to appeal against the conditions, administration or marking of a task,

must do so at the time of the task, or when the task is returned to that student by completing the

‘Appeal’ form (see Appendix). The student needs to discuss the concern with the Course Co-ordinator,

Co-Teacher or In School Access Co-ordinator who will then refer the matter to be considered by the

Assessment Panel.

The Assessment Panel will consist of the Principal of the home school of the student, the Principal of the

Course Coordinator and the Head Teacher Access. The student will be informed of the result of their

appeal within one week. It is important to understand that BOSTES has specifically stated that a teacher’s

judgement of the worth of individual assessment tasks, as reflected in the mark or grade awarded, will

not be subject to review as part of this process. Students are able to appeal an assessment decision

based on a misadventure. Details for this can be found on the BOSTES Assessment Certification and

Examination: http://ace.bostes.nsw.edu.au/appeals.

In the event of any appeal, BOSTES requires the school to ascertain that the weightings specified by the

assessment policies of each course conform with the BOSTES requirements; the procedures used by the

school for determining the final assessment mark conform with its stated policy: there are no

computational or computer errors in the determination of the assessment mark.

Provided that the school has fulfilled these conditions, no changes will be made to the assessment mark.

http://ace.bostes.nsw.edu.au/appeals

10

The student may make a subsequent appeal to BOSTES, but only on the grounds that the review made by

the school did not comply with BOSTES requirements. BOSTES will not change the school assessment

marks but, if some changes are considered necessary, may request the school to conduct a further review

using amended procedures. The review process is to be completed before the end of the school year.

Completing Course Requirements

Non-completion of Course Requirements

BOSTES has delegated to Principals the authority to determine if students seeking the award of the

Higher School Certificate at their school have satisfactorily completed each Board Developed and/or

Board Endorsed Course in which they are enrolled in accordance with the requirements issued by

BOSTES. Principals therefore will determine if there is sufficient evidence that each student has applied

himself/herself with diligence and sustained effort to the set tasks and experiences provided in the

course by the school. Any course for which the Principal makes an ‘N’ Determination will not appear on

any BOSTES credential. Students who receive an ‘N’ Determination in any Preliminary course may be

permitted to proceed to the HSC course provisionally while concurrently satisfying any outstanding

Preliminary course requirements. Students who receive an ‘N’ Determination in any HSC course will have

neither a moderated assessment mark nor an examination mark awarded for that course in that year. In

addition to any other set tasks and experiences in any HSC course, students must complete HSC

assessment tasks that contribute in excess of 50 per cent of available marks.

N-Warnings

If it appears that a student is at risk of not meeting the course requirements, a warning must be given.

The Course Coordinator will follow the WAP process to issue a warning letter. Your School Principal will

sign and distribute this letter.

If, at any time, it appears that a student is at risk of receiving an ‘N’ Determination in any course for any

reason, the Principal must advise the student of the possible consequences of an ‘N’ Determination in a

course on Higher School Certificate eligibility. The Principal must:

(a) advise the student in writing a time for the problem to be corrected

(b) advise the parent/caregiver in writing (if the student is under 18 years of age)

(c) request from the student/parent a written acknowledgement of the warning

(d) issue at least one follow-up warning letter

(e) retain copies of the warning notice(s) and other relevant documentation.

11

Principal’s Determination

The Principal’s Determination is the initial decision made by the Principal under delegated authority from

BOSTES. Where a Principal has determined that a student has not satisfied the Board’s requirements in a

course, the Principal must advise BOSTES on the appropriate schedule.

Review of ‘N’ Determination

The procedures for a school review of an ‘N’ determination will follow those laid down for other school

reviews of assessments as follows:

- A student seeking a review of an ‘N’ determination must apply to the Principal by the date listed in the

BOSTES timetable of actions for schools

- If the school upholds the appeal, the school advises the BOSTES by the date stipulated in the BOSTES

timetable of actions for schools

- If the appeal is declined, the student may appeal to BOSTES. The BOSTES review will focus on whether

the school review properly and correctly considered the matters before it

- Appeals must reach BOSTES by the date stipulated in the BOSTES timetable of actions for schools.

BOSTES will advise students and Principals of the outcome of any appeal as soon as possible after the

Higher School Certificate examinations.

Students may appeal against decisions concerning aspects of the award of the Higher School Certificate

and Record of Achievement on the following:

(a) student appeals against ‘N’ Determinations

(b) student appeals against assessment rankings in HSC courses.

Completion of Appeal Forms

The Principal’s Determination Form should be completed and a copy given, together with the Student

Appeal Form, to the student, or forwarded to the student’s home address. Principals must also advise the

student’s parent/caregiver in writing (if the student is under 18 years of age) of their right to appeal

against the Principal’s Determination. BOSTES will review appeals only on the information submitted with

the School Review Principal’s Report Form and the Student Appeal Form. No further information will be

sought, thus copies of all warning letters must be provided. If a student does not wish to appeal, the

Determination Form should be retained at the school. If the student’s appeal is successful at the school

level, the Principal’s Determination Form, the Student Appeal Form and the School Review Principal’s

Report Form should be retained at the school. Notification must be sent to BOSTES so that the ‘N’

Determination can be removed. Principals are to complete and send to BOSTES the appropriate page of

the School Review Principal’s Report Form.

If the student’s appeal is unsuccessful at the school level, the Principal’s Determination Form, the Student

12

Appeal Form, the School Review Principal’s Report Form and any other relevant documentation should

be retained at the school unless the student wishes to appeal to BOSTES. The appropriate forms relating

to ‘N’ Determinations must be submitted to BOSTES by the dates specified in the BOSTES timetable of

actions for schools.

Non-Completion of Assessment Tasks

A. Action to be taken by students when work is submitted late

It is the responsibility of the student to submit work by 9:00am Wednesday of the week of the

assessment is date.

Any task submitted late will receive a mark of zero ‘0’ for the task.

Students who feel they have a valid reason for submitting a task late should follow the procedures

as set out under the heading ‘Appeal’ form (see Appendix).

B. Illness / Misadventure Applications by Students

Students who feel that their performance on the task has been affected by factors outside their

control e.g. illness or accident may wish to apply for special consideration. Students must formally

apply by completing the ‘Appeal’ form (see Appendix). The application form is available from the In-

School Access Coordinator (ISAC) and must be submitted within two school days of the students’

return to school. The ISAC must give the application to the Head Teacher Access who will consult

with the Assessment Panel to make a determination. Where possible the student or

parent/caregiver should contact their ISAC (e.g. by phone) on or before the assessment date to

explain the extenuating circumstances.

It is important to note that:

Students must pursue the illness/misadventure process. There is no onus on the Co-Teacher

or Course Coordinator to instigate this process.

In the case of illness, a medical certificate or other appropriate supporting documentation

must accompany an application form.

Work submitted late without an application for illness/misadventure will receive a zero ‘0’;

and an N-Warning letter will be sent to the student’s home address.

Misadventure refers to any valid reason, other than illness, for not completing, submitting

or being present for an assessment task. Whether an event will be considered to be a valid

misadventure, warranting consideration, will depend on the circumstances of the event and the

independent documentary evidence that is handed in to support the misadventure claim.

13

If the illness/misadventure deemed to be valid, and therefore upheld, the student will

complete the set task or an alternate task as soon as can be arranged, preferably on the next school

day or, in exceptional circumstances, an estimate will be used based on assessment evidence.

Invalid reasons for illness/ misadventure will result in a mark of zero ‘0’ for that task.

C. Extension of Time Requested by Students

Notice of foreseeable absences must be brought to the attention of the Co-Teacher or Course

Coordinator.

Students who cannot submit the task on or by the due date, for reasons beyond their control, can

make a written application for an extension of time to complete the task at least two days prior to

the due date, on the ‘Appeal’ Form (see Appendix)

It is the student’s responsibility to plan around foreseeable absences.

D. Process to apply for ‘Appeal’ Form

Step 1 - Students must inform their Co-Teacher and Course Coordinator immediately and fully

complete the ‘Appeal’ Form attaching any relevant documentation.

Step 2 - Students must ensure that parents/caregivers have signed the form

Step 3 - The student must submit the form to the ISAC who will sign it and then pass the application

to the Head Teacher Access who will consult with the Assessment Panel to make a determination

Step 4 - The student, Co-Teacher and Course Coordinator will be notified of the decision.

E. Criteria for Course Coordinators Giving Substitute Tasks

Where the result of an Assessment Task was affected for valid reasons by absence or other

misadventure preventing presentation of part (or all) of the task for assessment, the school may

use a mark based on a substitute task or, in exceptional circumstances, an estimate based on other

evidence.

Any substitute task should:

Be based on the same components or outcomes as the original task

Test or measure the same knowledge or skills as the original task

As far as possible, be of comparable standard to the original task

Be assessed in the same manner as the original task.

F. Computer Failures

Technical failures will not constitute sufficient grounds for the granting of an extension or

misadventure. Students are expected to follow responsible practices in relation to the use of

technologies, including the maintenance of reliable and up to date back up copies, allowing

sufficient time to deal with potential technical failures and the retention of printed backup copies.

14

G. Submission of non-written tasks

Students must ensure that electronic files are operable on standard school equipment. This must

be checked before submission.

Each student is responsible for maintaining an updated copy of his or her assessment task on a

suitable medium in a suitable program e.g. Word. Where a computer/printer malfunction occurs

the backup copy must be submitted.

H. Non-Attempt or Non Serious Attempt at an Assessment Task

In the event of a student not attempting or not making a serious attempt on an Assessment Task,

the Course Coordinator will:

Award zero ‘0’ for that task

Record a zero ‘0’ mark in the assessment record for the student

Students who make a non-genuine attempt will be required to re-do/complete the task to a

standard that meets the course outcomes as required by BOSTES

Inform the parents/caregivers of the situation using an ’N-Warning’ letter.

