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11

Year 112020

ASSESSMENT PROGRAMMEThis document is intended as a guide to the Year 11 Course

Assessment policies and procedures for students and their parents.

TRINITY GRAMMAR SCHOOL

MIND BODY SPIRIT

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In Year 11 students embark on their academic journey to the Higher School Certificate. The courses undertaken in Year 11 are vital foundations on which the HSC year is built. This is true, not only of the content and skills taught in each course, but also of the Assessment procedures. In Year 12, Assessment contributes fifty percent to the final result in every subject. Year 11, therefore, provides the opportunity for students to become accustomed to the practices and requirements associated with HSC Assessment, and to develop the habits of learning that support academic achievement.

Heads of Department take primary responsibility for Assessment matters within their academic areas and formulate a Programme of Assessment tasks for each subject. It is the purpose of this book to inform students and their parents of the Programme of Assessments for each subject.

At the end of Year 11 schools are required by the NSW Education Standards Authority (NESA) to award Grades on an A – E scale for every completed Year 11 course. Should a student leave school before the completion of Year 12, Year 11 course Grades, along with Grades earned in Year 10, are reported on the Record of School Achievement issued by NESA. Otherwise, they will appear on the HSC testamur.

A careful examination of the Assessment Programmes for each of his subjects allows a student to plan his time to ensure that he is not working at the last minute to complete important tasks. It also helps him to see how the various Assessment tasks will mesh together to give a holistic picture of his accomplishments at the end of Year 11.

I do encourage all Year 11 students to sit with their parents and plan ahead. Successful planning is an important key to achieving the highest Grades of which each student is capable.

I also encourage all students and their parents regularly to consult the School’s Assessment Policy, which is available on the School’s Community Website, http://community.trinity.nsw.edu.au.au/1_senior/mind_senior.html. All the procedures relating to Assessment in Senior School are made clear, and important rules concerning Assessment are published there. Students in Senior School are expected to be aware of these rules and procedures.

I wish every Year 11 student success in undertaking this important first year in his Higher School Certificate programme.

Deborah WilliamsAcademic DeanOctober 2019

INTRODUCTION

The following pages contain an extract from the Trinity Grammar School Assessment Policy. The Policy was last revised in October 2018 . Students and their parents are advised to use this section only as a guide and to check the most recent version on the School’s Community Website for specific details.

TABLE OF CONTENTS

PART A

Introduction by Academic Dean 2Note on Terminology 3Section 1 - Purposes of Assessment 3

> Assessment of Learning Outcomes 3 > Assessment for Public Credentials 3 > Higher School Certificate 4

Section 2 - The Assessment Programme in Senior School 5

> Assessment Programmes 5 > Number and Weighting of Tasks 5 > Timing and Notification of Tasks 5 > Variation from Published Programme 5 > Extensions 5 > Absence from Assessment Task or Examination 5 > Late Attendance at an Assessment Task or Examination 6 > Submission of Assessment Tasks 6 > Electronic Submission of Assessment Tasks 6 > Late Submission of Assessment Tasks 7 > Failure to Submit or Undertake an Assessment Task 7 > Alleged Malpractice in Assessment Tasks or Examinations 7 > Appeals relating to Assessments 7 > ‘N’ Determination 8

PART B

Subject Guidelines - by Subject 9

PART C

Contact Us 40

TRINITY GRAMMAR SCHOOL YEAR 11 ASSESSMENT PROGRAMME 3

SECTION 1PURPOSES OF ASSESSMENT

The NSW Education Standards Authority (NESA) defines assessment as “the process of identifying, gathering and interpreting information about students’ learning”. The main purpose of assessment at Trinity Grammar School is to identify where students are in their learning so we can show their growth and achievement and design future learning. This remains true as students enter the challenges of their final school credential: assessment is the primary means by which we gauge student progress and determine the best paths forward for each individual.

In Senior School (Years 10, 11 and 12), however, Assessment takes on the special significance of contributing to the award of important public credentials – the Record of School Achievement and the Higher School Certificate.

ASSESSMENT OF LEARNING OUTCOMES

All syllabuses published by NESA for Years 7 - 12 specify required Learning Outcomes. The purpose of Assessment is to measure the extent to which students have achieved the Learning Outcomes at a given point in time.

There are no predetermined patterns of marks or grades superimposed on Assessment tasks. The purpose is simply to measure and identify what students know and can do in relation to the required outcomes for each Stage in the subjects they are studying.

Public Assessments conducted for the Higher School Certificate (HSC Examinations) are also based on the measurement of learning outcomes.

ASSESSMENT FOR PUBLIC CREDENTIALS

The Record of School Achievement

Students who leave the NSW school system prior to achieving the Higher School Certificate are eligible for a Record of School Achievement. This credential records the student’s Grades achieved at the end of Year 10, and (where applicable) at the end of Year 11. For students who go on to achieve the Higher School Certificate, this same information will be reported on their HSC testamur.

Year 11 courses

Throughout Year 11 the School conducts an Assessment Programme in each subject. The purpose of the Assessment Programme is to enable the School to determine an achievement Grade for each student in each of his subjects. Achievement Grades are in the range A – E, where A is the most meritorious result. Grades are awarded in strict accordance with descriptors published by NESA, and the pattern of Grades awarded by each school is monitored by NESA. The descriptors define achievements standards; there is no pre-determined pattern of Grades.

PART AINTRODUCTION

YEAR112020

A NOTE ON TERMINOLOGYThroughout this document, the word “Assessment” (capitalised) is distinguished from the more general “assessment”. The “Assessment Programme”, comprising a number of “Assessment tasks”, is a formal set of procedures, overseen by the respective Head of Department, designed to measure the achievement of all students undertaking a course in a consistent and comparable manner. Students will be asked to undertake many other tasks which do not form part of the Assessment Programme, but which nevertheless help the teacher to make an assessment of their learning. Effective learning requires that students undertake all tasks set by their teachers; Assessment tasks nevertheless have a particular significance.

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THE HIGHER SCHOOL CERTIFICATE

The NSW Education Standards Authority (NESA) requires that, before students can progress to a Higher School Certificate (Year 12) course, they must satisfactorily complete the requirements of the relevant Year 11 course.

Over the four terms of Year 12 the School conducts an Assessment Programme in each subject. NESA requires that the School report a mark for each student in each subject which they are presenting for the Higher School Certificate. The purpose of the Assessment Programme is to determine this mark through the administration of a variety of Assessment tasks.

The marks1 which are submitted to NESA are moderated by NESA, based on the examination results achieved by the School’s candidates in each subject. The moderated Assessment mark then comprises fifty percent (50%) of the student’s final HSC mark for each subject. Should the student suffer some misadventure at the time of the HSC Examination, the moderated Assessment mark can become the basis upon which NESA provides an HSC result.

Thus, in every Assessment task in Year 12 students are working directly towards their HSC result.

Following the HSC students will receive a result notice informing them of their

> Examination mark

> Moderated Assessment mark

> HSC mark (comprising the other two marks combined on a 50:50 basis)

> Achievement band ranging from 6 to 12.

Band 6 Mark from 90 to 100





Band 1 Mark from 0 to 49, regarded as below the minimum standard

1. The procedures described in this paragraph refer to NESA Developed Courses only. Most subjects offered at Trinity Grammar School are NESA Developed Courses. The small number of exceptions are identified in the Courses Guide published each year, and in other relevant documentation relating to students’ choice of subjects.2. This varies slightly in Extension subjects


In Senior School, Assessment takes on a greater significance, and for Years 11 and 12, it is part of the public credentialling process. Strict rules are laid down by NESA and the School must follow these, both to maintain the integrity of the Assessment process and to serve the best interests of Trinity students. The rules which govern Assessment in Years 10-12 are contained in this section.

ASSESSMENT PROGRAMMES

For each subject in each Senior School Year group the Head of Department will publish an Assessment Programme early in the academic year. The Assessment Programme will indicate:

> the Assessment tasks which will take place throughout the academic year

> in general terms what syllabus outcomes each task is intended measure

> when each task will occur (with specific dates to be supplied later)

> what percentage of the final Assessment mark each task contributes to the overall Assessment result in that course.

NUMBERS AND WEIGHTING OF TASKS

For Stage 6 syllabuses, NESA publishes strict guidelines relating to Assessment Programmes, including the number of tasks to be undertaken and the weightings of various elements. The School requires Heads of Departments to design an appropriate Assessment Programme for each Course in Years 11 and 12, in accordance with NESA rules and guidelines and to provide feedback on student progress across the range of learning outcomes.

Students should note that the nature of Outcome Based Assessment means that the final Assessment mark allocated to each student must be an accurate numeric representation of his level of achievement of the specified Outcomes of the course. While particular weightings are allocated to individual Assessment Tasks, Heads of Department are nevertheless required to ensure that final Assessment marks reflect the student’s overall level of achievement at the end of the course. Assessment marks achieved throughout the course will be the most important means of determining this final mark but may be subject to the application of appropriate professional judgment by the Head of Department.

NOTIFICATION OF ASSESSMENT TASKS

At least two (2) weeks prior to the actual conduct of any Assessment task, the Head of Department will give the specific date (or dates), and details of the task, the Outcomes to be assessed, the marking criteria and any special arrangements to students in writing. Such notification in writing will not generally be printed in “hard copy”, but will be made available electronically to students via the School’s Learning Management System (Canvas).

