new woodenbong central school · 2020. 8. 21. · year 12 assessments for all subjects are mapped...

Woodenbong Central School

2020

Higher School Certificate Assessment Booklet

Table of Contents • HSC Assessment Policy and Procedures

• Forms: Sickness and Misadventure Appeal; Extension of Time Application

• Assessment Calendar

• Agriculture

• Ancient History

• Biology

• Chemistry

• English Studies

• English—Standard

• English – Advanced

• Food Technology

• Geography

• Industrial Technology – Timber and Furnishing Industries

• Industrial Technology – Metal and Engineering Industries

• Legal Studies

• Mathematics Standard 2

• Personal Development, Health and Physical Education (PDHPE)

• Physics

• Primary Industries

• Sport, Leisure and Recreation (SLR)

• Society and Culture

• Textiles and Design

• Visual Art

• Glossary of Key Words

Woodenbong Central School Whole School Policy HSC Assessment 2020

What do I need to know about assessment tasks? School based assessment provides a measure of a student’s achievement in relation to course outcomes.

At the end of Year 12 a confidential assessment mark is finalised in each course by aggregating the marks for each assessment task. These marks are then submitted to NESA (NSW Education Standards Authority) – formerly the Board of Studies. They provide a rank order of students and show relative differences between students' performances.

Procedural Policies No assessment tasks will be set for completion within two (2) weeks of any major examination period during the course of Year 12. A minimum of two (2) weeks’ notice should be given for assessment tasks. No more than four (4) formal assessment tasks can be completed in any course.

Schedule of Tasks There are mandatory assessment requirements determined by NESA and staff strive to ensure these are met with a fair and reasonable spread of tasks from all subject areas. Year 12 assessments for all subjects are mapped out in a collaborative way by teaching staff, coordinated by the Deputy Principal. In this way staff endeavour to keep the number of assessment tasks due to no more than three in any given week. In rare cases, however, this may not always be possible. A copy of the HSC assessment calendar is included in this booklet. For each formal task, students must be informed of the following on each assessment notice:

• task number • task weighting (%) • timing • outcomes assessed • description of the nature of the task • marking criteria • feedback to be provided.

NB: All tasks are to be submitted by 9:00 am on the due date, unless advised otherwise on the actual assessment notice. This is YOUR responsibility. If for some reason you are unable to attend school on the day a task is due, you must make arrangements to have the task arrive at the school on the due date.

Satisfactory Completion of a Course – the “N” Determination A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:

a) followed the course developed or endorsed by NESA;

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

c) achieved some or all for the course outcomes

While NSW Education Standards Authority (NESA) does not mandate attendance requirements, the Principal may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by the Principal who must give students early warning of the consequences of such absences. If, at any time, it appears that a student is at risk of being given an “N” (non-completion of course determination) in any course, the Principal must warn the student as soon as possible and advise the parent or guardian in writing. This warning should be given in time for the problem to be corrected. If the first warning letter is not effective, a further warning letter(s) should be sent. Students who have not complied with the above requirement cannot be regarded as having satisfactorily completed the course. The Principal may then apply the “N” determination.

Malpractice All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be the student’s own work. Malpractice, including plagiarism, could lead to zero marks and may jeopardise the student’s HSC results. Malpractice is an activity that allows you to gain an unfair advantage over other students. It includes, but is not limited to:

• Copying someone else's work in part or in whole, and presenting it as the student’s own. • Using material directly from books, journals, CDs or the Internet without reference to the

source. • Building on the ideas of another person without reference to the source. • Plagiarism such as buying, stealing or borrowing another person's work and

presenting it as the student’s own. • Submitting work to which another person such as a parent, coach or subject expert

has contributed substantially. • Using words, ideas, designs or the workmanship of others in practical and

performance tasks without appropriate acknowledgement. • Paying someone to write or prepare material. • Breaching school examination rules. • Cheating in an in-class assessment/examination, including having access to mobile devices. • Using non-approved aids during an assessment task. • Providing false explanations to explain work not handed in by the due date. • Assisting another student to engage in malpractice.

Non-Completion of Tasks In order to ensure that all students receive fair and equal treatment, all reasons for non-completion of tasks, and/or requests for extensions of time MUST be referred to the Head Teacher of the subject in question. In the event of a student not submitting an assessment task on the due date, they can approach the Deputy Principal and complete a Sickness/Misadventure form. It is the student's responsibility to collect and have this form completed within forty eight (48) hours and submitted to the Head Teacher of that subject. The decision will be made by the relevant Head Teacher in consultation with the Deputy Principal. NO INDIVIDUAL TEACHER IS ABLE TO GRANT AN EXTENSION.

