Year 11 Assessment Policy and Procedures 201 8 · Japanese- Beginners . Japanese- Continuers . Legal Studies Appendix 3. Mathematics . Mathematics . ... INTRODUCTION . This handbook

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Year 11 Assessment Policy and Procedures 2018

Name:

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Sydney Secondary College Blackwattle Bay Campus

Address for correspondence:

Blackwattle Bay Campus

Taylor Street, Glebe. NSW 2037

Telephone: (02) 96605688

Email: [email protected]

Website: http://www.sscbwattle-h.schools.nsw.edu.au

mailto:[email protected]

http://www.sscbwattle-h.schools.nsw.edu.au/

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Introduction

Sydney Secondary College Assessment Policy

Blackwattle Bay Assessment Procedures

Communication of Results to Students and Parents

Failure to complete NESA requirements

Formal Examination Periods

Course Performance Descriptors/Grades

HSC: All My Own Work

Ancient History Biology Business Studies Chemistry Chinese and Literature Community & Family Studies Design and Technology Drama Earth & Environmental Science Economics Engineering Studies English- Advanced English- Extension 1 English-Standard English EAL/D English Studies Food Technology French Continuers Geography Information Processes and Technology Investigating Science Industrial Technology/MM & Timber Japanese- Beginners Japanese- Continuers Legal Studies Mathematics Mathematics Mathematics Mathematics- Extension 1 Modern History Music 1 Music 2

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Personal Development/Health/Physical Education Photography, Video &Digital Imaging NEC Physics Senior Science Society and Culture Software Design and Development Sport, Lifestyle and Recreation Studies NEC Studies of Religion Textiles & Design Visual Arts Visual Design NEC Competency Based Assessment Information Business Services VET Construction Pathways VET Entertainment Industry VET Hospitality Kitchens Operations VET Information & Digital Technology VET Retail Services VET

Appendix 1 Assessment Task Cover Sheet Appendix 2 Illness/ Misadventure Application Form Appendix 3 Examination Procedures for all senior students Appendix 4 Personal Year 11 Assessment Calendar Appendix 5 Glossary of Key Words

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BLACKWATTLE BAY CAMPUS

INTRODUCTION This handbook included the assessment schedules for each course delivered at Blackwattle Bay Campus. It details the number tasks to be completed throughout the Year 11 academic year. This booklet will inform you clearly of assessment tasks that must be completed to show that you have satisfied the requirements of each course. Student assessment provides evidence for making judgment about student achievement. The booklet is distributed during the Year 11 Meeting and there will be a number of mentoring sessions focused on “Assessments” where one of the members of the School Assessment Team will reinforce the main assessment procedures. Each student is required to complete a statement acknowledging they have received the booklet, attended the workshops and understand their rights and responsibilities. The students must complete all course work to a satisfactory standard in order to meet the requirements of the Year 11 courses. All staff at the school will provide support for students in their learning, and to help inform decisions and to overcome problems should they arise. It is important to keep your Year Advisers and Mentor teachers up to date if circumstances change in relation to your studies. A-F Ms. Rachael Alonso G-M Mr. Matthew Condon N-Z Ms. Jessica Hawken If you have any concerns or issues regarding any assessment task you should consult the Head Teacher of the faculty in which the course is delivered and the Deputy Principal responsible for Assessments, Ms. Jan Cuke in regard to the assessment policy and procedures In regard to Assessment procedures you may wish to contact any member of the Assessment Task Team: Ms. Cuke Ms. Hatzi Ms. Nicola Mr. Mansfield Ms. Mroz Sharon Roberts Jan Cuke Principal Deputy Principal/Assessment Issued 16 February 2018

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SYDNEY SECONDARY COLLEGE ASSESSMENT POLICY

Assessment is the process of identifying, gathering and interpreting information about student achievement. Assessment can be used to:

• assist student learning• evaluate and improve teaching and learning programs• provide information on student learning and progress in a course in relation to the syllabus

outcomes• provide evidence of satisfactory completion of a course• report on the achievement by each student at the end of a course.

Assessment of Learning (summative assessment) - assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Assessment of learning:

• is used to plan future learning goals and pathways for students• provides evidence of achievement to the wider community, including parents, educators,

the students themselves and outside groups• provides a transparent interpretation across all audiences

Assessment for Learning (formative assessment) involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Assessment for learning:

• reflects a view of learning in which assessment helps students learn better, rather than justachieve a better mark

• involves formal and informal assessment activities as part of learning and to inform theplanning of future learning

• includes clear goals for the learning activity• provides effective feedback that motivates the learner and can lead to improvement• reflects a belief that all students can improve• encourages self-assessment and peer assessment as part of the regular classroom routines• involves teachers, students and parents reflecting on evidence• is inclusive of all learners.

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Assessment as Learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

Assessment as learning:

• encourages students to take responsibility for their own learning• requires students to ask questions about their learning• involves teachers and students creating learning goals to encourage growth and

development• provides ways for students to use formal and informal feedback and self-assessment to help

them understand the next steps in learning• encourages peer assessment, self-assessment and reflection.

Sydney Secondary College Campuses are expected to: • conduct sound assessment programs that allow students to demonstrate the breadth and

depth of their knowledge, skills and understanding (level of achievement) of the outcomes in arange of different task types

• develop quality assessment tasks and well-constructed marking guidelines• provide effective feedback to students in relation to their strengths and weaknesses and areas

for improvement• encourage students to take greater responsibility for their own learning• evaluate and refine teaching programs in response to student performance• report student achievement to various audiences including parents, employers and others, in

ways that meet their needs• report assessments (marks for the HSC except for VET curriculum frameworks, satisfactorily

completion and grades for Year 11 , grades for Year 10 to NSW Education StandardsAuthority(NESA)

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BLACKWATTLE BAY YEAR 11 ASSESSMENT PROCEDURES

• The assessment mark for each course is a measure of achievement throughout the courseincluding that, which cannot be tested at a final examination (e.g. practical work, oral skills,research tasks, project based tasks etc).

• Each Faculty will follow policy as laid down by the NSW Education Standards Authority(NESA) and set tasks and the marks to be awarded for each task in accordance with theSyllabus documents.

• The assessment period starts Term 1 2018 and finishes the end of Term 3 in Year 11 2018.

• The NSW Education Standards Authority (NESA) advises that in individual courses themaximum number of formal assessment tasks is limited to 3 tasks. These tasks can be ofvarious types e.g. formal examinations, practical tests, oral tests.

• The course scaffolds contained within this booklet specifies the term and week eachassessment task is scheduled. A separate document will be issued each term with specificdates/time for all tasks. These dates will be published on the Blackwattle Bay Campuswebsite and in Skoolbag.

• Task Notification will detail:• the exact date the task is to be submitted• the exact time and venue the task is to be submitted• assessment criteria• nature of the task• task description• marking guidelines• outcomes to be assessed

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• Changes to the stated Assessment Program must be communicated to students in writingwith two weeks’ notice. Students are required to sign an Assessment Task DistributionSheet indicating they have received the variations. Changes to any assessment task musthave the approval of the Deputy Principal.

• Procedures for disability provisionsPrincipals have the authority to decide on, and to implement, disability provisions forschool-based assessment tasks including examinations. Provisions are provided to ensurestudents with a disability are able to access and respond to a task. Implementing disabilityprovisions is based on the recommendations from the Learning Support Team. (Disabilityconditions include anxiety, autism spectrum disorder-severe, back injury, broken arm, visionimpairment/low vision)

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• Students seeking Disability Provisions for assessment tasks are to communicate with theirCourse Teacher and Head Teacher at least two weeks prior to the date of the assessmenttask. The Head Teacher will inform students seeking disability provisions of the exact venueand details for the task.

• Disability provisions must be applied for and approved by NESA for the Higher SchoolCertificate examinations. Parents and students should contact Ms Denise Mroz r forassistance in applying. Applications must be lodged with NESA by the end of term Year 122019

• VET Courses are based on Industry Training Packages and teach industry specific skills.These are competency based and allow a student to gain both HSC qualifications andAustralian Qualification Framework (AQF) accreditation. Students work to develop thecompetencies, skills and knowledge described in each Unit of Competency. To be assessedas competent a student must demonstrate to a qualified assessor that they can effectivelycarry out the various tasks and combinations of tasks listed to the standard required in theappropriate industry. Units of competency are assessed holistically as cluster tasks andstudents are assessed as either “competent” or “not yet competent” for individual units ofcompetency. Students are given the opportunity to develop skills over time and havemultiple opportunities to demonstrate competence to qualified assessors. Evidence ofcompetence will be gathered on an ongoing basis as well as at specific assessment events.Evidence will be collected through a range of assessment activities using direct, indirect andsupplementary methods. The achievement of units of competency by students determinesthe final vocational qualification that a student will achieve. Students may choose toundertake the optional HSC exam for a VET course for Australian Tertiary Admission Rank(ATAR) purposes. Schools must determine a HSC examination estimate which should bebased on two formal examinations during the 240 hour course. Therefore, in addition tocompetency assessment, students in VET courses must undertake preliminary yearly exams,HSC mid-course and HSC trial exams to be used for this purpose. Students are also requiredto complete a minimum of 35 hours of mandatory work placement for each 2 units of a VETCurriculum Framework course studied.

