WELLINGTON HIGH SCHOOL HIGHER SCHOOL CERTIFICATE ...€¦ · WELLINGTON HIGH SCHOOL HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY This booklet is designed to provide a simple guide

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WELLINGTON HIGH SCHOOL HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY

This booklet is designed to provide a simple guide for assessment procedures for all students studying the Higher School Certificate at Wellington High School. All students, parents and guardians should read this document carefully and ensure that they fully understand the procedures and practices to be followed. Questions relating to specific courses should be directed in the first instance to the Head Teacher of the faculty concerned or the appropriate teacher listed below. Questions relating to the Assessment Policy itself should be directed to the Deputy.

Principal Mr R Cosier

Deputy Principal Mrs K Parkes Mrs J Gorrie

Year Adviser Mr A Owen

Head Teachers

English Mrs V Cosier/Mrs J Turner (Rel) Mathematics Ms M Hamblin Science Ms L Griffiths HSIE Mr G Roberts TAS Mrs T Nugent Learning Support Mrs M Reeves/ Ms L Bolton PDHPE Mrs B George

In Charge

Other Providers VET/TAFE/Careers Ms J Pixton

VET Co-ordinator Mrs J Gorrie WHAT YOU NEED TO KNOW ABOUT THE HIGHER SCHOOL CERTIFICATE ASSESSMENT No student should be given an unfair advantage in performing any assessment task. Our aim is to ensure that Higher School Certificate assessments accurately assess the ability of individual students in each course.

Higher School Certificate Eligibility To qualify for the Higher School Certificate students must: 1. Satisfactorily complete courses totalling 12 units of Preliminary courses. 2. Satisfactorily complete the pre-requisites for any Higher School Certificate

courses. 3. Study at least 10 units of Higher School Certificate courses of which six

units must be from Board Developed Courses. At Wellington High School we strongly recommend students completing 12 units of Higher School Certificate courses.

4. Study at least two units of a Board Developed Course in English. 5. Study at least six units of Board Developed Units. 6. Study at least three courses of two unit value or greater. 7. Study at least four subjects. 8. No more than six units of Science can contribute to the 12 Preliminary units

and 10 Higher School Certificate units required for the award of the Higher School Certificate.

Course Requirements Students will be considered to have satisfactorily completed a course leading up to the Higher School Certificate exam if, in the Principal’s view, there is sufficient evidence that the student has:- 1. Followed the course developed or endorsed by the Board of Studies; and 2. Applied themselves with diligence and sustained effort to the set tasks and

experiences provided in the course by the school; and 3. Satisfactorily achieved the course outcomes. 4. A satisfactory record of attendance. 5. Satisfactorily completed course requirements. 6. Completed the requirements of all assessable tasks.

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THE HIGHER SCHOOL CERTIFICATE DOCUMENT 1. If you meet all the requirements, you will be awarded the Higher School

Certificate. 2. Results of Higher School Certificate courses satisfactorily completed appear

on the Record of Achievement and on the Course Report. Results of Board Developed Courses are recorded under the following headings on the Record of Achievement:-

The Assessment Mark is the moderated mark awarded for your assessment tasks at school. The Examination Mark is the mark awarded for your external exam. The Higher School Certificate Mark is the average of the Higher School Certificate and School Assessment marks. The Performance Band shows your level of achievement in that course. A Course Report will contain this information for each course. It includes descriptors for each Performance Band, which provides a summary of what students know and are able to do.

3. Students with special education needs who meet the study requirements for a Higher School Certificate will receive a Higher School Certificate Testamur and a Record of Achievement. Students will also receive a Student Profile listing the outcomes achieved in each Life Skills Course.

TERTIARY ENTRY Entry from Year 12 into university courses generally depends on your Australian Tertiary Admission Rank (ATAR). Some courses have additional selection methods such as interview and portfolio. The ATAR is calculated by the universities, not the Board of Studies. To be eligible for the ATAR, you must study at least 10 units of Board Developed Higher School Certificate units. In NSW and the ACT universities calculate the ATAR based on our best 10 units of Board Developed Courses. Further information is available in the University Admission Handbook.

THE SCHOOL ASSESSMENT The purpose of the school-based assessment is to provide an ongoing measure of performance. An assessment mark is compiled for each course and is based on a set of tasks in accordance with guidelines set out by the Board of Studies. How will I be assessed? 1. Within each course there is a set of nominated tasks eg. fieldwork,

assignments, tests, practical experiments, essays. 2. A mark is allocated for each of these tasks. 3. The total of these marks is used to rank the students in each course. 4. Students will be given their progressive ranking for each course at the end

of each reporting period. NOTE: The Assessment Schedules provided in this booklet are outlines only.

More detailed information on assessments in specific subjects will be obtained from the teachers of the various subjects.

It is recommended that students use the Assessment Planner at the

back of this booklet to track the timing of tasks and assist their organisation.

LIFE SKILLS PATHWAY ASSESSMENT Where a student is studying Life Skills courses the Learning Support Team will provide students and parents with further information and documentation on how they will be assessed in the Life Skills Higher School Certificate courses. WHAT ARE MY RESPONSIBILITIES? The table on page 3 to page 6 sets out your responsibilities during the Higher School Certificate assessment period. Please study them carefully.

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STUDENT RESPONSIBILITIES SCHOOL RESPONSIBILITIES

CORRECT PATTERN OF STUDY ASSESSMENT PLAN / POLICY UNCERTAINTY ASSESSMENT PLAN COURSE REQUIREMENTS DILIGENT AND SUSTAINED EFFORT NON-ASSESSABLE TASKS

Be sure that your courses of study meet the requirements for the award of a Higher School Certificate. Be sure that you have carefully studied your Higher School Certificate ASSESSMENT POLICY AND PLAN. If you have any concerns about the assessment for your Higher School Certificate courses, check with the appropriate person listed. Uncertainty cannot be used as an excuse for not meeting your obligations. Be sure that you are clearly aware of your responsibilities and, in particular, the requirements and due date of any assessment tasks. Students are given notice of all assessable tasks at the beginning of the course. It is your responsibility to keep track of what tasks are coming up. It is your responsibility to transfer your assessment tasks onto the Assessment Planner.

Take every possible step to ensure you are fulfilling the requirements for your Higher School Certificate courses. This requires you to complete all course work and tasks to the best of your ability. Non-assessable tasks must be completed to the best of your ability.

The Deputy Principal, your Year Adviser and the Careers Adviser will provide assistance in checking your plan of Higher School Certificate courses. At the start of your Higher School Certificate courses the school will provide you with an ASSESSMENT POLICY AND PLAN for your courses. The ASSESSMENT POLICY will provide you with information on how the Higher School Certificate assessment works. The ASSESSMENT PLAN for each of your courses will provide details as to:

The nature of each task

The outcomes to be assessed in each course. Where the outcomes are not identified in the assessment plan they will be notified to the students at least two weeks prior to the issue of the task.

The mark weighting of the task in your Higher School Certificate final assessment.

The week or date, which the task must be completed. Your course teachers will monitor your progress and report to you any cases of “Non-compliance” with assessment guidelines. Your teachers set non-assessable tasks as part of the course work. The tasks will assist you in meeting the course outcomes.

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WHAT A TASK REQUIRES ASSESSMENT MARK / RANK ATTENDANCE ABSENT ON THE DAY OF TASK

Be sure that you clearly understand the requirements of any task. Check your assessable task results when issued. Attend all timetabled lessons unless a legitimate reason prevents it. Sufficient lessons must be attended to meet the outcomes of the course. If you are absent it is your responsibility to catch up on all missed work. As a general rule your absences should not exceed 15% of the available lessons. Hand in your assessment task to the course teacher on time. If you know that you are going to be away on the day of an assessment task, then you must consult with the Course Teacher, Head Teacher or Deputy Principal at the earliest possible time. If you are away unexpectedly then it is your responsibility to contact the Course Teacher, Head Teacher of Deputy Principal before the commencement of the task. This is usually done by you or a member of your family ringing the school. As soon as you return to school (first thing), you must see the Head Teacher and Deputy Principal. Appropriate documentation must be presented to support your case. Sickness and misadventure must be genuine.