Sickness and Misadventure The following will act as a guide in decisions make:

a) When a student is sick and an Assessment Task is due, the parents of the student must contact the school and inform the Head Teacher concerned, that the student is not able to fulfil the expectations of that task(s) at this time.

b) On return to school, students should bring evidence of the reason for their absence (e.g. doctor’s certificate or signed note from a parent). In most cases, students will be required to present the task on the day they return to school without penalty.

c) Where misadventure occurs, the parents must contact the school AS SOON AS POSSIBLE to inform the Head Teacher concerned of the circumstances. Procedures a) and b) above will then be followed.

d) In the event of EXTENDED ILLNESS, procedures a) and b) above must be followed. It is the school’s intent that no student should be disadvantaged in the assessment process because of prolonged illness. Therefore, if a student is to miss a number of tasks, then the following will operate:

i. A mark will be awarded on a substitute task, according to NESA regulations. ii. The Head Teacher, in consultation with the teacher concerned, will authorise an

ESTIMATE mark based on appropriate evidence. e) Appeals regarding decisions using a) to c) must be lodged with the Principal as soon as

possible.

Penalties a) If a student is deemed to have an unsatisfactory excuse for the non-completion of an

Assessment Task, he/she will be penalised 20% of the Assessment Task’s value for each school day that it is late, up to a maximum of TWO (2) school days. After TWO school days have lapsed, a zero will be awarded for that task.

b) If, after an extension of time has been granted, the student fails to present the Assessment Task, then a zero will be awarded for that task.

c) If zero marks have been given to any student for tasks which make up in excess of 50% of the total Assessment Marks in a course, the Principal may not be able to certify that the

course has been satisfactorily studied. (See “Satisfactory Completion of a Course”.) d) If a student’s progress indicates that he/she is in some danger of not meeting NESA’s

requirements, then he/she should be reported to the appropriate Head Teacher so that appropriate support procedures can be implemented.

e) The parents of any student in situations a) to d) should be notified immediately.

Review of Assessments

a) A student may request a review of his/her situation if he/she believes that his/her RANKING differs significantly from expectations according to feedback on their performance of Assessment Tasks throughout the course.

b) Students are not entitled to seek a review of teachers’ judgements of the worth of individual performances on Assessment Tasks. The marks or grades awarded will not be subject to review as part of the process.

c) The THREE areas for review are that: i. The weightings specified by the school in its Assessment Schedule conform to NESA’s

requirements as detailed in the course syllabus and assessment resources. ii. The procedures used by the school for determining the final Assessment Mark conform

to its stated schedule. iii. There are no computational or other clerical errors in the determination of the

Assessment Mark. The marks for individual assessment tasks awarded by teachers are not subject to review.

d) All reviews must be conducted in the second half of November after the last Higher School Certificate examination and be completed before the end of Term 4.

e) To ensure such a situation does not arise, this school uses the Half-Yearly Report in Year 12, and the Trial HSC Report to clearly indicate to each student their progressive Assessment Ranking in each course of study.

f) At the conclusion of the final assessment of students’ rankings (usually the Trial HSC examination), students are eligible to request a Review of Assessment.

g) In the event of a Review of Assessment being requested, the following steps will be implemented:

i. A Review Committee consisting of the Principal or delegate, at least one Head Teacher, the Class Teacher involved and the President of the P & C will meet with the student and his/her parents to explain the grounds upon which a review can be requested and conducted.

ii. If the student and the parents wish to continue then, at a mutually agreeable time, at school, all the appropriate Assessment Records will be presented for scrutiny:

• the teacher’s mark book • the Sentral records • appropriate subject/course information

iii. If the student and parents are not satisfied with the school’s review procedures, they can appeal to NESA. These appeals must usually be lodged, on the appropriate Appeal form, at the school by a date very early in December.

APPEALS AGAINST ASSESSMENT TASK DETERMINATIONS

Rationale At times students appeal against the determination made by a teacher, Head Teacher if a task is late, not attempted or the student is found to have engaged in malpractice. In these circumstances the school will use this policy.

Aims

a) outline efficient, effective and objective procedures for reviewing these appeals. b) clarify the roles of those involved.

Implementation

1. Appeals need to be lodged in writing within one (1) week of the date the determination was received.

2. The school will provide support in preparing an appeal if approached. 3. Appeals meeting these conditions will be reviewed within two (2) weeks of being received. 4. The review will focus on whether the determination conforms to school policy as advertised. 5. Provided the review panel is satisfied these conditions have been met, no change to the

determination will be made. 6. The panel will provide the appellant with written notification of the result of the review within

one week of the review. 7. The panel will consist of two independent members of the School Executive. 8. Appeals of the panel’s decision are to be made to the school Principal within one (1) week

of receiving the panel’s decisions

Responsibilities 1. Appellant

To lodge an appeal in writing with the relevant Head Teacher within one (1) week of receiving the determination being appealed against, stating all reasons to be considered by the review panel.

2. Head Teacher

• To inform the Principal of the appeal on the day it is received • To provide the Principal with copies of the appeal and the original written notice of the

determination together with any other relevant documentation at the time of notification. 3. Principal

• To form the review panel. • To ensure the panel meets within two weeks of the receipt of the appeal in the school. • To notify the appellant and the relevant Head Teacher of the result of the review in writing

within one week of the review.