I. Invalid or Non-Discriminating Assessment Task

In the case of invalid or non-discriminating tasks, the WAP Assessment Panel may authorise an

additional task or an adjustment of the course weightings. Adequate warning must be given to

students for an additional task. In extreme circumstances the Head Teacher Access may allow an

invalid task to be completely disregarded.

J. Disability Provisions

BOSTES may approve special examination provisions for the HSC Examinations if a student has a

special need that would, in a normal examination situation, prevent him or her from:

(a) reading the examination questions; and/or

(b) communicating his or her responses.

Principals have the authority to decide on and to implement special provisions for school-based

assessment tasks including examinations.

15

Assessment Schedule for VET Courses

Formal Assessment

Assessment in VET courses is competency based. This means that students need to demonstrate that

they have gained, and can apply the specific knowledge and skills for the unit of competency to be

deemed competent in that unit. Evidence of competence will be collected in a variety of ways e.g. written

tasks, practical demonstration, portfolio or assignment.

Students may be deemed ‘Competent’ if performance in all required assessment activities is satisfactory,

OR ‘Not Yet Competent’ if students are still developing skills and/or their performance is at an

unsatisfactory level. There is no pass or fail. This means that a course mark is not allocated. For this

reason, the assessment schedule for HSC VET courses is in a different format to other Board Developed

Courses.

Formal Assessment will be scheduled only when students have developed the necessary skills, and

underpinning knowledge to demonstrate competency.

The Trainer will keep a record of units of competency achieved. Students may request to see this record

at any time to determine their progress. Alternately, students will be supplied with a competency log for

maintaining a record of units achieved. Students are entitled to seek advice about options for further

training and assessment for competencies ‘not yet achieved’. Students will also receive a report from the

school each semester indicating competencies achieved to date.

The achievement of units of competency, will lead to a Certificate at AQF Level I, II or III or a Statement

of Attainment (SOA) towards the AQF qualification. A transcript will be issued by the NSW Board of

Studies on behalf of Public Schools NSW – Wagga Wagga, Registered Training Organisation (RTO) 90333

for successful completion.

Recognition of Prior Learning (RPL) is available by submitting evidence of skills and knowledge relevant

to the unit/s of competency for assessment by the trainer.

Credit Transfer will be given for units of competency previously achieved with another RTO. Refer to RTO

Student Guide for further information and processes.

16

Work Placement is a mandatory HSC component. A minimum of 70 hours must be completed during a

240 hour course.

Note that:

- Students will not be permitted to participate in a Work Placement if they are not deemed

‘work ready’ by the trainer

- an ‘N’ determination will be issued if work placement is not satisfactorily completed. This

means that the course will not count towards the student’s HSC pattern of study. However,

they will still receive a ‘Statement of Attainment’, which indicates the units of competency

achieved towards the qualification

- the scheduled date for Work Placement is shown in the assessment summary.

The Optional HSC Examination is:

- independent of the competency based assessment requirements for the Australian

Qualifications Framework (AQF) VET qualification

- optional for students completing the 240 hour course and is intended for Australian Tertiary

Admissions Rank (ATAR) purposes only

- The satisfactory completion of the course will still appear on student’s HSC if the optional

examination is not undertaken.

If students intend to use their VET course towards the calculation of the ATAR, the school must

submit an estimated mark of their likely performance in the HSC. This will only be used in the case

of an illness/misadventure appeal. Students will be asked to complete a trial examination to

practise appropriate written tasks under examination conditions to determine the estimated mark.

17

HSC ASSESSMENT SCHEDULE SUMMARY 2016-17

WK TERM 4 2016 TERM 1 2017 TERM 2 2017 TERM 3 2017

1 EASTERN SDD MATHEMATICS

PDHPE

2 HEAT WEEK WORK STUDIES AGRICULTURE

BIOLOGY SENIOR SCIENCE

3 CAFS

METAL & ENGINEERING PDHPE

ENGLISH ADVANCED ENGLISH STANDARD

HOSPITALITY METAL & ENGINEERING

MODERN HISTORY PRIMARY INDUSTRIES

SLR VISUAL DESIGN WORK STUDIES

4 WAP CAMP

PHYSICS (AT CAMP) ANCIENT HISTORY

METAL & ENGINEERING QUARANTINE WEEK

INDUSTRIAL TECH (BOSTES)

5 HOSPITALITY

PRIMARY INDUSTRIES SLR

ANCIENT HISTORY ENGLISH ADVANCED ENGLISH STANDARD

BIOLOGY CHEMISTRY

HOSPITALITY SENIOR SCIENCE

AGRICULTURE ANCIENT HISTORY

BIOLOGY CAFS

CHEMISTRY CONSTRUCTION

ENGLISH ADVANCED ENGLISH STANDARD

ENGLISH STUDIES HOSPITALITY

INDUSTRIAL TECH MATHEMATICS

MATHEMATICS GEN 1* MATHEMATICS GEN 2

METAL & ENGINEERING MODERN HISTORY

PDHPE PHYSICS

PRIMARY INDUSTRIES SENIOR SCIENCE

6 WORK PLACEMENT WORK PLACEMENT WORK PLACEMENT

7

ANCIENT HISTORY CHEMISTRY

PDHPE SENIOR SCIENCE

HOSPITALITY MODERN HISTORY

SLR WORK STUDIES

AGRICULTURE ENGLISH STUDIES

METAL & ENGINEERING MODERN HISTORY

SLR WORK STUDIES

8

BIOLOGY ENGLISH STUDIES INDUSTRIAL TECH

MATHEMATICS METAL & ENGINEERING

PHYSICS

QUARANTINE WEEK

CAFS ENGLISH ADVANCED ENGLISH STANDARD

INDUSTRIAL TECH

9

ENGLISH ADVANCED ENGLISH STANDARD MATHEMATICS GEN 1 MATHEMATICS GEN 2

MODERN HISTORY VISUAL DESIGN WORK STUDIES

AGRICULTURE BIOLOGY

CAFS CHEMISTRY

CONSTRUCTION ENGLISH ADVANCED ENGLISH STANDARD

INDUSTRIAL TECH MATHEMATICS

MATHEMATICS GEN 2 PDHPE

PHYSICS SENIOR SCIENCE

MATHEMATICS GEN 1 MATHEMATICS GEN 2

PHYSICS HOSPITALITY

10 CONSTRUCTION CHEMISTRY

CONSTRUCTION

11

AGRICULTURE CAFS

CONSTRUCTION ENGLISH STUDIES

MATHEMATICS GEN 1 PRIMARY INDUSTRIES

VISUAL DESIGN

18

AGRICULTURE HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: NATASHA SHANKELTON

TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

Half Yearly Examination

Plant Density Trial

Exam – Farm Product Study

Analysis Of Research Study

Trial Examination

OUTCOMES ASSESSED

COMPONENT SYLLABUS WEIGHTING

DUE: TERM 1 WEEKS 9/10

DUE: TERM 1 WEEK 11

DUE: TERM 2 WEEK 7

DUE: TERM 3 WEEK 2


H1.1

Knowledge and understanding of the physical, chemical, biological, social, historical and economic factors that

interact in agricultural production systems 40%

10% 10%

H5.1

Knowledge and understanding of the impact of innovation, ethics and current

issues on Australian agricultural systems

5% 10% 5%

H2.1, H2.2

Knowledge, understanding and skills required to manage agricultural

production systems in a socially and environmentally responsible manner

40%

10% 5%

H3.1, H3.2, H3.3, H3.4

Knowledge of, and skills in, decision-making and the evaluation of technology

and management techniques used in sustainable agricultural production and

marketing

5% 15% 5%

H4.1 Skills in effective research,

experimentation and communication 20% 10% 10%

TOTAL 100% 15% 20% 20% 20% 25%

COURSE OUTCOMES:

H1.1 explains the influence of physical, biological, social, historical and economic factors on sustainable agricultural production

H2.1 describes the inputs, processes and interactions of plant production systems

H2.2 describes the inputs, processes and interactions of animal production systems

H3.1 assesses the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products

H3.2 critically assesses the marketing of a plant OR animal product

H3.3 critically examines the technologies and technological innovations employed in the production and marketing of agricultural products

H3.4 evaluates the management of the processes in agricultural systems

H4.1 justifies and applies appropriate experimental techniques, technologies, research methods and data presentation and analysis in relation to agricultural problems and situations

H5.1 evaluates the impact of innovation, ethics and current issues on Australian agricultural systems

19

AGRICULTURE HSC SCOPE AND SEQUENCE

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11

TE

RM

4 TOPIC

SYLLABUS AREA: PLANT & ANIMAL PRODUCTION TOPIC: SUSTAINABLE FARM PRODUCTION

SYLLABUS AREA: PLANT & ANIMAL PRODUCTION TOPIC: PLANT PRODUCTION -

GRAPES

ASSESSMENT / LAB DAYS

WP LAB

PRACTICAL DAY


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

SYLLABUS AREA: PLANT & ANIMAL PRODUCTION

TOPIC: PLANT PRODUCTION - GRAPES

SYLLABUS AREA: PLANT & ANIMAL PRODUCTION TOPIC: ANIMAL PRODUCTION – BEEF CATTLE

ASSESSMENT / LAB DAYS

11/12 Camp

Mon-Wed WP

QUARANTINE WEEK

HALF YEARLY EXAMS (Task 1)