Provide information about the task including the course outcomes to be assessed and a marking scheme. For tasks, which are completed over a period of time, the Course Teacher will provide written information as to what is required for the task. Provide a mark and rank for each task. Provide a progressive Higher School Certificate rank at the end of each reporting period. Monitor student attendance to ensure that sufficient course work is being experienced to achieve the course outcomes. Advise students and guardians in writing if their attendance is causing concern. Satisfactory attendance is required to achieve the outcomes of any course. If the Principal deems attendance to be unsatisfactory then he may decide that sufficient course outcomes have not been achieved for the award of the Higher School Certificate in those courses affected. The school requires valid proof from students as to why the normal Assessment Plan has been varied. It will provide a mark of zero if the student has not provided a valid and acceptable reason for a variation being made. Students may appeal to the Deputy Principal for special consideration if the requirement to notify the school of absence due to unexpected illness has not been met.

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DUE DATES HIGHER SCHOOL CERTIFICATE PRACTICAL AND AURAL TASKS CHANGE OF COURSE PROBLEMS COMPLETING A TASK

Due dates must be met. Unless otherwise stated a task will be considered as due:- On the Friday of the due week. At the beginning of the course lesson on the due date.

These are major Higher School Certificate works which are submitted for external marking. The standard of work Statewide is high. You must start these when advised by your teachers and make a serious long-term effort to reach the required standard. You will not be permitted to take additional time from other lessons as the due dates approach. It is your responsibility to have these ready on time. Wellington High School requires that changes take place by the specified date, (the sixth week of the course), unless otherwise deemed appropriate by the Deputy or Principal. If a problem does occur, discuss it with your teacher at the earliest possible time. Reasons and excuses will not be considered after the event. Remember that you should always back up your work if using computers. A memory stick is a valuable asset for senior students.

Provide at least 2 weeks notice as to the exact date for the completion of any assessment task.

Assessment tasks should not require completion in the week prior and during any major exam period.

No tasks should be due after the Trial Higher School Certificate.

Provide a mark of zero for a late task unless special consideration has been granted beforehand.

Your teachers will advise you of the procedures for these tasks and advise you along the way. The Board of Studies requires that the school only permit course changes up to that point at which the student can reasonably be expected to meet the new course’s outcomes. Changes will take place up to Week 6 of Term 4, 2016, unless otherwise deemed appropriate by the Deputy or the Principal. In cases of “Non-Compliance” with the assessment guidelines the school will provide a warning in writing with advice on how to rectify the problem. If necessary a second and final warning may be issued in writing. At this point, if the student has not rectified the problem, their progress will be deemed as “UNSATISFACTORY” in that course

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MALPRACTICE NON COMPLETION OF A TASK FRIVOLOUS AND NON-SERIOUS ATTEMPT ORIGINALITY OF WORK SPECIAL PROVISIONS APPEALS

Fair practices are expected from students at all times. If you miss a task and receive a zero, you must still complete the task to a satisfactory standard in order to complete the course. Complete all tasks to the best of your ability. Any assessable work submitted by you must be your own work. All sources of assistance and advice must be acknowledged within the work or as a list of references at the end of the task. If you feel that you may require Special Provisions for the Higher School Certificate or at a particular time, talk to your Year Adviser or the Deputy. If you have followed the School Assessment Policies and feel that you have been disadvantaged by an assessment decision then you must follow the steps listed below:- Discuss the matter with your course teacher. If unhappy with the decision, discuss the matter with the

Head Teacher. If still unhappy with the decision lodge an Appeal with the

Deputy on the form at the back of this booklet. This must take place within five school days of the return date of the task or issue of assessment statistics.

An appeal must contain all of the evidence to support your case.

Unfair advantage cannot be allowed. A mark of zero or a deduction may be given by the Head Teacher where:- Cheating or attempted cheating takes place. Claiming another person’s work as your own. Allowing other students to copy your work. Deliberately disrupting an assessment task. A frivolous or non-serious attempt occurs.

Record the completion of tasks to ensure that students complete both assessable and non-assessable tasks. Provide a mark of zero for a late task unless special consideration has been granted beforehand. The school will treat this as “NON COMPLETION OF A TASK”. The school requires all assessable student work to be their own. Students can refer to sources in their work, but marks are awarded for how these are used. The Board of Studies makes special provisions available to students who have difficulties or impairments which are likely to affect their results in the Higher School Certificate. To claim Special Provisions see the Deputy. The school provides a Review Committee to mediate in cases of dispute about assessment procedures.

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GLOSSARY OF KEY WORDS

Using the glossary will help students understand what is expected in responses to examinations and assessment tasks.

Account Analyse Apply Appreciate Assess Calculate Clarify Classify Compare Construct Contrast Critically Deduce Define Demonstrate Describe Discuss Distinguish

Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions. Identify components and the relationship between them; draw out and relate implications. Use, utilise, employ in a particular situation. Make a judgement about the value of. Make a judgement of value, quality, outcomes, results or size. Ascertain/determine from given facts, figures or information. Make clear or plain. Arrange or include in classes/categories. Show how things are similar or different Make; build; put together items or arguments. Show how things are different or opposite Add a degree or level of accuracy depth, knowledge and understanding, (analyse/logic, questioning, reflection and quality to [analysis/evaluation] evaluate). Draw conclusions. State meaning and identify essential qualities. Show by example. Provide characteristics and features. Identify issues and provide points for and/or against. Recognise or note/indicate as being distinct or different from; to note differences between.

Evaluate Examine Explain Extract Extrapolate Identify Interpret Investigate Justify Outline Predict Propose Recall Recommend Recount Summarise Synthesise

Make a judgement based on criteria; determine the value of. Inquire into. Relate cause and effect; make the relationships between things evident; provide why and/or how. Choose relevant and/or appropriate details. Infer from what is known. Recognise and name. Draw meaning from. Plan, inquire into and draw conclusions about. Support an argument or conclusion. Sketch in general terms; indicate the main features of. Suggest what may happen based on available information. Put forward (for example, a point of view, idea, argument, suggestion) for consideration or action. Present remembered ideas, facts or experiences. Provide reasons in favour. Retell a series of events. Express concisely, the relevant details. Putting together various elements to make a whole.

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HIGHER SCHOOL CERTIFICATE ENGLISH ADVANCED ASSESSMENT SCHEDULE 2019

Task Number Task 1 Task 2 Task 3 Task 4

Nature Of Tasks Timing

Texts and the Human Experience

The Crucible

Analytical Response

Module B

Goodnight and Goodluck

Multimodal Presentation

Imaginative Task

Craft of Writing

Trial HSC Examination

Common Module

(5%)

Module A Tempest/Hagseed (15%)

Craft of Writing(5%)

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

Outcomes Assessed

EA12-1, EA12-3, EA12-5, EA12-6, EA12-7, EA12-8

EA12-1, EA12-2, EN12-3, EA12-7, EA12-8, EA12-9

EA12-1, EA12-3, EA12-4, EA12-5, EA12-9

EA12-1, EA12-3, EA12-5, EA12-6, EA12-7

Components

Weighting

Knowledge and Understanding of course content

10 15 10 15 50

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

15 10 15 10 50

Total % 25 25 25 25 100

Outcomes EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure. EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meanings EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literacy devices into new and different contexts EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesis complex information, ideas and arguments EA12-6 investigates and evaluates the relationships between texts EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner

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HIGHER SCHOOL CERTIFICATE ENGLISH STANDARD ASSESSMENT SCHEDULE 2019



Texts and the Human Experience

Billy Elliot

Analytical Response

Module B

Robert Grey Poetry

Multimodal Presentation

Imaginative Task

Craft of Writing


Common Module

Module A +B

Craft of Writing(5%)

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

Outcomes Assessed

EN12-1, EN12-3, EN12-5, EN12-6, EN12-7

EN12-1, EN12-3, EN12-4, EN12-5, EN12-9

En12-2, EN12-3, EN12-4, EN12-5, EN12-9

EN12-1, EN12-3, EN12-5, EN12-6, EN12-7

Components

Weighting


10 15 10 15 50

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

15 10 15 10 50

Total % 25 25 25 25 100

Outcomes EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure. EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EN12-3 analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and context and explains effects on meanings EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literacy devices into new and different contexts EN12-5 thinks imaginatively , creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments EN12-6 investigates and explains the relationships between texts EN12-7 explains and evaluates the diverse ways texts can represent personal and public worlds EN12-8 explains and assesses cultural assumptions in texts and their effects on meaning EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner

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HIGHER SCHOOL CERTIFICATE ENGLISH STUDIES ASSESSMENT SCHEDULE 2019



Opinion Piece Incorporating Related

Material

Mandatory Module: Texts and Human Experiences

Film Review

Elective Module: The Big Screen

Newspaper Article

Elective: Telling Us

All About It

Collection of Classwork

All Modules


Outcomes Assessed ES12-1, ES12-4, ES12-7, ES12-8, ES12-9

ES12-1, ES12-2, ES12-5, ES12-6, ES12-7, ES12-9

ES12-3, ES12-4, ES12-5, ES12-6, ES12-7, ES12-10

ES12-2, ES12-3, ES12-4, ES12-5, ES12-7, ES12-10

Components

Weighting


15 10 10 15 50

Skills in : Comprehending texts Communicating texts Using language

accurately, appropriately and effectively

10 10 15 15 50

Total % 25 20 25 30 100

Outcomes ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts, literary tex ts and texts from academic, community, workplace and social contexts for a variety of purposes ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts ES12-3 accesses, comprehends and uses information to communicate in a variety of ways ES12-4 composes proficient texts in different forms ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language form s and features in texts that convey meaning to different audiences ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-7 represents own ideas in critical, interpretive and imaginative texts ES12-8 understands and explains the relationships between texts ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways in which texts may influence, engage and persuade different audiences ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner

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HIGHER SCHOOL CERTIFICATE PD/HEALTH/PE ASSESSMENT SCHEDULE 2019

Task Number Nature of Task

Task 1

Core 1: Health Priorities in

Australia, Profile of the Health of Australians.

Task 2

Core 2: Factors Affecting

Performance practical

Task 3

Option 2: Equity and Health Research Project

Task 4


Timing Term 4, Week 9

Term 1, Week 9

Term 2, Week 7

Term 3, Week 2

Outcomes Assessed H1, H2, H3, H15, H16 H7, H8, H16 H1, H3, H5, H16 H1-H5, H7-H11, H14-H17

Components WEIGHTING

Knowledge and understanding of: Factors that affect health. The way the body moves.

10% 10% 10% 10% 40%

Skills in critical thinking, research and analysis.

15% 15% 10% 20% 60%

TASK WEIGHTING

25%

25%

20%

30%

100%

Outcomes H1 describes the nature and justifies the choice of Australia’s health priorities H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 analyses the determinants of health and health inequities H4 argues the case for health promotion based on the Ottawa Charter H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities H6 demonstrates a range of personal health skills that enables them to promote and maintain health H7 explains the relationship between physiology and movement potential H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity H9 explains how movement skill is acquired and appraised H10 designs and implements training plans to improve performance H11 designs psychological strategies and nutritional plans in response to individual performance needs H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity H14 argues the benefits of health-promoting actions and choices that promote social justice H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts. H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation.

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HIGHER SCHOOL CERTIFICATE SPORT, RECREATION and LIFESTYLE SCHEDULE 2019

Task Number Nature of Task

Task 1 Athletics Training Plan.

Task 2 Outdoor Recreation Practical Task.

Task 3 Sports Coaching and Training Accreditation.

Task 4 Trial HSC Examination

Timing Term 4, Week 9

Term 1, Week 5

Term 2, Week 8

Term 3, Week 2

Outcomes Assessed 2.1, 2.2, 3.2 2.3, 4.1, 4.2, 4.4 1.1, 3.1, 4.5 1.1,1.3, 1.4, 1.6, 2.1, 2.2, 2.5, 3.2, 3.6, 4.5

Components Weighting

Knowledge and understanding of: Factors that affect health. The way the body moves.

10% 10% 10% 10% 40%

Skills in critical thinking, research and analysis.

15% 15% 10% 20% 60%

TASK WEIGHTING 25% 25% 20% 30% 100%

Outcomes 1.1 Applies the rules and conventions that relate to participation in a range of physical activities 1.2 Explains the relationship between physical activity, fitness and healthy lifestyle 1.3 Demonstrates ways to enhance safety in physical activity 1.4 Investigates and interprets the patterns of participation in sport and physical activity in Australia 1.5 Critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 Describes administrative procedures that support successful performance outcomes 2.1 Explains the principles of skill development and training 2.2 Analyses the fitness requirements of specific activities 2.3 Selects and participates in physical activities that meet individual needs, interests and abilities 2.4 Describes how societal influences impact on the nature of sport in Australia 2.5 Describes the relationship between anatomy, physiology and performance 3.1 Selects appropriate strategies and tactics for success in a range of movement contexts 3.2 Designs programs that respond to performance needs 3.3 Measures and evaluates physical performance capacity 3.4 Composes, performs and appraises movement 3.5 Analyses personal health practices 3.6 Assesses and responds appropriately to emergency care situations 3.7 Analyses the impact of professionalism in sport 4.1 plans strategies to achieve performance goals 4.2 Demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3 Makes strategic plans to overcome the barriers to personal and community health 4.4 Demonstrates competence and confidence in movement contexts 4.5 Recognises the skills and abilities required to adopt roles that support health, safety and physical activity

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HSC MATHEMATICS ASSESSMENT SCHEDULE 2019 Task Number Task 1 Task 2 Task 3 Task 4

Nature of Task Timing Nature of Task Outcomes Assessed

Assignment Open Book Test Class Test Trial Higher School Certificate

Examination

Term 4 – Week 10 Term 1 – Week 9 Term 2 – Week 9 Term 3 – Week 6/7

Probability (3.1-3.3) Geometry (6.8, 2.5) Integration (11.1-11.4)

Geometry (6.8, 2.5) Geometric Applications of Calculus (10.1-10.8) Plus (9.1-9.5, 6.8, 2.5, 3.1-3.3, 10.1-10.8)

Trigonometric Functions (13.1-13.7) Logarithms and Exponential Functions (12.1-12.5)

Applications of Calculus to the physical world (14.1-14.3) Series + Applications (7.1-7.3, 7.5) Plus all earlier content (including content from preliminary program)

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

H1 to H9. H1 to H9.


Concepts, skills and techniques. 10% 15% 10% 15% 50%

Reasoning and communication. 10% 15% 10% 15% 50%

Marks 20% 30% 20% 30% 100%

OUTCOMES – The Student

H1. Seeks to apply mathematical techniques to problems in a wide range of practical contexts. H2. Constructs arguments to prove and justify results. H3. Manipulates algebraic expressions involving logarithmic and exponential functions. H4. Expresses practical problems in mathematical terms based on simple given models. H5. Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems. H6. Uses the derivative to determine the features of the graph of a function. H7. Uses the features of a graph to deduce information about the derivative. H8. Uses techniques of integration to calculate areas and volumes. H9. Communicates using mathematical language, notation, diagrams and graphs. Note: All assessments MAY INCLUDE work covered in the 2 Unit Preliminary Mathematics Course.