In some subjects Assessment takes place over a period of time. In such cases it will be sufficient for the Head of Department to have given students two (2) weeks’ notice of the commencement of the period of Assessment.

In approving the dates for Assessment tasks, the School will endeavour to act to avoid students having to undertake more than one task on a given day. However, experience has shown that this cannot always be avoided, and it will not be grounds for appeal

SECTION 2THE ASSESSMENT PROGRAMME IN SENIOR SCHOOL (YEARS 10-12)

that a student has more than one task on any day, or has several successive days of Assessments, providing that due notice has been given for each.

VARIATION FROM THE PUBLISHED ASSESSMENT PROGRAMME

Should it become necessary in unusual or unforeseen circumstances to change the date of an Assessment task once it has been given in writing to students, the Head of Department will negotiate a new date with the Director of Curriculum and advise the students in writing via the School’s Learning Management System (Canvas). Wherever feasible the Head of Department will endeavour to consult with the classes affected, but this will not always be possible. The three key principles in this procedure will be that:

a. the date will not generally be made earlier than that originally advisedb. the weighting of the Task in the overall Assessment Programme

will not generally be variedc. every consideration will be given to ensure that students do not

suffer disadvantage.

EXTENSIONS

Extensions will only be granted by a Head of Department in the most exceptional circumstances, and should not be assumed by students. Should a student wish to seek an extension for an Assessment task, he must apply in advance in writing to the Head of the Department involved. A pro forma is available for this purpose. The Head of the Department will deal promptly with the application and advise the student of the outcome.

Generally, technical failures related to computing equipment will not constitute sufficient grounds for the granting of an Extension. Students are expected to follow responsible practices in relation to the use of technologies, including the maintenance of reliable and up to date backup copies, allowing sufficient time to deal with potential technical failures and the retention of printed draft copies

ABSENCE FROM AN ASSESSMENT TASK OR EXAMINATION AND OTHER CASES OF MISADVENTURE

Absence due to illness or misadventure

If a student is very ill on the day of an Assessment task or Examination, he should not sit the task. Rather a medical certificate is to be obtained that specifies their illness and the period of time that the student is determined to be affected by the illness and submitted to the Director of Curriculum as soon as possible, but at the latest on the day of the student’s return to school, for consideration. Students who sit an Assessment task while ill cannot make an illness/misadventure claim, rather, their mark for the Assessment task will stand. Further, students cannot make a claim for illness after they have sat an Assessment task, rather, the mark for the Assessment task will stand.

Should an unavoidable and unplanned circumstance preclude a student’s attendance at an Assessment task or Examination, they are to notify the Student Services Secretary (02 9581 6033) or the EA to the Academic Dean (02 9581 6135) as early as possible. Such circumstances do not include family holidays (whenever booked), social engagements or other matters of a discretionary nature.

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Documentation must be submitted to suport the claim to the Director of Curriculum as soon as possible, but at the latest on the day of the student’s return to School, for consideration.

In the unlikely event that a circumstance eventuates which may prejudice a student’s performance in an Assessment task or Examination, the details should be given in writing to the Director of Curriculum as soon as possible for consideration.

Illness or misadventure in the days immediately preceding an Assessment task or Examination will not generally be grounds for a misadventure claim. Students are expected to prepare over time and not to depend on last minute preparation.

In cases where it is determined by the Director of Curriculum or the Head of Department that an estimate is to be awarded for a particular task, the Head of Department will exercise his or her professional judgment, using all available evidence of achievement, to provide the most accurate estimate possible. In the absence of good evidence, the Head of Department cannot predicate estimates on a student’s potential or ability alone. The student’s rank order in the course will not necessarily be maintained.

Note: Students who sustain a short-term injury or encounter a circumstance that may impede their performance in an upcoming Assessment task or Examination will not generally be granted Disability Provisions (such as extra time or a scribe) rather they are to contact the Director of Curriculum who will determine a course of action which may involve the student not undertaking the Assessment task or examination (so long as supporting medical or third party documentation is supplied) and advise the Head of Department to provide an estimate for the relevant Assessment task(s) or Examination(s).

Where a student has missed attending an Assessment task or Examination, on the day of his return to School, he must see the relevant Head(s) of Department, who will determine, in consultation with the Director of Curriculum, how to proceed. The Head of Department will determine if it is appropriate and possible for the student to undertake a similar Assessment task or examination; the student can be required to undertake the alternative on the day of his return to School. Alternatively, it may be more appropriate to make an estimate based on other information about the student’s performance.

LATE ATTENDANCE AT AN ASSESSMENT TASK OR EXAMINATION

Students who arrive late for an Assessment task, and who believe that circumstances beyond their control have occasioned the lateness, should report to the Head of Department concerned. The Head of Department will determine an appropriate course of action.

Students who arrive late for a School Examination must report to the Master of the Senior School or the Director of Curriculum, who will determine an appropriate course of action. In general, the procedures of NESA, i.e. students may only be admitted to an Examination up to one (1) hour late, and will not be granted extra time in compensation. However, for internal School Examinations, the Master of the Senior School or Director of Curriculum may exercise discretion in this regard; for external / public Examinations no such discretion is available.

Alleged misreading of the examination timetable cannot be compensated. Students who fail to attend an examination claiming

that they have misread the examination timetable will be awarded zero (0) marks. Students are strictly warned against using draft timetables; only the final examination timetable will provide accurate information about examination scheduling

Procedures for Applications for Misadventure Consideration

In normal circumstances, applications for misadventure consideration will not be accepted or considered more than five (5) school days after the date of the affected Assessment task or Examination.

Should a student be absent from an Assessment task or Examination and fail to follow the procedures above he will be awarded zero (0) marks.

Long Term Illness or Educational Disadvantage

There may be cases where a student experiences an illness or another means of educational disadvantage that is of a long term nature. Generally, such cases will be accommodated through the UAC Educational Access Scheme, not by consideration for internal Assessment tasks or Examinations. Applications for the EAS Scheme are made through the Senior School Office

SUBMISSION OF ASSESSMENT TASKS

Assessment tasks are extremely valuable and must be submitted responsibly in accordance with the terms established on the Assessment notification. Tasks completed at home must be submitted directly to the student’s teacher in circumstances conducive to their safe receipt. In the event of the teacher being unavailable, Assessment tasks may be submitted to the respective Head of Department, or failing that to the Director of Curriculum, Master of the Senior School or EA to the Academic Dean.

In the case of all Assessment tasks completed at home, the student is required to keep a good copy of the submitted task. A digital back-up copy or a photocopy is acceptable. The copy must be produced on request, and will provide the student with security against loss of or damage to the submitted copy. Loss of a Task, either electronic or physical, will not generally be accepted as a valid reason for late submission.

ELECTRONIC SUBMISSION OF ASSESSMENT TASKS

Students are not to assume that they may submit Assessment tasks by email or by other digital media. However, on some occasions the Head of Department may instruct or allow students to submit electronically. Heads of Department may require subsequent provision of a printed copy of the task. Any such instructions will be clearly specified on the Assessment task notification

When this is required or permitted, the task may be submitted on CD, DVD or memory stick, by email or via an electronic “drop box”, but not on other media (unless specifically authorised by the Head of Department). When electronic submission does occur, the following rules will apply:

1. The School will not be responsible for unreadable, unusable or virus infected files or media.

2. The School will only accept Assessment tasks which are written in applications to which School staff have ready access, and in a format which can be read by most School computers.


3. The Assessment task should be readily identifiable on the medium.

4. An Assessment task is not considered submitted if conditions (1), (2) and (3) are not satisfied.

5. The School will not be responsible for the non-receipt or delay of emails. If submitting work by email, students must specifically request acknowledgement by return email of the receipt of their work. Teachers will acknowledge receipt as soon as feasible. Only receipts generated by the School’s email system will be considered valid. Students who do not receive a receipt within a reasonable time should regard their work as not submitted and take appropriate action.

6. The School will make every endeavour to ensure the safe return of submitted media but cannot guarantee this.

LATE SUBMISSION OF ASSESSMENT TASKS

Should a student not hand in an Assessment task by the date on which it is due (without extension or acceptable explanation), the following procedure will be followed:

> Marks will be deducted as follows:• 20% of the marks awarded for the first day3 late• a further 20% of the marks awarded for the second day late• a further 10% of the marks awarded for the third day late• a further 10% of the marks awarded for the fourth day late

No further penalty will be applied; however, Assessment tasks will not be accepted for credit more than seven (7) days late, work submitted after this time may be reviewed but no mark will be awarded for credit.

Parents will be advised by the Director of Curriculum as soon as possible of late penalties which have been applied.

FAILURE TO UNDERTAKE AN ASSESSMENT TASK

Should a student fail to undertake an Assessment task without an acceptable reason and supporting documentation, the Head of Department will advise the Director of Curriculum, who will write to the parents advising them of the fact, and detailing the penalty involved.

The penalty in such cases is the award of zero (0) marks for the task.

Students in Years 11 and 12 are warned that failure to submit or undertake Assessment tasks worth at least fifty percent (50%) of the Assessment marks will result in the Head Master advising NESA of their unsatisfactory completion of the respective course. This is a requirement of NESA in which the Head Master has no discretion. Such advice will automatically mean that the student will not receive a result for the subject involved. This in turn may prejudice the student’s eligibility for the HSC or Year 11 credential.

