v Preliminary Assessment Handbook 2014 · Preliminary Assessment ... portfolios, practical ... The learning process includes students preparing themselves as well as possible for

i

INFORMATION FOR STUDENTS & PARENTS

St Mark’s Coptic Orthodox College

11

Preliminary Assessment

Handbook 2014

v

T O L I V E I S C H R I S T

Saint Mark’s Coptic Orthodox College

i

Table of Contents

College Structure ....................................................................................... 3

Introduction ................................................................................................ 3

Supplementary Information ........................................................................ 3

Co-Curricular Activity ................................................................................. 4

Assessment Tasks ..................................................................................... 4

Assessment Mark versus Examination Mark ............................................. 5

How the HSC mark is calculated ..................................................... 5

Assessment mark ........................................................................... 5

Examination mark ........................................................................... 5

Submitting Assessment Tasks ................................................................... 6

Sickness, Emergency or Misadventure ..................................................... 6

Extensions ................................................................................................. 7

Assessment Information ............................................................................ 7

Late Submission ........................................................................................ 8

Alleged Malpractice in Assessment Tasks or Examinations ...................... 8

Grievance & Appeals ................................................................................. 9

Appeals Process against HSC Assessment Rankings ............................ 10

Student Responsibilities .......................................................................... 11

School’s Responsibilities ......................................................................... 11

Preliminary Assessment Schedules 2014 ........................................... 13

Coptic Orthodox Studies ............................................................... 14

Coptic Orthodoxy .......................................................................... 16

English Advanced ......................................................................... 18

English Standard ........................................................................... 20

English Extension 1....................................................................... 22

General Mathematics .................................................................... 24

Mathematics .................................................................................. 26

Mathematics Extension 1 .............................................................. 28

Biology .......................................................................................... 30

Chemistry ...................................................................................... 32

Physics .......................................................................................... 34

Business Studies .......................................................................... 36

Economics .................................................................................... 38

Modern History .............................................................................. 40

Legal Studies ................................................................................ 42

Studies of Religion I ...................................................................... 44

Studies of Religion II ..................................................................... 46

Visual Arts ..................................................................................... 48

Personal Development, Health & Physical Education ................... 50

Music 1 .......................................................................................... 52

Preliminary Assessment Timeline 2012 ............................................... 54

TERM 1 (2014) ............................................................................. 55

TERM 2 (2014) ............................................................................. 56

TERM 3 (2014) ............................................................................. 57

Appendix .................................................................................................. 58

Notification of Change of Course .................................................. 61

Extension Request for HSC Course Assessment Task ................ 62

ASSESSMENT APPEAL FORM ................................................... 63

Independent Evidence of Illness/Misadventure ............................. 64

A Guide to Writing Bibliographies Based on The Harvard Style .... 65

A Glossary of Key Terms .............................................................. 69

3

College Structure

Head of College Mr J Rekouniotis

Deputy Head of College Mr F David

Head of Curriculum Mr G Chahrozian

Head of Faculties Coptic Orthodox Studies Father Shenouda Mansour

English Mrs F Vaitsas

Mathematics Mr W Michael

Science Mr G Chahrozian

HSIE Mr J Jacob

TAS Mr Z Talevski

PDHPE Mr D Helene

Music / Visual Art Mrs H Ibrahim

Introduction

This Assessment Handbook provides students with information about the procedures relating to Higher School Certificate Assessment. Information relating to the assessment tasks for each subject has also been included.

Please note that all dates provided in the Assessment Schedules are subject to change.

Students and parents are advised to read the booklet closely and keep it for reference.

For the award of a Higher School Certificate, the Board of Studies requires that internal assessment is undertaken in courses.

Supplementary Information

Students are encouraged to study more than the basic 10 Units in Year 12, as it is in their best interest to have a security blanket/safety net in case they under-perform in a course. This will still secure the possibility of them maximising their ATAR and maintaining their strategy to gain a place in the course of their choice at Tertiary Level. Students at prestigious schools undertake this strategy and nearly 30% of all candidates that sit for the HSC undertake and complete more than 10 Units for the HSC.