Sickness and Misadventure Appeal Name: …………………………………………………………………………… Date: …………/………../20.…

Subject/Subjects: ………………………………………………………………………………………………………………………………

Teacher/Teacher: ………………………………………………………………………………………………………………………………

Type of Assessment Task: ……..……………………………………………………………………………………………………………

Due Date: …………/………../20….

Reason for Missing Assessment Task/Tasks:

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………..

I have attached a Medical Certificate from Dr: ………………………………………………………………………….

I have attached a Supporting Statement from: ………………………………………………………………………….

The Subject Teacher was notified of this appeal on: …………/………../20….

By: ………………………………………………………………………………………………………………………………………

Signature of Student: ………………………………………………………………………………………………………………………..

This appeal has been: Approved Denied

Signature of Head Teacher: ……………………………………………………………………………………………………..

Signature of Deputy Teacher: ……………………………………………………………………………………………………..

If this appeal has been approved it is now your responsibility to make alternative arrangements with

your classroom teachers.

Application for Extension of Time

for the Completion of an Assessment Task

Name: ……………………………………………………………………… formally request an extension of time for

……………………………………………… (task no.) Subject: ……………………………………………………………….

Type of Assessment Task: …………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

Teacher/Teachers: ……………………………………………………………………………………………………………………..

Due Date: ……………/……………./20……… (day/date/time)

Reason: ……………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………

I have attached a Medical Certificate from Dr: ……………………………………………………………………….

I have attached a Supporting Statement from: ……………………………………………………………………….

Candidate’s Signature: …………………………………………………………….. Date: ………………………..

Parent/Guardian’s Signature: ……….…………………………………………… Date: ………………………..

Head Teacher to fill out Appropriate Section

Approval is given for extension to be granted

New Due Date: ………………………………………………………………………………………………………………………….

Approval has NOT be granted

Reason: ……………………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………

Head Teachers Name: ………………………………………………………………………………………………………..

Head Teachers Signature: ………………………………………………………………………….. Date: ……………

Copy To:

Student Class Teacher Faculty/File

HSC 2020 Assessment Calendar Term 4, 2019

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

I.T – Metal Visual Arts Society & Culture

Maths St2

I.T – Timber Geography Ancient History Textiles&Design

Agriculture Biology Chemistry Food Tech. PDHPE Physics

English Stud. English Stan. English Adv. Sport, Lifestyle & Recreation Legal Studies

Term 1, 2020

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

Society & Cult.

Biology

Food Tech. I.T – Timber I.T – Metal Physics Textiles & Des

Legal Studies

English Stand. English Adv.

Chemistry Maths St2 Physics Visual Arts Ancient Hist.

Agriculture Engl. Studies PDHPE

Sport, Lifestyle & Recreation

Term 2, 2020 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

I.T - Metal Geography Ancient History English Stand. English Adv.

Society & Culture

Biology Chemistry Food Tech. I.T – Timber Maths St2 PDHPE Textiles&Design

Legal Studies Engl. Studies Visual Arts Sport, Lifestyle & Recreation

Term 3, 2020 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

TRIAL HSC Exams

Agriculture Engl. Studies Sport, Lifestyle & Recreation

Agriculture

The Higher School Certificate course builds upon the Preliminary course. It examines the complexity and scientific principles of the components of agricultural production, but places a greater emphasis on the p lace of the farm in the wider economic, environmental and social environment. The course is broken up into the following components Core (approximately 96 indicative hours)

• Plant/Animal production

• Farm product study • The farm as a business • Decision-making processes and management strategies • Agricultural technology • Marketing of a specific farm product

Elective (approximately 24 indicative hours) Choose ONE of the following electives to study.

• Agri-food, Fibre and Fuel Technologies • Climate Challenge • Farming for the 21st Century

YEAR 12 HSC AGRICULTURE ASSESSMENT SCHEDULE

No Task Name Outcomes

Assessed Type Value Timing

1 Farm Product Study H3.1, H3.2, H3.3,

H3.4 Research Task 20%

Week 9, Term

4

2 Plant/Animal Production

Trial H1.1, H2.1, H2.2 Investigation & Report 20%

Week 10,

Term1

3 Trial HSC Examination

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

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

H3.4, H4.1, H5.1

Examination 30%

Week 2,

Term 3

4 Elective Topic H3.4, H4.1, H5.1 Research Task 30% Week 6 Term 3

Ancient History

Course of Study: Principal Focus: Students’ investigate the range and nature of archaeological and written sources available, through an exploration of key sites, figures and societies from the past.

Area of Study: Part I: Core: Cities of Vesuvius: Pompeii and Herculaneum Part II: Ancient Societies: Greece: Spartan Society to the Battle of Leuctra 371BC Part III: Personalities in their Times: Xerxes Part IV: Historical Periods: Greece: The Greek World 500-440BC **Please note that these options are flexible and may be changed based on student interests.