ALLEGED MALPRACTICE IN ASSESSMENT TASKS OR EXAMINATIONS

NESA defines malpractice, or cheating, as “dishonest behaviour by a student that gives them an unfair advantage over others”. At Trinity academic malpractice includes, but is not restricted to, the following:

> plagiarism— the representation, intentionally or unintentionally, of

3. A “day” means any day of the week, including Saturdays and Sundays. Hence an Assessment due on Fri-day but handed in on the following Monday would be three (3) days late attracting a 50% penalty. Students should note the provisions for electronic submission..

the ideas, words or work of another person without proper, clear and explicit acknowledgment

> collusion—supporting academic misconduct by another candidate, for example, allowing one’s work to be copied or submitted for assessment by another

> duplication of work—the presentation of the same work for different assessment components or courses

> misconduct during an examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate)

Allegations of plagiarism or other forms of malpractice will be reported to the Director of Curriculum and Master of the Senior School, who will consult with the respective Head of Department to investigate the matter and, if proven, determine an appropriate penalty. The award of zero (0) marks may be deemed appropriate. The outcome in such cases will be conveyed in writing, via email, to the parents.

The School requires all students, prior to, or upon entering, Year 11, to complete NESA’s on-line course, All My Own Work, which addresses matters of academic integrity.

As a further reminder, Senior School students will be required to sign and date a statement of compliance upon submission of any Assessment task. However, a student’s failure to sign this statement will not in any way excuse malpractice.

For examination and in-class test-style Assessment tasks, the wording is as follows:

I recognise that collaborative work in the preparation of an Assessment task is permissible, but that what I submit must be my own work, and certify that1 .this is my own work,2. no part of my submission has been copied from any other source except where due acknowledgement has been made, and3. I have taken reasonable care to prevent my work being copied by another student.

APPEALS RELATING TO ASSESSMENTS

Appeals relating to the appropriateness of the marks awarded for any Assessment task should be directed to the respective Head of Department at the time of the return of the Assessment task. Should the matter not be satisfactorily resolved through the Head of Department, the student may make further application for reconsideration through the Director of Curriculum. Students should note that marks may either go up or down in the process of remarking.

For Year 12 HSC candidates, at the time of the announcement of the Rank Order at the conclusion of Year 12, students have the right to appeal if they believe that their rank is anomalous. Such appeals can only relate to the accuracy of the School’s records and the appropriateness of its procedures. Appeals should be directed in writing to the Director of Curriculum, who will convene the Appeal Committee, comprising the Chair of the Council Education Committee (or his/her nominee), the Master of the Senior School, the Academic Dean and the Head of Department.

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The student and/or his parents will have the right to speak to the Appeals Committee in support of the Appeal, if they wish, but may not be present for the Committee’s deliberations. Should the student not be satisfied by the ruling of the Appeal Committee he has the right of further appeal to NESA within the timeframe published annually by NESA.

‘N’ DETERMINATIONS - WARNINGS OF NON-COMPLETION OF COURSE REQUIREMENTS

A student will be considered to have satisfactorily completed a course if there is sufficient evidence that a student has:

> followed the course developed or endorsed by NESA as per the relevant syllabus;

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

> achieved some or all of the course outcomes.

If at any time it appears that a student is at risk of receiving an ‘N’ determination (non-completion of course requirements) in any course, the School will:

> advise the student of the tasks or actions to be undertaken in time for the problem to be corrected and alert the student to the possible consequences of an ‘N’ determination;

> advise the parent or guardian in writing via email (if the student is under the age of 18);

> request from the student/parent/guardian a written acknowledgement of the warning;

> issue at least one follow-up warning letter if the first letter is not effective.

PART BSUBJECT GUIDELINES

YEAR112020


ANCIENT HISTORY

ASSESSMENT SCHEDULE

Task Date DueWeighting Semester 1 Report %

Weighting Preliminary Course %

Description Course Outcomes

1 Term 1 Week 8Wednesday 18 MarchHand in by 8:30 am

100 30 Source-based Research Task (hand-in) - Representing the Ancient Past – Pericles;- Preservation, Conservation & Reconstruction The Athenian Agora

AH11-6, AH11-7, AH11-9, AH11-10

100

2 Term 2 Week 8Wednesday 17 JuneHand in by 8:30am

30 Historical Investigation (hand-in Essay & Source Evaluation)

AH11-1, AH11-2, AH11-3, AH11-4, AH11-5, AH11-6, AH11-7, AH11-8, AH11-9, AH11-10

3 End of YearExaminationPeriod

40 End of Year ExaminationAll topics

AH11-1, AH11-2, AH11-3, AH11-4, AH11-5, AH11-6, AH11-7

100

COURSE OUTCOMES:

A student:AH11-1 describes the nature of continuity and change in the ancient worldAH11-2 proposes ideas about the varying causes and effects of events and developmentsAH11-3 analyses the role of historical features, individuals and groups in shaping the pastAH11-4 accounts for the different perspectives of individuals and groups AH11-5 examines the significance of historical features, people, places, events and developments of the ancient world AH11-6 analyses and interprets different types of sources for evidence to support an historical account or argumentAH11-7 discusses and evaluates differing interpretations and representations of the past AH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sourcesAH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured formsAH11-10 discusses contemporary methods and issues involved in the investigation of ancient history

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ASSESSMENT SCHEDULE


Weighting Semester 2 Report %


1 Term 1 Week 6Friday 6 MarchHand in by 9am

100 30 Depth Study BIO11-1 to BIO11-3BIO11-7 to BIO11-8

100

2 Term 2 Week 6Monday 1st June11BI1 Period 611BI2 Period 4

30 Practical Skills Task BIO11/12-1 to BIO11/12-7

3 End of Year Examination Period

40 End of Year Examination BIO11/12-1 to BIO11/12-7BIO11-8 to BIO11-11

100

COURSE OUTCOMES:

A student

BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation

BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

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

BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

BIO11/12-5 analyses and evaluates primary and secondary data and information

BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’ ultrastructure and biochemical processes

BIO11-9 explains the structure and function of multicellular organisms and describes how the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms

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

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

BIOLOGY


ASSESSMENT SCHEDULE




1 Term 1 Week 10Assessment Week

100 25 Oral - Business Analysis (Nature of Business) P1, P2, P3, P6, P7, P8, P9

100

2 Term 2 Week 7Friday 12 June Period 2, 3, 4 or 6

35 Small Business Plan (Business Management/Business Planning)

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


40 End of Year Examination | All Topics P1 - P10

100

COURSE OUTCOMES:

A student:

P1 discusses the nature of business, its role in society and types of business structureP2 explains the internal and external influences on businesses P3 describes the factors contributing to the success or failure of small to medium enterprisesP4 assesses the processes and interdependence of key business functionsP5 examines the application of management theories and strategiesP6 analyses the responsibilities of business to internal and external stakeholdersP7 plans and conducts investigations into contemporary business issuesP8 evaluates information for actual and hypothetical business situationsP9 communicates business information and issues in appropriate formatsP10 applies mathematical concepts appropriately in business situations

BUSINESS STUDIES

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CHEMISTRY

ASSESSMENT SCHEDULE




1 Term 1 Week 8Monday 16 March Hand in by 9am

100 30 Depth Study CH11-1 to CH11-3CH11-7 to CH11-8

100

2 Term 2 Week 5Wednesday 27 MayPeriod 6

30 Practical Skills Task CH11/12-1 to CH11/12-7

3 End of Year Examination period

40 End of Year Examination CH11/12-1 to CH11/12-7CH11-8 to CH11-11

100

COURSE OUTCOMES:

A student:

CH11/12-1 develops and evaluates questions and hypotheses for scientific investigation

CH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

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

CH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

CH11/12-5 analyses and evaluates primary and secondary data and information

CH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

CH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

CH11-8 explores the properties and trends in the physical, structural and chemical aspects of matter

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

CH11-10 explores the many different types of chemical reactions, in particular the reactivity of metals, and the factors that affect the rate of chemical reactions

CH11-11 analyses the energy considerations in the driving force for chemical reactions


CHRISTIAN STUDIES

ASSESSMENT SCHEDULE




1 Term 4 Week 7Thursday 28 NovemberPeriod 2

100 Comparative Analysis Biblical literacyTheological and philosophical understandingApplication of Christian thought

100

2 Term 2 Week 3Thursday 14 May Period 2

100 Written evaluation Biblical literacyTheological and philosophical understandingApplication of Christian thought

100

COURSE OUTCOMES:

Biblical literacy• Analyses and explains Biblical texts and concepts.

Theological and philosophical understanding• Thinks critically about Biblical teaching to demonstrate understanding of the Christian worldview and compare it with other worldviews.

Application of Christian thought• Identifies and reflects on the implications of Christian teaching for themselves, the church and the world.