LAB PRACTICAL

DAY Task 2 Due


TE

RM

2 TOPIC

SYLLABUS AREA: FARM PRODUCT STUDY TOPIC: MILK MARKETING & PRODUCTION

SYLLABUS AREA: ELECTIVE TOPIC: CLIMATE CHALLENGE

ASSESSMENT / EXCURSION

EXCURSION TO MOXEY

FARMS ANGLE DAIRY

WP Task 3

Due


TE

RM

3 TOPIC

SYLLABUS AREA: ELECTIVE

TOPIC: CLIMATE CHALLENGE

REVISION REVISION REVISION REVISION REVISION REVISION

ASSESSMENT Task 4

Due

QUARANTINE WEEK

TRIAL EXAMS (Task 5)

POST EXAM

STUDY DAY

20

ANCIENT HISTORY HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: KIM RANGER TASK 1 TASK 2 TASK 3 TASK 4

Brochure Essay Research Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 7

DUE: TERM 1 WEEK 5

DUE: TERM 2 WEEK 4


1.1, 2.1, 3.3, 3.2, 3.4, 3.5,

4.1,4.2

Knowledge and understanding of course content

25% 5% 10% 10% 15%

1.1, 2.1, 3.1, 3.6, 4.1, 4.2

Source-based skills: analysis, synthesis and evaluation of historical information from a

variety of sources 25% 5% 5% 5% 5%

1.1, 2.1, 3.1, 3.6, 4.1, 4.2

Historical inquiry and research 25% 5% 5% 5%

1.1, 2.1, 3.3, 3.2, 3.4, 3.5,

4.1,4.2

Communication of historical understanding in appropriate forms

25% 5% 10% 10%

TOTAL 100% 15% 25% 30% 30%

COURSE OUTCOMES:

H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within their historical context H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately H4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms

21

ANCIENT HISTORY HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Core studies: the cities of Pompeii and Herculaneum

Spartan society to the Battle of Leuctra 371 BC

ASSESSMENT Task 1 Out WP Task 1 due


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Spartan society to the battle of Leuctra 371BC The Greek world 500-440 BC

ASSESSMENT 11/12 CAMP

Mon-Wed

Task 2 Due

WP QUARANTINE

WEEK HALF YEARLY EXAMS


TE

RM

2 TOPIC The Greek world 500-440 BC The Near East - Xerxes

ASSESSMENT Task 3

Due WP


TE

RM

3 TOPIC The Near East - Xerxes Revision examination Preparation

ASSESSMENT QUARANTINE

WEEK TRIAL EXAMS

Task 4 Due

22

BIOLOGY HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: MARYANN EBSWORTH


Planning & Performing a

Practical Task (MaB)


Planning & Reporting a First-hand Investigation

(SBH)

Secondary Sources

Investigation (Option)

Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 8


DUE: TERM 2 WEEK 5

DUE: TERM 3 WEEK 2


H1 - H10 Knowledge & Understanding 40% 10% 10% 20%

H11 – H13, H15

Skills in First Hand Investigations

30% 5% 15% 5% 5%

H14 – H16 Skills in Scientific Thinking &

Problem Solving 30% 5% 5% 5% 5% 10%

TOTAL 100% 10% 15% 20% 20% 35%

COURSE OUTCOMES: H6, H11 – H15 H1 – H10 H3, H4, H13, H14 H1 – H5, H7, H8,

H13, H14 H1- H15

COURSE OUTCOMES: H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

H2 analyses the ways in which models, theories and laws in biology have been tested and validated

H3 assesses the impact of particular advances in biology on the development of technologies

H4 assesses the impacts of applications of biology on society and the environment

H5 identifies possible future directions of biological research

H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

H7 analyses the impact of natural and human processes on biodiversity

H8 evaluates the impact of human activity on the interactions of organisms and their environment

H9 describes the mechanisms of inheritance in molecular terms

H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

H11 justifies the appropriateness of a particular investigation plan

H12 evaluates ways in which accuracy and reliability could be improved in investigations

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

H14 assesses the validity of conclusions from gathered data and information

H15 explains why an investigation is best undertaken individually or by a team

H16 justifies positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

23

BIOLOGY

HSC SCOPE AND SEQUENCE


TE

RM

4

TOPIC Maintaining a Balance:

Homeostasis

Maintaining a Balance: Activity &

Temperature:Enzymes

Maintaining a Balance: Activity &

Temperature:Responding to change

Maintaining a Balance:

Temperature & Life

Maintaining a Balance: Water for

Transport - Mammals

Maintaining a Balance: Water for

Transport - Plants


Regulation of Substances:

Kidneys

Maintaining a Balance: Endocrine

System


Enantiostasis


Topic Review

ASSESSMENT WP

TASK 1 DUE

Planning & Performing a

Practical Task


TE

RM

1 TOPIC

HEAT WEEK SDD

Blueprint of Life: The

evidence for evolution

Blueprint of Life: Mendel & Inheritance

Blueprint of Life:

Chromosome structure

Blueprint of Life:

Inheritance mechanisms

Blueprint of Life:

Reproductive technologies

Blueprint of Life: Genetic Engineering

ASSESSMENT 11/12 Camp

Mon-Wed WP

QUARANTINE WEEK

TASK 2 DUE HALF YEARLY EXAMS


TE

RM

2

TOPIC

The Search for Better

Health: What is a ‘health’?


Health: The importance of cleanliness

The Search for Better Health:

Microbes as causes of disease


Infectious diseases


Protecting the body


Health: The Immune

Response


Epidemiology


Environmental

Disease

The Search for Better Health: Disease

prevention and control


Health: Study & Revision

ASSESSMENT

TASK 3 DUE

Planning & Reporting a First-hand

Investigation

WP


TE

RM

3 TOPIC Option: TBD Option: TBD Option: TBD Option: TBD Option: TBD Option: TBD

HSC Topic Reviews

HSC Study & Revision

ASSESSMENT

TASK 4 DUE

Secondary Sources

Investigation

QUARANTINE

WEEK TASK 5 DUE

TRIAL EXAMS

24

CHEMISTRY HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: DAVID LYNN


Research Task: Batteries


First-Hand Investigation:

Identification of Ions

Research Task: DNA in

Forensics

Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 7


DUE: TERM 2 WEEK 5

DUE: TERM 2 WEEK 10


H1, H2, H3, H4, H5, H6, H7, H8,

H9, H10 Knowledge and Understanding 40% 10% 5% 25%

H11, H12

Planning and conducting first-hand investigations Gathering and processing first-hand data Gathering and processing relevant information from secondary sources

30% 5% 2.5% 15% 2.5% 5%

H13, H14, H15, H16

Communicating information and understanding Developing scientific thinking and problem solving techniques Working individually and in teams

30% 10% 2.5% 12.5% 5%

TOTAL 100% 15% 15% 15% 20% 35%

COURSE OUTCOMES:

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

25

CHEMISTRY



TE

RM

4 TOPIC Production of Materials Acids and Bases

ASSESSMENT WP TASK 1

DUE


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Acids and Bases Revision CM&M


Mon-Wed WP

QUARANTINE WEEK

HALF YEARLY EXAMS TASK 2 DUE


TE

RM

2 TOPIC Chemical Monitoring and Management Forensic Chemistry

ASSESSMENT TASK 3

DUE WP

TASK 4 DUE


TE

RM

3 TOPIC Forensic Chemistry

Exam Review

Forensic Chemistry HSC Revision


WEEK TRIAL EXAMS TASK 5 DUE

26

COMMUNITY AND FAMILY STUDIES HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: SARAH LINDSAY


Independent Research Project


Essay Comparison Trial Examination

OUTCOMES ASSESSED


DUE: TERM 1 WEEK 3


DUE: TERM 1 WEEK 11

DUE: TERM 2 WEEK 8


4.1, 4.2

Knowledge and understanding of how the following impact on

wellbeing: • resource management • positive relationships • range of

societal factors • nature of groups, families and communities

40% 5% 10% 10% 15%

1.1, 2.1, 2.2, 2.3, 3.2, 3.4,

5.1, 6.2

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

wellbeing

25% 5% 5% 10% 5%

1.1, 2.2, 2.3, 3.1, 3.3, 4.1, 4.2, 5.1, 6.2

Knowledge and understanding about research methodology and skills in

researching, critical thinking, analysing and communicating

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

TOTAL 100% 15% 15% 20% 25% 25%

COURSE OUTCOMES:

H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

H2.1 analyses different approaches to parenting and caring relationships

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups

H3.3 critically analyses the role of policy and community structures in supporting diversity

H3.2 evaluates networks available to individuals, groups and families within communities

H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 develops strategies for managing multiple roles and demands of family, work and other environments

H6.1 analyses how the empowerment of women and men influences the way they function within society.

H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments.