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YEAR 12 MATHEMATICS EXTENSION 1 ASSESSMENT SCHEDULE 2019 Task Number Task 1 Task 2 Task 3 Task 4 Weighting

Nature of Task Timing Outcomes Assessed

Open Book Test Assignment Class Test Trial HSC Examination

Term 4 – Week 9 Term 1 – Week 10 Term 2 – Week 8 Term 3 –Week 6/7

Polynomial equation (16.4) Binomial theorem (17.1-17.3) Further probability (18.2)

Methods of integration (11.5) Binomial theorem (17.1-17.3) Further probability (18.2) Plus all earlier content (including content from preliminary program)

Primitive of sin 2x and cos 2x (13.6 E) Simple harmonic motion (14.4) Inverse functions and inverse trigonometric functions (15.1-15.5)

Equation (14.2 E)

Induction (7.4)

Velocity and acceleration as a

function of x (14.3 E)

Projectile motion (14.3 E)

Harder applications of HSC 2 Unit topics (including 10.5 E, 13.4 E, 14.1 E) Plus all earlier content (including content from preliminary program)

HE1, HE3, HE7 HE1, HE2, HE3, HE6, HE7

HE1, HE3, HE4, HE6, HE7. HE1, HE2, HE3, HE6, HE7

Concepts, skills and techniques.

10% 10% 15% 15% 50%

Reasoning and communication.

10% 10% 15% 15% 50%

Marks 20% 30% 20% 30% 100%


HE1. Appreciates interrelationships between ideas drawn from different areas of mathematics HE2. Uses inductive reasoning in the construction of proofs HE3. Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential

growth and decay HE4. Uses the relationship between functions, inverse functions and their derivatives HE5. Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement HE6. Determines integrals by reduction to a standard form through a given substance HE7. Evaluates mathematical solutions to problems and communicates them in an appropriate form Note: All assessments MAY INCLUDE work covered in the Extension 1 Preliminary Mathematics Course.

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HIGHER SCHOOL CERTIFICATE MATHEMATICS STANDARD 1 ASSESSMENT SCHEDULE 2019 (NON-ATAR)

Number of Task Task 1 Task 2 Task 3 Task 4

Nature of task Timing Outcomes Assessed

In-class open book test

Investigation/Assignment In-class test Final Examination/ Trial HSC Examination


M5—Scale Drawings F2—Investment

S3.1– Statistical Investigation Process F3—Depreciation and Loans

A3.1—Simultaneous Equations M3—Right-angled Triangles S3.2—Bivariate Data Analysis

All previous topics plus: N1—Networks and Paths M4—Rates A3.2—Graphs of Practical Situations

MS1-12-3, MS1-12-4, MS1-12-5, MS1-12-9, MS1-12-10

MS1-12-2, MS1-12-5, MS1-12-7, MS1-12-9, MS1-12-10

MS1-12-1, MS1-12-2, MS1 –12-3, MS1-12-4, MS1-12-6, MS1-12-7, MS-1-12-9, MS1-12-10

MS1-12-1, MS1-12-2, MS1-12-3, MS1-12-4, MS1-12-5, MS1-12-6, MS1-12-7, MS1-12-8, MS1-12-9, MS1-12-10

Component Weighting

Understanding, Fluency and Communication

10% 15% 10% 15% 50%

Problem Solving, Reasoning and Justification

10% 15% 10% 15% 50%

Marks 20% 30% 20% 30% 100%


MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of familiar and unfamiliar contexts. MS1-12-2 analyses representations of data in order to make predictions and draw conclusions MS1-12-3 interprets the results of measurements and calculations and makes judgements about their reasonableness MS1-12-4 analyses simple two-dimensional and three-dimensional models to solve practical problems. MS1-12-5 makes informed decisions about financial situations likely to be encountered post-school MS1-12-6 represents the relationships between changing quantities in algebraic and graphical forms MS1-12-7 solves problems requiring statistical processes MS1-12-8 applies network techniques to solve network problems MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others.

18


HIGHER SCHOOL CERTIFICATE MATHEMATICS STANDARD 2 ASSESSMENT SCHEDULE 2019 (ATAR)

Number of Task Task 1 Task 2 Task 3 Task 4


In-class open book test

Investigation/Assignment In-class test Trial HSC Examination


M7—Rates and Ratio A4.1 Simultaneous Linear Equations

N2.1, N2.2 Introduction to Networks F4.1—Investments F4.2 Depreciation and Loans

M6—Non-right angled Trigonometry S4—Bivariate Data Analysis F5—Annuities

All previous topics plus: A4.2—Non-linear Algebra S5—The Normal Distribution N3—Critical Path Analysis

MS2-12-1, MS-2-12-3, MS2 –12-4, MS2-12-6, MS2-12-9, MS2-12-10

MS2-12-5, MS2-12-8, MS2-12-9, MS2-12-10

MS2-12-2, MS2-12-3, MS2-12-4, MS2-12-5, MS2-12-7, MS2-12-9, MS2-12-10

MS2-12-1, MS2-12-2, MS2-12-3, MS2-12-4, MS2-12-5, MS2-12-6, MS2-12-7, MS2-12-8 MS2-12-9, MS2-12-10

Component Weighting

Understanding, Fluency and Communication

10% 15% 10% 15% 50%

Problem Solving, Reasoning and Justification

10% 15% 10% 15% 50%

Marks 20% 30% 20% 30% 100%

OUTCOMES – The Student MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts MS2-12-2 analyses representations of data in order to make inferences, predictions and draw conclusions MS2-12-3 interprets the results of measurements and calculations and makes judgements about their reasonableness, including the degree of accuracy and the conversion of units where appropriate MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical problems MS2-12-5 makes informed decisions about financial situations, including annuities and loan repayments MS2-12-6 solves problems by representing the relationships between changing quantities in algebraic and graphical forms MS2-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the correlation of bivariate data. MS2-12-8 solves problems using networks to model decision-making in practical problems. MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response

19


HIGHER SCHOOL CERTIFICATE VISUAL ARTS ASSESSMENT SCHEDULE 2019

Component Task Outcomes to be Assessed When Marks

Art Criticism and Art History Art Criticism and Art History

Research Task on Frames, Conceptual Frameworks and Artist’s Practice Trial Higher School Certificate Examination

H6, H7, H8, H9, H10 H6, H7, H8, H9, H10

Term 1, Week 5 Term 3, Week 6/7

30%

20%

100%

OUTCOMES - The Student

H1. Initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions conceptual framework. H2. Applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work frames. H3. Demonstrates an understanding of the frames when working independently in the making of art representation. H4. Selects and develops subject matter and forms in particular ways as representations in art making conceptual strength and meaning. H5. Demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways. H6. Demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work. H7. Applies their understanding of practice in art criticism and art history conceptual framework. H8. Applies their understanding of the relationships among the artist, artwork, world and audience frames. H9. Demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art representation. H10. Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.