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CONSTRUCTION

ASSESSMENT SCHEDULE

Task Approx Date DueWeighting Semester 1 Report %


Description Unit Code

1 Term 1 Week 3Thursday 13 FebruaryPeriod 3

N/A N/A Plan and organise work CPCCCM1013A

Apply OHS requirements, policies and procedures in the construction industry

CPCCOHS2001A

2 Term 1 Week 10Thursday 2 AprilPeriod 3

N/A N/A Conduct workplace communication CPCCCM1014A

Carry out measurements and calculations CPCCCM1015A

3 Term 2 Week 9Thursday 25 June Period 3

N/A N/A Handle construction materialsHandle carpentry materials

CPCCCM2004ACPCCCA2011A

4 Term 3 Week 6Thursday 27 AugustPeriod 3

N/A N/A Read & interpret plans & specifications CPCCCM2001A


N/A 100 End of Year Examination

100

Construction is a competency-based course. Competencies are assessed not by a mark but by either Competent or Not Yet Competent. Students are given 3 attempts to demonstrate the achievement of a unit of competency. The end of Semester examination is reported on with a mark and is for internal reporting only.When completing this course students are concurrently studying for two records of achievement:

Æ Construction (VET) for which there are no formal examinations or written tests Æ Construction (HSC) based on the same range of work, assessed by practical assessment in the workshop and an HSC examination. In Year

12 a single mark for each student is determined by the School based on the Semester 2 report result and is sent to NESA. This mark is an examination estimate for use in the event of student misadventure. This mark is not used for any other purpose. The HSC mark awarded to students completing a Construction course is entirely derived from a single theoretical examination. This examination is prepared by NESA and is held during the normal HSC period.

Construction does not have separate Year 11 and HSC components. It is taught continuously for two years across Years 11 and 12.

AREAS OF ASSESSMENTAssessment in both the VET and HSC courses is based on the following competencies:

CPCCOHS1001A Work Safely in the construction industryCPCCOHS2001A Apply OHS requirements, policies and processes on the construction industryCPCCCM2005B Use construction tools and equipment§ Prerequisite CPCCOHS2001ACPCCCM1012A Work effectively and sustainably in the construction industryCPCCCM1013A Plan and organise workCPCCCM1014A Conduct workplace communicationCPCCCM1015A Carry out measurements and calculationsCPCCCM2001A Read and interpret plans and specificationsCPCCCA2011A Handle carpentry materials CPCCCM2004A Handle construction materials Prerequisite CPCCOHS2001ACPCCCM2006B Apply basic levelling procedures Prerequisite CPCCOHS2001ACPCCWF2001A Handle wall and floor tilingCPCCWF2002SA Use wall and floor tiling tools and equipment


ASSESSMENT SCHEDULE




1 Term 1 Week 6Wednesday 4 MarchPeriod 6

100 20 Task 1 (Hand In)Ergonomic Handle Design

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

100

2 Term 3 Week 4Wednesday 12 AugustPeriod 6

40 Ecological Foot Suport Design P1.1, P2.1, P2.2, P3.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.1, P6.2


40 End of Year Examination P2.1, P2.2, P3.1, P4.1, P4.2, P4.3,P5.1, P5.2, P5.3, P6.1, P6.2

100

COURSE OUTCOMES:

A student:

P1.1 examines design theory and practice, and considers the factors affecting designing and producing in design projects.P2.1 identifies design and production processes in domestic, community, industrial and commercial settings.P2.2 explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects.P3.1 investigates and experiments with techniques in creative and collaborative approaches in designing and producing.P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities.P4.2 uses resources effectively and safely in the development and production of design solutions.P4.3 evaluates the processes and outcomes of designing and producing.P5.1 uses a variety of management techniques and tools to develop design projects.P5.2 communicates ideas and solutions using a range of techniques.P5.3 uses a variety of research methods to inform the development and modification of design ideas.P6.1 investigates a range of manufacturing and production processes and relates these to aspects of design projects.P6.2 evaluates and uses computer-bases technologies in designing and producing.

DESIGN AND TECHNOLOGY

16

DRAMA

ASSESSMENT SCHEDULE




1 Continuous in class throughout Term 1Performance in Assessment Week Term 1 Week 10

100 30 Verbatim TheatreWorkshop Participation

P1.1, 1.3, 1.6-1.8P2.1- 2.6 , P3.1- 3.4

100

2 Term 3 Week 3Tuesday 4 AugustPeriod 5

50 Major Performance P1.1, 1.3, 1.6-1.8P2.1- 2.6, P3.1- 3.4

3 End of Year Examination Period 20 End of Year Examination P1.2, 1.4, 1.6P2.3, 2.6; P 3.2- 3.4

100

COURSE OUTCOMES:

For making drama, the student:P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles.P1.2 explores ideas and situations, expressing them imaginatively in dramatic form.P1.3 demonstrates performance skills appropriate to a variety of styles and mediaP1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creativelyP1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through to performanceP1.6 demonstrates directorial and acting skills to communicate meaning through dramatic actionP1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the process of collaborationP1.8 recognises the value of individual contributions to the artistic effectiveness of the whole

For performing drama, the student:P2.1 understands the dynamics of the actor/audience relationshipP2.2 understands the contributions to a production of the playwright, the director, the dramaturge, designers, front of house staff, technical staff and producers.P2.3 demonstrates acting and directorial skills to communicate meaning through dramatic actionP2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and design elements and performance spacesP2.5 understands and demonstrates the commitment, collaboration and energy required for a productionP2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance.

For critically studying drama, the student:P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the performances of othersP3.2 understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniquesP3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movementsP3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.

ASSESSMENT:As well as the formal assessment program, a number of data entry points as evidence of learning are embedded in the course for teacher, self and peer assessments. The very public act of performance means that students have the opportunity to assess their own creative development and skill acquisition, as well as those of others. This can be achieved through:• Class and Canvas discussion and feedback


ECONOMICS

ASSESSMENT SCHEDULE





100 30 Oral - Introduction to Economics and Consumers and Business

P1, P2, P5, P7, P8, P9, P10, P12

100

2 Term 2 Week 5Wednesday 27 MayPeriod 4 or 6

30 Research Budget Portfolio (Markets and Government and the Economy)

P1-P3, P5-10, P11, P12

3 End of Year Examination Period 40 End of Year Examination P1-P8, P10, P11

100

COURSE OUTCOMES:

A student:

P1 demonstrates understanding of economic terms, concepts and relationships.P2 explains the economic role of individuals, firms and government in an economy.P3 describes, explains and evaluates the role and operation of markets.P4 compares and contrasts aspects of different economies.P5 analyses the relationship between individuals, firms, institutions and government in the Australian economy.P6 explains the role of government in the Australian economy.P7 identifies the nature and causes of economic problems and issues for individuals, firms and governments.P8 applies appropriate terminology, concepts and theories in economic contexts.P9 selects and organises information from a variety of sources for relevance and reliability.P10 communicates economic information, ideas and issues in appropriate forms.P11 applies mathematical concepts in economic contexts.P12 works independently and in groups to achieve appropriate goals in set time lines.

18

ELECTROTECHNOLOGY

ASSESSMENT SCHEDULE

Task Approx Date Due Weighting Semester 1 Report %



1 Term 1 Week 2 Period 1Wednesday 5 February

N/A N/A Apply Occupational Health and Safety regulations, codes and practices in the workplace

UEENEEE101A

2 Term 1 Week 5 Period 1Wednesday 26 February

N/A N/A Prepare to work safely in the construction industry CPCCWHS1001

3 Term 1 Week 9 Period 1Wednesday 25 March

N/A N/A Use computer applications relevant to a workplace UEENEED101A

4 Term 2 Week 5 Period 1Wednesday 27 May

N/A N/A Deliver a service to customers UEENEEC010B

5 Term 2 Week 7 Period 1Wednesday 10 June

N/A N/A Fix and secure electrotechnology equipment UEENEEE105A

6 Term 3 Week 2 Period 1Wednesday 29 July

N/A N/A Apply environmentally and sustainable procedures in the energy sector

UEENEEK142A

7 Term 3 Week 4 Period 1Wednesday 12 August

N/A N/A Document and apply measures to control OHS risks associated with electrotechnology work

UEENEEE137A


N/A 100 End of Year Examination

100

Electrotechnology is a competency-based course. Competencies are assessed not by a mark but by either Competent or Not Yet Competent. Students are given 3 attempts to demonstrate the achievement of a unit of competency. The end of Semester examination is reported on with a mark and is for internal reporting only.When completing this course students are concurrently studying for two records of achievement:

Æ Electrotechnology (VET) for which there are no formal examinations or written tests Æ Electrotechnology (HSC) based on the same range of work, assessed by practical assessment in the workshop and an HSC examination.

In Year 12 a single mark for each student is determined by the School based on the Semester 2 report result and is sent to NESA. This mark is an examination estimate for use in the event of student misadventure. This mark is not used for any other purpose. The HSC mark awarded to students completing a Electrotechnology course is entirely derived from a single theoretical examination. This examination is prepared by NESA and is held during the normal HSC period.

Electrotechnology does not have separate Year 11 and HSC components. It is taught continuously for two years across Years 11 and 12.