• Students must demonstrate they are serious candidates for the Higher School Certificate bytheir regular attendance at school and in lessons and through their satisfactory performancein assessment tasks. They must present themselves on time at the place specified for eachassessment task. Take home tasks must be submitted on the due date and time as specifiedon the assessment notification sheet.

• Students must keep a copy of all their completed assessment tasks. Students are expectedto have a back –up digital copy of any work created digitally. Technology failure is not anacceptable excuse for missing an assessment due date.

• All assessment tasks must be submitted with a cover sheet with a completed declaration ofAll My Own Work statement ( Appendix 1 )

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• Students who do not complete/submit an assessment task will be awarded zero. A NESA“N” determination Warning letter will automatically be sent. Students have the opportunityto submit the task and receive feedback.

• Students absent from an assessment task need to inform the school before 8.30am on theday of the task. They must provide a medical certificate to the Head Teacher on the first daythey return to school. The medical certificate must be the original on letterhead, cannot bepost-dated and must include date/s of the assessment task. The doctor’s certificate muststate a detailed reason for inability to attend and/or complete the task. The student mustattach this medical certificate to the Illness/Misadventure Application Form and submit toon the day they return to school. (Appendix 2). Spare copies of this form are available fromRolls Desk and can be found on the school’s website under the link Assessment. The HeadTeacher will determine what action will be taken (i.e. sit for the assessment task, arrange analternative task, provide an estimate mark or other requirement).

• Late submission of an assessment task. Students are required to submit work by the duedate, as these are known in advance. If there is evidence of illness/misadventure, studentsare to complete the Illness/misadventure application form and submit it to the HeadTeacher. Students who submit a task after the due date/time may be awarded a zero.

• In some exceptional occasions, a student’s inability to meet assessment dates can beforeseen prior to the deadline. Examples include emerging clashes with major sportingevents, student leadership events and IMP and Performing Arts events or designatedoverseas school travel (e.g. East Timor Sister School Program, European Tour). If this occursit is the student’s responsibility to immediately contact Ms Cuke and the Head Teacher ofthe course concerned before the date of the task. An Illness Misadventure Application formmust be completed. The outcome will be decided by the Deputy Principal and Head Teacherafter considering the information provided.

• Extended leave will not be granted during Formal Examinations. Final decisions will bemade at the discretion of the Principal.

• Students absent from an examination ( Year 11 Final examinations) must ring the schoolbefore 8.30am. Students need to provide a medical certificate for the day of the missedexamination and attach it to the Illness/Misadventure Application Form. It must be handedto the Deputy Principal (Ms Cuke) on the first day they return to school. Students should befamiliar with the Examination Procedures (Appendix 3). The exam will be rescheduled onlywithin the exam period. The Head Teacher will determine what action will be taken ifrescheduling is not possible.

• A zero mark is noted as a non-attempt. If a student does not attempt tasks worth morethan 50% of the total assessment marks in that course, the Principal will not certify that thecourse has been satisfactorily studied.

• Non- Serious or Non Attempts. Students should enter a formal examination or complete anassessment task knowing they MUST make a genuine effort at the task or exam. NESA

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Rules and Procedures describe the requirements that students make a serious attempt to answer the examination questions. Failure to do so is called a non-serious attempt. A student’s task or exam is considered a non-attempt if there is no evidence of academic engagement with the task or exam. Students are required to attempt a range of question types throughout the examination paper. It is not sufficient to answer multiple choice questions only. Merely rewriting the question is NOT considered to be an adequate attempt at the paper. A non-serious attempt is where students write frivolous or objectionable material in response to the question. If a student is identified as providing non-serious or non-attempts they will be asked to justify why they should receive a result in the task or exam. The consequences may be significant and may include not receiving an award in that course and/or the award of HSC.

• Malpractice is any activity undertaken by a student that allows them to gain an unfairadvantage over others. It includes plagiarism (to pass off words or ideas of another as one’sown OR to use another’s work without crediting source), or copying (using the work ofanother person and submitting it as your own), but is not limited to:

o copying someone else's work in part or in whole, and presenting it as their owno using material directly from books, journals, CDs or the internet without reference to

the sourceo building on the ideas of another person without reference to the sourceo buying, stealing or borrowing another person's work and presenting it as their owno submitting work to which another person such as a parent, coach or subject expert

has contributed substantiallyo using words, ideas, designs or the workmanship of others in practical and

performance tasks without appropriate acknowledgemento paying someone to write or prepare materialo breaching school examination ruleso using non-approved aides during an assessment tasko contriving false explanations to explain work not handed in by the due dateo assisting another student to engage in malpractice.

• Malpractice. Any student found to have plagiarised or to be guilty of any malpractice willbe awarded zero. Malpractice of any sort will be dealt with according to the school’sdiscipline procedures. All students have completed the NESA course- All My Own Work atthe end of 2015. Students should refer to the NESA website for further details on cheating &malpractice and its consequences. Schools are required to complete a Malpractice Registeron the NESA site for all incidences of malpractice.

• For students enrolling in the school/in courses after the beginning of the Year 11Assessment Calendar 2018 (for example, at the beginning of term 2 2018) the followingapplies:

The student’s ranking in the course based on assessment tasks will be obtained by measuring the student’s performance in each task against the whole cohort and using that performance to calculate a mark for the missing assessment task(s). Final decisions will be made at the discretion of the Principal.

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• Students who are studying a subject at NSW School of Languages, Distance Education orSaturday School of Community Languages will be issued with separate Year 11 assessmentpolicies from these institutions. They should check with the supervising teacher(s) regularlyto ensure any information regarding assessment is received. All General Information onassessment policy stated in this book still applies. Students of NSW School of Languagesmust ensure their study days and exam days are registered with the Rolls Administration.

COMMUNICATION OF RESULTS TO STUDENTS AND PARENTS

Individual Tasks

• Each student should be given the raw mark for each task.

• Results of Assessment Tasks, i.e. marks, can be queried only at the time the tasks arereturned. Student should refer to the Marking Criteria Objections raised after the task hasleft the classroom will not be considered. In the case of tests/assignments/essays etc., timewill be given in class for students to check additions of marks and read comments to makean informed query. Should the query not be resolved in class, the task should be collectedand referred to the Head Teacher.

• Invalid or Non Discriminating Tasks. If there are problems associated with theadministration of an assessment task or if the task is for an appropriate reason not deemedto be valid, an additional task may be allowed provided sufficient notice is given and theweightings may be adjusted accordingly.

Cumulative Progress (rank only) will be made available to students in each course aftereach assessment task

FAILURE TO COMPLETE NESA REQUIREMENTS

NSW Education Standards Authority requires all students to: - follow the course set- apply themselves with diligence and sustained effort- achieve some or all of the course outcomes

Students who fail to complete NESA requirements will be sent an “N” DeterminationWarning letter. (N = non-completion).

The “N” Determination Warning letter outlines the specific requirement that the studenthas not met and what action the student needs to take in order to redress the situation. Itwill also specify the time frame.An “N” Determination Warning letter is an opportunity for the student to improve.

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NESA states that a minimum of two “N” Determination Warning letters in any subject may mean that the student will be declared unsatisfactory in that subject and receive an “N” determination. If that is the case, that subject will not count towards the award of the HSC.

• The Class Teacher or Head Teacher will explain the reasons for issuing an “N” DeterminationWarning letter to the student. Parents are expected to return the response slip attached tothe warning letter.

FORMAL EXAMINATION SESSIONS FOR YEAR 11 2018

In 2018 Year 11 students will have ONE formal examination session. The exam timetable will be published for students and parents five weeks in advance. Each student receives a personalised timetable and students are encouraged to keep a digital copy as well as the hard copy provided by the school

The Formal Internal Examination Sessions for 2018:

Final Examinations 17 September – 28 September

A copy of the Examination Procedures is included in this booklet. (Appendix 3)

ABSENCE OR TRAVELLING FOR HOLIDAYS DURING EXAMINATIONS

Year 11 students are aware of the weeks for all assessment tasks and dates of formal examinations 12 months in advance. They are gazetted on the school’s website, in Sentral and all calendar information distributed to students. Students and their families must make sure holidays are not planned during these periods as rescheduling may not be possible due to time constraints of the assessment and reporting periods.