Component Task 1 Task 2 Task 3 Task 4 Weighting %

Essay Cities of Vesuvius: Pompeii and

Herculaneum

Oral presentation

Ancient Societies

Historical analysis

Personalities in their Times

Trial HSC Examination

Term 4, Week 8 Term 1, Week 9 Term 2, Week 6 Term 3, Week 2

Outcomes assessed AH12-6 AH12-8 AH12-9, AH12-10

Outcomes assessed AH12-1 AH12-2 AH12-3 AH12-9



Knowledge and understanding of course content 5 10 5 20 40

Historical skills in the analysis and evaluation of sources and interpretations

5 5 10 20

Historical inquiry and research 5 5 10 20

Communication of historical understanding in appropriate forms

5 10 5 20

Total % 20 25 25 30 100

Biology The Biology Stage 6 Syllabus explores the diversity of life from a molecular to a biological systems level. The course examines the interactions between living things and the environments in which they live. It explores the application of biology and its significance in finding solutions to health and sustainability issues in a changing world.

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically, students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.

The individual assessable tasks and their weightings are:

Component

Task 1 Task 2 Task 3 Task 4

Weighting %

Research and Report

Reproduction – continuity of a

species

Depth Study

Research and

report on developmental

genes in evolution

Practical Investigation

Design and conduct

a practical investigation



Outcomes assessed

BIO11/12-3 BIO11/12-4 BIO11/12-5 BIO11/12-7 BIO12-12

Outcomes assessed

BIO11/12-1 BIO11/12-4 BIO11/12-6 BIO11/12-7 BIO12-13

Outcomes assessed

BIO11/12-1 BIO11/12-2 BIO11/12-3 BIO12-14

Outcomes assessed

BIO11/12-1 BIL11/12-2 BIO11/12-3 BIO11/12-4 BIO11/12-5 BIO11/12-6 BIO11/12-7 BIO12-12 BIO12-13 BIO12-14 BIO12-15

Skills in Working Scientifically 15 15 20 10 60

Knowledge and understanding 5 10 5 20 40

Total % 20 25 25 30 100

Chemistry The Chemistry Stage 6 Syllabus explores the structure, composition and reactions of and between all elements, compounds and mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and compounds in the environment, and an understanding of industrial processes and their applications to life processes are central to human progress and our ability to develop future industries and sustainability. The course further develops an understanding of chemistry through the application of Working Scientifically skills. It focuses on the exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly dissimilar phenomena. Module Topics in the HSC Course are;

• Equilibrium and Acid Reactions • Acid/base Reactions • Organic Chemistry • Applying Chemical Ideas


Component

Task 1 Task 2 Task 3 Task4 Weighting %

Prac and Report


and report

Design and conduct a practical

investigation

Depth Study Trial HSC Examination

Term 4, Week 9

Term 1, Week 9

Term 2, Week 8

Term 3, Week 2

Outcomes assessed CH12-2

CH11/12-4 CH11/12-5 CH11/12-7 CH12-12

Outcomes assessed

CH11/12-1 CH11/12-2 CH11/12-3 CH12-14

Outcomes assessed

CH11/12-1 CH11/12-4 CH11/12-6 CH11/12-7 CH12-13

Outcomes assessed CH12-12 CH12-13 CH12-14 CH12-15

Skills in Working Scientifically 10 20 15 15 60


Total % 15 25 25 35 100

English Studies Module 1: Common Unit In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Module 2: We are Australians Through the study of the module We are Australians – English citizenship, community and cultural identity, students study a range of texts in order to develop awareness of complex aspects of Australian citizenship, community and cultural identity, and to develop language skills appropriate to participating in discussion and decision-making about these matters.

Module 3: The Big Screen Through study of the module The Big Screen – English in filmmaking, students develop a deeper understanding of and proficiency in the use of language and techniques related to films, exploring the ways in which language is used in the production, promotion, reception and criticism of films. Students investigate and research from a variety of sources the complex nature of meaning in visual texts and how these texts are constructed. Students develop their knowledge, understanding and skills by responding to and composing a range of texts in short and extended forms, for example interviews, film reviews, discussions and promotional material about films.

Module 4: Tell us all about it Through the study of the module Telling us all about it – English and the media, students develop a deeper understanding of the ways language is used to report on news and current affairs issues in various media forms such as television news programs, documentary programs, news bulletins, television infotainment shows, newspapers, current affairs magazines and online news sources. Students also develop an increased awareness of the ways language is used in various media forms in the world of advertising, for example in websites, print media, television and product placement.

Task number Task 1 Task 2 Task 3 Task 4

Nature of task

Opinion piece incorporating related material

Common Module: Texts and Human Experiences

Visual presentation and speech

Module A: We are Australians

Film Review and advertising poster plus

synopsis Module K: The Big Screen

Collection of classwork

All modules

Timing Term 4, Week 10 Term 1, Week 10 Term 2, Week 10 Term 3, Week 6

Outcomes assessed ES12-1, ES12-4, ES12-7, ES12-8

ES12-1, ES12-4, ES12-6, ES12-7, ES12-9

ES12-1, ES12-3, ES12-4, ES12-5, ES12-8

ES12-2, ES12-3, ES12-4, ES12-5, ES12-7, ES12-

10

Components Weighting %


Skills in: • comprehending texts • communicating ideas • using language accurately, appropriately and effectively

10 15 10 15 50

Total % 25 25 20 30 100

English—Standard Module 1: Common Unit – Poetry of Kenneth Slessor In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Module A: Language, Identity and Culture – One Night the Moon Language has the power to both reflect and shape individual and collective identity. In this module, students consider how their responses to written, spoken, audio and visual texts can shape their self-perception. They also consider the impact texts have on shaping a sense of identity for individuals and/or communities. Through their responding and composing students deepen their understanding of how language can be used to affirm, ignore, reveal, challenge or disrupt prevailing assumptions and beliefs about themselves, individuals and cultural groups..