Art Making / Students Practise Body of Work – 50% Course Content

Art Criticism and Art History — 50% Course Content

Art Making Student Practice Body of Work H1, H2, H3, H4, H5 Term 2, Week 1 20%

Art Making Student Practice Body of Work H1, H2, H3, H4, H5 Term 3, Week 7 30%

20


HIGHER SCHOOL CERTIFICATE VISUAL DESIGN ASSESSMENT SCHEDULE 2019

Component Task Outcomes to be Assessed When Marks

Art Making Art Criticism and Art History Art Making Art Criticism and Art History Art Criticism and Art History Art Making Art Making Art Criticism and Art History

Design Practise Assessment Visual Design Research Task Design Practice Assessment Half Yearly Examination Visual Design Research Task Design Practise Assessment Design Practise Assessment Trial Higher School Certificate Examination

DM1, 2, 3, 4, 5, 6 CH1, CH2, CH3, CH4 DM1, DM2, DM3, DM4, DM5, DM6 CH1, CH2, CH3, CH4 CH1, CH2, CH3, CH4 DM1, DM2, DM3, DM4, DM5, DM6 DM1,2,3,4,5,6 CH1, CH2, CH3, CH4

Term 4, Week 8

Term 1, Week 5

Term 1, Week 7

Term 1 Week 9/10

Term 2, Week 9

Term 2, Week 6

Term 3, Week 4

Term 3, Week 6/7

15%

10%

15%

10%

10%

15%

15%

10%

100%


DM1 Generates a characteristic style that is increasingly self-reflective in their design practice. DM2 Explores concepts of artist/designer, kinds of designed works, interpretations of the world and response in their making of designed works audience/consumer. DM3 Investigates different points of view in the making of designed works. DM4 Generates images and ideas as representations/simulations. DM5 Develops different techniques suited to artistic and design intentions in the making of a range of works. DM6 Takes into account issues of occupational health and safety in the making of a range of works. CH1 Generates in their critical and historical practice ways to interpret and explain design. CH2 Investigates the roles and relationships among the concepts of artist/designer, work, world and audience/consumer in critical and historical investigations. CH3 Distinguishes between different points of view, using the frames in their critical and historical investigations. CH4 Explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of design.

Art Marking / Design Practice - 50% Course Content

Art Criticism and Art History - 50% Course Content

Art Making Design Practise Assessment DM1, 2, 3, 4, 5, 6 Term 4, Week 8 15%

15%

15% Term 2, Week 6 Art Making Design Practise Assessment DM1, DM2, DM3, DM4, DM5, DM6

Art Making Design Practise Assessment DM1, DM2, DM3, DM4, DM5, DM6 Term 3, Week 4 15%

Art Making Design Practise Assessment DM1, DM2, DM3, DM4, DM5, DM6

DM1, DM2, DM3, DM4, DM5, DM6

Term 1, Week 7

21


HIGHER SCHOOL CERTIFICATE BIOLOGY ASSESSMENT SCHEDULE 2019


Nature of Task Timing

Depth Study Module 5

Hydrocarbons Research Module 6

Practical Investigation

Design and conduct a practical investigation



Outcomes Assessed

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

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

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

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

Component Weighting %

Skills in Working Scientifically

15

10

25

10

Knowledge and Understanding

10

10

5

15 40

Total % 25 20 30 25 100%

Outcomes BIO12-1 Develops and evaluates questions and hypotheses for scientific investigation BIO12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information BIO12-3 Conducts investigations to collect valid and reliable primary and secondary data and information BIO12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO12-5 Analyses and evaluates primary and secondary data and information BIO12-6 Solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose BIO12-12 Explains the structures of DNA and analyses the mechanisms of inheritance and how processes of reproduction ensure continuity of species BIO12-13 Explains natural genetic change and the use of genetic technologies to induce genetic change BIO12-14 Analyses infectious disease in terms of cause, transmission, management and the organism ’s response, including the human immune system BIO12-15 Explains non-infectious disease and disorders and a range of technologies and methods used to assist, control, prevent and treat non-infectious disease

22


HIGHER SCHOOL CERTIFICATE CHEMISTRY ASSESSMENT SCHEDULE 2019



Depth Study Module 5

Hydrocarbons Research Module 6

Practical Examination

Modules 5, 6 & 7


Modules 5, 6, 7 & 8


Outcomes Assessed

CH11/12-1 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7 CH12-15

CH11/12-2 CH11/12-3 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7 CH12-12 CH12-13

CH11/12-2 CH11/12-3 CH11/12-5 CH12-13

CH1112-2 Ch11/12-3 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7 CH12-12 CH12-13 CH12-14

Component Weighting %


20

5

25

10 60


10

10

5

15

40

Total % 30 15 30 25 100%

Outcomes CH12-1 develops and evaluates questions and hypotheses for scientific investigation CH12-2 designs and evaluates investigations in order to obtain primary and secondary data and information CH12-3 conducts investigations to collect valid and reliable primary and secondary data and information CH12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media CH12-5 analyses and evaluates primary and secondary data and information CH12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes CH12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose CH12-12 explains the characteristics of equilibrium systems, and the factors that affect these systems CH12-13 describes, explains and quantitatively analyses acids and bases using contemporary models CH12-14 analyses the structure of, and predicts reactions involving carbon compounds CH12-15 describes and evaluates chemical systems used to design and analyse chemical processes

23


HIGHER SCHOOL CERTIFICATE PHYSICS ASSESSMENT SCHEDULE 2019



Practical Task

Advanced Mechanics

Processing/ Modelling Task

Electromagnetism

Depth Study Literature

Review and Investigation Nature of Light


Term 4, Week 8 Term 1, Week 9 Term 2, Week 8 To be advised

Outcomes Assessed

Outcomes Assessed PH11/12-2, PH11/12-3, PH11/12-5, PH11/12-6, PH12-12

Outcomes Assessed PH11/12-1, PH11/12-5, PH11/12-7, PH12-13

Outcomes Assessed PH11/12-1, PH11/12-2, PH11/12-3, PH11/12-4, PH11/12-5, PH11/12-7

At least one relevant knowledge component from

PH12-12, Ph12-13, PH12-14, PH12-15

Outcomes Assessed PH11/12-2, PH11/12-4, PH11/12-5, PH11/12-6, PH2-12, PH12-13, PH12-14, PH12-15

Components Weighting %


5

10

10

15

40


15

15

20

10 60

Total % 20 25 30 25 100%

Outcomes PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation PH11/12-2 designs and evaluates investigations I 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 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 PH12-12 describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field, in particular, the projectile motion of particles PH12-13 explains and analyses the electric and magnetic interactions due to charged particles and currents and evaluates their effect both qualitatively and quantitatively PH12-14 describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world PH12-15 explains and analyses the evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and relates these to the development of the current model of the atom

24


HIGHER SCHOOL CERTIFICATE AGRICULTURE ASSESSMENT SCHEDULE 2019 Task Number Task 1 Task 2 Task 3 Task 4


Farm Product Study

Plant + Animal Research Task

Elective Task Trial HSC Written Examination

Term 4 Week 8

Term 2 Week 5

Term 3 Week 4

Term 3 Weeks 1-2

Outcomes Assessed H1.1, H2.1, H2.2, H3.1, H3.2, H3.3, H3.4

H1.1, H2.1, H2.2, H4.1 H4.1, H5.1,H3.3,H3.4 H1.1, H2.1, H2.2, H3.1, H3.2, H3.3, H3.4, H4.1, H5.1


Knowledge and understanding of: The physical, chemical, biological,

social, historical and economic factors that interact in agricultural production systems

The impact of innovation, ethics and current issues on Australian agricultural systems

10% 5% 5% 20% 40%

Knowledge, understanding and skills required to manage agricultural

production systems in a socially and environmentally responsible manner

Knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing

10% 15% 5% 10% 40%

Skills in effective research, experimentation and communication

5% 10% 5% 20%

Marks % 25% 30% 15% 30% 100%

Outcomes: H1.1 Explains the influence of physical, biological, social historical and economic factors on sustainable agricultural production H2.1 Describes the inputs, processes and interactions of plant production systems H2.2 Describes the inputs, processes and interactions of animal production systems H3.1 Assess the general business principles and decision- making processes involved in sustainable farm management and marketing of farm products H3.2 Critically assesses the marketing of a plant OR animal product H3.3 Critically examines the technologies and technological innovations employed in the production and marketing of agricultural problems and situations H3.4 evaluates the management of the processes in agricultural systems H4.1 Justifies and applies appropriate experimental techniques, technologies, research methods and data presentation and analysis in relation to agricultural problems and situations H5.1 evaluates the impact of innovation, ethics and current issues on Australian agricultural systems