27

COMMUNITY AND FAMILY STUDIES HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Research Methodology

Parenting and Caring

ASSESSMENT WP


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Parenting and Caring Groups in Context

ASSESSMENT TASK 1

DUE

11/12 Camp

Mon-Wed WP

QUARANTINE WEEK

HALF YEARLY EXAMS TASK 2 DUE

TASK 3 DUE


TE

RM

2 TOPIC Groups in Context Individual and Work


DUE


TE

RM

3 TOPIC Individual and Work HSC Exam Preparation



28

CONSTRUCTION HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: JAMES PETER


Cluster 4 & Cluster 8


Cluster 5 Cluster 6 & Cluster 7

Trial Examination

OUTCOMES ASSESSED

COMPONENT HOURS DUE: TERM 4

WEEK 10 DUE: TERM 1

WEEK 9/10 DUE: TERM 1

WEEK 11 DUE: TERM 2

WEEK 10 DUE: TERM 3

WEEK 5/6

CPCCCCA2002B Use carpentry tools and equipment 10

CPCCCCA2011A Handle carpentry materials 20

CPCCCM2004A Handle construction materials 20

CPCCJN2001A Assemble components 15

CPCCJN2002B Prepare for off-site manufacturing process

10

CPCCCA2003A Erect and dismantle formwork for footings and slabs on ground

25

CPCCCO2013A Carry out concreting to simple forms 20

CPCCO2021A Handle concreting materials 15

TOTAL 135

COURSE OUTCOMES:

Elective

Elective

Elective

Elective – Option 1

Elective – Option 1

Elective – Cluster 8*

Elective – Cluster 8*

BOSTES Imported Elective

CPCCCCA2002B Use carpentry tools and equipment (Group B – Carpentry)

CPCCCCA2011A Handle carpentry materials (Group B – Carpentry)

CPCCCM2004A Handle construction materials (Group H – General Elective Units)

CPCCJN2001A Assemble components (Group F – Joinery & Shopfitting)

CPCCJN2002B Prepare for off-site manufacturing process (Group F – Joinery & Shopfitting)

CPCCCA2003A Erect and dismantle formwork for footings and slabs on ground (Group B – Carpentry)

CPCCCO2013A Carry out concreting to simple forms (Group H – General Elective Units)

CPCCO2021A Handle concreting materials (Imported Elective)

* Trainers who are qualified to deliver Cluster 8 can still do so, however, Option 1 or Option 2 must be completed first.

70 Work Placement must be completed over the two year course as a mandatory BOSTES requirement for completion of the HSC.

29

CONSTRUCTION HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Cluster 4 – Prepare to Concrete Cluster 8 – Carry Out Concreting

ASSESSMENT WP

Task 1 Due:

Cluster 4 & 8


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Cluster 5 – Group Project


Mon-Wed WP

QUARANTINE WEEK

Task 2 Due: HALF YEARLY EXAMS

Task 3 Due:

Cluster 5


TE

RM

2 TOPIC Cluster 6 – Working Effectively Cluster 7 – Option 1: Joinery

ASSESSMENT WP

Task 4 Due:

Cluster 6 & 7


TE

RM

3 TOPIC Trial Examination Preparation HSC Examination Preparation


WEEK Task 5 Due:

TRIAL EXAMS

30

ENGLISH ADVANCED HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: KATE WILSON

TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6

Listening Task Speaking Task Half Yearly

Examination Viewing Task

Portfolio: Mod C Related Material

Trial Examination

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

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 9

DUE: TERM 1 WEEK 5


DUE: TERM 2 WEEK 8

DUE: TERM 3 WEEK 3


2, 3, 4, 7, 8, 11, 12

Area of Study – Discovery 40% 15% 10% 15%

1, 2, 2A, 5 Module A – Comparative Study of Texts & Context

20% 15% 5%

1, 2A, 3, 4, 6, 10

Module B – Critical Study of Texts

20% 15% 5%

1, 2, 3, 5, 8, 9, 12A, 13

Module C – Representation and Text

20% 15% 5%

TOTAL 100% 15% 15% 10% 15% 15% 30%

LANGUAGE MODES

Listening 15% 15%

Speaking 15% 15%

Reading 25% 5% 10% 10%

Writing 30% 5% 5% 20%

Viewing/Representing 15% 15%

TOTAL 100% 15% 15% 10% 15% 15% 30%

COURSE OUTCOMES:

A student: 1 explains and evaluates the effects of different contexts of responders and

composers on texts 2 explains relationships among texts 2A recognises different ways in which particular texts are valued 3 develops language relevant to the study of English 4 explains and analyses the ways in which language forms and features, and

structures of texts shape meaning and influence responses 5 explains and evaluates the effects of textual forms, technologies and their media of

production on meaning 6 engages with the details of text in order to respond critically and personally 7 adapts and synthesises a range of textual features to explore and communicate

information, ideas and values, for a variety of purposes, audiences and contexts

A student: 8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range

of perspectives 9 evaluates the effectiveness of a range of processes and technologies for various learning

purposes including the investigation and organisation of information and ideas 10 analyses and synthesises information and ideas into sustained and logical argument for a

range of purposes, audiences and contexts 11 draws upon the imagination to transform experience and ideas into text demonstrating control

of language 12 reflects on own processes of responding and composing 12A explains and evaluates different ways of responding to and composing text 13 reflects on own processes of learning

31

ENGLISH ADVANCED HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC MODULE A: Comparative Study of Texts and Context – Intertextual Connections AoS SDD



TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Area of Study: Discovery Mod B


Mon-Wed TASK 2 WP

QUARANTINE WEEK

HALF YEARLY EXAMS TASK 3


TE

RM

2 TOPIC Module B: Critical Study of Texts Module C



TE

RM

3 TOPIC

Module C: Representation & Text – Representing People & Politics

Module C REVISION

ASSESSMENT TASK 5 QUARANTINE

WEEK TRIAL EXAMS

TASK 6

32

ENGLISH STANDARD HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: COURTNEY FOLEY


Listening Task Speaking Task Half Yearly

Examination Viewing Task Writing Task

Trial Examination

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

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 9

DUE: TERM 1 WEEK 5


DUE: TERM 2 WEEK 8

DUE: TERM 3 WEEK 3


1, 2, 4, 5, 6 Area of Study – Discovery 40% 15% 10% 15%

3, 4, 7, 8, 11 Module A – Experience

through Language 20% 15% 5%

5, 6, 9, 12, 13 Module B – Close Study of

Text 20% 15% 5%

1, 2, 3, 4, 10 Module C – Texts and

Society 20% 15% 5%

TOTAL 100% 15% 15% 10% 15% 15% 30%

LANGUAGE MODES

Listening 15% 15%

Speaking 15% 15%

Reading 25% 5% 10% 10%

Writing 30% 5% 5% 20%

Viewing/Representing 15% 15%

TOTAL 100% 15% 15% 10% 15% 15% 30%

COURSE OUTCOMES:

A student: 1. demonstrates understanding of how relationships between composer,

responder, text and context shape meaning. 2. demonstrates understanding of the relationships among texts. 3. develops language relevant to the study of English. 4. describes and analyses the ways that language forms and features, and

structures of texts shape meaning and influence responses. 5. analyses the effect of technology and medium on meaning. 6. engages with the details of text in order to respond critically and personally. 7. adapts and synthesises a range of textual features to explore and

communicate information, ideas and values for a variety of purposes, audiences and contexts.

A student: 8. articulates and represents own ideas in critical, interpretive and imaginative texts from

a range of perspectives. 9. assesses the appropriateness of a range of processes and technologies in the

investigation and organisation of information and ideas. 10. analyses and synthesises information and ideas into sustained and logical argument

for a range of purposes and audiences. 11. draws upon the imagination to transform experience and ideas into text, demonstrating

control of language. 12. reflects on own processes of responding and composing. 13. reflects on own processes of learning.

33

ENGLISH STANDARD HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Area of Study: Discovery Module A



TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Module A: Experience through language Module B


Mon-Wed TASK 2 WP

QUARANTINE WEEK



TE

RM

2 TOPIC Module B: Close Study of Text Module C



TE

RM

3 TOPIC Module C: Texts and Society

Module C

Revision

ASSESSMENT TASK 5 QUARANTINE

WEEK TRIAL EXAMS

TASK 6

34

ENGLISH STUDIES HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: HELEN JOHNSON

TASK 1 TASK 2 TASK 3 TASK 4

Portfolio Creative Writing and close study of text

Research Task In-class Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 8

DUE: TERM 1 WEEK 11

DUE: TERM 2 WEEK 7


H1.2, H1.3, H2.1, H2.3, H3.2, H4.2

Students develop skills in planning and working individually and collaboratively

15% 5% 5% 5%

H1.1, H2.2, H2.3, H3.2,

H4.2

Students will develop knowledge and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and

contexts

25% 10% 5% 10%

H1.4, H2.1, H3.2, H4.1

Students will develop skills in reading, listening, viewing and in writing,

speaking and representing 30% 5% 5% 10% 10%

H1.1, H2.2, H3.1, H3.2

Students will develop knowledge and understanding of various forms of

texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts

to convey meaning

30% 5% 5% 10% 10%

TOTAL 100% 15% 25% 30% 30%

COURSE OUTCOMES:

H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning H1.2 explains the ideas and values of the texts H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and future

education, careers and citizenship H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound

basis for current and future education, careers and citizenship H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking

for those purposes H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences H4.1 plans and organises to complete tasks or projects, both individually and collaboratively H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics

35

ENGLISH STUDIES HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Let’s Rock! English and the world of music


DUE


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

We are Australians

Creative Writing and close study

of text

We are Australians

Creative Writing and close study of text

ASSESSMENT

11/12 Camp Mon-Wed

WP QUARANTINE

WEEK HALF YEARLY

EXAMS TASK 2

DUE


TE

RM

2 TOPIC On the Road – English and the experience of travel

Digital Worlds – English for the Web


DUE


TE

RM

3 TOPIC Digital Worlds cont. Course content revision

ASSESSMENT QUARANTIN

E WEEK TRIAL EXAMS

TASK 4

36

HOSPITALITY HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: CATHERINE DOYLE


PowerPoint, Case Study &

Practical

Practical & Theory

Research, Case Study & Waste Audit

Theory Task Practical & Theory

Task

Trial Examination

OUTCOMES ASSESSED


WEEK 5 DUE: TERM 1

WEEK 7 DUE: TERM 2

WEEK 5 DUE: TERM 2

WEEK 9 DUE: TERM 3

WEEK 3 DUE: TERM 3 WEEKS 5/6

SITXCCS202 Interact With Customers 15

SITXCOM201 Show Social And Cultural Sensitivity 10

SITHFAB206 Serve Food And Beverage 40

SITXFSA201 Participate In Safe Food Handling

Practices 15

BSBSUS201A Participate In Environmentally

Sustainable Practices 15

SITHIND201 Source And Use Information On The

Hospitality Industry 20

SITHCCC103 Prepare Sandwiches 10

SITHACS101 Clean Premises And Equipment 10

SITHIND202 Use Hospitality Skills Effectively

(Holistic) 20 EVIDENCE COLLECTION – STUDENT EVIDENCE JOURNAL

TOTAL 155

COURSE OUTCOMES:

SITXCCS202 INTERACT WITH CUSTOMERS SITXCOM201 SHOW SOCIAL AND CULTURAL SENSITIVITY SITHFAB206 SERVE FOOD AND BEVERAGES SITXFSA201 PARTICIPATE IN SAFE FOOD HANDLING PRACTICES BSBSUS201A PARTICIPATE IN ENVIRONMENTALLY SUSTAINABLE PRACTICES SITHIND201 SOURCE AND USE INFORMATION ON THE HOSPITALITY INDUSTRY SITHCCC103 PREPARE SANDWICHES SITHACS101 CLEAN PREMISES AND EQUIPMENT SITHIND202 USE HOSPITALITY SKILLS EFFECTIVELY (HOLISTIC)


37

HOSPITALITY HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Interacting with diverse customers Safely serving food and beverages

ASSESSMENT

TASK 1: POWERPOINT, CASE STUDY & PRACTICAL

WP


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Safely serving food and beverages


Mon-Wed WP

TASK 2: PRACTICAL &

THEORY

QUARANTINE WEEK

HALF YEARLY EXAMS


TE

RM

2 TOPIC Environmental practices Keeping up to date with the industry

ASSESSMENT

TASK 3:

RESEARCH, CASE STUDY

& WASTE AUDIT

WP TASK 4: THEORY

TASK


TE

RM

3 TOPIC Preparing sandwiches and maintaining premises

HSC Examination Preparation and collation of Holistic Evidence Journal

ASSESSMENT

TASK 5: RACTICAL & THEORY

TASK

QUARANTINE WEEK

TRIAL EXAMS TASK 6

38

INDUSTRIAL TECHNOLOGY HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: LEISA ROWLANDS


Folio Part 1 Half Yearly

Examination Industry Study

Report Major Project &

Folio Trial

Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 8


DUE: TERM 2 WEEK 8

DUE: TERM 3 WEEK 4


H1.1, H1.2, H5.1, H5.2, H7.1, H7.2

Knowledge and understanding of the organisation and management of, and manufacturing processes

and techniques used by, the focus area 40% 5% 10% 20% 5%

H1.2, H2.1, H3.1, H3.3, H4.1, H4.2, H4.3, H5.1,

H5.2

Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the

safe use of manufacturing processes and techniques through the design and production of a

quality major project

60% 10% 5% 5% 30% 10%

TOTAL 100% 10% 10% 15% 50% 15%

OUTCOMES H4.2, H4.3, H5.1, H5.2

H1.1, H1.2, H3.1, H4.3, H7.1, H6.1

H1.1, H1.2, H1.3

H2.1, H3.1, H3.2, H3.3, H4.1, H6.2, H5.1, H5.2

H1.1, H1.2, H3.1, H4.3, H7.1, H6.1

COURSE OUTCOMES:

H1.1 investigates industry through the study of businesses in one focus area H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry H1.3 identifies important historical developments in the focus area industry H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques H3.1 demonstrates skills in sketching, producing and interpreting drawings H3.2 selects and applies appropriate research and problem-solving skills H3.3 applies and justifies design principles through the production of a Major Project H4.1 demonstrates competency in a range of practical skills appropriate to the Major Project H4.2 explores the need to outsource appropriate expertise where necessary to complement personal practical skills H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components H5.1 selects and uses communication and information processing skills H5.2 examines and applies appropriate documentation techniques to project management H6.1 evaluates the characteristics of quality manufactured products H6.2 applies the principles of quality and quality control H7.1 explains the impact of the focus area industry on the social and physical environment H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

39

INDUSTRIAL TECHNOLOGY HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Introduction to HSC

Design, Management and Communication Assessment Task: Major Project & Folio

ASSESSMENT WP TASK 1: FOLIO PART 1


TE

RM

1 TOPIC

YCS SDD FRI 27/1

Heat Week SDD FRI

3/2

Industry Related Manufacturing Technology Focus Area: Timber Products and Furniture Technologies Assessment Task: Major Project & Folio


Mon-Wed WP

QUARANTINE

WEEK HALF YEARLY EXAM

TASK 2


TE

RM

2 TOPIC

Industry Study Assessment Task: Major Project & Folio, Industry Study Report

Revision

ASSESSMENT Industry

Study Visit WP

TASK 3: INDUSTRY

STUDY REPORT


TE

RM

3 TOPIC

Revision of Content Assessment Task: Major Project & Folio

HSC Examination Preparation

ASSESSMENT

QUARANTINE WK

TASK 4: BOSTES: MAJOR

PROJECT

TRIAL EXAM TASK 5

40

MATHEMATICS HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: GERRY CAPELL


Topic Test Half Yearly

Examination Take Home Assignment

Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 8


DUE: TERM 3 WEEK 1


H1-H9 Concepts, Skills and

Techniques 50% 5% 15% 15% 15%

H1-H9 Reasoning 50 % 5% 10% 15% 20%

TOTAL 100% 10% 25% 30% 35%

Outcomes Assessed in each task P1, P2, P6, P7, P8

H1, 2, 4, 5, 9, H1, 2, 4, 5, 6, 7, 8, 9, H1, 2, 3, 4, 5, 6, 8, 9 H1, 2, 3, 4, 5, 6, 7, 8, 9

COURSE OUTCOMES:

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

41

MATHEMATICS HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC CALCULUS-THE DERIVATIVE PROBABILITY SEQUENCE AND SERIES

ASSESSMENT WP TASK 1: TOPIC TEST


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

INTEGRATION REVISION

Trial exams

TRIG

FUNCTIONS


Mon-Wed WP

QUARANTINE WEEK



TE

RM

2 TOPIC TRIG FUNCTIONS EXPONENTIAL AND LOG FUNCTIONS

APPLICATIONS OF CALCULUS TO PHYSICAL WORLD

ASSESSMENT WP


TE

RM

3

TOPIC CATCH UP REVISION Trial exams HSC PREPERATION

ASSESSMENT

TASK 3: TAKE HOME

ASSIGNMENT

QUARANTINE

WEEK TRIAL EXAMS

TASK 4

42

MATHEMATICS GENERAL 1 HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: SUSAN LARKINGS


Assignment (Measurement and

Finance)

Assignment (Statistics)

Assignment (Household

Design)

Assignment (Human Body)

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 9

DUE: TERM 1 WEEK 11

DUE: TERM 2 WEEK 9


MG1H1 – MG1H10

Concepts, Skills and Techniques 50% 10% 10% 15% 15%

MG1H1 – MG1H10

Reasoning and Communication 50% 10% 15% 10% 15%

TOTAL 100% 20% 25% 25% 30%

COURSE OUTCOMES:

MG1H1: uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts

MG1H2: analyses representations of data in order to make predictions

MG1H3: makes predictions about everyday situations based on simple mathematical models

MG1H4: analyses simple two-dimensional and three-dimensional models to solve practical problems

MG1H5: interprets the results of measurements and calculations and makes judgements about reasonableness, including the conversion to appropriate units

MG1H6: makes informed decisions about financial situations likely to be encountered post-school

MG1H7: develops and carries out simple statistical processes to answer questions posed

MG1H8: solves problems involving uncertainty using basic counting techniques

MG1H9: chooses and uses appropriate technology to organise information from a range of practical and everyday contexts

MG1H10: uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others

43

MATHEMATICS GENERAL 1 HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC

Financial Mathematics FM4CEC

Measurement MM4CEC

Algebra and Modelling AM3CEC

ASSESSMENT WP Measurement and Finance

Task


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Data and Statistics DS5CEC

Probability PB2CEC

Revision


Mon-Wed WP

QUARANTINE WEEK

HALF YEARLYEXAMS TASK 2

DATA TASK


TE

RM

2 TOPIC

Mathematics and Design FSDe1CEC, FSDe2CEC

Mathematics and Household Finance FSHo1CEC, FSHo2CEC

ASSESSMENT WP Household

Design Task


TE

RM

3 TOPIC

Mathematics and the Human Body FSHu1CEC, FSHu2CEC, FSHu3CEC

Mathematics and Personal Resource Usage

FSPe1CEC, FSPe2CEC, FSPe3CEC

Revision

ASSESSMENT Human Body

Task QUARANTINE

WEEK TRIAL EXAMS

TASK 4

44

MATHEMATICS GENERAL 2 HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: ELAINE BATES


Algebra and Measurement test


Data, Algebra and Financial Test

Trial Examination

OUTCOMES ASSESSED COMPONENT SYLLABUS WEIGHTING

DUE: TERM 4 WEEK 9


DUE: TERM 2 WEEK 9


MG2H-1, MG2H-2, MG2H-3, MGH2-4, MGH-

5,MGH-6, MGH2-7,MGH2-8,MGH2-9,

MGH-10

Concepts, Skills and Techniques

50% 10% 10% 10% 20%

MG2H-1, MG2H-2, MG2H-3, MGH2-4, MGH-

5,MGH-6, MGH2-7,MGH2-8,MGH2-9,

MGH-10

Reasoning and Communication

50% 5% 10% 20% 15%

TOTAL 100% 15% 20% 30% 35%

Outcomes MGH2-1,3,4,5 MGH2- 1,2,3,4,5,6,8, MGH2-1,2,3,6,7,9,10 MGH2 –

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

COURSE OUTCOMES:

MGH2-1

MGH2-2

MGH2-3

MGH2-4

MGH2-5

MGH2-6

MGH2-7

MGH2-8

MGH2-9

MGH2-10

Uses mathematics and statistics to evaluate and construct arguments in a range of familiar and unfamiliar texts

Analyses representations of data in order to make inferences, predictions and conclusions

Makes predictions about situations based on mathematical models, including those involving cubic, hyperbolic or exponential functions

Analyses two-dimensional and three-dimensional models to solve practical problems, including those involving sphere and non-right-angles triangles

Interprets the results of measurements and calculations and makes judgements about reasonableness, including the degree of accuracy of measurements and

calculations and the conversion to appropriate units

Makes informed decisions about financial situations, including annuities and loan repayments

Answers questions requiring statistical processes, including the use of the normal distribution, and the correlation of bivariate data

Solves problems involving counting techniques, multistage events and expectation

Chooses and uses appropriate technology to locate and organise information from a range of contexts

Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others, and justifies a

response

45

MATHEMATICS GENERAL 2 HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC

Further Applications of Area and Volume

Further Algebraic skills and Techniques

Modelling Linear relationships

Interpreting Sets of Data

ASSESSMENT WP Task 1


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Applications of

Probability

Applications of

trigonometry

Credit and Borrowing Communic

ation


Mon-Wed WP

QUARANTINE WEEK



TE

RM

2 TOPIC

Annuities and Loan Repayments

Modelling Non-Linear Relationships

Normal Distribution Sampling and Populations

Spherical Geometry



TE

RM

3 TOPIC Maths and Health Maths and Resources Revision


WEEK TRIAL EXAMS

TASK 4

46

METAL AND ENGINEERING HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: JOCK MCLAURIN


Cluster 4 Calculations And Cutting

Cluster 5 Workshop Machines

Cluster 6 Skills Into

Action

Cluster 7 Technical Drawing

Cluster 10 Sheet And

Plate Assembly

Trial Examination

OUTCOMES ASSESSED


WEEK 8 DUE: TERM 1

WEEK 3 DUE: TERM 2

WEEK 4 DUE: TERM 2

WEEK 7 DUE: TERM 3

WEEK 3 DUE: TERM 3 WEEKS 5/6

MEM16007A Work with others in a manufacturing, engineering or related environment

15

MEM15002A Apply quality systems 10

MEM15024A Apply quality procedures 5

MEM05012C Perform routine manual metal arc welding

20

MEM07032A Use workshop machines for basic operations

25

MEM09002B Interpret technical drawing 30

MEM03003B Perform sheet and plate assembly

35

MEM05005B Carry out mechanical cutting 5

MEM12024A Perform computations 20

TOTAL 165

COURSE OUTCOMES:

MEM16007A Work with others in a manufacturing, engineering or related environment MANDATORY

MEM15002A Apply quality systems MANDATORY

MEM15024A Apply quality procedures MANDATORY

MEM05012C Perform routine manual metal arc welding MANDATORY

MEM07032A Use workshop machines for basic operations ELECTIVE

MEM09002B Interpret technical drawing MANDATORY

MEM03003B Perform sheet and plate assembly ELECTIVE

MEM05005B Carry out mechanical cutting ELECTIVE

MEM12024A Perform computations ELECTIVE

70hrs Work Placement must be completed over the two year course as a mandatory BOSTES requirement for completion of the HSC.

http://training.gov.au/TrainingComponentFiles/MEM05/MEM05012C_R1.pdf




47

METAL AND ENGINEERING HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Cluster 4 Calculations and cutting

Cluster 5 Use workshop machines

ASSESSMENT Cluster 4 Written notes, Knowledge Tests and Hobby Vice

WP

TASK1: Cluster 4 Written notes,

Knowledge Tests and Hobby Vice

Cluster 5 Written notes, Knowledge Tests and MMAW,

Machining


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Cluster 5 Cluster 6 Skills into action

ASSESSMENT

TASK 2: Use

workshop machines

11/12 Camp

Mon-Wed Cluster 6 WP Cluster 6

QUARANTINE WEEK

HALF YEARLY EXAMS

Cluster 6


TE

RM

2 TOPIC Cluster 6 Skills into action

Cluster 7 Interpret Technical Drawing

Cluster 7 Written Notes

Cluster 10 Sheet and plate assembly

ASSESSMENT Cluster 6 Written notes, Knowledge

Tests and Motorbike lift stand TASK 3

Cluster 7 Written Notes

WP TASK 4 Cluster 10 Written notes,

Knowledge Tests and Mechanic Stool


TE

RM

3 TOPIC

Cluster 10 Sheet and plate assembly

Course Review HSC Exam Preparation

ASSESSMENT

Cluster 10 Written notes, Knowledge

Tests and Mechanic Stool

TASK 5 QUARANTINE

WEEK TRIAL EXAMS

TASK 6

48

MODERN HISTORY HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: NADINE WILKIN


Source Analysis Extended Response

Personality Study Extended Response

Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 9

DUE: TERM 1 WEEK 7

DUE: TERM 2 WEEK 7

DUE: TERM 3 WEEK 3


H3.2; H3.3; H3.5

Source-based Skills

20% 5% 5% 5% 5%

H4.1; H4.2 Knowledge and Understanding of

Course Content 40% 10% 10% 5% 15%

H2.1; H3.1; H3.2; H3.3; H3.4; H3.5

Historical Enquiry and Research

20% 10% 5% 5%

H1.1; H1.2 Communication of Historical

information in appropriate forms 20% 5% 5% 10%

TOTAL 100% 10% 20% 20% 20% 30%

COURSE OUTCOMES:

H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century

H3.1 ask relevant historical questions

H3.2 locate, select and organise relevant information from different types of sources

H3.3 analyse and evaluate sources for their usefulness and reliability

H3.4 explain and evaluate differing perspectives and interpretations of the past

H3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

H4.1 use historical terms and concepts appropriately

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

49

MODERN HISTORY HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Part I: Core Study: World War I 1914–1919: A Source-based Study

Part II: National Studies - Germany 1918 – 1939

ASSESSMENT WP TASK 1: Source

Analysis


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Part II: National Studies – Germany 1918 – 1939


Mon-Wed WP

TASK 2: Extended Response

QUARANTINE WEEK HALF YEARLY EXAMS


TE

RM

2 TOPIC Part III: Personalities in the Twentieth Century – Albert Speer

Part IV: International Studies in Peace and Conflict - Conflict in Europe



TE

RM

3 TOPIC Part IV: International Studies in Peace and Conflict – Conflict in Europe

ASSESSMENT TASK 4: Extended Response

QUARANTINE WEEK

TRIAL EXAMS TASK 5

50

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: CASSIE RICHARDS


Core 2: Factors Affecting

Performance Data Analysis


Option 4: Improving

Performance Training Program

Core 1: Health Priorities In

Australia Research

Investigation

Trial HSC Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 7


DUE: TERM 2 WEEK 3

DUE: TERM 3 WEEK 1


H1, H2, H3, H7, H8, H9,

Knowledge and understanding of: • factors that affect health • the way the body moves

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

H4, H5, H10, H11, H13, H14

Skills in: • influencing personal and community health • taking action to improve participation and performance in physical activity

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

H15, H16, H17 Skills in critical thinking, research and analysis

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

TOTAL 100% 15% 15% 15% 25% 30%

COURSE OUTCOMES:

H1 H2 H3 H4 H5 H7 H8 H9 H10 H11 H13 H14 H15 H16 H17

describes the nature and justifies the choice of Australia’s health priorities analyses and explains the health status of Australians in terms of current trends and groups most at risk analyses the determinants of health and health inequities argues the case for health promotion based on the Ottawa Charter explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities explains the relationship between physiology and movement potential explains how a variety of training approaches and other interventions enhance performance and safety in physical activity explains how movement skill is acquired and appraised designs and implements training plans to improve performance designs psychological strategies and nutritional plans in response to individual performance needs selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity argues the benefits of health-promoting actions and choices that promote social justice critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all devises methods of gathering, interpreting and communicating information about health and physical activity concepts selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

51

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION



TE

RM

4 TOPIC

Core 2: - Energy Systems

Core 2: - Types of Training

Core 2: - Principles of Training -Physiological Adaptations

Core 2: - Motivation - Anxiety and Arousal

Core 2: - Psychological Strategies -Nutritional Considerations

Core 2: -supplementation - Recovery Strategies

Core 2: - Stages of Skill Acquisition

Core 2: - Characteristics of the Learner

Core 2: -The Learning Environment

Core 2: - Assessment of Skill and Performance


Due


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Sports Med: - Classify Injuries

- Soft Tissue - Hard Tissue - Assessment

Sports Med: - Children and Young - Adult and Aged

- Female

Sports Med: - Physical Prep - Sports Policy - Environment - Taping

Sports Med: - Rehabilitation - Return to Play

Revision Revision Revision

Improving Performance: - Strength, aerobic, anaerobic, flexibility, skill training


Mon-Wed WP

QUARANTINE WEEK



TE

RM

2 TOPIC

Improving Performance: - Initial Planning - Training Year Planning

Improving Performance: - Designing a Training Session - Overtraining

Improving Performance: - Use of Drugs - Use of Technology

Core 1: - Measuring health Status

Core 1: - Identifying Priority Health Issues

Core 1: - Groups Experiencing Health Inequalities

Core 1: - High Level of Preventable Problems

Core 1: - A growing and Aging Population

Core 1: - Health Care in Australia

Core 1: - Complementary

and Alternative Health Care

ASSESSMENT Task 3

Due WP


TE

RM

3 TOPIC

Core 1: - Ottawa Charter

Core 1: - Ottawa Charter

Exam Technique / Revision

Exam Technique / Revision

Revision

ASSESSMENT Task 4

Due

QUARANTINE WEEK

TRIAL EXAMS TASK 5

52

PHYSICS HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: JOHN GRUBB


Projectile Motion Investigation

First Hand Investigation:

Motors


Secondary Investigation

Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 8

DUE: TERM 1 WEEK 4


DUE: TERM 2 WEEK 9


H1-10 Knowledge & Understanding 40% 10% 5% 25%

H11-13, 15 Skills in planning, conducting and communicating on investigations

30% 10% 10% 10%

H12-14, 16 Skills in scientific problem solving and

communicating understanding. 30% 5% 5% 5% 5% 10%

TOTAL 100% 15% 15% 15% 20% 35%

COURSE OUTCOMES:

H1

H2

H3

H4

H5

H6

H7

H8

H9

H10

H11

H12

H13

H14

H15

H16

Evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking.