Module B: Close Study of literature - Feed In this module, students develop an informed understanding, knowledge and appreciation of a substantial literary text. Through their development of considered personal responses to the text in its entirety, students explore and analyse the particular ideas and characteristics of the text and understand the ways in which these characteristics establish its distinctive qualities.

Module C: The Craft of Writing – Various texts In this module, students strengthen and extend their knowledge, skills and confidence as writers. They write for a range of authentic audiences and purposes to convey ideas with power and increasing precision.


Nature of task

Analytical response using prescribed text

and related material Texts and

Human Experiences

Multimodal presentation

Module A Language,

Identity and Culture

Imaginative text Craft of Writing


Common Module

Module A Module B


Outcomes assessed EN12-1, EN12-

3, EN12-5, EN12-6, EN12-7

EN12-1, EN12-3, EN12-5, EN12-7, EN12-8, EN12-9

EN12-2, EN12-3, EN12-4, EN12-5,

EN12-9

EN12-1, EN12-3, EN12-5, EN12-6,

EN12-7


Knowledge and understanding of course content

15 10 10 15 50

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

10 15 15 10 50

Total % 25 25 25 25 100

English—Advanced Module 1: Common Unit – Poetry of Kenneth Slessor In this common module students deepen their understanding of how texts represent individual and collective human experiences. They examine how texts represent human qualities and emotions associated with, or arising from, these experiences. Students appreciate, explore, interpret, analyse and evaluate the ways language is used to shape these representations in a range of texts in a variety of forms, modes and media.

Module A: Textual Conversations – RIII & Looking for Richard In this module, students explore the ways in which the comparative study of texts can reveal resonances and dissonances between and within texts. Students consider the ways that a reimagining or reframing of an aspect of a text might mirror, align or collide with the details of another text. In their textual studies, they also explore common or disparate issues, values, assumptions or perspectives and how these are depicted. By comparing two texts students understand how composers (authors, poets, playwrights, directors, designers and so on) are influenced by other texts, contexts and values, and how this shapes meaning.

Module B: Critical Study of Literature – Artist of the Floating World In this module, students develop detailed analytical and critical knowledge, understanding and appreciation of a substantial literary text. Through increasingly informed and personal responses to the text in its entirety, students understand the distinctive qualities of the text, notions of textual integrity and significance.

Module C: The Craft of Writing – Various texts In this module, students strengthen and extend their knowledge, skills and confidence as accomplished writers. Students write for a range of audiences and purposes using language to convey ideas and emotions with power and precision.


Nature of tasks

Multimodal text using

prescribed text and related

material Texts and

Human Experiences

Comparative essay

Textual Conversations

Imaginative task Craft of Writing


Common Module

Module A Module B


Outcomes assessed

EA12-1, EA12-2 EA12-3, EA12-

5, EA12-6, EA12-7

EA12-1, EA12-3, EA12-5, EA12-6,

EA12-8

EA12-2, EA12-3, EA12-4, EA12-5, EA12-7, EA12-9

EA12-3, EA12-4, EA12-5, EA12-6,

EA12-8



10 15 10 15 50

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

10 10 15 15 50

Total % 20 25 25 30 100

Food Technology Aim: Food Technology Stage 6 aims to develop an understanding about food systems and skills that enable students to make informed decisions and carry out responsible actions. Students will also develop an appreciation of the importance of food to the wellbeing of the individual and to the social and economic future of Australia.

Component Task 1 Task 2 Task 3 Task 4 Weighting %

Research task Case study

and practical task

Research survey and

practical task

Trial HSC written examination

Term 4, Week 9 Term 1, Week 6

Term 2, Week 8 Term 3, Week 2

H1.2, H1.4, H3.1 H1.1, H4.2 H1.3, H4.1 H1.1, H1.2 H1.3, H1.4 H2.1

Knowledge and understanding of food technology 10

10 20

Skills in researching, analysing and communicating food issues 10 10 10 30

Skills in experimenting with and preparing food by applying theoretical concepts

5 10 15 30

Skills in designing, implementing and evaluating solutions to food situations

15 5 20

Marks 25 25 25 25 100

Geography The overall aim of the Stage 6 Geography syllabus is: ‘to develop students’ knowledge, understandings, skills, attitudes and values about their total environment and the interdependence of biophysical and human phenomena on the earth’s surface’. The HSC course comprises three topics (Ecosystems at Risk; Urban Places; People and Economic Activity), as well as the Geographical Skills embedded in the course. Geographic skills, contemporary geographic issues and fieldwork must be integrated into the course.