AREAS OF ASSESSMENT:Assessment in both the VET and HSC courses is based on the following competencies:UEENEEE101A Apply Occupational Health and Safety regulations, codes and practices in the workplaceUEENEEE102A Fabricate, assemble and dismantle utilities industry componentsPrerequisite:UEENEE101AUEENEEE104A Solve problems in d.c. circuits Prerequisite:UEENEE101AUEENEEE105A Fix and secure electrotechnology equipment Prerequisite:UEENEE101AUEENEEE107A Use drawings, diagrams, schedules, standards, codes and specification Prerequisite:UEENEE101AUEENEEE148A Carry out routine work activities in an energy sector environment Prerequisite:UEENEE101AUEENEEK142A Apply environmentally and sustainable procedures in the energy sectorUEENEEE141A Use of routine equipment/plant/technologies in an energy sector environment Prerequisite:UEENEE101AUEENEEE179A Identify and select components, accessories and materials for energy sector work activities Prerequisite:UEENEE101A, UEENEEE148AUEENEEC010B Deliver a service to customersUEENEEE108A Lay wiring/cabling and terminate accessories for extra-low voltage (ELV) circuits Prerequisite:UEENEE101A, UEENEEE102A, UEENEEE105A, UEENEEE107AUEENEEE137A Document and apply measures to control OHS risks associated with electrotechnology work Prerequisite:UEENEE101AUEENEED101A Use computer applications relevant to a workplaceCPCCOHS1001A Work safely in the construction industry


ASSESSMENT SCHEDULE




1 Term 1 Week 6Wednesday 4 MarchPeriod 1

100 20 Drawing Assessment Task P2, P3, P5, P6

100

2 Term 2 Week 7Wednesday 10 JunePeriod 1

40 Engineering Reports (Hand In) P1, P2, P3, P4, P5, P6

3 End of Year Examination Period 40 End of Year Examination P1, P2, P3, P4, P5, P6

100

COURSE OUTCOMES:

A student:

P1.1 identifies the scope of engineering and recognises current innovationsP1.2 describes the types of materials, components and processes and explains their implications for engineering developmentP2.1 explains the relationship between properties, uses and applications of materials in engineeringP2.2 describes the nature of engineering in specific fields and its importance to societyP3.1 uses mathematical, scientific and graphical methods to solve problems of engineering practiceP3.2 develops written, oral and presentation skills and applies these to engineering reportsP3.3 applies graphics as a communication toolP4.1 describes developments in technology and their impact on engineering products P4.2 describes the influence of technological change on engineering and its effect on peopleP4.3 identifies the social, environmental and cultural implications of technological change in engineeringP5.1 demonstrates the ability to work both individually in teamsP5.2 applies management and planning skills related to engineering P6.1 applies knowledge and skills in research and problem solving related to engineering P6.2 applies skills in analysis, synthesis and experimentation related to engineering

ENGINEERING STUDIES

20

ENGLISH | STANDARD *

ASSESSMENT SCHEDULE

Task DateWeighting Semester 1 Report %




100 30 Multimodal PresentationReading to Write

EN11-1, EN11-2, EN11-3, EN11-4, EN11-5, EN11-7, EN11-8, EN11-9

100


30 Module A: Imaginative composition - Digital Text and reflection task Hand in Task

EN11-1, EN11-2, EN11-3, EN11-4, EN11-5, EN11-6, EN11-7, EN11-8

3 End of Year Examination Period 40 End of Year Examination: Module B and Common Module

EN11-1, EN11-2, EN11-3, EN11-4, EN11-5, EN11-6, EN11-7, EN11-8,EN11-9

100

COURSE OUTCOMES:

A student:

EN11-1 responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasureEN11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologiesEN11-3 analyses and uses language forms, features and structures of texts considera appropriateness for purposes, audience and context and explains effects on meaningEN11-4 applies knowledge, skills and understanding of language concepts and literary devices into new and different contextsEN11-5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose texts that include considered and detailed information, ideas and argumentsEN11-6 investigates and explains the relationships between textsEN11-7 understands and explains the diverse ways texts can represent personal and public worldsEN11-8 identifies and explains cultural assumptions in texts and their effects on meaningEN11-9 reflects on, assesses and monitors own learning and develops individual and collaborative processes to become an independent learner

* If a Standard Class goes ahead, the above will be the Assessment Schedule


ENGLISH | ADVANCED

ASSESSMENT SCHEDULE

Task DateWeighting Semester 1 Report %




100 30 Multimodal PresentationReading to Write

EA11-1, EA11-2, EA11-3, EA11-4, EA11-5, EA11-7, EA11-8, EA11-9

100


30 Essay: Module A (in class)Narratives that shape our world

EA11-1, EA11-3, EA11-4, EA11-5, EA11-6, EA11-7, EA11-8

3 End of Year Examination Period 40

End of Year ExaminationModule B and Common Module

EA11-1, EA11-2, EA11-3, EA11-5, EA11-6, EA11-7, EA11-8, EA11-9

100

COURSE OUTCOMES:

A student:

EA11-1 responds to, composes and evaluates complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasureEA11-2 uses and evaluates processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologiesEA11-3 analyses and uses language forms, features and structures of texts considering appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaningEA11-4 strategically uses knowledge, skills and understanding of language concepts and literary devices in new and different contextsEA11-5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and compose texts that synthesise complex information, ideas and argumentsEA11-6 investigates and evaluates the relationships between textsEA11-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valuedEA11-8 explains and evaluates cultural assumptions and values in texts and their effects on meaningEA11-9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative processes to develop as an independent learner

22

ENGLISH |EXTENSION - 1 UNIT

ASSESSMENT SCHEDULE

Task DateWeighting Semester 1

Report

Weighting Semester 2

Report Description

Course Outcomes


50 10 Extended Response EE11-1. EE11-2, EE11-3, EE11-5, EE11-6

50

2 Term 2 Week 9Thursday 25 JunePeriods 1 to 4

20 Related Project - Multimodal Presentation and reflection

EE11-1. EE11-2, EE11-3, EE11-4, EE11-5, EE11-6

3 End of Year Examination period

20 End of Year Examination EE11-1. EE11-2, EE11-3, EE11-5,

50

COURSE OUTCOMES:

A student:

EE11-1 demonstrates and applies considered understanding of the dynamic relationship between text, purpose, audience and context, across a range of modes, media and technologiesEE11-2 analyses and experiments with language forms, features and structures of complex texts, evaluating their effects on meaning in familiar and new contextsEE11-3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways to respond to, compose and explore the relationships between sophisticated textsEE11-4 develops skills in research methodology to undertake effective independent investigationEE11-5 articulates understanding of how and why texts are echoed, appropriated and valued in a range of contextsEE11-6 reflects on and assesses the development of independent learning gained through the processes of research, writing and creativity


ASSESSMENT SCHEDULE




1 Term 1 Week 8Thursday 19 MarchPeriod 3

100 30 Extended Response (in class)Biophysical Interactions

P1, P2, P3, P6, P7, P8, P9, P10, P12

100

2 Term 2 Week 9Thursday 25 JunePeriod 3

30 Senior Geography Project (Canvas hand in)Student-developed topic and research

P7, P8, P9, P10, P11, P12

3 End of Year Examination Period 40 End of Year Examination All topics

P1, P2, P3, P4, P5, P9, P10, P12

100

COURSE OUTCOMES:

A student:

P1 differentiates between spatial and ecological dimensions in the study of geographyP2 describes the interactions between the four components, which define the biophysical environmentP3 explains how a specific environment functions in terms of biophysical factorsP4 analyses changing demographic patterns and processesP5 examines the geographical nature of global challenges confronting humanityP6 identifies the vocational relevance of a geographical perspectiveP7 formulates a plan for active geographical inquiryP8 selects, organises and analyses relevant geographical information from a variety of sourcesP9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiriesP10 applies mathematical ideas and techniques to analyse geographical dataP11 applies geographical understanding and methods ethically and effectively to a research projectP12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms

GEOGRAPHY

24

HISTORY |EXTENSION - 1 UNIT

ASSESSMENT SCHEDULE

Task Date DueWeighting Semester 1

Report


Report Description Course Outcomes

1 Term 1 Week 9Wednesday25 March - Hand in by 8:30am

25 15 Research Project (hand-in Essay & Source Evaluation)Case Study: The Contested Past

AH/MH11-4, AH/MH11-7, AH/MH11-9, AH/MH11-10

2 Term 2 Week 8Presentations commence:11HIX1: 16 June

25 15 Oral Presentation (in-class)Case Study: Historians in Focus

AH/MH11-4, AH/MH11-6, AH/MH11-7, AH/MH11-9, AH/MH11-10

50

3 End of Year Examination Period 20 End of Year ExaminationAll Topics

AH/MH11-4, AH/MH11-6, AH/MH11-7, AH/MH11-9, AH/MH11-10

50

COURSE OUTCOMES:

A student:

AH/MH11-4 accounts for the different perspectives of individuals and groups

AH/MH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument

AH/MH11-7 discusses and evaluates differing interpretations and representations of the past

AH/MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

AH/MH11-10 discusses contemporary methods and issues involved in the investigation of ancient and modern history


HOSPITALITY

ASSESSMENT SCHEDULE

Task Approx Date DueWeighting Semester 1 Report %



1 Term 1 Week 3 Period 1 Wed 12 Feb N/A N/A Participate in safe work practices SITXWHS001

2 Term 1 Week 7 Period 2 Wed 11 March N/A N/A Use hygienic practices for food safety SITXFSA001

3 Term 1 Week 10 Period 1 Wed 1 April N/A N/A Work effectively with others BSBWOR203

4 Term 2 Week 3 Period 1 Wed 13 May N/A N/A Prepare and serve espresso coffee SITHFAB007

5 Term 2 Week 5 Period 1 Wed 27 May N/A N/A Prepare and present simple dishes Use food preparation equipment

SITHCCC002SITHCCC001

6 Term 2 Week 8 Period 1 Wed 17 June N/A N/A Prepare and serve non-alcoholic beverages SITHFAB004

7 Term 3 Week 1 Period 1 Wed 22 July N/A N/A Work effectively with others BSBWOR203

8 Term 3 Week 8 Period 1 Wed 9 Sept N/A N/A Prepare and present sandwiches SITHCCC003

9 End of Year Examination Period N/A 100 End of Year Examination

100

Hospitality is a competency-based course. Competencies are assessed not by a mark but by either Competent or Not Yet Competent. Students are given 3 attempts to demonstrate the achievement of a unit of competency. The end of Semester examination is reported on with a mark and is for internal reporting only.When completing this course students are concurrently studying for two records of achievement:

Æ Hospitality (VET) for which there are no formal examinations or written tests Æ Hospitality (HSC) based on the same range of work, assessed by practical assessment in the Kitchen and work place and an HSC

examination. In Year 12 a single mark for each student is determined by the School based on the Semester 2 report result and is sent to NESA. This mark is an examination estimate for use in the event of student misadventure. This mark is not used for any other purpose. The HSC mark awarded to students completing a Hospitality course is entirely derived from a single theoretical examination. This examination is prepared by NESA and is held during the normal HSC period.