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YEAR 11 COURSE PERFORMANCE DESCRIPTORS/GRADES

Course performance descriptors have been developed for each course. They describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course.

Students are assessed through a variety of tasks (which could include tests, assignments, research reports, practical activities etc.) during the year10 course. Teachers assign a grade (A, B, C, D or E) to summarise the level of a student's achievement in a course. As a guideline to interpreting grades the following General Performance Descriptors indicate what each grade signifies.

Common Grade Scale for Preliminary Courses The Common Grade Scale shown below should be used to report student achievement in the Preliminary Stage 6 year in all NSW schools. The Common Grade Scale describes performance at each of five grade levels.

A The student demonstrates extensive knowledge of content and understanding of course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.

B The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.

C The student demonstrates sound knowledge of content and understanding of course concepts, and applies skills and processes in a range of familiar contexts. In addition the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.

D The student demonstrates a basic knowledge of content and understanding of course concepts, and applies skills and processes in some familiar contexts. In addition the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.

E The student demonstrates an elementary knowledge of content and understanding of course concepts, and applies some skills and processes with guidance. In addition the student demonstrates elementary skills in recounting information and communicating ideas.

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HSC: All My Own Work

What is the AMOW program?

The HSC: All My Own Work program is designed to help Higher School Certificate students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies.

The HSC: All My Own Work consists of five modules:

1. Scholarship Principles and Practices2. Acknowledging Sources3. Plagiarism4. Copyright5. Working with others

All students entered for one or more Preliminary or HSC courses will be required to have satisfactorily completed HSC: All My Own Work or its equivalent. This requirement includes students who are entered for Life Skills courses or Board Endorsed courses.

Use the link below to view the AMOW site as it does make recommendations on how to deliver the program.

http://amow.boardofstudies.nsw.edu.au/

The skills, knowledge and understandings that you are expected to acquire as a consequence of participating in the AMOW program and throughout the Preliminary and HSC years

Module Knowledge & Understanding Skills Module 1. Scholarship, Principles and Practices

• Principles & practices of goodscholarship

• Honesty and integrity• Rights & responsibilities• Intellectual integrity• Intellectual property• What is Malpractice? – what are the

consequences.• What are the consequences of

cheating e.g. zero marks

• being an effective researcher(information process/guidedinquiry/Blooms etc)

• time management• apply effective study habits e.g. note

taking

Module 2:Acknowledging sources

• Responsibilities• Consequences• Why need to acknowledge sources

of information?• Moral right so authors/creators

• Writing a bibliography• Writing a reference list• Referencing in text• Harvard system of referencing• Footnotes and endnotes• Common knowledge (facts known by

most people)• Facts• Opinions• Identifying different sources of

http://amow.boardofstudies.nsw.edu.au/module1/module1.html





http://amow.boardofstudies.nsw.edu.au/

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information • Copying maps, photographs et

c & citing these works

Module 3: Plagiarism

• What is plagiarism?• Common forms of plagiarism• Why plagiarism matters• How plagiarism can be detected?

• Paraphrasing• Summarising• Using quotes• note taking• Referencing in text• Harvard system of referencing• Footnotes and endnotes• Identifying different sources of

information• Copying maps, photographs etc &

citing these works• being an effective researcher

(information process/guidedinquiry/Blooms etc)submitting drafts or process diaries

Module 4: Copyright

• What is copyright?• Copyright act• Copyright on – written material,

digital material, music, images,maps & graphs

• Copyright permission• What is intellectual property?• Responsibilities and consequences

• How to acknowledge the creator of awork – music/film etc

• Effective searching and using materialfound on the Internet –includingmusic/film

Module: 5: Working with others

• Collaboration• Collusion• Copying• How to acknowledge the support of

others• Consequences and penalties

• Group work – equal participation andcontribution

• Responsibilities• Group organisation & expectations• being an effective researcher

(information process/guidedinquiry/Blooms etc)

• time management• apply effective study habits

At Blackwattle Bay Campus these modules will be delivered in a flexible manner

Orientation Week Year Meetings In Course time In study Lessons

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Ancient History Year 11 2018

Task number Task 1 Task 2 Task 3

Nature of task Investigating Ancient History

Historical Investigation - PBL

Source Analysis – Case Study

Thera

Yearly Examination

Timing Term 1 Weeks 7, 8, 9 & 10 Term 2 Week 6 Term 3 Weeks 9 & 10

Outcomes assessed AH11-3, AH11-4, AH11-5, AH11-6, AH11-8, AH11-9

AH11-6, AH11-7, AH11-9, AH11-10 AH11-1, AH11-2, AH11-6, AH11-7, AH11-9

Components Weighting %

Knowledge and Understanding 5 5 30 40

Analysis & evaluation of sources and interpretations 5 10 5 20

Historical inquiry & research 10 10 20

Communication of understanding in

appropriate forms 10 5 5 20

Total % 30 30 40

Head Teacher: Mr Rob Bury

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Biology Year 11 2018


Nature of task

Practical Exam/Data Analysis

Module 3: Biological Diversity

Collection of first hand data, analysis of data and

communicating scientifically.

Depth Study Presentation

Module 4: Ecosystem Dynamics

Data collection in the field, research and analysis

Yearly Examination

All modules

Timing Week 8, Term 1 Due Week 5, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed

BIO11/12-1, BIO11/12-2, BIO11/12-7, BIO11-10

BIO11/12-1, BIO11/12-4, BIO11/12-5, BIO11/12-7, BIO11-11

BIO11/12-1, BIO11/12-2, BIO11/12-3 , BIO11/12-4, BIO11/12-5, BIO11/12-6

BIO11/12-7, BIO11-8, BIO11-9, BIO11-10, BIO11-11


Skills in working scientifically 20 20 20 60

Knowledge and understanding 10 10 20 40

Total % 30 30 40 100

Head Teacher: Ms Traci Lewis

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Business Studies Year 11 2018


Nature of task

Nature of Business

In Class Topic Test

Business Management

PBL Business Plan & Presentation

All Topics

Final

Examination

Timing Term 1

Week 8

Tern 3 Week 2

Term 3

Weeks 9/10

Outcomes assessed P1, P2, P6, P7, P8 P1, P4, P5, P6, P7, P8, P9, P10 P1, P2, P3, P4, P5, P6, P7, P8, P9, P10



Stimulus Based Skills 5 15 20

Inquiry & research 5 15 20

Communication of understanding in

appropriate forms 5 5 10 20

Total % 20 40 40 100


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Chemistry Year 11 2018


Nature of task

Depth Study – Research and Analysis

Module 1 : Properties and Structure of matter

First hand data collection via computer simulations, analysis of

data and communicating scientifically

Depth Study - (including a practical investigation component)

Module 3: Reactive Chemistry

First hand data collection via practical investigation process, analysis of data

and communicating scientifically.

Yearly Examination

All modules

Timing Due Week 7, Term 1 Due Week 10, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed

CH11/12-2, CH11/12-3, CH11/12-4, CH11/12-7, CH11-8

CH11/12-2, CH11/12-3, CH11/12-4, CH11-10

CH11/12-1, CH11/12-2, CH11/12-3 , CH11/12-4 , CH11/12-5, CH11/12-6

CH11/12-7, CH11-8, CH11-9, CH11-10 CH11-11




Total % 30 30 40 100

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Chinese and Literature Year 11 2018


Nature of task Response to spoken and visual texts

Oral presentation and response to written texts

Preliminary Examination

Timing Term 1, Week 9 Term 2, Week 10 Term 3, Weeks 9-10

Outcomes assessed 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.5, 3.7, 3.8

1.1, 1.2, 1.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.8 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2, 4.3


Listening 10 10 20

Reading 25 15 40

Speaking 10 10

Writing 15 15 30

Total % 25 35 40 100

Head Teacher: Mr Neville Filby

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Community & Family Studies Year 11 2018


Nature of task

Research task

Factors affecting well being

Critical analysis

Family structures Preliminary examination

Timing Term 1 Week 5 (28 February) 2018

Term 2 Week 6 2018

Term 3 Week 9-10 2018

Outcomes assessed P1.1, P1.2, P4.2, P5.1, P6.1 P2.2, P2.4, P3.1, P4.1, P4.2 P1.1–P6.2


Knowledge and understanding of course content

15 15 10 40

Skills in critical thinking, research methodology, analysing and communicating

20 20 20 60

Total % 35% 35% 30% 100

Head Teacher: Ms Denise Nicola

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Design and Technology Y11 2018


Nature of task Designer Case Study Preliminary Project Yearly Examination

Timing Term 1, Week 8 Term 2, Week 8 Term 3, Weeks 9–10

Outcomes assessed P1.1, P2.1, P2.2, P6.1 P3.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.2

P1.1, P2.2, P5.1, P5.2, P5.3



10 10 20 40

Knowledge and skills in designing, managing, producing and evaluating design projects

20 30 10 60

Total % 30 40 30 100

Head Teacher: Ms Julie McBride

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Drama Year 11 2018


Nature of task

Presentation of Individual Performance Individual performance presentation demonstrating exploration of role/character development, log book plus research informing refinement of dramatic action.