4

Co-Curricular Activity

Another focus is to maximse a student’s chances of gaining a place at Tertiary Level. This can be achieved by incorporating an extensive set of experiences that complement the academic studies. These are all available through the College’s co-curricular program.

Examples: o Debating, Photography, Art Club, Duke of Edinburgh, Public Speaking etc

Assessment Tasks

Assessment is a process of gathering information about student achievement at various stages in the HSC courses. Schools use a variety of assessment tasks to assess performance across a range of syllabus outcomes. The nature of tasks vary within and across courses – they include assignments, fieldwork and reports, oral presentations, tests and exams, portfolios, practical investigations, long term pieces of work and performances. Each task in a course is given a weighting (percentage of the total), based on syllabus requirements. Most courses have between three and five assessment tasks and for many the Semester Two Examination has the greatest weighting.

A student’s final assessment mark in a course is derived from the assessment tasks. It is a numerical measure of what a student knows, understands and can do in that course. Assessment is standards referenced – achievement is assessed against the standards specified in a course.

Generally, the specific details of each assessment task are given to students in writing two weeks before the task is due. Students will also be provided with the marking criteria.

The learning process includes students preparing themselves as well as possible for all aspects of assessment.

If students return to school after an absence, they should check with teachers to see whether an assessment task was issued.

It is advisable to keep all assessment information including calendars prominently displayed in a home study area.

In some instances, assessment tasks may be prepared on a computer and printed for submission. Unfortunately, technology and particularly printers can break down at the most inconvenient time.

Faulty equipment is not an acceptable excuse for late submission.

This also applies to printing (ink and toner shortages) as facilities are available via the school library network for printing hardcopies of assessments. Students should make regular backup copies of files, print their working drafts and keep drafts in order to support their work in case of late final submission.

As with all assessment and homework dilemmas, students should consult with the class teacher in the first instance. Any foreseeable problems should be addressed as soon as possible.

5

Assessment Mark versus Examination Mark

How the HSC mark is calculated

The HSC mark is a 50:50 combination of a student’s examination mark and school-based assessment mark for each course.

Assessment mark

School-based assessment tasks measure performance in a wider range of course outcomes that can be tested in the final HSC examination. Students are required to complete a number of assessment tasks for their courses. This may include tests, written or oral assignments, practical activities, fieldwork and projects. Schools submit an HSC assessment mark for every student in every course. The Board puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

Examination mark

The examination mark for each course shows the student's performance in the HSC examination ONLY for that particular course, which was set and marked by the Board of Studies NSW. The examination consists of a written paper and, for some courses, speaking and listening examinations, practical examinations, or major works that are submitted for external marking. Each student's achievement is assessed and reported against set standards of performance.

A unique part of the standards approach is a special procedure called 'judging'. Judging means a student’s raw exam marks can be matched to the standards and the reporting scale used by the Board. It means a student is rewarded for their performance with the mark they deserve, no matter how many other people performed at a similar, higher, or lower level.

6

Submitting Assessment Tasks

Assignment-type tasks must be handed personally to your class teacher at the beginning of the appropriate subject period on the specified day. If no period for the subject is timetabled for that day, the task must be given to your teacher, or in the case of his or her absence, to the relevant Head of Department before the first period on the specified day.

An assessment task submitted later on the day than the timetabled period for that subject will be regarded as one day late and will attract a penalty. It is your responsibility to submit an assessment task on time.

The use of e-mail or fax as a means of submitting tasks is not acceptable. The College accepts no responsibility for the loss of tasks submitted electronically. Tasks submitted electronically will not be accepted and as such will incur late submission penalties until it is submitted personally to the class teacher. In exceptional circumstances a subject teacher may negotiate with individual students or parents for a task to be submitted electronically.

Sickness, Emergency or Misadventure

In all such cases a telephone call on the day of your absence to your Head of Faculty is needed. If the assessment task can be delivered to the class teacher on time by a parent or other person acting on your behalf, that too is appropriate and helpful.

If it is not possible to submit an assessment task on the set date due to illness, students are to present the task, along with a Medical Certificate (See Page 64 for form to complete) and a parent or guardian note on the first day of their return to school. All three items should be presented to the course teacher before the first period. The items should then be presented to the appropriate Head of Department and the Head of Curriculum.