25


HIGHER SCHOOL CERTIFICATE ABORIGINAL STUDIES ASSESSMENT SCHEDULE 2019


Nature of task Timing

Social Justice Health & Housing in-class

Major Project Research and

Inquiry Methods

Aboriginality and the Land Essay

Trial Examination

All Topics

Weighting

Term 4: Week 10 Term 1: Week 9 Term 3: Week 2 Term 3: Week 6

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

H6, H8, H9, H10 H2, H3, H6, H9, H10

Components

Knowledge and understanding of course content

15% 10% 5% 10% 40%

Investigating, analysis, synthesis and evaluation of information from a variety of sources and perspectives

10% 10% 5% 25%

Research and inquiry methods, includ-ing aspects of the Major Project

10% 5% 5% 20%

Communication of information, ideas and issues in appropriate forms

5% 10% 15%

Task weighting 20% 40% 20% 20% 100%

Outcomes

H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australian and International Law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in between law, justice and encouraging cooperation and resolving conflict, initiating and responding to change H6 assesses the nature of the interrelationship between the legal system and society H7 evaluates th effectiveness of the law achieving justice H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international in-struments and documents H9 communicates legal information using well-structured and logical arguments H10 analyses differing perspectives and interpretations of legal information and issues

26


HIGHER SCHOOL CERTIFICATE LEGAL STUDIES ASSESSMENT SCHEDULE 2019


Nature of Task ICT Task Crime Essay Human Rights

Research Task Trial Examination

All Topics

Timing Term 4: Week 8 Term 1: Week 6 Term 2: Week 5 Term 3: Week 4

Outcomes Assessed H1, H3, H4, H6 H2, H5, H6, H7, H8 H6, H8, H9, H10 H2, H3, H6, H9, H10


Knowledge and understanding of course content

10% 10% 10% 10% 40%

Analysis and evaluation 10% 10% 20%

Inquiry and research 10% 10% 20%

Communication of information, ideas and issues in appropriate forms

10% 10% 20%

Weighted Marks 20% 30% 20% 30% 100%

Outcomes: H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australia and International Law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in between law, justice and encouraging cooperation and resolving conflict, initiating and responding to change H6 assesses the nature of the interrelationship between legal system and society H7 evaluates the effectiveness of the law in achieving justice H8 locates, selects, organises synthesises and analyses legal information from a variety of sources including legislation, cases, media, international in-struments and documents H9 communicates legal information using well-structured and logical arguments H10 analyses differing perspectives and interpretations of legal information and issues

27


HIGHER SCHOOL CERTIFICATE MODERN HISTORY ASSESSMENT SCHEDULE 2019


Nature of Task Source Analysis

Power and Authority in the Modern World

1919-1946

Historical Analysis

National Studies

Oral Presentation

Peace and Conflict


Timing Term 4: Week 8 Term 1: Week 6 Term 2: Week 8 Term 3: TBA

Outcomes Assessed MH12-2, MH12-5, MH12-6

MH12-3, MH12-5, MH12-6

MH12-4, MH12-7, MH12-9

MH12-3, MH12-4, MH12-5, MH12-7,

MH12-9


Knowledge and understanding of course content.

5% 10% 10% 15% 40%

Historical skills in the analysis and evaluation of sources and interpretations

5% 5% 5% 5% 20%

Historical inquiry and research 10% 10% 20%

Communication of historical understanding in appropriate

5% 5% 5% 5% 20%

Weighted Marks 15% 30% 30% 25% 100%

Outcomes: MH12-1 accounts for the nature of continuity and change in the modern world MH12-2 proposes arguments about the varying causes and effects of events and developments MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 analyses the different perspectives of individuals and groups in their historical context MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument MH12-7 discusses and evaluates differing interpretations and representations of the past MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

28


HIGHER SCHOOL CERTIFICATE CAFS ASSESSMENT SCHEDULE 2019



Groups in Context: Information Booklet

Term 4, Week 8

H1.1, H2.2, H3.1, H3.3, H4.2, H5.1, H6.2

Parenting and Caring: Support for parents and careers. Essay.

Term 1, Week 6

H1.1, H2.1, H2.3, H5.1, H6.1

Research Methodology :IRP

Term 2, Week 7

H4.1, H4.2

Trial Examination Term 3, Week 2 H1.1, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H4.1, H4.2, H5.1, H5.2, H6.1, H6.2


Knowledge and Understanding of Resource Management, Individuals and Groups and Families and Communities

10% 10% 5% 15% 40%

Skills in critical thinking, research analysis and communicating

10% 10% 25 15% 60%

Marks 20% 20% 30% 30% 100%


Outcomes: H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.1 analyses different approaches to parenting and caring relationships H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.2 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.2 evaluates networks available to individuals, groups and families within communities H3.3 critically analyses the role of policy and community structures in supporting diversity H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

29


HIGHER SCHOOL CERTIFICATE EXPLORING EARLY CHILDHOOD ASSESSMENT SCHEDULE 2019



Children’s Book Term 1, Week 2 1.2, 1.3. 1.4, 4.1, 5.1, 6.1, 6.2

Research Project— Food Pamphlet Term 2, Week 6 1.3, 1.4, 1.5, 2.2, 2.4, 5.1

Diary—Student Observations

Term 3, Week 4

1.2, 1.3, 2.4, 3.1, 4.1, 4.2, 4.3, 6.2

Trial Examination

Term 3, Week 6

All Outcomes


Knowledge and understanding

5% 10% 5% 30% 50%

Skills 15% 20% 15% 50%

Marks 20% 30% 20% 30% 100%


1.1 Analyses prenatal issues which have an impact on development. 1.2 Examines major physical, social-emotional, behavioural, cognitive and language development of young children. 1.3 Examines the nature of different periods in childhood - infant, toddler, preschool and the early school years. 1.4 Analyses the ways in which family, community and culture influence the growth and development of young children. 1.5 Examines the implications for growth and development when a child has special needs. 2.1 Analyses issues relating to the appropriateness of a range of services for different families. 2.2 Critically examines factors which influence the social world of young children, children’s growth and development 2.3 Explains the importance of diversity as a positive issue for children and their families. 2.4 Analyses the role of a range of environmental factors that have an impact on the lives of young children. 2.5 Examines strategies which promote safe environments. 3.1 Evaluates strategies which encourage positive behaviour in young children. 4.1 Demonstrates appropriate communication skills with children and/or adults. 4.2 Interacts appropriately with children and adults from a wide range of cultural backgrounds. 4.3 Demonstrates appropriate strategies to resolve group conflict. 5.1 Analyses and compares information from a variety of sources to develop an understanding of child growth and development. 6.1 Demonstrates an understanding of decision making processes. 6.2 Critically examines all issues including beliefs and values which may influence interactions with others.