Hospitality does not have separate Year 11 and HSC components. It is taught continuously for two years across Years 11 and 12.

AREAS OF ASSESSMENTAssessment in both the VET and HSC courses is based on the following competencies:SITXWHS001 Participate in safe work practicesSITXFSA001 Use hygienic practices for food safetyBSBWOR203 Work effectively with othersSITHIND002 Source and use information on the hospitality industrySITHFAB004 Prepare and serve non-alcoholic beverages Prerequisite: SITXFSA001 SITHFAB005 Prepare and serve espresso coffee Prerequisite: SITXFSA001SITHFAB007 Serve food and beverage Prerequisite: SITXFSA001SITXCCS003 Interact with customers SITHIND003 Use hospitality skills effectively SITXCOM002 Show social and cultural sensitivity SITHCCC002 Prepare and present simple dishes Prerequisite: SITXFSA001 SITHCCC003 Prepare and present sandwiches Prerequisite: SITXFSA001 SITHCCC001 Use food preparation equipment Prerequisite: SITXFSA001BSBCMM201 Communicate in the workplace

26

INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS AND FURNITURE

ASSESSMENT SCHEDULE




1 Term 1 Week 6Monday 2 March11ITC1 - Period 211ITC2 - Period 2

100 30 Industry Study Report P1.1, P1.2, P3.2, P5.1, P5

100

2 Term 3 Week 4Monday 10 August11ITC1 - Period 211ITC2 - Period 2

40 Coat Stand and Report P1.2, P3.1 P3.2, P3.3, P4.3, P5.1, P5.2, P6.1, P6.2

3 End of Year Examination Period 30 End of Year Examination P1.1, P1.2, P3.2, P5.1, P5.2, P6.1, P6.2 P7.1, P7.2

100

YEAR 11 COURSE OUTCOMES:

A student:

P1.1 describes the organisation and management of an individual business within the focus area industryP1.2 identifies appropriate equipment, production and manufacturing techniques, including new and developing technologiesP2.1 describes and uses safe working practices and correct workshop equipment maintenance techniquesP2.2 works effectively in team situationsP3.1 sketches, produces and interprets drawings in the production of projectsP3.2 applies research and problem-solving skillsP3.3 demonstrates appropriate design principles in the production of projectsP4.1 demonstrates a range of practical skills in the production of projectsP4.2 demonstrates competency in using relevant equipment, machinery and processesP4.3 identifies and explains the properties and characteristics of materials/components through the production of projectsP5.1 uses communication and information processing skills P5.2 uses appropriate documentation techniques related to the management of projectsP6.1 identifies the characteristics of quality manufactured productsP6.2 identifies and explains the principles of quality and quality controlP7.1 identifies the impact of one related industry on the social and physical environmentP7.2 identifies the impact of existing, new and emerging technologies of one related industry on society and the environment


LATIN

ASSESSMENT SCHEDULE




1 Term 1 Week 9 and 10Assessment Week

100 30 Translation and GrammarUnderstanding texts (short answers)

P1.1, 1.2, 1.3, P2.1, P2.2, P2.3, P2.4, P2.5

100

2 Term 2 Week 9Friday 26 JunePeriod 2

30 Understanding texts (extended response)Translating unseen texts

P1.1, 1.2, 1.3, P2.2, P2.3, P2.4, P2.5, P3.1, P3.2, P3.3


40 End of Year ExaminationTranslation and GrammarUnderstanding textsTranslating unseen texts

P1.1, 1.2, 1.3P2.1, 2.2, 2.3, 2.4, 2.5P3.1, 3.2, 3.3

100

COURSE OUTCOMES:

A student

P1.1 applies knowledge of vocabulary and grammar

P1.2 infers the meaning of words or phrases from common patterns, word formation and from context

P1.3 translates into clear English, using words appropriate to the context.

P2.1 identifies, explains and analyses grammatical features.

P2.2 identifies, explains and analyses stylistic features and their contribution to the literary effect achieved in the extract.

P2.3 identifies metrical features of dactylic hexameters.

P2.4 identifies, explains and analyses the context of an extract.

P2.5 identifies, explains and analyses the cultural, historical and religious references of an extract.

P3.1 identifies and discusses Roman ideas, beliefs, and arguments as revealed in the prescribed texts.

P3.2 identifies and discusses the structure and literary qualities of the prescribed texts.

P3.3 identifies and discusses specified thematic focus areas in the prescribed texts.

OBJECTIVES:

> Undertand seen and unseen texts written in the original Latin.

> Understand the linguistic and stylistic features and the cultural references in prescribed Latin texts.

> Understand the prescribed text as a work of literature in terms of the author’s purpose

28

ASSESSMENT SCHEDULE





100 30 Oral Presentation Task - Legal System (Law Reform in Action)

P1, P2, P4, P5, P6, P7, P8, P10

100

2 Term 2 Week 9Friday 26 June11LS1 Period 411LS2 Period 6

30 Mixed Task (take home and in class) - Law in Practice

P1, P3, P4, P5, P7, P8, P9, P10

3 End of Year Examination Period 40 End of Year ExaminationLegal System and Individual and the Law

P1 – P10

100

COURSE OUTCOMES:

A student:

P1 Identifies and applies legal concepts and terminologyP2 describes the key features of Australian and international lawP3 describes the operation of domestic and international legal systemsP4 discusses the effectiveness of the legal system in addressing issuesP5 describes the role of law in encouraging co-operation and resolving conflict, as well as initiating and responding to changeP6 explains the nature of the interrelationship between the legal system and societyP7 evaluates the effectiveness of the law in achieving justiceP8 locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documentsP9 communicates legal information using well-structured responsesP10 accounts for differing perspectives and interpretations of legal information and issues

LEGAL STUDIES


ASSESSMENT SCHEDULE




1 Term 1 Week 9Monday 23 MarchPeriod 3

100 30 Written TestAlgebraic Techniques and FunctionsTopics | F1.1 – 1.4

MA11-1, MA11-2, MA11-8, MA11-9

100

2 Term 2Issued: Week 5 Monday 25 May Period 3Due: Week 7 Tuesday 9 June Period 3(Hand in)

30 Assignment InvestigationTopics | Trigonometry T1.1, T1.2, T2

MA11-1, MA11-3, MA11-8, MA11-9

3 End of Year Examination Period 40 End of Year ExaminationTopics | Functions, Calculus, Trigonometric Functions, Statistical Analysis, Exponential and Logarithmic Functions

MA11-1 - MA11-10 inclusive

100

COURSE OUTCOMES:

A student:

MA11-1 uses algebraic and graphical techniques to solve, and where appropriate, compare alternative solutions to problemsMA11-2 uses the concepts of functions and relations to model, analyse and solve practical problemsMA11-3 uses the concepts and techniques of trigonometry in the solution of equations and problems involving geometric shapesMA11-4 uses the concepts and techniques of periodic functions in the solutions of trigonometric equations or proof of trigonometric identities MA11-5 interprets the meaning of the derivative, determines the derivative of functions and applies these to solve simple practical problemsMA11-6 manipulates and solves expressions using the logarithmic and index laws, and uses logarithms and exponential functions to solve practical problemsMA11-7 uses concepts and techniques from probability to present and interpret data and solve problems in a variety of contexts, including the use of probability distributionsMA11-8 uses appropriate technology to investigate, organise, model and interpret information in a range of contextsMA11-9 provides reasoning to support conclusions which are appropriate to the context

NB All the content in this schedule is subject to change. Written notifications will be supplied closer to the scheduled date(s).

MATHEMATICS ADVANCED

30

ASSESSMENT SCHEDULE


Report



1 Term 1 Week 9Issued: Week 7 Monday 9 March Period 3Due: Week 9 Tuesday 24 March Period 3(Hand in)

50 15 ProjectFunction (F1.1, 1.2, 1.3, 1.4, 2.1, 2.2)

ME11-1, 2, 6, 7

50

2 Term 2 Week 7 Friday 12 June Period 5

15 Written TestFunctionsTopics | F1.1, 1.2, 1.3, 1.4

ME11-1, 2, 6, 7MA11-1, 2, 8, 9

3 End of Year Examination Period 20 End of Year ExaminationFunctions, Trigonometic Functions, Statistics, Calculus, Exponential & Logarithmic Functions

ME11-1 to ME11-7 inclusiveMA11-1 to MA11-10 inclusive

50

COURSE OUTCOMES:A student:ME11-1 uses algebraic and graphical concepts in the modelling and solving of problems involving functions and their inverses

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

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

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

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

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

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

Note that students studying this course in Year 11 complete the Mathematics (2U) Advanced Coursework and Assessment programme as well as the Mathematics Extension programme and assessment.