Presentation of Group Performance: Drama Night Performance of Group playbuilding task, logbook analysis of improvisaton, research, evaluation of ideas and application of elements of drama.

Yearly Exam: Acting skills, Improvisaton, Movement, Class Workshops, Theatrical Theorists/Practitioners, Theatrical Styles, Elements of Production Exam: Two Essay questions based on a choice from the above topics.

Timing Term 1, Week 11 (all week)

Term 2, Week 10 4 July

Term 3, Weeks 9, 10

Outcomes assessed P1.1, P1.4, P2.3, P2.4 P1.1, P1.3,P1.5 P1.6,P2.2,P2.3, P3.2, P3.3


Making 20 10 10 40

Performing 10 20 30

Critically Studying 10 20 30

Total % 30 40 30 100


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Earth and Environmental Science Year 11 2018


Nature of task

Depth study Module 4: Human Impacts Data collection in the field, research and analysis

Skills task Modules 1 Earth’s resources and Module 2 : Plate Tectonics Data analysis, interpreting diagrams, tables and graphs, tabulating and graphing

Yearly Examination All modules

Timing Week 9, Term 1 Week 4, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed

EES11/12-1, EES11/12-2, EES11/12-3, EES11/12-4, EES11/12-5, EES11/12-6, EES11-8, EES11-9, EES11-10, EES11-11

EES11/12-1, EES11/12-4, EES11/12-3, EES11/12-4, EES11/12-5, EES11/12-6, EES11/12-7 EES11-8, EES11-9

EES11/12-1, EES11/12-2, EES11/12-4, EES11/12-5, EES11/12-6, EES11-8, EES11-9, EES11-10 , EES11-11




Total % 30 35 35 100


25

Economics Year 11 2018


Nature of task

Labour Markets Research Report

Economic Issues; Markets; Government and the Economy Annotated Media File and Extended Response

Introduction to Economics; Consumers and Business; Markets; Labour Markets; Financial Markets; Government and the Economy Final Examination

Timing Term 2 Week 3

2018

Term 3 Week 1

2018

Term 3 Weeks 9/10

2018

Outcomes assessed P1, P2, P3, P5, P6, P8, P9, P10, P12 P1, P6, P7, P8, P9, P10 P1, P2, P3, P4, P5, P6, P7, P8, P10, P11



Stimulus Based Skills 10 10 20

Inquiry & research 10 10 20

Communication of understanding in appropriate forms

5 5 10 20

Total % 25 35 40 100 Head Teacher: Mr Rob Bury

26

Engineering Studies Year 11 2018


Nature of task Engineered Product Analysis Engineering Solution and Report*

Yearly Examination


Outcomes assessed P1.2, P2.1, P4.1, P4.2 P1.1, P2.2, P3.1, P3.2 P5.1, P5.2, P6.2

P1.2, P2.1, P3.1, P3.3, P4.2, P4.3, P6.1



10 10 40 60

Knowledge and skills in research, problem solving and communication related to engineering practice

20 20 40

Total % 30 30 40 100


27

Advanced English Year 11 2018


Nature of task

Common Module Reading to Write Imaginative text with reflection submission

Module A Narratives that Shape our World Multimodal presentation

Module B Critical Study of Literature Yearly examination Critical response

Timing Term 1, Week 10 Term 2, commencing first lesson

week 9 Term 3 weeks 9 and 10

Outcomes assessed EA11-2, EA11-3, EA11-4, EA11-5, EA11-9

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

EA11-1, EA11-3, EA11-5, EA11-6,



15 20 15 50

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

15 20 15 50

Total % 30 40 30 100 Head Teacher : Ms Kerry Foulkes

28

Extension 1 English Year 11 2018


Nature of task

Imaginative response Comparative Essay

Multimodal Presentation

Timing Term 1, Week 11 Term 2 Week 10 Term 3 Weeks 9 and 10

Outcomes assessed EE11-2, EE11-3, EE11-6 EE11-1,EE11-2, EE11-3, EE11-5 EE11-1, EE11-2, EE11-3, EE11-4,

EE11-5, EE11-6



15 15 20 50

Skills in complex analysis, composition and investigation

15 15 20 50

Total % 30 30 40 100

Head Teacher: Ms Kerry Foulkes

29

Standard English Year 11 2018


Nature of task

Common Module Reading to Write Imaginative text with reflection submission

Module A Contemporary Possibilities multimodal presentation

Module B Close Study of Literature Yearly examination Critical response

Timing Term 1, Week 10 Term 2, commencing first lesson

week 9 Term 3 weeks 9 and 10

Outcomes assessed EN11-1,EN11-3, EN11-5, EN11-9

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



15 20 15 50


15 20 15 50

Total % 30 40 30 100


30

EAL/D English Year 11 2018


Nature of task

Module A: Language and Texts in Context A range of texts are studied Reading and Writing Task

Close Study of Text Novel Extended Response

Module C: Texts and Society A range of texts are studied Multi Modal Presentation (including Listening)

Timing Term 1 week 10 Term 2, Week 9 Term 3, Weeks 9-10

Outcomes assessed EAL11-1A, EAL11-3, EAL11-6, EAL11-7, EAL11-8

EAL11-1B, EAL11-3, EAL11-4, EAL11-5, EAL11-7

EAL11-1B, EAL11-2, EAL11-7, EAL11-9



15 15 20 50


15 15 20 50

Total % 30 30 40 100


31

English Studies Year 11 2018


Nature of task

Mandatory Module: Achieving Through English Written report

Module G Local Heroes Multi Modal Presentation

Module K The Big Screen Collection of Classwork (from Modules K, A and G)

Timing Term 1 Week 9 Term 2 Week 9 Term 3 Week 8

Outcomes assessed ES11-1, ES11-4, ES11-5, ES11-6

ES11-2, ES11-6, ES11-7, ES11-8 ES11-3, ES11-4, ES11-7, ES11-9, ES11-10



15 20 15 50

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

15 20 15 50

Total % 30 40 30 100


32

Food Technology Year 11 2018


Nature of task Food Quality Experiment and Preparation Nutrition Investigation Yearly

Examination Timing Term 2, Week 2 Term 3, Week 2 Term 3, Weeks 9–10

Outcomes assessed P2.2, P3.2, P4.1, P4.2, P4.4, P5.1

P2.1, P3.1, P3.2, P4.1, P4.3, P5.1 P1.1, P1.2, P2.2, P4.4, P5.1



10 30 40

Knowledge and skills in designing, researching, analysing and evaluating

10 10 10 30

Skills in experimenting with and preparing food by applying theoretical concepts

20 10 30

Total % 30 30 40 100


33

French Beginners Year 11 2018


Nature of task

Questions and answers in French with teacher Take home reading task The Personal World

In class reading and writing task The Personal World The French-speaking Communities

Preliminary Examination The Personal World The French-speaking Communities


Outcomes assessed 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4


Speaking (Interacting) 20 20

Listening (Understanding texts) 30 30

Reading (Understanding texts) 10 20 30

Writing (Producing texts) 10 10 20

Total % 30 30 40 100


34

French Continuers Year 11 2018


Nature of task

Questions and answers with teacher Writing task The Individual

Take home Reading task and Writing task The Individual The French-speaking Communities

Preliminary Examination The Individual The French-speaking Communities


Outcomes assessed 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3

2.1, 2.2, 2.3 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3




Reading (Understanding texts) 20 30

Writing (Producing texts) 10 10 10 20

Total % 30 30 40 100


35

Geography Year 11 2018


Nature of task Research Task Biophysical Interactions

Senior Geography Project

Yearly Examination

Timing Term 1, Week 6 Term 3, Week 2 Term 3, Week 9

Outcomes assessed P1, P2, P3, P7, P8 P7, P8, P9, P10, P11, P12 P1, P3, P4, P5, P6, P12



10 10 20 40

Geographical tools and skills 5 10 5 20

Geographical inquiry and research, including fieldwork

5 10 5 20

Communication of geographical information, ideas and issues in appropriate forms

10 10 20

20 40 40 100


36

Information Processes &Technology Year 11 2018


Nature of task Group Information system Personal Information system

Yearly Examination


Outcomes assessed

P1.1, P2.1, P6.1, P6.2

P2.1, P5.1, P6.2, P7.1, P7.2 P1.1, P2.2, P3.1, P4.1, P6.1, P7.1



20 20 20 60

Knowledge and skills in the design and development of information systems

10 10 20 40

Total % 30 30 40 100


37

Industrial Technology- Multi Media Technologies and Timber Products – Year 11 2018