Assessment Schedule Task number Task 1 Task 2 Task 3

Nature of task Oral Presentation Ecosystems at Risk

Research and Essay Urban Places


Timing Term 4, Week 8 Term 2, Week 4 Term 3, Week 2

Outcomes assessed H1, H2, H5, H8, H10 H1, H3, H6, H7, H8, H9, H10 H4, H5, H10, H11, H12, H13


Knowledge and understanding of course content 10 15 15 40

Geographical tools and skills 5 5 10 20

Geographical inquiry and research, including fieldwork 10 10 20

Communication of geographical information, ideas and issues in appropriate forms

10 5 5 20

Total % 35 35 30 100

Industrial Technology Timber and Furnishing Industries

Industrial Technology is designed to develop in students a knowledge and understanding of the selected industry and its related technologies with an emphasis on design, management and production through practical applications Industrial Technology has been developed to incorporate content related to current and developing technologies. It offers students the opportunity to study the interrelationships of technologies, equipment and materials used by industry and to develop skills through the processes of design, planning and production. Industrial Technology Sample Assessment Grid

Component


Weighting

Presentation of Major Project ideas and Development

Industry Study Project

Development and Management Report

Trial HSC (Written examination)


Outcomes H3.1, H3.2, H3.3, H4.2, H5.1

H1.1, H1.2, H6.1, H6.2, H7.1, H7.2

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

H6.2

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

H7.1, H7.2

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry

10 10 20 40

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 quality major project.

20 10 20 10 60

Marks 20 20 30 30 100

Industrial Technology Metal and Engineering Industries

Industrial Technology is designed to develop in students a knowledge and understanding of the selected industry and its related technologies with an emphasis on design, management and production through practical applications Industrial Technology has been developed to incorporate content related to current and developing technologies. It offers students the opportunity to study the interrelationships of technologies, equipment and materials used by industry and to develop skills through the processes of design, planning and production.

Component


Weighting

Presentation of Major Project ideas and Development

Practical Task Report Trial HSC (Written examination)


Outcomes H3.1, H3.2, H3.3, H4.2, H5.1

H1.1, H1.2, H6.1, H6.2, H7.1, H7.2

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

H6.2

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

H7.1, H7.2

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry

10 10 20 40

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 quality major project.

20 10 20 10 60

Marks 20 20 30 30 100

Legal Studies Components Task 1 Task 2 Task 3 Task 4 Weighting %

ICT Task Crime Case Study

Essay Human Rights PPT and Essay

In Class Essay GEP



Outcomes assessed H1, H3, H4, H6

Outcomes assessed H2, H5, H6, H7, H8

Outcomes assessed H6, H8, H9, H10

Outcomes assessed H2, H3, H6, H9, H10


Analysis and evaluation 10 10 20

Inquiry and research 10 10 20

Communication of legal information, ideas and issues in appropriate forms 10 10 20

Total % 20 30 20 30 100

Mathematics Standard 2

120 hours

Topics Subtopics

Algebra MS-A4 Types of relationships

Measurement MS-M6 Non-right-angled trigonometry MS-M7 Rates and rations

Financial Mathematics MS-F4 Investments and loans MS-F7 Annuities

Statistical Analysis MS-S4 Bivariate data analysis MS-S5 The normal distribution

Networks MS-N2 Network concepts MS-N3 Critical path analysis

The Aims and Objectives are grouped into two components for assessment. Component A is primarily concerned with the student’s knowledge and understanding outcomes and course content Component B is primarily concerned with the student’s skill’s outcome and content

SYLLABUS COMPONENT

SYLLABUS WEIGHTING

TASK 1 Task 2 TASK 3 TASK 4

Date: Term 4, 2019

Week 8

Date: Term 1, 2020

Week 9

Date: Term 2, 2020

Week 8

Date:

Term 3, 2020 Week 2

Task: Assignment

Task: Topics Test

Task: Assignment

Task: Trial examination

A:Knowledge and understanding 50% 10% 15% 10% 15%

• B. Skills • 50% • 10% • 10% • 15% • 15%

• Marks • 100% • 20% • 25% • 25% • 30%

• Personal Development, Health and Physical Education

Personal Development, Health and Physical Education (PDHPE) is an integrated area of study that provides for the intellectual, social, emotional, physical and spiritual development of students. It involves students learning about and practising ways of maintaining active, healthy lifestyles and improving their health status. It is also concerned with social and scientific understandings about movement, which lead to enhanced movement potential and appreciation of movement in their lives. In order for students to enhance personal growth and to make a significant contribution to the wellbeing of others, this syllabus focuses on the health of individuals and communities and the factors that influence movement skill and physical activity levels. This syllabus focuses on a social view of health where the principles of diversity, social justice and supportive environments are fundamental aspects of health. The examination of individual, family and community values and beliefs and the sociocultural and physical environments in which we live provides an explanation for health status and sustainable solutions for better health.