Students absent on the day of an in-class assessment task or examination are to see the Head of Faculty before the first period. A Medical Certificate (See Page 64 for form to complete) and a parent note are to be presented to them. Students may be given a substitute task or asked to sit the missed assessment.

There will be no penalty imposed if the above procedure is followed. To arrive at school with no Medical Certificate the first day back from illness may result in a zero mark.

Students suffering from an illness of more than one or two days or with a serious problem affecting their ability to submit an assessment task on time should apply to the Head of Faculty for an extension. The appropriate form is available at the back of this booklet. Students experiencing a prolonged absence must maintain contact with the Head of Faculty in order to follow the relevant school procedures.

Students with approved leave during assessment tasks must make alternate arrangements with your teacher and the Head of Department. Unapproved leave during assessment tasks will result in a mark of zero.

Students who are absent for either part or the whole of the day before an assessment is due, whether it is a submitted task or an examination, are to bring in a medical certificate (see Page 64 for form to complete) along with a parent or guardian note explaining their absence. Failure to do this may result in a zero mark being awarded.

Students must attend school daily for their lessons, or it may jeopardise their chances of fulfilling the required hours in a course which may lead to an ‘N’ grade.

7

Extensions

Extensions will only be granted by a Head of Faculty in the most exceptional circumstances, and should not be assumed by students. Should a student wish to seek an extension for an Assessment Task, they must apply in advance, at least a week before the task is due, to the Head of the Faculty involved. A form is available for this purpose and is found on Page 62. The Head of the Faculty will deal promptly with the application and advise the outcome. Late applications for an extension will only be considered if special circumstances exist. Grounds for extension may be:

1. Illness or valid injury (Doctor’s Certificate and Illness/Misadventure Form must be provided)

2. Severe family disruption

3. Student involvement in an official school function

4. Other (at the discretion of the Head of College)

Assessment Information

The date of an assessment task can be changed if school circumstances make it advisable. In such cases students will be given reasonable written notice (usually at least two weeks), of the alteration. The three key principles in this procedure will be that:

a) the date will not generally be made earlier than that originally advised.

b) the weighting of the Task in the overall Assessment Schedule will not generally be varied.

c) every consideration will be given to ensure that students do not suffer disadvantage.

Students are awarded a mark for each assessment task. The final assessment mark, as submitted to the Board, must not be given to students. A student’s mark for any task is confidential. It is not given to other students. Students receive information about their ranks for most tasks. A student’s overall (cumulative) rank in a subject is available from their teacher at any time. The cumulative ranks in courses are included on the Semester One and Semester Two Reports.

8

Late Submission

A penalty will apply for any late submission of an assessment task not covered in the above. Students will lose 10% of the mark normally awarded for every day late (for example, the loss of 40% of the mark awarded if a student submits work 4 days late). In this context, “day” means calendar day; for example, a piece of work due on a Friday and submitted on the following Monday is three days late. In most instances, parents will be notified of penalties incurred due to the late submission of work. A student will have a zero recorded for work submitted 10 or more days late.

Students are expected to submit all assessment tasks, even in cases where a zero mark will be recorded. Students must complete HSC assessment tasks that contribute in excess of 50% of the available marks in a course. Consistent failure to submit assessment tasks could result in failure to satisfy Board requirements and a subsequent “N” (Non-completion) determination for the course.

An N-determination in one course may place a student’s HSC and ATAR at risk. Students at risk of receiving an N-determination will be sent a warning letter from the Head of Department. Students failing to respond to warning letters will need to attend an interview with their parents/guardians and the Head of Curriculum or Head of College. All students who receive an “N” determination for a course will be informed of the consequences, their right to appeal (a School Review or Board of Studies appeal) and the relevant procedures.

Alleged Malpractice in Assessment Tasks or Examinations

The NSW Board of Studies defines malpractice, or cheating, as “dishonest behaviour by a student that gives them an unfair advantage over others”. Any form of dishonesty in completing an assessment task, such as cheating, assisting someone to cheat or plagiarising (using other people’s work without acknowledgement) will result in no marks being recorded.