Nature of task Industry Case Study Preliminary Project Yearly Examination


Outcomes assessed P1.1, P1.2, P5.1, P6.2, P7.1, P7.2

P2.1, P3.1, P3.2, P4.1, P4.2, P4.3, P5.2

P1.1, P1.2, P2.1, P6.1, P7.1



10 10 20 40

Knowledge and skills in the management, communication and production of projects

10 30 20 60

Total % 20 40 40 100


38

Investigating Science Year 11 2018


Nature of task

Depth Study - Module 1: Cause and Effect – Observing and Module2: Cause and Effect – Inferences and Generalisations First hand data collection, observations, inferences qualitative and quantitative data

Depth Study - Module 3 : Scientific Models Research, Presentation and simulation


Timing Due Term 1, Week 7 Term 2, Week 10 Term 3, Week 9

Outcomes assessed INS11/12-1,INS11/12-4, INS11/12-5,INS11/12-6, INS11/12-7,INS11-8,INS11-9

INS11/12-1, INS11/12-2,INS11/12-3, INS11/12-4,INS11/12-5, INS11/12-7,INS11-8, INS11-9

INS11/12-4,INS11/12-5,INS11/12-6, INS11/12-7,INS11-8, INS11-9, INS11-10 , INS11-11


Skills in working scientifically

30 10 20 60

Knowledge and understanding

10 20 10 40

Total % 40 30 30 100


39

Japanese Beginners Year 11 2018


Nature of task

Questions and answers in Japanese with teacher Take home reading task Family life

In class reading and writing task

Friends, recreation and pastimes

Preliminary Examination 8-12 Japanese aural texts with a range of question types requiring responses in English Writing tasks requiring extended responses in Japanese


Outcomes assessed 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4




Reading (Understanding texts) 10 20 30

Writing (Producing texts) 10 10 20

Total % 30 30 40 100


40

Japanese Continuers Year 11 2018


Nature of task

Prepared oral task In class writing in Japanese - Personal world - Family & friends

Reading task requiring responses in English and/or Japanese

- Daily life - Home & neighbourhood

Preliminary Examination 7-10 Japanese aural texts with a range of question types requiring responses in English or Japanese Writing tasks requiring extended responses in Japanese & specific text types

Timing Term 1, Weeks 9-10 Term 2, Week 7 Term 3, Weeks 9-10

Outcomes assessed 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3

3.1, 3.2, 3.3, 3.4, 3.5, 3.6 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.2, 4.3


Speaking 20 20

Listening and responding 30 30

Reading and responding 30 30

Writing in Japanese 10 10 20

Total % 30 30 40 100 Head Teacher: Mr Neville Filby

41

Legal Studies Year 11 2018


Nature of task Media File and Report The Legal System

Project Based Learning task (PBL) The Individual and the Law

Yearly exam All topics

Timing Term 1, Week 9 Term 3, Week 1 Term 3, Weeks 9/10

Outcomes assessed P1, P2, P4, P6 P1, P3, P4, P5 P1, P2, P3, P4, P5, P6



10 10 20 40

Analysis and evaluation 5 10 5 20

Inquiry and research 10 10 0 20

Communication of legal information, issues and ideas in appropriate forms

5 10 5 20

Total % 30 40 30 100


42

Modern History Year 11 2018


Nature of task

Source Analysis – Case Study The Cuban Revolution

Investigating Modern History Historical Investigation - PBL

Yearly Examination

Timing Term 1 Week 7 Term 2 Weeks 6, 7, 8 & 9 Term 3 Weeks 9 & 10

Outcomes assessed MH11-6, MH11-7, MH11-9, MH11-10

MH11-2, MH11-4, MH11-6, MH11-8, MH-11-9

MH11-1, MH11-3, MH11-5, MH11-9


Knowledge & Understanding 5 10 25 40

Analysis & evaluation of sources & interpretations

10 10 20

Historical inquiry & research 10 10 20

Communication of understanding in appropriate forms

5 10 5 20

Total % 30 30 40 Head Teacher: Mr Rob Bury

43

Mathematics Standard Year 11 2018

Task Number Task 1 Task 2 Task 3

Nature of Task Open Book Assignment

PBL Investigative Task

Year 11 Examination

Timing Term 1 Week 8 Term 2 Week 6 Term 3 Weeks 9-10

Outcomes Assessed MS11-1, MS11-3, MS11-4, MS11-6, MS11-9, MS11-10

MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, MS11-9, MS11-10

MS11-1, MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, MS11-7, MS11-8, MS11-9, MS11-10


Understanding, Fluency and Communication

15 15 20 50

Problem Solving, Reasoning and Justification

15 15 20 50

Total % 30 30 40 100

Head Teacher: Mr Mark Corbett

44

Mathematics Year 11 2018



Term 2 Test

Year 11 Examination


Outcomes Assessed P1, P2, P3, P4

P1, P2, P3, P4, P5

P1, P2, P3, P4, P5


Concepts, Skills and Techniques

15 15 20 50

Reasoning and Communication

10 20 20 50

Total % 25 35 40 100


45

Mathematics Extension 1 Year 11 2018



Term 2 Test

Year 11 Examination


Outcomes Assessed P1, P2, P3, P6

P1, P2, P3, P6

P1, P2, P3, P4, P5, P6


Concepts, Skills and Techniques 15 15 20 50

Reasoning and Communication 10 20 20 50

Total % 25 35 40 100


46

Music 1 Year 11 2018


Nature of task

Composition and portfolio with aural analysis Jazz Submission of composition. Logbook with reference to the concepts of music relevant to the chosen topic. Accompanying aural analysis using the concepts of music on final composition

Performance and viva voce discussion of selected piece Music for Radio, Film, Television and Multimedia Solo or ensemble evening performance and in class viva voce on performance repertoire demonstrating an understanding of compositional techniques and concepts of music

Preliminary Written Examination and Performance Music for Small Ensembles Listening examination based on discussion of the concepts of music in unprepared examples. Small ensemble performance demonstrating understanding of performance technique and expression

Timing Term 1, Week 9 Term 2, Week 9 Term 3

Performance Week 8 Exam Week 9-10

Outcomes assessed P2, P3, P4, P5, P6, P7, P8, P10, P11 P1, P4, P5, P9, P10, P11 P1, P4, P5, P6, P9, P10, P11


Performance 10 15 25

Composition 25 25

Musicology 25 25

Aural 10 15 25

Total % 35 35 30 100


47

Music 2 Year 11 2018


Nature of task

Musicology Presentation Mandatory topic Music 1600-1900 Presentation of a comparison of two contrasting works using scores and aural excerpts with reference to stylistic features and concepts of music

Composition Portfolio with Score Analysis Mandatory Topic Music1600-1900 Submission of composition portfolio with score analysis of two contrasting works with reference to compositional techniques and stylistic features

Presentation of Performance and Aural Analysis Mandatory topic Music 1600–1900 and Additional Topic Solo and/or ensemble performance of two pieces, one from the mandatory topic and one from the additional topic, including aural analysis of performance repertoire with reference to the concepts of music.

Timing Term 1, Week 8 Term 2, Week 10 Term 3, Week 8 Exam Week 9-10

Outcomes assessed P2, P5, P6, P7 P3, P4, P5 ,P6, P7, P8, P9 P1, P2, P5, P7, P8


Performance 25 25

Composition 25 25

Musicology 15 10 25

Aural 15 10 25

Total % 35 35 35 100 Head Teacher: Ms Denise Nicola

48

PDHPE Year 11 2018


Nature of task

Practical workshop Application of anatomy and physiology concepts to movement

Critical analysis Influences on the health of individuals.

Yearly Examination

Timing Term 1 Week 6 (7 March) Term 2 Week 5 Term 3 Weeks 9/10

Outcomes assessed P7,P8,P11,P16

P2,P3,P4,P16 P1-P12



10 10 20 40

Skills in critical thinking, research, analysing and communication.

20 20 20 60

Total 30 30 40 100


49

Photography, Video and Digital Imaging Year 11 2018


Nature of task

Exploring Photography Photo Diary and portfolio of work

Research Case Study Written up study of photographer and their practice through chosen examples of their work.

Portfolio of Work Exhibition of Work, Portfolio and Photo diary Journal / theory work

Timing Term 1 Week 8 Tuesday 20th March

Term 3 Week 3 Wednesday 8th August

Term 3 Week7 Friday 7th September

Outcomes assessed M1,M2,M3, M4, M5, M6

CH1, CH2, CH3, CH4, CH5 M1,M2,M3, M4, M5, M6

Components Weighting%

Making 30 40 70

Critical and Historical Studies 30 30

Total % 30 30 40 100


50

Physics Year 11 2018


Nature of task

Practical investigation Module 1: Kinematics Collection of first hand data, analysis of data and communicating scientifically.