Component Task 1 Task 2 Task 3 Task 4 Weighting

Research task on health

priority issue Core 1

Research task on Factors Improving

Performance Core 2

Option topic Case study

Trial HSC examination

Week 9 Term 4

Week 10 Term 1

Week 8 Term 2

Week 2 Term 3

Knowledge and understanding of

• factors that affect health

• the way the body moves

10 5 5 20 40

Skills in: • influencing personal

and community health

• taking action to improve participation and performance in physical activity.

5 10 5 10 30

Skills in critical thinking, research and analysis

10 10 10 0 30

Marks 25 25 20 30 100

Physics The Physics Stage 6 Syllabus involves the study of matter and its motion through space and time, along with related concepts that include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and their interactions up to the size and age of the Universe. This allows students to better understand the physical world and how it works, appreciate the uniqueness of the Universe, and participate in navigating and influencing the future.

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of seemingly dissimilar phenomena. Module topics in the Physics Course are:

• Advanced Mechanics • Electromagnetism • The Nature of Light • From the Universe to the Atom


Component


Weighting %

Research and Report

Advanced Mechanics


Design and conduct a practical

investigation

Depth Study Trial HSC Examination

2019 Term 4, Week 9

Term 1, Week 9

Term 2, Week 6

Term 3, Week 2

Outcomes assessed

PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-7

PH12-12

Outcomes assessed

PH11/12-1 PH11/12-2 PH11/12-3

PH12-14

Outcomes assessed

PH11/12-1 PH11/12-4 PH11/12-6 PH11/12-7 PH12-13

Outcomes assessed

PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5

Skills in Working

Scientifically 15 10 20 15 60


Total % 20 15 30 35 100

PRIMARY INDUSTRIES – CERTIFICATE II IN AGRICULTURE COURSE: HSC Primary Industries - Agriculture 2020 The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each

unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases, other descriptive words may be used leading up to “competent”. This means a

course mark is not allocated.

Assessment Events for

Certificate II in Agriculture AHC20116

Event 1 Event 2 Event 3 Event 4 Event Event Yearly

Examination Event Work

Placement 2* Term 4 2019

Term 1 2020

Term 2 2020

Term 3 2020

Term 3 2020

Date - TBA Student Dependent

Code Unit of Competency AHCWRK204 AHCWRK205

Work effectively in the industry Participate in workplace communications

X

AHCWRK201 AHCWRK209

Observe and report on weather Participate in environmentally sustainable work practices X

AHCCHM201 AHCPMG201

Apply chemicals under supervision Treat weeds

X

AHCLSK202 AHCLSK205 AHCLSK204 AHCLSK206

Care for health and welfare of animals Handle livestock using basic techniques Carry out regular livestock observation

Identify and mark livestock

X

AHCMOM202 AHCBIO201

AHCMOM304

Operate tractors Inspect and clean machinery for plant, animal and soil material

Operate machinery and equipment X

AHCLSK211 AHCLSK209

Provide feed for livestock Monitor water supplies X

AHCINF202 AHCINF201

Install, maintain and repair farm fencing Carry out basic electric fencing X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Agriculture (AHC20116) or a Statement of Attainment towards a Certificate II in Agriculture (AHC20116).

The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA reporting requirements.

Sport, Lifestyle and Recreation Content Endorsed Course

This content endorsed 2 unit course must be studied over two years (Year 11 and year 12)

AIMS OF THE COURSE

• Develop social and community values in sport, lifestyle and recreation • Understand requirements for healthy living • Identify how sport affects our society • Develop individual physical and sporting abilities

Assessment will reflect the extent to which the objectives and outcomes of the course have been achieved. Year 11-12

Semester Weight Task Type Description Timing

2 - 2019

30%

Recreational Activity Study 1

Research and Practical Task

Term 4, Week 10

Semester Weight Task Type Description Timing

1 - 2020

20%

Written Assignment 2

Components of a Healthy Lifestyle

Term 1, Week 11

2 - 2020

30%

Recreational Activity Study 2

Research and Prac Task

Term 2, Week 10

2 - 2020 20% Practical Assignment

First Aid and Sports Injury treatment

Term 3, Week 6

Society and Culture

Component Weighting Task 1 Task 2 Task 3 Task 4 Timing Term 4

Week 6 Term 1 Week 2

Term 2 Week 7

Term 3 Week 2

Task Oral Task

Personal Research Proposal

Depth Study 2: Extended Response

HSC Trial Examination

Outcomes H1, H6, H7, H8, H9, H11

H1, H4, H5, H7, H10

H2, H5, H7, H9 H2, H3, H5, H6, H7, H8, H10


50

10 10 20

10

Application and evaluation of social

and cultural research methods

25

10 5 5

5

Communication of information, ideas

and issues in appropriate form

25

10 5 5

5

Total 100 30 20 30 20

Textiles and Design Task number Task 1 Task 2 Task 3 Task 4

Nature of tasks Designing and Planning Presentation

Contemporary Designer Case Study

Innovation Study


Timing Term 4, Week 8

Term 1, Week 6 Term 2, Week 8 Term 3, Weeks

2

Outcomes assessed H2.1, H2.3, H4.2

H3.1, H3.2, H4.1, H5.1

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

H1.3, H3.1, H3.2, H4.1, H5.2, H6.1

Component Weighting %


15 5 30 50

Skills and knowledge in the design, manufacture and management of a major textiles project

20 30 50

Total % 20 15 35 30 100 * Note there is a Major Textile Project which runs throughout the course and is marked externally.