30


HIGHER SCHOOL CERTIFICATE INFORMATION AND TECHNOLOGY ASSESSMENT SCHEDULE 2019

Task Number Task 1 Task 2 Task 3 Task 4 Weighting


Project: Hungry Jacks Information System

Term 4 2018 Week 8 H1.1, H1.2, H2.2, H3.2, H4.1, H5.2, H6.2, H7.1, H7.2

In-Class Stimulus Term 1, 2019 Week 8 H1.1,H1.2,H2.1, H2.2, H3.1,H3.2,H4.1, H5.1, H5.2,H6.1, H7.1, H7.2

Project: Multimedia Presentation

Term 2, 2019 Week 9

H1.1, H2.1, H2.2, H3.1, H5.1, H4.1, H5.1, H5.2, H7.2


Term 3, 2019 Week 6

H1.1,H1.2,H2.1,H2.2,H3.1, H3.2,H4.1, H5.1, H5.2, H6.2, H7.1, H7.2

Component Weighting

Project Management 15% 5% 5% 5% 30%

Information Systems and Databases

15% 5% 20%

Communication Systems 10% 5% 15%

Option Strands 20% 15% 35%

Marks 15% 30% 25% 30% 100%

Outcomes: H1.1 Applies and explains an understanding of the nature and function of information technologies to a specific practical situation. H1.2 Explains and justifies the way in which information systems relate to information processes in a specific context. H2.1 Analyses and describes a system in terms of the information processes involved. H2.2 Develops and explains solutions for an identified need which address all of the information processes. H3.1 Evaluates and discusses the effect of information systems on the individual, society and the environment. H3.2 Demonstrates and explains ethical practice in the use of information systems, technologies and processes. H4.1 Proposes and justifies ways in which information systems will meet emerging needs. H5.1 Justifies the selection and use of appropriate resources and tools to effectively develop and manage projects. H5.2 Assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices. H6.1 Analyses situations, identifies needs, proposes and then develops solutions. H6.2 Selects, justifies and applies methodical approaches to planning, designing or implementing solutions. H7.1 Implements and explains effective management techniques. H7.2 Uses methods to thoroughly document the development of individual and team projects.

31


HIGHER SCHOOL CERTIFICATE INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS AND FURNITURE TECHNOLOGIES ASSESSMENT SCHEDULE 2019

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



Hand in a draft of a written portfolio of the Major Project.

Industry Study Hand in a progress draft of a written portfolio, and a progress assessment of the practical component of the Major Project.


Term 4, Week 8

Term 1, Week 6 Term 2, Week 9 Term 3, Week 4/5

H3.1, H 3.2, H3.3, H4.1, H5.2, H6.1, H6.2

H1.1, H1.2, H1.3, H5.1, H7.1, H7.2

H3.1, H 3.2, H3.3, H4.1, H5.2, H6.1, H6.2

H1.1, H1.2, H3.1, H 3.2, H3.3, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2 H7.1


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

15% 15% 10% 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 a quality major project

30% 25% 5% 60%

Marks 30% 15% 40% 15% 100%

32


HIGHER SCHOOL CERTIFICATE DESIGN AND TECHNOLOGY ASSESSMENT SCHEDULE 2019



Major Design Project Proposal

Research Task Innovation Case Study

Major Design Project Final Draft and Practical



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

H4.2, H4.3, H5.1, H6.1 H1.1, H2.1, H2.2, H3.1, H6.2


Designing and Producing

20% 40% 60%

Innovation and Emerging Technologies

20% 20% 40%

Marks 20% 20% 40% 20% 100%

Outcomes: H1.1 critically analyses the factors affecting design and the development and success of design projects H1.2 relates the practices and processes of designers and producers to the major design project H2.1 explains the influence of trends in society on design and production H2.2 evaluates the impact of design and innovation on society and the environment H3.1 analyses the factors that influence innovation and the success of innovation H3.2 uses creative and innovative approaches in designing and producing H4.1 identifies a need or opportunity and researches and explores ideas for design development and production of the major design project H4.2 selects and uses resources responsibly and safely to realise a quality major design project H4.3 evaluates the processes undertaken and the impacts of the major design project H5.1 manages the development of a quality major design project H5.2 selects and uses appropriate research methods and communication techniques H6.1 justifies technological activities undertaken in the major design project through the study of industrial and commercial practices H6.2 critically assesses the emergence and impact of new technologies, and the factors affecting their development

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Assessment Advice for HSC VET Courses

Assessment in VET course is competency based. This means that you need to demonstrate that you have gained , and can apply the specific knowledge and skills for the unit of competency to be deemed competent in that unit. Evidence of competence will be collected in a variety of ways including written tasks, practical demonstration, portfolio or assignments. You may be deemed ‘Competent’ if performance in all required assessment activities is satisfactory or Not Yet Competent if you are still developing skills and/or your performance is at an unsatisfactory level. There is no pass or fail. This means that a course mark is not allocated. For this reason, the assessment schedule for HSC VET courses is in a different format to other Board Developed Courses. Formal assessment will be scheduled only when you have developed the necessary skills, and underpinning knowledge to demonstrate competency. Your trainer will keep a record of units of competency achieved. You may request to see this record at any time to determine your progress. Alternatively you will be supplied with a competency log for maintaining a record of units achieved. You are entitled to seek advice about options for further training and assessment for competencies ‘not yet achieved’. You will also receive a report from the school each semester indicating competencies achieved to date. The achievement of units of competency, will lead to a Certificate at AQF level, I,II orIII or a Statement of Attainment (SOA) towards the AQF qualification. A transcript will be issued by the NSW Education Standards Authority (NESA) on behalf of Public Schools Wagga Wagga, Registered Training Organisation (RTO) 90333 for successful completion. Recognition of Prior Learning (RPL) is available by submitting evidence of skills and knowledge relevant to the unit/s of competency for assessment by your trainer. Credit Transfer will be given for units of competency previously achieved with another RTO. Work placement is a mandatory HSC component in some courses and must be completed during the course. (Refer to the specific course assessment summary for more detailed information). Note - you will not be permitted to participate in a work placement if you are not deemed ‘work ready’ by your trainer - an ‘N’ determination will be issued if work placement is not satisfactorily completed. This means that the course will not count towards your HSC pattern of study. However, you will still receive a Statement of Attainment which indicates the units of competency achieved towards the qualification. - the scheduled ate for work placement is shown in the course assessment summary. HSC Examination is only available in some VET courses. (Refer to the specific course assessment summary for more detailed information). - optional for students completing the 240 hour course and is intended for Australian Tertiary Admissions Rank (ATAR) purposes only. (Refer to the specific course assessment summary for more detailed information). - independent of the competency based assessment requirements for the Australian Qualifications Framework (AQF) VET qualification. The satisfactory completion of the course will still appear on your HSC if the optional exam is not undertaken. If you intend to use your VET course towards the calculation of the ATAR, the school must submit an estimated mark of your likely performance in the HSC. This will only be used in the case of an illness/misadventure appeal. Students whose HSC pattern of study makes them eligible to receive an ATAR must sit the trial exam.


COMPETENCY BASED COURSES 2019 (Hospitality; Metal and Engineering; Primary Industry Studies; Construction Pathways

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HIGHER SCHOOL CERTIFICATE ASSESSMENT SUMMARY FOR SIT20316 CERTIFICATE II IN HOSPITALITY

Requirements for HSC purposes

Work Placement (compulsory for the HSC) - 70 hours in total.

Trial HSC exam—Students whose HSC pattern of study makes them eligible to receive an ATAR must sit the trial HSC exam.

Assessment Plan Evidence gathering techniques RTO 90333 Wagga Wagga

Competency codes Units of competency

Cluster: Working together

BSBWOR203 Work effectively with others YES

BSBCMM201 Communicate in the Workplace

Cluster: Safe and hygienic food preparation

SITXFSA001 Use hygienic practices for food safety YES

SITHCCC001 Use food preparation equipment

SITXFSA002 Participate in safe food handling practices

Cluster: Café Skills—assessed as single units

SITHFAB005 Prepare and serve espresso coffee YES

Cluster: Safe and sustainable work practices

SITXWHS001 Participate in safe work practices YES

BSBSUS201 Participate in environmentally sustainable work practices

Cluster: Interacting with diverse customers

SITXCCS003 Interact with customers YES

SITXCOM002 Show social and cultural sensitivity

Cluster: Safely serving food and beverages

SITHFAB007 Serve food and beverage YES

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Cluster: Keeping up to date with industry

SITHIND002 Source and use information on the hospitality industry YES

Cluster: Use hospitality skills effectively

SITHINDD003 Use hospitality skills effectively (holistic)

Assessment of competencies will be ongoing throughout the year. Students will be formally assessed in the Half-Yearly and Trial HSC Examinations It is mandatory for all students to complete 35 hours of work placement within the HSC year.