Depth Study Fieldwork, Research and Analysis Module 2: Dynamics Data collection in the field, research and analysis


Timing Week 6, Term 1 Due Week 4, Term 2 Weeks 9 and 10, Term 3

Outcomes assessed

PHY11-2, PHY11-4, PHY11-6, PHY11-8

PHY11-2, PHY11-4 , PHY11-6, PHY11-9

PHY11-1, PHY11-2, PHY11-3, PHY11-4 PHY11-5, PHY11-6 , PHY11-7, PHY11-8 PHY11-9, PHY11-10 , PHY11-11




Total % 30 30 40 100


51

Society and Culture Year 11 2018


Nature of task Research Task Social and Cultural World

Project Based Learning task (PBL) Personal and Social Identity

Yearly exam (all topics)

Timing Term 1, Week 5 Term 2, Week 5 Term 3, Weeks 9/10

Outcomes assessed P1, P3, P4, P9, P10 P1, P2, P4, P7, P8, P9, P10 P1, P2, P3, P4, P5, P6, P9, P10


Knowledge and understanding of course concepts

10 20 20 50

Application and evaluation of social and cultural research methods

15 5 10 30

Communication of information, ideas and issues in appropriate forms

5 5 10 20

Total % 30 30 40

Head Teacher: Mr Rob Bur

52

Software Design & Development Year 11 2018


Nature of task Hardware and software Problem Solving Algorithm Yearly Examination

Timing Term 1, Week 8 Term 2, Week 5 Term 3, Week 9–10 Outcomes assessed P1.3, P3.1, P4.1, P5.2 P1.2, P4.2, P5.1, P5.2, P6.2, P6.3 P1.1, P2.1, P2.2, P4.3, P5.2, P6.1



10 10 30 50

Knowledge and skills in the design and development of software solutions

10 30 10 50

Total % 20 40 40 100


53

Sport Lifestyle and Recreational Studies Year 11 2018


Nature of task

Practical workshop Performance measures

Sport In Focus

Sports Coaching

Timing Term 1 Week 8 (23 March) Term 2 Week 10 (6 July) Term 3 Week 5 (24 August)

Outcomes assessed 3.3 4.4 5.5

1.1 1.4 1.6 3.2 4.2 4.4 5.4



10 10 20 40

Skills in critical thinking, research, analysing and communication

20 20 20 60

Total 30 30 40 100


54

Studies of Religion Year 11 2018


Nature of task Case Study and Presentation Religion of Ancient Origin

Research and Essay Religious Tradition Study

Yearly Examination

Timing Term 1, Week 7 Term 2, Week 8 Term 3, Week 9 / 10 Outcomes assessed P3, P4, P5, P6, P7, P8 P1, P2, P6, P8 P1, P2, P5, P6, P8, P9 Components Weighting %


10 10 20 40

Source-based skills 10 5 5 20

Investigation and research 10 10 20

Communication of information, ideas and issues in appropriate forms

5 15 20

Total % 30 30 40 100


55

Textiles and Design – Year 11 2018


Nature of task Elements and Principles of Design Experimentation

Fabric and Fibre Properties and Testing Preliminary Textile Project

Timing Term 1, Week 9 Term 2, Week 8 Term 3, Week 9

Outcomes assessed P1.1, P2.1, P4.1 P2.1, P3.1, P3.2, P4.1 P1.2, P2.1, P2.2, P2.3, P4.1, P5.1, P5.2, P6.1



10 10 30 50

Skills and knowledge in the design, manufacture and management of textiles projects

10 30 10 50

Total % 20 40 40 100


56

VISUAL Arts Year 11 2018


Nature of task

Exploring Representation Documentary analysis of selected artist’s practice through the frames. Submission of a Painting. VAPD record of the development of a research based on practice and frames.

Developing a Contemporary Practice Submission of a series of artworks evidencing two or more expressive forms.

Review of HSC Visual Arts Exhibition as preparation for Examination (Week 5) Yearly Examination Art Criticism and Art History Written Examination

Timing Term 2 Week 3 Term 3 Week 8 Term 3 Week 9-10

Outcomes assessed P1, P3, P7, P9

P1, P2, P3, P4, P5, P6 P7, P8, P9, P10


Artmaking

20 30 50

Art Criticism and Art History

15 35 50

Total %

35 30 35 100


57

Visual Design Year 11 2018


Nature of task

Portfolio of Works & Diary Submission of a series of design exercises

Extended written Response Analysis of Design

Portfolio of Work & Diary Submission of a series of design projects

Timing Term 1 Week 8 Term 2 Week 6 Term 3 Week 8

Outcomes assessed M1,M2,M3,M4,M5,M6 CH1, CH2, CH3, CH4, CH5 M1,M2, M3, M4, M5, M6


Designing and Making

30

40

70

Critical and Historical Studies

30

30

Total % 30 30 40 100

Head Teacher: Ms Denise Nicole

Vocational Education and Training (VET) Courses

58

Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by the NSW Education Standards Authority (NESA) and are based on national training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a qualification recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary training providers e.g. TAFENSW and Universities and will assist students to move easily between various education and training sectors and employment.

Public Schools NSW, Ultimo operates as a Registered Training Organisation (RTO) to deliver and assess VET qualifications to secondary students.

Board Developed VET courses are classified as Category B subjects and ONLY ONE may contribute to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination.

Board Developed VET courses have specified workplace requirements and include industry specific mandatory work placement (35 hours per 120 hours of delivery) or occasionally simulated workplace hours at school.

Board Endorsed VET courses do count towards the HSC or RoSA but do not have HSC examinations therefore do not count in the calculation of the ATAR. Board Endorsed VET Courses have either mandatory or recommended industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge they need to complete workplace activities in a range of different situations and environments, to an industry standard of performance that is expected in the workplace.

Competency-based assessment materials are designed to ensure that each learner has achieved all the outcomes (skills and knowledge). Competency-based training is based on performance standards that have been set by industry. Students will receive documentation showing the competencies achieved for the VET course undertaken.

If the student has already completed part of the course elsewhere, or have previous life or work experience in the relevant industry, he or she may be eligible for Recognition of Prior Learning (RPL) for part of the course, or for 35 Hours work placement in the HSC course. The student does not have to repeat the training or assessment but must produce evidence of competence (which may be demonstrated during a skills and knowledge assessment). The VET committee consisting of the VET teacher, VET Coordinator and a member of the senior executive will determine if the student is eligible.

If a student has completed a unit of competency with another RTO (common examples include a white card course, first aid certificate or a barista course), and the student can supply evidence of the same or an equivalent competency, credit transfer is awarded.

Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the requirements.

Head Teacher: Ms Denise Haire

RTO 90072 Assessment Schedules 2018- 2019 October 2017

ULTIMO 90072 BUSINESS SERVICES ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: BSB20115 Certificate II in Business

Training Package: BSB Business Services Version 2

NESA Course Code: 2 U X 2 YR 26101 LMBR UI Code: 11BSB20115126101B

TERM UOC CODE Unit of Competency AQF

Core

/Elec

tive

HSC

STAT

US

HSC

INDI

CATI

VE

HOUR

S

Assessment Task Cluster & Methods of Assessment

HSC requirements Exam estimate mark & weighting to total 100%

Term 1

7 PRELIMINARY UOCs 240 Indicative Hours over 2 yrs

35 hrs Work placement

40 % Preliminary Exam

BSBWHS201 Contribute to health and safety of self and others C M 15 Cluster A: At the Office

Written task, scenario, observation of practical work, risk assessment BSBWOR204 Use business technology E E 15

Term 2 BSBCUS201 BSBCMM201

Deliver a service to customers Communicate in the workplace

E E

M E

15 15

Cluster B: Service with a Smile Scenario, written task, presentation, role play

Term 3

BSBINM202 BSBITU203 BSBSUS201

Handle mail Communicate electronically Participate in environmentally sustainable work practices

E E E

E E M

10 10 15

Cluster C: It’s in the Post Scenario, written task, case studies, self-assessment

Term 3-4

7 HSC UOCs BSBITU307 BSBITU201

Develop keyboarding speed and accuracy Produce simple word processed documents

E E

E E

25 20

Cluster D: Fast and On Task Written task, teacher observation, portfolio of evidence, product assessment


60 % Trial HSC Exam

The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. This mark should be derived from two exams.

Term 5-6 BSBITU202 BSBINM201

TLIP2029

Create and use spread sheets Process and maintain workplace information Prepare and process financial documents

E E

E

E M

M

20 20

20

Cluster E: Minding Your Own Business Written task, scenario, observation of practical work, portfolio of evidence

Term 7 BSBINN201 BSBIND201

Contribute to workplace innovation Work effectively in a business environment

E E

M M

15 25

Cluster F: Back to the Future Written task, case study, scenario

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total hours 240 Units of competency from the HSC focus areas will be included in the optional

HSC examination.