Analyses the ways in which models, theories and laws in physics have been tested and validated

Assesses the impact of particular advances in physics on the development of technologies

Assesses the impacts of applications of physics on society and the environment

Identifies possible future directions of physics research

Explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

Explains the effects of energy transfers and energy transformations

Analyses wave interactions and explains the effects of those interactions

Explains the effects of electric, magnetic and gravitational fields

Describes the nature of electromagnetic radiation and matter in terms of the particles

Justifies the appropriateness of a particular investigation plan

Evaluates ways in which accuracy and reliability could be improved in investigations

Uses terminology and reporting styles appropriately and successfully to communicate information and understanding

Assesses the validity of conclusions from gathered data and information

Explains why an investigation is best undertaken individually or by a team

Justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical

evaluation of the consequences of the applications of science

53

PHYSICS HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC SPACE MOTORS & GENERATORS

ASSESSMENT Practical

Day WP TASK 1


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

M&G 11/12

Camp Mon-Wed

MOTORS & GENERATORS Revision IDEAS

ASSESSMENT TASK 2 WP QUARANTINE

WEEK HALF YEARLY EXAMS

TASK 3


TE

RM

2 TOPIC IDEAS TO IMPLEMENTATION MEDICAL PHYSICS OPTION

ASSESSMENT Practical

Day WP TASK 4


TE

RM

3 TOPIC MEDICAL PHYSICS

Space Revision

M&G Revision

I to I Revision

HSC revision and Exam Technique


WEEK TRIAL EXAMS

TASK 5

54

PRIMARY INDUSTRIES HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: ALICE DORMAN TASK 1 TASK 2 TASK 3 TASK 4

Cluster 6 Cluster 1 Cluster 2 Trial Examination

OUTCOMES ASSESSED COMPONENT HOURS DUE: TERM 4

WEEK 5 DUE: TERM 1

WEEK 11 DUE: TERM 3

WEEK 3 DUE: TERM 3

WEEKS 5/6

AHCLSK211A Provide feed for livestock

Livestock 15 ✓ ✓

AHCLSK209A Monitor water supplies

Livestock 10 ✓ ✓

AHCMOM304 Operate machinery & equipment

Machinery operation & maintenance

20 ✓ ✓

AHCMOM202 Operate tractors

Machinery operation & maintenance

20 ✓ ✓

AHCWRK209A Participate in environmentally

sustainable work practices Sustainability 20 ✓ ✓

AHCCHM201A Apply chemicals under supervision

Chemicals 20 ✓ ✓

AHCWRK201A Observe and report on weather

Weather 15 ✓ ✓

AHCPMG201A Treat weeds

Pest management 20 ✓ ✓

TOTAL 140 25 40 75 0

COURSE UNITS OF COMPETENCY:

AHCLSK211A Provide feed for livestock

AHCLSK209A Monitor water supplies

AHCMOM304 Operate machinery & equipment

AHCMOM202 Operate tractors

AHCWRK209A Participate in environmentally sustainable work practices

AHCCHM201A Apply chemicals under supervision

AHCWRK201A Observe and report on weather

AHCPMG201A Treat weeds


55

PRIMARY INDUSTRIES HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Cluster 6: Feed and Water Stock Cluster 1: Tractors & Machinery

ASSESSMENT TASK 1

DUE WP


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Cluster 1: Tractors & Machinery


Mon-Wed WP

QUARANTINE WEEK

HALF YEARLY EXAMS

TASK 2 DUE


TE

RM

2 TOPIC Cluster 2: Sustainable Farming

ASSESSMENT WP


TE

RM

3 TOPIC Cluster 2: Sustainable Farming Revision of Clusters: 1, 2, 4, 5, 6

ASSESSMENT TASK 3

DUE QUARANTINE


56

SENIOR SCIENCE HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: KEN HORLEY


First Hand Investigation-

Tablet Dissolving


Secondary Source

Investigation- Disaster

Prevention

First Hand and Secondary

Source Investigation- Heart Rate

Trial Examination

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 7


DUE: TERM 2 WEEK 5

DUE: TERM 3 WEEK 2


H1, H3, H4, H5, H6, H7, H8, H9, H10,

H16

Knowledge and Understanding 40% 5% 5% 10% 20%

H2, H11, H12, H13, H14,

H16

Skills in: • planning and conducting first-hand investigations • gathering and processing first-hand data • gathering and processing relevant information from secondary sources

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

H13, H15, H16

Skills in: • communicating information and understanding • developing scientific thinking and problem-solving techniques • working individually and in teams

30% 5% 10% 5% 10%

TOTAL 100% 10% 10% 20% 25% 35%

COURSE OUTCOMES:

H1 H2 H3 H4 H5 H6 H7 H8 H9

H10 H11 H12 H13 H14 H15 H16

discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking applies the processes that are used to test and validate models, theories and laws, to investigations assesses the contribution of scientific advances on the development of technologies assesses the impacts of applications of science on society and the environment describes possible future directions of scientific research describes uses of the Earth’s resources identifies effects of internal and external environmental changes on the human body relates the properties of chemicals to their use relates the structure of body organs and systems to their function discusses ways in which different forms of energy and energy transfers and transformations are used justifies the appropriateness of a particular investigation plan evaluates ways in which accuracy and reliability could be improved in investigations uses terminology and reporting styles appropriately and successfully to communicate information and understanding assesses the validity of conclusions from gathered data and information explains why an investigation is best undertaken individually or by a team justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

57

SENIOR SCIENCE HSC SCOPE AND SEQUENCE


TE

RM

4 TOPIC Lifestyle Chemistry

Catch-up and

Consolidation

Lifestyle Chemistry

Information Systems

ASSESSMENT WP

TASK 1: First Hand

Investigation- Tablet

Dissolving


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Information Systems

Catch-up and

Consolidation

Information Systems

Revision Disasters


Mon-Wed WP

QUARANTINE WEEK



TE

RM

2

TOPIC Disasters

Catch-up and

Consolidation

Bionics

ASSESSMENT

TASK 3: Secondary

Source Investigation-

Disaster Prevention

WP


TE

RM

3

TOPIC Bionics Revision Lifestyle

Chemistry Information

Systems Disasters Bionics

ASSESSMENT

TASK 4: First Hand and Secondary

Source Investigation- Heart Rate

QUARANTINE

WEEK TRIAL EXAMS

TASK 5

58

SPORT, LIFESTYLE AND RECREATION (STAGE 6) HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: JESSICA SKINNER


Sports Coaching Fitness Sports Administrations Individual Games and

Sports Applications

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 5

DUE: TERM 1 WEEK 7

DUE: TERM 2 WEEK 7

DUE: TERM 3 WEEK 3

1.1, 2.1, 2.2, 3.1, 3.2,4.2, 1.6, 2.4, 3.2,

4.1

Knowledge and Understanding

50% 10% 10% 15% 15%

5.2, 5.5, 1.3, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1,

4.4

Skills 50% 10% 15% 10% 15%

TOTAL 100% 20% 25% 25% 30%

COURSE OUTCOMES:

1.1 Applies the rules and conventions that relate to participation in a range of physical activities

1.2 Explains the relationship between physical activity, fitness and healthy lifestyle

1.3 Demonstrates ways to enhance safety in physical activity

1.6 Describes administrative procedures that support successful performance outcomes

2.1 Explains the principles of skill development and training

2.2 Analyses the fitness requirements of specific activities

2.4 Describes how societal influences impact on the nature of sport in Australia

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

3.2 Designs programs that respond to performance needs

3.3 Measures and evaluates physical performance capacity

4.1 Plans strategies to achieve performance goal

4.2 Demonstrates leadership skills and a capacity to work cooperatively in movement context

4.4 Demonstrates competence and confidence in movement Contexts

5.2 Willingly participates in regular physical activity

5.5 Strives to achieve quality in personal performance

59

SPORT, LIFESTYLE AND RECREATION (STAGE 6)



TE

RM

4 TOPIC Sports Coaching and Training

ASSESSMENT

Task 1: Sports

Coaching Due

WP


TE

RM

1 TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Fitness Fitness


Mon-Wed WP

Task 2: Fitness

Due

QUARANTINE WEEK

HALF YEARLY EXAMS


TE

RM

2 TOPIC Sports Administrations

ASSESSMENT WP Task

3:Sports Admin Due


TE

RM

3 TOPIC Individual Games and Sports Applications

ASSESSMENT Task 4:

IGSA Due QUARANTINE

WEEK TRIAL EXAMS

60

VISUAL DESIGN HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: TROY JONES

TASK 1 TASK 2 TASK 3

Product Design: Packaging

Western Express

Interior/Exterior Design: Structures and Environments

Word Walk

General Module:

Individual/Collaborative Design Project

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 9

DUE: TERM 1 WEEK 11

DUE: TERM 3 WEEK 3

DM1 - DM6 Design and Making 70% 20% 20% 30%

CH1 - CH4 Critical and Historical Studies 30% 10% 10% 10%

TOTAL 100% 30% 30% 40%

OUTCOMES:

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

DM4 generates images and ideas as representations/simulations

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

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

61

VISUAL DESIGN HSC SCOPE AND SEQUENCE


TE

RM

4

TOPIC Product Design: Packaging Western Express

Design Brief –Pizza Box and Pizza Historical/Critical Studies.