DETAIL OF OUTCOMES

H1.1 Critically analyses and explains the factors that contribute to the design and manufacture of the major textile project. H1.2 Designs a textile item that demonstrates an understanding of the functional and aesthetic requirements. H1.3 identifies the principles of colouration for specific end uses H2.1 Communicates design concepts and manufacturing specifications to both technical and non-technical audiences. H2.3 Effectively manages the design and manufacture of a MTP to completion. H3.1 Explains the interrelationship between fabrics, yarns and fibre properties H4.1 Justifies the selection of fabric, yarns, fibres and fabric finishing techniques for specific end uses. H4.2 Selects and justifies manufacturing techniques, materials and equipment for a specific end use. H5.1 investigates and describes aspects of marketing in the textile industry H5.2 Analyses and discusses the impact of current issues in the Australian Textile Industry. H6.1 Analyses the influence of historical, cultural and contemporary developments in textiles. NB. A zero mark will be awarded if:

A task is submitted late without valid reason and documentation. A student is absent without valid reason & documentation. Malpractice is discovered

Visual Arts

H1 Initiate and organise artmaking practice that is sustained, reflective and adapted to suit particular conditions

H2 Apply their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

H3 Demonstrate an understanding of the frames when working independently in the making of art H4 Select and develop subject matter and forms in particular ways as representations in artmaking

H5 Demonstrate conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

H6 Demonstrate technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

H7 Apply their understanding of practice in art criticism and art history H8 Apply their understanding of the relationships among the artist, artwork, world and audience

H9 Demonstrate an understanding of how the frames provide for different orientations to critical and historical investigations of art

H10 Construct a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Task 1 Artmaking - Art

History and Criticism

Task 2 Art History

and Criticism

Task 3 Artmaking

Task 4 Artmaking - Art

History and Criticism

Total

Component

Artmaking

1a: Development of body of

work – investigations of artmaking practice evident in Visual Arts Process Diary

(VAPD) including experiments with materials,

written reflections and

explanations, research about related artists’

practice

Resolving the Body of Work

Submission of artworks under

development, VAPD documenting

experimentation, written reflections

including explanation of intention and the

links between material and conceptual

practice

Resolving the Body of Work: artworks

undergoing refinement, VAPD

including curation of works for HSC

submission with written evaluation of

these decisions

Art History and Criticism

Task 1b: Case studies (Art Criticism and Art

History) Multimedia

presentation

Critical and Historical Studies

Case study


Art Criticism and Art History Written

Examination

Date 2019, Term 4

End of Week 6

Term 1 Week 9

2020

Term 2, Week 10 2020 Term 3, Week 2 2020

Outcomes H1, H2, H3, H4, H5, H6 H8, H9, H10 H1, H2, H4, H6 H1,H2,H3 H4, H5, H6,

H7, H8, H9, H10

Artmaking 15 15 20 50

Art History and Criticism

15 15 20 50

Glossary of Key Words Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examination and assessment tasks. Account account for: state reason for, report on. Give an account of: narrate a series of events or

transaction Analyse Identify components and the relationship between them: draw out and relate implication Apply use, utilize, employ in a particular situation Appreciate make a judgment of value, quality, outcomes, results or size Assess to estimate or judge the value, character, etc. Calculate ascertain/determine from given facts, figures or information Clarify make clear or plain Classify arrange or include in classes/categories Compare show how things are similar or different Construct make; build; put together items or arguments Contrast show how things are different or opposite Critically (analyse/evaluate)add a degree or level of accuracy depth, knowledge and understanding,

logic, questioning, reflection and quality to (analysis/evaluation) Deduce draw conclusion Define state meaning and identify essential qualities Demonstrate show by example Describe provide characteristics and features Distinguish recognize or note/indicate as being distinct or different from: to note differences between Evaluate make a judgment based on criteria: determent the value of Examine Inquire into Explain relate cause and effect: make the relationships between things evident: Profile why and/or

how Extract choose relevant and/or appropriate details Extrapolate Infer from what is known Identify recognize and name Interpret draw meaning from Investigate plan, inquire into and draw conclusions about Justify support and argument or conclusions Outline sketch in general terms: indicate the main features of Predict suggest what may happen based on available information Propose put forward (for example a point of view, idea, argument, suggestion) or consideration or

action Recall present remembered ideas, facts or experiences Recommend provide reasons in favour Recount retell a series of events Summarise express, concisely, the relevant details Synthesise putting together various elements to make a whole

new woodenbong central school · 2020. 8. 21. · year 12 assessments for all subjects are mapped...

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