59


ULTIMO 90072 CONSTRUCTION ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: CPC20211 Certificate II in Construction Pathways Training Package: CPC08 Construction and Property Services v 9.1

NESA course code 2 U X 2 YR 26201 LMBR UI Code: 11CPC20211326201B

TERM

Unit Code

Units Of Competency AQ

F C

OR

E /

ELEC

TIVE

HSC

STAT

US

HSC

IN

DIC

ATI

VE

Hrs

. Assessment Task Cluster & Method of Assessment


Term 1

5 PRELIMINARY UOCs

240 Indicative Hours over 2 years


35 hrs. Work placement

CPCCWHS1001 Prepare to work safely in the construction industry

C M 10 Cluster A – SafeWork NSW WHS Induction Written Test

Term 1/2 CPCCCM1013A CPCCOHS2001A

Plan and organise work Apply OHS requirements, policies and procedures in the construction industry

C C

M M

10 15

Cluster B - Small project, Oil Stone Case or Concrete Float Practical, Teacher observations and written test.

Term 2/3 CPCCCA2002B CPCCCA2011A

Use carpentry tools and equipment Handle carpentry materials

E E

M E

20 20

Cluster C - Tool box, Saw Horse or BBQ table Practical, Teacher observations and written test.

Terms 4/5

9 HSC UOCs

35 hrs. Work placement

60 % Trial HSC Exam

The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. It should be derived from a minimum of two exams.

CPCCCA2003A

CPCCCM2006B CPCCCM1015A CPCCCO2013A CPCCCM2001A

Erect and dismantle formwork for footings and slabs on ground Apply basic levelling procedures Carry out measurements and calculations Carry out concreting to simple forms Read and interpret plans and specifications

E

E C E C

E

E M E M

25

15 20 20 20

Cluster D - School Project – Concreting Practical, Teacher observations and written test.

Terms 6/7 CPCCJN2001A CPCCJN2002A

Assemble components Prepare for off-site manufacturing process

E E

E E

15 10

Cluster E – Joinery Practical, Teacher observations and written test.

Work placement

CPCCCM1014A CPCCCM1012A

Conduct workplace communication Work effectively and sustainably in the construction industry

C C

E M

10 25

Cluster F - WPL Journal Teacher observations and Written test, Third party evidence

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements.

Total hours

235 Units of competency from the HSC focus areas will be included in the optional HSC examination.

60


ULTIMO 90072 ENTERTAINMENT INDUSTRY ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: Statement of attainment towards CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture

NESA code 2 U X 2 YR 26401 LMBR UI Code: 11CUA30415126401B

TERM Unit Code Units Of Competency AQF

CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE

Hrs. Assessment Task Cluster &

Methods of Assessment HSC requirements Exam estimate mark & weighting to total 100%

Term 1 6 PRELIMINARY UOCs 240 Indicative Hours over

2 years



CPCCWHS1001 Prepare to work safely in the construction industry C M 10 Cluster A – SafeWork NSW WHS Induction Written Test

Term 1/2

CUAWHS302 CUASOU301

Apply work health and safety practices Undertake live audio operations

C E

M M

15 25

Cluster B: Safe and Sound Observation, written, self- assessment

Term 3 SITXCCS303 CUAVSS302 CUAIND301

Provide services to customers Operate vision systems Work effectively in the creative arts industry

C E C

M M M

20 25 20

Cluster C: Let’s see it! Observation, written, presentation, portfolio

Term 4/5 6 HSC UOCs

CUASOU306 CUASTA301 CUALGT301

Operate sound reinforcement systems Assist with production operations for live performances Operate basic lighting

E E E

E M M

20 25 25

Cluster D: Setting the Scene Observation, self –assessment, written

35 hrs Work placement 60 % Trial HSC Exam


Term 6/7 CUASTA202 CUASMT301 MEM18002B

Assist with bump in and bump out of shows Work effectively backstage during performances Use power tools or hand held operations

E E E

E E E

20 25 20

Cluster E: Behind the Scenes Observation, self –assessment, written

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total Hours 250 Units of competency from the HSC focus areas will be included in

the optional HSC examination.

61

http://training.gov.au/Training/Details/CUE30203


ULTIMO 90072 ENTERTAINMENT INDUSTRY SPECIALISATION STUDY (60 Indicative hours) ASSESSMENT SCHEDULE

Preliminary Year 2018 or HSC 2019 QUALIFICATION: CUA30415 Certificate III in Live Production and Services

Training Package: CUA Creative Arts and Culture

NESA code 1 U X 1 YR 26403 LMBR UI Code:

12CUA30415126403B


CORE

/ ELE

CTIV

E

HSC

STAT

US

HSC

INDI

CATI

VE H

rs.



Term 6/7

3 HSC UOCs

Students enrolled in the 60 hour specialisation course must also be enrolled in the 240 hour course.

No additional work placement is required.

BSBWOR301 Organise personal work priorities and development C E 20 Cluster F: The Client

Observation, Written, portfolio,

self-assessment, questioning CUAPPR304 Participate in collaborative creative projects C E 20

CUALGT304 Install and operate follow spots E E 20

NESA requires students to study a minimum of 60 hours to meet HSC requirements. Total Hours 60 No Units of Competency from the 60 hour specialisation study are examinable in the HSC exam. The HSC examination will be based on the 240 hour course only.

62

http://training.gov.au/Training/Details/CUE30203


ULTIMO 90072 HOSPITALITY- KITCHEN OPERATIONS ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: SIT20416 Certificate II in Kitchen Operations

Training Package: SIT Tourism, Travel and Hospitality V1.1

NESA course code 2 U X 2 YR 26511 LMBR code 11SIT20416126511B


CORE

/ EL

ECTI

VEHS

C ST

ATUS

HSC

Hrs

.



Term 1 9 PRELIMINARY UOCs

Evidence will be collected during Preliminary and HSC Course for the unit of competency SITHCCC011 Use cookery skills effectively

240 Indicative Hours over 2 years

40 % Prelim Yearly Exam


SITXFSA001 SITXWHS001 SITHCCC002

Use hygienic practices for food safety Participate in safe work practices Prepare and present simple dishes

C C E

M M E

10 15 20

Cluster A: Getting Ready for Work Written task/scenario, case study & observation of practical work

Term 2 SITXFSA002 SITHCCC003 BSBSUS201

Participate in safe food handling practices Prepare and present sandwiches Participate in environmentally sustainable work practices

E E E

S E E

15 10 15

Cluster B: Introduction to the Commercial Kitchen Written task, Observation of practical work

Term 3 SITHKOP001 SITHCCC001 SITXINV002

Clean kitchen premises and equipment Use food preparation equipment Maintain the quality of perishable items

C C C

S S E

10 20 5

Cluster C: Prepare and Cook Food Safely Written task, Observation of practical work

Terms 4 & 5

5 HSC UOCs 60 % Trial HSC Exam 35 hrs Work placement


SITHCCC005 SITHCCC006

Prepare dishes using basic methods of cookery Prepare appetisers and salads

C E

S E

40 25

Cluster D: Quality Meals Case study, written task & observation of practical work including temperature checks & completion of HACCP documentation. NOTE: person with THREE years’ Industry Experience must be involved in assessment.

Terms 6 & 7

SITHCCC011 BSBWOR203 SITHIND002

Use cookery skills effectively Work effectively with others Source and use information on the hospitality industry

C C E

E M M

20 15 20

Cluster E: Written task Portfolio of evidence including service periods. NOTE: person with THREE years’ Industry Experience must be involved in assessment.