MATHEMATICS EXTENSION 1 - 1 UNIT


ASSESSMENT SCHEDULE




1 Term 1 Week 9Monday 23 MarchPeriod 3

100 30 Algebra Topics | MS-A1

MS11-1 MS11-2 MS11-6 MS11-9 MS11-10

100

2 Term 2Issued: Week 5 Monday 25 May Period 3Due: Week 7 Tuesday 9 June Period 3(Hand in)

30 Assignment/ InvestigationTopics | F1.2, S1.1, S1.2

MS11-2 MS11-5 MS11-6 MS11-7 MS11-9 MS11-10

3 End of Year Examination Period 40 End of Year ExaminationTopics | F1.1, F1.2, MS-A1, MS-A2, MS-S1, MS-S2, MS-M1, MS-M2

MS11-1 to MS11-10

100

COURSE OUTCOMES:

A student:

MS11-1 uses algebraic and graphical techniques to compare alternative solutions to contextual problems

MS11-2 represents information in symbolic, graphical and tabular form

MS11-3 solves problems involving quantity measurement, including accuracy and the choice of relevant units

MS11-4 performs calculations in relation to two-dimensional figures

MS11-5 models relevant financial situations using appropriate tools

MS11-6 makes predictions about everyday situations based on simple mathematical models

MS11-7 develops and carries out simple statistical processes to answer questions posed

MS11-8 solves probability problems involving multistage events

MS11-9 uses appropriate technology to investigate, organise and interpret information in a range of contexts

MS11-10 justifies a response to a given problem using appropriate mathematical terminology and/or calculations


MATHEMATICS STANDARD

32

ASSESSMENT SCHEDULE




1 Term 1, Week 7Wednesday 11 MarchHand in by 8:30am

100 30 Source-Based Research Task (hand in)Case Study 1: The Decline and Fall of the Romanovs

MH11-1, MH11-2, MH11-3, MH11-4, MH11-5, MH11-6, MH11-7, MH11-9, MH11-10

100

2 Term 2 Week 9Tuesday 23 JuneHand in by 8:30am

30 Historical Investigation (hand-in Essay & Source Evaluation)

MH11-1, MH11-2, MH11-3, MH11-4, MH11-15, MH11-6, MH11-7, MH11-9, MH11-10

3 End of Year Examination Period 40 End of Year ExaminationAll Topics

MH11-1, MH11-2, MH11-3, MH11-4, MH11-5, MH11-6, MH11-7, MH 11-8, MH11-9

100

COURSE OUTCOMES:

A student:

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

MH11-2 proposes ideas about the varying causes and effects of events and developments

MH11-3 analyses the role of historical features, individuals, groups and ideas in shaping the past

MH11-4 accounts for the different perspectives of individuals and groups

MH11-5 examines the significance of historical features, people, ideas, movements, events and developments of the modern world

MH11-6 analyses and interprets different types of sources for evidence to support an historical account or argument

MH11-7 discusses and evaluates differing interpretations and representations of the past

MH11-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

MH11-10 discusses contemporary methods and issues involved in the investigation of modern history

MODERN HISTORY


ASSESSMENT SCHEDULE





100 25 Viva Voce and student devised Aural AnalysisTopic 1 | Presentation and written summary of viva voce, with student devised aural question and response based on an except discussed in Viva VoceMusicology (15) Aural (10)

P2, P4, P5, P6, P8

100

2 Term 2 Week 8Monday 15 JunePeriod 4

35 Composition Portfolio and Aural AnalysisTopic 2 | Composition or arrangement, including aural analysis of composition with reference to concepts of music relevant to the chosen topicComposition (25) Musicology (10)

P3, P4, P6, P7, P8


40 PerformanceTopic 3 | Solo or ensemble performance 1 hour Aural PaperPerformance (25) Aural (15)

P1, P2, P5, P6, P8

100

COURSE OUTCOMES:

A student:

Æ Objective: to develop knowledge and skills about concepts of music and of music as an art form through performance, composition, musicology and aural activities in a variety of cultural and historical contexts. Through activities in performance, composition, musicology and aural, a student: P1 performs music that is characteristic of the topics studied P2 observes, reads, interprets and discusses simple musical scores characteristic of topics studied P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources and reflecting the cultural and historical contexts studied P4 recognises and identifies the concepts of music and discusses their use in a variety of musical styles.

Æ Objective: to develop the skills to evaluate music critically. Through activities in performance, composition, musicology and aural, a student: P5 comments on and constructively discusses performances and compositions P6 observes and discusses concepts of music in works representative of the topics studied.

Æ Objective: to develop an understanding of the impact of technology on music. Through activities in performance, composition, musicology and aural, a student: P7 understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied| P8 identifies, recognises, experiments with, and discusses the use of technology in Music

Æ Objective: to develop personal values about music Through activities in performance, composition, musicology and aural, a student: P9 performs as a means of self-expression and communication P10 demonstrates a willingness to participate in performance, composition, musicology and aural activities P11 demonstrates a willingness to accept and use constructive criticism.

MUSIC 1

34

ASSESSMENT SCHEDULE





5050

30 Musicology PresentationMandatory topic - Music 1600 - 1900Presentation of a comparison of two contrasting works using scores and aural excerpts with reference to stylistic features and concepts of music Musicology (15) Aural (15)

P2, P5, P6, P7

100

2 Term 2 Week 8Monday 15 JunePeriod 4

35 Composition Portfolio with Score AnalysisAdditional or MandatorySubmission of composition portfolio with score analysis of two contrasting works with reference to compositional techniques and stylistic featuresComposition (25) Musicology (10)

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


35 Performances x 2Mandatory topic - Music 1600 - 1900 & Additional TopicSolo and/or ensemble performance of two pieces, one from the mandatory topic and one from the additional topic, 1.5 hour Aural examinationPerformance (25) Aural (10)

P1, P2, P5, P6, P7

100

COURSE OUTCOMES:

A student:

Æ Objective: to continue to develop musical knowledge and skills, an understanding of music in social, cultural and historical contexts, and music as an art form through activities of performance, composition, musicology and aural. Through activities in performance, composition, musicology and aural, a student: P1 confidently performs repertoire that reflects the mandatory and additional topics, both as a soloist and as a member of an ensemble P2 demonstrates an understanding of the concepts of music, by interpreting, analysing, discussing, creating and notating a variety of musical symbols characteristically used in the mandatory and additional topics P3 composes, improvises and analyse melodies and accompaniments for familiar sound sources in solo and/or small ensembles P4 creates, improvises and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts P5 analyses and discusses compositional processes with stylistic, historical, cultural and musical considerations

Æ Objective: to develop the ability to synthesise ideas and evaluate music critically. Through activities in performance, composition, musicology and aural, a student: P6 discusses and evaluates music, making constructive suggestions about performances and compositions P7 observes and discusses in detail the concepts of music in works representative of the mandatory and additional topics

Æ Objective: to develop an awareness and understanding of the impact of technology on music. Through activities in performance, composition, musicology and aural, a student: P8 understands the capabilities of performing media, explores and uses current technologies as appropriate to the contexts studied P9 identifies, recognises, experiments with, and discusses the use of technology in music

Æ Objective: to develop personal values about music Through activities in performance, composition, musicology and aural, a student: P10 performs as a means of self-expression and communication P11 demonstrates a willingness to participate in performance, composition, musicology and aural activities P12 demonstrates a willingness to accept and use constructive criticism

MUSIC 2


ASSESSMENT SCHEDULE


Weighting Semester 2 Course %


1 Term 1 Week 7Friday 13 March11PD1 Period 411PD2 Period 211PD3 Period 6

100 30 Exercise Physiology Report P8, P10, P11, P16, P17

100

2 Term 2 Week 7Friday 12 June11PD1 Period 411PD2 Period 211PD3 Period 6

35 Critical Analysis: Research Project P1, P2, P3, P16

3 End of Year Examination Period 35 End of Year Examination

P1, P2, P3, P4, P5, P6, P7, P8, P9, P10, P11, P12, P15, P17

100

COURSE OUTCOMES:

A student:P1 identifies and examines why people give different meanings to health and physical activity.P2 explains how nutrition, physical activity, drug use and relationships affect personal health.P3 recognises that health is determined by sociocultural, economic and environmental factors. P4 identifies aspects of health over which individuals can exert some control.P5 plans for and can implement actions that can support the health of others.P6 proposes actions that can improve and maintain personal health.P7 explains how body structures influence the way the body moves.P8 describes the components of physical fitness and explains how they are monitored.P9 describes biomechanical factors that influence the efficiency of the body in motion. P10 plans for participation in physical activity to satisfy a range of individual needs.P11 assesses and monitors physical fitness levels and physical activity patterns.P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings.P13 develops, refines and reforms movement compositions in order to achieve a specific purpose.P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities.P15 forms opinions about health-promoting actions based on a critical examination of relevant information.P16 utilises a range of sources to draw conclusions about health and physical activity concepts.P17 analyses factors influencing movement and patterns of participation.