Plagiarism is the presenting of the words and ideas of others as if they were your own. It includes copying sections from books, articles (and other print material), CD ROMs & websites (and other electronic material), without indicating a quotation and acknowledging the author. Paraphrasing (changing a passage into your own words) is also plagiarism when the author of the original works is not acknowledged. Copying from other students and presenting it as your own is also plagiarism. A guide on how to reference material is provided in this booklet.

When sitting for examination type assessment tasks, students must attend all other classes on this day, prior to the task. For example, if a task is on Period 4, students must attend their Period 1 – 3 classes as normal. Students arriving to school just to sit for an exam, without a genuine medical certificate (see Page 64 for form to complete) and reason, will be deemed to have truanted class and may receive a zero mark, as will students who are at school but do not attend their lessons.

9

Grievance & Appeals

Concerns may arise from time to time about aspects of a course. It may be about resources, facilities, another person, an assessment task or an assessment result. A grievance is any type of problem, and may be about an act, omission, situation or decision, you feel is unfair, discriminatory or unjustified. Students have 2 school days which includes the day they receive a task back in which to lodge an Assessment Appeal Form (Refer to Page 63) if they are unhappy about their result. Any requests made after this will not be accepted.

The following procedure should be followed:

(a) Try to clarify the situation with the class teacher involved.

(b) If the situation is unresolved, then you are to see the Head of Curriculum for an Assessment Appeal Form.

(c) Complete the form and return it to the Head of Curriculum.

(d) The Head of Curriculum, together with the Head of Department concerned will hold a meeting with you. Notes will generally be taken and agreed to at the end of the meeting.

(e) If a satisfactory resolution cannot be achieved, then the Head of College must be contacted in bringing about a resolution. All procedures are consistent with the Board of Studies requirements.

10

Procedures for Appeals Process against HSC Assessment

Rankings

The College has the following procedures in place for student appeals against their HSC Assessment Rankings:

(i) After the final HSC examination, a student can obtain their rank order for assessment in each course via Students Online. If a student feels that their placement in any course is not correct, they should firstly talk to their subject teacher and may see the Head of Curriculum for a School review of their rank order.

(ii) There is no provision for a review of the marks received for individual assessment tasks. Reviews are limited to the assessment process. The only matters that the College will consider are whether or not:

(a) the weightings specified by the College in its assessment program conform with the Board’s requirements as detailed in the relevant syllabus;

(b) the procedures used by the College for determining the final assessment mark comply with the stated assessment program;

(c) computational or other clerical errors have been made in the determination of the assessment mark.

(iii) If a student wishes to apply for a review they must do so by the date specified by the Board of Studies. The College will advise in writing to the student and parent the outcome of its School review made by a panel consisting of the Head of Department, Head of Curriculum and Head of College, and will advise the Board of Studies of any changes to assessment marks.

(iv) If a student is dissatisfied with the outcome of the School review, they are to advise the Head of College that they wish an appeal to be sent to the Board of Studies. The Head of Curriculum will arrange and explain to the student the required paperwork associated with this appeal. The Board of Studies conducts the review of the student appeal and notifies both the student and Head of College of the decision.

(v) If the student makes no appeal to the Board of Studies, all documentation is kept at the College and no further action is taken.

11

Student Responsibilities

Each student has the responsibility to:

1. Understand the Board of Studies course requirements and procedures for each course of study.

2. Be familiar with and fulfil the requirements of the School Assessment Policy as set out in this handbook.

3. Attend school, be aware of due dates for assessment tasks and complete tasks on time.

4. Provide written evidence (eg. Doctor’s Certificate) of reason for absence from or late submission of formal assessment tasks.

5. Plan a study timetable that gives careful consideration to the requirements of assessment tasks in their overall pattern of study.

6. Seek help and advice from the teaching staff.

7. Be present to do all in-school assessment tasks. This means being present all day on the day a task is due.

8. Be on time for all assessment tasks.

9. Keep a personal record of the results of assessment tasks.

10. Apply himself/herself to the best of his/her ability to all coursework whether it is an assessment task, class work or homework.