Research websites and other resources Brainstorm ideas for assessment. Design in VDPD Design through the Four Frames

Final Design Creating, refining and making final

designs and recipe.

Submit Pizza Box and Pizza recipe. Cook Pizza on site at Trangie Central School

Introduction to Assessment

Task 2 Design

Brief

ASSESSMENT WP Assessment Task 1 Due


TE

RM

1

TOPIC Interior/Exterior Design: Structures and Environments Word Walk

YCS SDD FRI

27/1 HEAT WEEK SDD FRI 3/2

Select WORD for Word Walk Research using a variety of resources.

Brainstorm ideas for assessment Design in VDPD.

Create/ plan drawings and organise materials for

your design. Experimental work in VDPD.

Historical/ Critical Studies

Creating, refining and making your word walk design and product/s. Documentation of progress recorded in students VDPD.

Historical/Critical Studies.

Prepare to submit VDPD with all research tasks developmental

work, statement of intention related to design brief. Resolved

Assessment

Resolve both the VDPD and Design Product.

Introduction to Assessment Task 3

Intro to Design Brief

–


Mon-Wed WP

QUARANTINE WEEK

HALF YEARLY EXAMS Assessment Task 2 Due


TE

RM

2

TOPIC General Module: Individual/Collaborative Design Project

Development of students own Design Brief Students write

statement of intention in VDPD

Research using a

variety of resources Brainstorm ideas for major

assessment Design in VDPD.

Submit Design Brief and statement of intent

Selection of Designer Artist

to study

Analysis of proposed product Create/ plan drawings and organise materials for your design. Experimental work in VDPD. Creating, designing and making your chosen design. Documentation of progress of design and design product in

VDPD.

Creating, refining and making your chosen design. Documentation of progress in VDPD. Design Progress feedback

Product development and construction

ASSESSMENT WP


TE

RM

3

TOPIC General Module: Individual/Collaborative Design Project continued

Creating, refining and making your chosen design. Documentation of

progress in VDPD.

Prepare to Submit VDPD with all research tasks, developmental work and statement of intention

related to design brief Photograph finished and resolved task and evaluate your design process. Resolve Assessment

ASSESSMENT Assessment Task 3 Due

QUARANTINE WEEK TRIAL EXAMS

62

WORK STUDIES (STAGE 6) HSC ASSESSMENT SCHEDULE

COURSE COORDINATOR: SKYE RUSH


Work Placement Logbook

Workplace Communication

School Developed

Module

Teamwork and Enterprise Skills

Team Enterprise Project

OUTCOMES ASSESSED


DUE: TERM 4 WEEK 9

DUE: TERM 1 WEEK 7

DUE: TERM 2 WEEK 2

DUE: TERM 2 WEEK 7

DUE: TERM 3 WEEK 3

1, 2, 3, 4, Knowledge and understanding 30 10% 5% 5% 5% 5%

5, 6, 7, 8, 9 Skills 70 5% 10% 20% 15% 20%

TOTAL 100% 15% 15% 25% 20% 25%

COURSE OUTCOMES:

1. investigates a range of work environments

2. examines different types of work and skills for employment

3. analyses employment options and strategies for career management

4. assesses pathways for further education, training and life planning

5. communicates and uses technology effectively

6. applies self-management and teamwork skills

7. utilises strategies to plan, organise and solve problems

8. assesses influences on people’s working lives

9. evaluates personal and social influences on individuals and groups

63

WORK STUDIES (STAGE 6)



TE

RM

4 TOPIC

Experiencing Work + online resources Online Resources

ASSESSMENT WP

Task 1: Work

Placement Logbook

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

WEEK 10

WEEK 11

TE

RM

1

TOPIC

YCS SDD FRI 27/1

HEAT WEEK

SDD FRI 3/2

Workplace Communication School Developed Module


Mon-Wed WP

Task 2: Workplace

Communication

QUARANTINE

WEEK HALF YEARLY

EXAMS


TE

RM

2

TOPIC School Developed

Module Teamwork and Enterprise Skills Team Enterprise Project

ASSESSMENT

Task 3: School

Developed Module

WP

Task 4: Teamwork

and Enterprise

Skills


TE

RM

3

TOPIC Team Enterprise Project

ASSESSMENT

Task 5: Team

Enterprise Project

QUARANTINE WEEK TRIAL EXAMS

1

APPENDIX

2

Western Access Program Peak Hill / Yeoval / Trangie / Tottenham / Trundle / Tullamore

Assessment Task

(SUBJECT HEADING)

Course Coordinator: Co-Teacher:

Date Distributed: Due Date:

Assessment Task Number: Weighting:

Syllabus Area:

Type of Task:

Task Description:

You will be assessed on how well you:

Outcomes being assessed:

3


Assessment Task Notification & Acknowledgement Subject: _____________________________________ School: ____________________________________

Course Coordinator: ___________________________ Year: _____________________________________

Assessment Task Number: ______________________ Weighting: _________________________________

Due Date of Task: _____________________________ Date of Distribution: _________________________

Details of Task: ____________________________________________________________________________

_________________________________________________________________________________________

Co-Teacher:

Please complete sections A, B, C and D of this form in its entirety and return to the Course Coordinator

A

Co-Teacher: School:

Details of Assessment Task:

Received Date: Due Date:

B Please tick:

Received assessment task with marking criteria

Please tick: Assessment task received within allowed timeframe

C

Student Name Student Signature Date Received

D Name of Co-Teacher Co-Teacher Signature Date sent to

Coordinator

4


Appeal Form

Student Name: _______________________________ School: _____________________________________

Course Coordinator: __________________________ Subject: ____________________________________

Due Date: _____________ Task Description: __________________________________________________

Reason for appeal:

Illness Misadventure Process Extension Other ___________________________________

Were special provisions provided for this assessment task? YES / NO

Details for appeal: _________________________________________________________________________

_________________________________________________________________________________________

Student Statement: How did this misadventure affect your performance? _________________________________________________________________________________________

_________________________________________________________________________________________

What is the desired outcome by student? ______________________________________________________

_________________________________________________________________________________________

Student Signature: ____________________________ Date: _________________

Parent / Caregiver Signature: ____________________ Date: _________________

Medical Certificate or supporting documentation is attached

Submission is within timeframes outlined in the assessment guidelines

A VC is held to determine the outcome of the appeal by the Assessment Panel

Principals: ____________________ _____________________

Appeal Outcome: Upheld Dismissed

Recommendation:

Zero marks to be awarded for completed task Marks to count Rank to count Estimate to be given

Alternative task to be set Ranking to be maintained Task to be completed, ranking maintained Other ___________________________

Comment: ________________________________________________________________________________

_________________________________________________________________________________________

HTA Signature: ______________________________________ Date: _________________________________

copy to Principal, Head Teacher, CC and CoT and ISAC

copy filed in student file

5


Assessment Coversheet

Name: _____________________________________ School: _____________________________________

Subject: ___________________________________ Course Coordinator: __________________________

Year: ______________________________________ Assessment Task Number: _____________________

Due Date: __________________________________ Number of Pages: ____________________________

Student Signature: ___________________________

By signing this form you acknowledge that the work you are submitting is free from plagiarism and you are

adhering to the Western Access Program Assessment Policy.

Appeal form submitted: YES / NO

Received by: ________________________________________ Date: ________________ Time: ____________

Staff Signature: ______________________________________

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

STAFF MEMBER please complete and detach this section and file for receipt of task.

Name: _____________________________________ School: _____________________________________

Subject: ___________________________________ Course Coordinator: __________________________

Year: ______________________________________ Assessment Task Number: _____________________

Due Date: __________________________________ Number of Pages: ____________________________

By signing this form you acknowledge that the work you are submitting is free from plagiarism and you are

adhering to the Western Access Programs’ Assessment Policy.

Student Signature: ___________________________

Appeal form submitted: YES / NO

Received by: _______________________________________ Date: ________________ Time: ____________

Staff Signature: ___________________________________

6


Change of Assessment Task

Course Coordinator: School:

Subject: Year Group:

Assessment Task Details:

Outline of Reason/s for the change of assessment:

Original Due Date:

Course Coordinator’s Process Checklist:

Please tick when completed

Have you spoken to the Head Teacher Access?

Have you spoken to your school Principal?

Have you spoken to your In-School Access Coordinator (ISAC)?

Has your Principal approved the change of ASSESSMENT?

Upon approval from the Head Teacher Access you agree to immediately contact all students to notify them of the change of ASSESSMENT task. Please include a new Assessment Task Notification & Acknowledgment Form and if any changes have been made to the Assessment Task include the new version.

Upon approval from the Head Teacher Access you agree to immediately contact all Co-Teachers to notify them of the change of ASSESSMENT task.

Approved: Y / N

Signatures: _________________ _________________ _________________ _________________

Date: _________________ _________________ _________________ _________________

Course Coordinator Supervisor Principal Head Teacher Access

Head Teacher Access Process Checklist:

Please tick when completed

Course Coordinator has contacted all students

Course Coordinator has contacted all co-teachers

The change of date has been noted in the Weekly Bulletin

Received a copy of the new assessment task

Date: __________________

Date: __________________

Date: __________________

Date: __________________

2016-17 hsc assessment policy and schedule · 2016-17 hsc assessment policy and schedule ......

Documents