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION

36

ASSESSMENT SCHEDULE




1 Term 1 Week 7 Tuesday 10 March Hand in by 9am

100 30 Depth Study PH11-1 to PH11-3PH11-7 to PH11-8

100

2 Term 2 Week 4Wednesday 19 May11PH1 Period 411PH2 Period 2

30 Practical Skills Task PH11/12-1 to PH11/12-7

3 End of Year Examination Period 40 End of Year Examination PH11/12-1 to PH11/12-7PH11-8 to PH11-11

100

COURSE OUTCOMES:

A student

PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation

PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

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

PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

PH11/12-5 analyses and evaluates primary and secondary data and information

PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

PH11-8 describes and analyses motion in terms of scalar and vector quantities in two dimensions and makes quantitative measurements and calculations for distance, displacement, speed, velocity and acceleration

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

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

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

PHYSICS


SOFTWARE DESIGN & DEVELOPMENT

ASSESSMENT SCHEDULE



Description Outcomes referred to

1 Term 1 Week 8Thursday 19 MarchPeriod 5

100 20 Project 1 P1.3, P3.1, P4.1, P5.2

2 Term 3 Week 3Thursday 6 AugustPeriod 5

40 Project 2 P1.2, P4.2, P5.1, P5.2, P6.2, P6.3

3 End of Year Examination Period 40 End of Year Examination P1.1, P2.1, P2.2, P4.3, P5.2, P6.1

100

COURSE OUTCOMES:

A student:

P1.1 describes the functions of hardware and softwareP1.2 describes and uses appropriate data typesP1.3 describes the interactions between the elements of a computer systemP2.1 describes developments in the levels of programming languagesP2.2 describes the effects of program language developments on current practicesP3.1 identifies the issues relating to the use of software solutionsP4.1 analyses a given problem in order to generate a computer-based solutionP4.2 investigates a structured approach in the design and implementation of a software solutionP4.3 uses a variety of development approaches to generate software solutions and distinguishes between these approachesP5.1 uses and justifies the need for appropriate project management techniquesP5.2 uses and develops documentation to communicate software solutions to othersP6.1 describes the skills involved in software developmentP6.2 communicates with appropriate personnel throughout the software development processP6.3 designs and constructs software solutions with appropriate interfaces

38

STUDIES OF RELIGION 1

ASSESSMENT SCHEDULE - COMPRESSED COURSE

YEAR 11 COMPONENT



1 Term 4 Week 8Tuesday 3 DecemberPeriod 1

15 Research and Written Reports- Nature of Religion and Beliefs

P1, P2, P6, P7, P8

2 Term 1 Week 4Wednesday 19 FebruaryPeriod 6

15 Field Investigation and in-class Written Report- Religious Traditions Study

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

3 Term 1Assessment Week

20 Year 11 Examination P1, P2, P3, P4, P5, P6, P8, P9

50

HSC COMPONENT



1 Term 2 Week 4Tuesday 19 MayPeriod 1

15 Field Investigation and Oral Presentation- Religion and Belief Systems in Australia post-1945

H1, H2, H3, H4, H5, H6, H8, H9


20 Research Report and Learning Reflection Statement - Religious Traditions Study

H1, H2, H4, H5, H6, H7, H8, H9


15 Trial HSC Examination H1, H2, H3, H4, H5, H6, H8, H9

50

YEAR 11 COURSE OUTCOMES:A student: P1 describes the characteristics of religion and belief systemsP2 identifies the influence of religion and belief systems on individuals and societyP3 investigates religious traditions and belief systems P4 examines significant aspects of religious traditionsP5 describes the influence of religious traditions in the life of adherentsP6 selects and uses relevant information about religion from a variety of sourcesP7 undertakes effective research about religion, making appropriate use of time and resourcesP8 uses appropriate terminology related to religion and belief systemsP9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

YEAR 12 COURSE OUTCOMES:A student:H1 explains aspects of religion and belief systemsH2 describes and analyses the influence of religion and belief systems on individuals and societyH3 examines the influence and expression of religion and belief systems in AustraliaH4 describes and analyses how aspects of religious traditions are expressed by their adherentsH5 evaluates the influence of religious traditions in the life of adherentsH6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and biasH7 conducts effective research about religion and evaluates the findings from the researchH8 applies appropriate terminology and concepts related to religion and belief systemsH9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms


ASSESSMENT SCHEDULE




1 Term 1 Week 10Wednesday 1 April Period 4

Practical 50

Theory 50

15

20

Search for PerfectionC1-Submit artwork/s & VAPD (evidence of material and conceptual artmaking)C2-Art Theory activities & class test

P1, 3, 4, 5, 6 P7, 10

100

2 Term 3 Week 4Friday 14 AugustPeriod 4

Practical 35 Mini Body of WorkSubmit artwork/s & VAPD (evidence of material and conceptual artmaking

P 1, 2, 3, 4,


Theory 30 End of Year ExaminationArt Criticism and Art History Written Examination

P7, 8, 9, 10

100

YEAR 11 COURSE OUTCOMES:

A student:

P1 explores the conventions of art makingP2 explores the roles and relationships between the concepts of artist, artwork, world and audienceP3 identifies the frames as the basis of understanding expressive representation through the making of artP4 investigates subject matter and forms as representations in art makingP5 investigates ways of developing coherence and layers of meaning in the making of artP6 explores a range of material techniques in ways that support artistic intentionsP7 explores the conventions of practice in art criticism and art historyP8 explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigations of artP9 identifies the frames as the basis of exploring different orientations to critical and historical investigations of artP10 explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

VISUAL ARTS

40

CONTACT US

ACADEMIC DEANMrs Deborah Williams Academic Dean 02 9581 6135 [email protected] OF THE SENIOR SCHOOLDr Heath De Lany Master of the Senior School 02 9581 6167 [email protected] OF INTERNATIONAL BACCALAUREATE PROGRAMMr Chris Barnes Director of International Baccalaureate 02 9581 6125 [email protected] DIRECTOR OF CURRICULUMMr Andrew Scott Director of Curriculum 02 9581 6120 [email protected] MASTER OF THE SENIOR SCHOOLMr Andrew Yarad Deputy Master of the Senior School 02 9581 6005 [email protected]

HEADS OF DEPARTMENTDr Timothy Barden Science 02 9581 6089 [email protected] Norma Kamhieh English 02 9581 6036 [email protected] David Van Tol HSIE 02 9581 6000 [email protected] Edward Habkouk Mathematics 02 9581 6056 [email protected] Michael Leadbeatter Technological & Applied Studies 02 9581 6160 [email protected] Chris Thanopoulos Christian Studies 02 9581 6149 [email protected] Mr Brendan Duhigg Drama/Film/Entertainment 02 9581 6131 [email protected] Mr Ian Moore Economics 02 9581 6101 [email protected] Mr Adrian Shipp Geography 02 9581 6000 [email protected] Ms Stephanie Gaspari Library Services 02 9581 6038 [email protected] Mr Ashley Lucas Languages 02 9581 6082 [email protected] Mr Phil Pratt Music 02 9581 6134 [email protected] Mr Andrew Simos PDHPE 02 9581 6041 [email protected] Mr Steve Collins Visual Arts 02 9581 6059 [email protected]

Trinity Education Support Services 02 9581 6180HOUSE MASTERSMr Andrea Folli ARCHER 02 9581 6081 [email protected] Mr Chris Aschman DULWICH 02 9581 6162 [email protected] Ms Marian Dunbar FOUNDER’S 02 9581 6060 [email protected] Mr David Chilton HENDERSON 02 9581 6043 [email protected] Mr Nicholas Pay HILLIARD 02 9581 6006 [email protected] Mr Joseph Vaccarella HOLWOOD 02 9581 6273 [email protected] Mr Ian Moran KERRIGAN 02 9581 6267 [email protected] Mr Kai Ikeuchi LATHAM 02 9581 6044 [email protected] Ms Sabine Wieczorek MURPHY 02 9581 6212 [email protected] Mrs Heidi Broadbent SCHOOL 02 9581 6060 [email protected] Mr Michael Spratt STEPHENSON 02 9581 6128 [email protected] Mr Andrew Pierce TAUBMAN 02 9581 6251 [email protected] Mr Matthew Hirst WEEKS 02 9581 6335 [email protected] Guy Dennis WILSON HOGG 02 9581 6260 [email protected] Mr Mark Waters WYNN JONES 02 9581 6323 [email protected] Mr Peter Bamford YOUNG 02 9581 6127 [email protected]

ISSUED: NOVEMBER 2019

SENIOR SCHOOL | MIDDLE SCHOOL | JUNIOR SCHOOL 119 Prospect Road, Summer Hill NSW 2130 Telephone 02 9581 6000International 61 2 9581 6000Facsimile 02 9799 9449

PREPARATORY SCHOOL115-125 The Boulevarde, Strathfield NSW 2135 Telephone 02 8732 4600International 61 2 8732 4600Facsimile 02 9742 5419

WOOLLAMIA, FIELD STUDIES CENTRE335 Woollamia Road, Woollamia NSW 2540Telephone 02 9581 6000International 61 2 9581 6000Facsimile 02 9799 9449 Council of Trinity Grammar School, CRICOS Code 02308G

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