HIGHER SCHOOL CERTIFICATE ASSESSMENT SUMMARY FOR SIT20316 CERTIFICATE II IN HOSPITALITY

Shaded areas are Year 12 HSC Course—An opportunity for reassessment for competencies not yet achieved will be provided.

Depending on the achievement of units of competency; the possible AQF qualification outcome is SIT20316 Certificate II in Hospitality or a Statement of attainment towards SIT20316 Certificate II in Hospitality.

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HIGHER SCHOOL CERTIFICATE ASSESSMENT SUMMARY FOR MEM10105 CERTIFICATE I IN ENGINEERING 2019






Prerequisite—Manufacturing, engineering and related services industries induction. (HSC unit only) YES

Cluster 1—Working Safely in the Metals Industry

MEM13024A Apply principles of occupational health and safety in the work environment YES

MEM11011B Undertake manual handling

Cluster 2—Using Hand Tools

MEM14004A Plan to undertake a routine task YES

MEM18001C Use hand tools YES

Using Power Tools

MEM18002B Use power tools/hand held operations YES

MEM12023A Perform engineering measurements YES

Cluster 4—Calculating and Cutting

MEM05005B Carry out mechanical cutting

MEM12024A Perform computations YES

Cluster 5— Workshop Machines

MEM05012C Perform routine manual metal arc welding

MEM07032A Use workshop machines for basic operations

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HIGHER SCHOOL CERTIFICATE ASSESSMENT SUMMARY FOR MEM10105 CERTIFICATE I IN ENGINEERING 2019




Cluster 6—Skills in Action

MEM15002A Apply quality systems YES

MEM15024A Apply quality procedures YES

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

Cluster 7—Technical Drawing (HSC unit only)

MEM09002B Interpret technical drawing YES

Cluster 8a, 8b, 8c, Options - Select one competency only from Option 8a, 8b or 8c to qualify for Certificate 1

MEM05004C Perform routine oxy acetylene welding (2 units)

MEM5007C Perform manual heating and thermal cutting (2 units)

MEM16008A Interact with computing technology (2 units)

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Shaded areas are Year 12 HSC Course—An opportunity for reassessment for competencies not yet achieved will be provided

Depending on the achievement of units of competency; the AQF qualification outcome is MEM10105 Certificate I in Engineering or a Statement of Attainment towards MEM10105 Certificate I in Engineering

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HIGHER SCHOOL CERTIFICATE ASSESSMENT SUMMARY AHC20116 CERTIFICATE II IN AGRICULTURE 2019






Cluster 1—Participate in WHS Processes

AHCWHS201 Participate in WHS processes

Cluster 2—Working in the Industry

AHCWRK209 AHCWRK204 AHCWRK205

Participate in environmentally sustainable work practices Work Effectively in Industry Participate in workplace communications

Cluster 3—Weather

ACHWRK201 Observe and report on weather

Cluster 4—Chemicals

AHCCHM201 AHCPMG201

Apply Chemicals Under Supervision Treat Weeds

Cluster 5—Healthy Animals

AHCLSK202 AHCLSK205 AHCLSK206 AHCLSK204

Care for health and welfare of livestock Handle livestock using basic techniques Identify and mark livestock Carry out regular livestock observations

Cluster 7—Tractors

AHCMOM202 AHCMOM304 AHCB1O201

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

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HIGHER SCHOOL CERTIFICATE ASSESSMENT SUMMARY AHC20116 CERTIFICATE II IN AGRICULTURE 2019



Cluster 8— Feed and Water Livestock

AHCLSK211 ACHLSK209

Provide feed for livestock Monitor water supplies

Cluster 9—Fencing

AHCINF202 AHCINF201

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

Cluster 11—Show Livestock Optional Cluster

AHCLSK316 Prepare livestock for competition

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Shaded areas are Year 12 HSC Course—An opportunity for reassessment for competencies not yet achieved will be provided

Depending on the achievement of units of competency; the possible AQF qualification outcome is AHC20116 Certificate II in Agriculture or a Statement of Attainment towards AHC20116 Certificate II in Agriculture

40


HIGHER SCHOOL CERTIFICATE ASSESSMENT FOR CPC20211 Certificate II IN CONSTRUCTION PATHWAYS 2019






CPCCOHS1001A Work safely in the construction industry (white card) YES

Cluster 1—Getting started in the Construction Industry

CPCCOHS2001A

Apply OHS requirements, policies and procedures in the construction industry

YES

CPCCCA2011A Handle carpentry materials

Cluster 2—Measure up

CPCCCM1015A Carry out measurements & calculations YES

CPCCCA2002B Use carpentry tools and equipment

Cluster 3—Reading plans and levelling

CPCCCM2001A Read and interpret plans and specifications YES

CPCCCM2006B Apply basic levelling procedures

Cluster 4—Prepare to concrete

CPCCO2021A* Handle concreting materials

CPCCCM2004A Handle construction materials

Cluster 5—Group Project

CPCCCM1013A Plan and organise work YES

CPCCCM2005B Use construction tools and equipment YES

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HIGHER SCHOOL CERTIFICATE ASSESSMENT FOR CPC20211 Certificate II IN CONSTRUCTION PATHWAYS 2019



Cluster 6— Working Effectively

CPCCCM1012A Work effectively and sustainably in the construction industry YES

CPCCCM1014A Conduct workplace communication YES

Cluster 7—Option 1—Joinery

CPCCJN2001A Assemble components

CPCCJN2002B Prepare for off-site manufacturing process

HS

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Shaded areas are Year 12 HSC Course—An opportunity for reassessment for competencies not yet achieved will be provided.

Depending on the achievement of units of competency; the possible AQF qualification outcome is CPC20211 Certificate II in Construction pathways or a Statement of Attainment towards CPC20211 Certificate II in Construction Pathways.

42

WELLINGTON HIGH SCHOOL Higher School Certificate Assessment Policy

Planner 2018/2019

TERM 4 2018

WEEK

SUBJECT

TERM 4 2018

WEEK

SUBJECT

1 7

2 8

3 9

4 10

5

6

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Planner 2018/2019

TERM 1 2019

WEEK

SUBJECT

TERM 1 2019

WEEK

SUBJECT

1 6

2 7

3 8

4 9

5 10

44


Planner 2018/2019

TERM 2

2019 WEEK

SUBJECT

TERM 2

2019 WEEK

SUBJECT

1 6

2 7

3 8

4 9

5 10

45


Planner 2018/2019

TERM 3

2019 WEEK

SUBJECT

TERM 3

2019 WEEK

SUBJECT

1 6

2 7

3 8

4 9

5 10

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ASSESSMENT APPEAL FORM

This form is to be used for lodging any appeal relating to School Certificate, Preliminary or Higher School Certificate Assessments within the school.

Name: Date:

Course: Class:

Checklist: I have spoken with the Course Teacher

I have spoken with the Head Teacher

Directions:

State the full nature of your appeal clearly indicating all details. The appeal must contain evidence to support your case.

The form must be lodged with Mr Harvey within five school days of the return of the task or issue of the assessment statistics.

Signed:

Documents

WELLINGTON HIGH SCHOOL HIGHER SCHOOL CERTIFICATE ...€¦ · WELLINGTON HIGH SCHOOL HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY This booklet is designed to provide a simple guide