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total Hours 240

Units of competency from the HSC focus areas will be included in the optional HSC examination. Yellow highlight indicates assessment requires industry experience

* Request alternative assessment schedule including SITHCCC008 Prepare vegetable, fruit, eggs and farinaceous dishes if required

63


ULTIMO 90072 INFORMATION and DIGITAL TECHNOLOGY ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: Statement of Attainment towards ICT30115 Certificate III in Information, Digital Media and Technology

Training Package: ICT Information and Communications Technology V3

NESA course code 2 U X 2 YR 27301 LMBR Course Code 11ICT30115127301B


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE


Methods of Assessment

HSC requirements - Exam estimate mark & weighting to total 100%

Term 1

6 PRELIMINARY UOCs 240 Indicative Hours over 2 years




BSBWHS304

BSBSUS401

Participate effectively in WHS communication and consultation processes Implement and monitor environmentally sustainable work practices

C

C

M

E

20

25

Cluster A: Working Safely with others Research, report and presentation

Term 2 ICTICT302 ICTSAS301

Install and optimise operating system software Run standard diagnostic tests

C C

M M

20 10

Cluster B: Systems & Software Scenario, Observation, portfolio of evidence

Term 3 ICTICT202 ICTICT203

Work and communicate effectively in an ICT environment Operate application software packages (finalise assessment)

C E

M S

25 20

Cluster C:Operate Software packages effectively Oral questioning, Written

Term 4 &

Term 5

6 HSC UOCs

ICTICT308 Use advanced features of computer applications (embedded) E S 30

Cluster D :Computer Applications Written , portfolio of evidence

60 % Trial HSC Exam


ICTWEB303 ICTICT301

Produce digital images for the web Create user documentation

E C

E E

20 20

Cluster E: Working on the Web Observation and questioning

Term 6 ICTWEB302 Build simple websites using commercial programs E S 30 Cluster F: Web Technologies Observation and Oral report

Term 7 ICTWEB201 Use social media tools for collaboration and engagement E E 15 Cluster G: Using Social Media Written report

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total hours 235 Units of competency from the HSC focus areas will be included in the optional HSC examination.

64


ULTIMO 90072 RETAIL SERVICES ASSESSMENT SCHEDULE

Preliminary Year 2018 - HSC 2019 QUALIFICATION: SIR30216 Certificate III in Retail

Training Package: SIR Release 2.0 Retail Services

NESA course code 2 U X 2 YR 26911 LMBR UI Code: 11SIR30216126911B


CORE

/ EL

ECTI

VE

HSC

STAT

US

HSC

INDI

CATI

VE


Methods of Assessment HSC requirements - Exam estimate mark & weighting to total 100%

Term 1

7 PRELIMINARY UOCs 240 Indicative Hours over 2 years



SIRXWHS002 Contribute to workplace health and safety C M 15 Cluster A: Safety Written task, online quiz and teacher observation

SIRXCOM002 SIRXIND001

Work effectively in a team Work effectively in a service environment

C C

M M

15 20

Cluster B: Working in the industry Research, self/peer assessment, simulation, presentation

Term 2 SIRXCEG003 SIRXIND002

Build customer relationships and loyalty Organise and maintain a store environment

C E

E E

20 10

Cluster C: Spotless and Loyal Written, scenario, practical

Term 3 SIRXCEG001 SIRXCEG002

Engage the customer Assist with customer difficulties

C C

M E

20 20

Cluster D: Customer Service Teacher observation, written task, portfolio of evidence

Term 4-5

7 HSC UOCs

SIRXRSK001 SIRXSLS001 SIRXSLS002

Identify and respond to security risks Sell to the retail customer Follow point of sale procedures

C C E

M M M

15 15 20

Cluster E : Sales & Security Assessment Method TBC


60 % Trial HSC Exam The final estimate exam mark will only be used as the HSC exam mark in the event of misadventure. This mark should be derived from two exams.

Term 6 SIRRMER001 SIRXPDK001

Produce visual merchandise displays Advise on products and services

E E

S S

20 20

Cluster F : Retail General Selling Assessment Method TBC

Term 7 SIRRINV001 SIRRINV002

Receive and handle retail stock Control stock

E E

E E

15 20

Cluster G: Stock Control Assessment Method TBC

NESA requires students to study a minimum of 240 hours to meet Preliminary and HSC requirements. Total hours 245 Units of competency from the HSC focus areas will be included in

the optional HSC examination.

65

66

Appendix 1 Blackwattle Bay Campus Assessment Task Cover Sheet

Please attach this signed cover sheet to every assessment task you submit

Surname: Given Name:

NESA Number: Subject:

Task Title: Teacher:

Due Date: Date Submitted:

ALL MY OWN WORK

1. Acknowledgement of Sources by compiling a bibliography

One of the most important elements of good practice involves careful acknowledgement of the ideas of others used in your response. This acknowledgement should occur in your answer at the point where you use another’s ideas(e.g. Jones, 2007 p 92 author’s surname, date of publication, page) and in the bibliography at the conclusion of your response.

2. Avoiding Plagiarism

Plagiarism involves using the work of another person and presenting it as your own. These are some ways you would be plagiarising, unless you have clearly acknowledged your source:

Copying out part(s) of any document from any source, including ten internet Using someone else’s ideas or conclusions, even if you have put them in your own words, and Copying out or taking ideas from the work of another student/tutor/other source, even if you

have reworded some parts

DECLARATION

I have read and understood the All My Own Work statements above. I certify that this task is entirely my own work and that I have fully referenced all my sources. Student

Signature/Confirmation…………………………………………… Date ………………………………

67

Appendix 2 Year 11 2018 Illness or Misadventure Application Form

NESA Illness/Misadventure program assist students who:

• Are prevented from attending and examination(including practical) or submitting a task due to illness orunforeseen misadventure, or

• Consider their performance in an examination or task has been affected by illness or misadventureimmediately before or during the examination

This form must be submitted to the appropriate Head Teacher immediately on your return to school OR Ms Cuke Deputy Principal in the case of Preliminary Examinations

Student name__________________________________

Year /Class___________________________________

Teacher_______________________________________

Date of submission of this form_____________________

Are you seeking special consideration for (Circle)

(a) illness (b) misadventure (c) genuine Extension

(Attach all necessary medical and other certificates / documents/letters)

Course Task No./Type

Due Date Details: Describe how illness or unforeseen misadventure affected your performance or prevented your attendance on day of task

Student’s signature___________________ Parent/caregiver’s signature_______________

___________________________________________________________________________________________

Executive Use Only

Decision______________________________________________________________

Date due_______________________ Signature_____________________________

HT to enter on Sentralsubmission and outcome of application HT to forward this document with outcome to Jan Cuke

DP Assessment to enter outcome on Academy for Formal Exams

68

Appendix 3

SYDNEY SECONDARY COLLEGE BLACKWATTLE BAY CAMPUS GENERAL EXAMINATION PROCEDURES FOR 2018

1. Check your personalised exam timetable carefully. Ensure you transfer these dates to your e calendar anddiary. You need to arrive 20 minutes before the start of an exam.

2. Misreading the dates & times of any exam is not an excuse and NO exam will be re scheduled.

3. If you are absent from an exam, you must notify the school before 8.30 am on the morning of the exam. Incase of sickness or misadventure you must bring a doctor’s certificate on the day that you return, show it tothe Ms Cuke Deputy Principal and collect a misadventure form. If appropriate your exam will be rescheduledwithin the exam period.

4. Misreading of examination instructions is not an excuse and an Illness Misadventure form cannot besubmitted

5. All students must show their School ID cards as they enter the exam room. Students will be directed to findtheir desks which will be arranged in alpha order. ID cards must be placed on the examination table for theduration of the exam. An attendance slip will be placed on your table and is to be signed at the start of eachexam. Your NESA number is to be written on all writing booklets. Your name is not to be recorded on anywriting booklets.

6. You must remove watches and place them in clear view on the examination table. You can bring water intothe exam room in a clear bottle.

7. No student is to leave the examination room until the examination is officially ended.

8. Full school uniform is to be worn at all examinations. Students out of uniform may be sent home to change.No student is to wear a hat or a hood during the exam.

9. You must be prepared for each exam with your own equipment; you are not allowed to borrow during anexam. Bring your pens, pencils, and rulers in a clear pencil case or a clear plastic sleeve. You are not allowed toborrow equipment during examinations. Only NESA approved calculators can be used, these will be checkedbefore examinations commence by staff. NESA suggests you use a BLACK PEN

10. What you cannot bring into your examination room

• A mobile phone. Mobile phones are not permitted in an examination room under any circumstances.• A programmable watch, eg an Apple Watch.• Any electronic device (except a calculator where permitted). This includes mobile phones or other

communication devices, organisers, tablets (eg iPads, etc), music players or electronic dictionaries.• Paper or any printed or written material (including your examination timetable).• Dictionaries, except where permitted in language examinations.• Correction fluid.

11. Students risk cancellation of their examination paper if there is a breach of any of these rules or where thestudent engages in any form of malpractice. The Principal is the final arbitrator in these situations

69

Appendix 4 THE 2018 YEAR 11 ACADEMIC YEAR

2018 2018 2018 TERM 1 TERM 2 TERM 3

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5

WEEK 6

WEEK 7

WEEK 8 Assessment Free Week

WEEK 9 Final Year 11 Exams

WEEK 10 Final Year 11 Exams

WEEK 11

70

Appendix 5 NESA GLOSSARY OF KEY WORDS

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, and employ in a particular situation

Appreciate Make a judgment about the value of

Assess Make a judgment of value, quality, outcomes, results or size

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 conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from; to note differences

Evaluate Make a judgment based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationship between things evident; provide why and/or how

Extract Choose relevant and /or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

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) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reason in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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