11. Attend school daily and fulfill Board of Studies requirements pertaining to hours studied per course.

School’s Responsibilities

1. Set tasks that will be used to measure performance in each component of the course.

2. Specify the relative value of each of these tasks.

3. Inform students in writing of the nature, timing, mark value and weighting of each task.

4. Provide feedback to students on their performance and on what they must do to improve.

5. Develop a policy for valid absences.

6. Keep records of students’ performance in each task.

7. Consider appeals after each task.

12

13

Preliminary Assessment Schedules

2013-2014

Note: Dates that appear in the schedules are subject to change. Please refer to ‘Assessment Information’ on page 7 for further clarification.

Preliminary Assessment Schedules 2014

14

Coptic Orthodox Studies

Preliminary Course Outcomes

A student develops the skills to:

Outcome Description

1.1 Identify the beliefs and practices of various faiths, including the major Christian denominations.

1.2 Appreciate what Christians share in common, and the importance of the Ecumenical movement.

1.3 Compare and contrast beliefs and practices amongst religions.

1.4 Understand, deepen and strengthen his/her own faith through this knowledge and comparison.

2.1 Identify and understand important issues relating to life relationships.

2.2 Develop practical life skills that will help them to have successful, fulfilling and beneficial life relationships.

2.3 Outline the Church’s teaching on various relationship issues and the Biblical and moral principles underlying these teachings.

2.4 Relate the concepts, symbolism and meanings behind the Coptic Orthodox Marriage Rite and ceremony to their application in day to day life.

15

Task 1 Task 2 Task 3 Weighting

Semester

One

Examination

Research/Oral

Presentation

Semester

Two

Examination

Term 1, Week

10 & 11, 2014Term 2 Week 7,

Term 3, Wk

5 - 7, 2014

Knowledge and understanding of course

content 15 5 15 35

Source-based skills 10 10 20

Investigation and research 10 10

Communication of information, ideas and

issues in appropriate forms 10 15 10 35

Marks 35 30 35 100

Coptic Orthodox

Studies11A

rea o

f

Assessm

en

t

Internal Assessment

Syllabus Outcomes

16

Coptic Orthodoxy


A student develops the skills to:

Outcome Description

1 Students learn about the nature of the three Synoptic Gospels and their themes.

2 Students learn about the Theological Gospel of John and its Christological emphasis

3 Students learn about the parables and miracles of Christ across the Gospels and what they say about the person of Christ.

4 Students learn to research and read in depth theological articles.

5 Students learn about the place of the Church and its institution in the Person of Christ in the Gospels

6 Students learn about the Acts, the Epistles of Paul and the Catholic Epistles as the earliest directive Christian writings.

7 Students explore the Orthodox understanding of the Apocalypse of John.

8 Students learn about the many personalities of the Christian world such as: The Apostolic Fathers, Origen, Ireneaus, Anthony, Athanasius, Macarius, Shenouda and Pachomius, the Cappadocian Fathers and Cyril the Great.

9 Students explore the entirity of the Scriptures and the notion that Christ is the completion of the Law, the Psalms and the Prophets.

10 Students explore the Chapters of Isaiah on the suffering Servant and the prophetic images and prefigurements of Christ in the Old Testament.

11 Students learn about the person of the Virgin Mary and her place in the Plan of Salvation.

12 Students explore the notion of suffering and violence in the Old testament.

13 Students explore the Liturgical and Festal Calendar of the Church and the importance of the feasts of the Lord as manifestations of the different acts of Salvation in the very life of the Church.

14 Students learn about the specific rituals of the Coptic Church and how they call upon the Holy Spirit to Manifest the saving works of Christ in the Church.

17

18

English Advanced


Assessment Outcome Descriptors

Outcome Description

1 A student describes and explains the relationships between composer, responder, text and context in particular texts.

2 A student describes and explains relationships among texts.

3 A student develops language relevant to the study of English.

4 A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses.

5 A student demonstrates an understanding of the ways various textual forms, technologies and their media of production affect meaning.

6 A student engages with a wide range of texts to develop a considered and informed personal response.

7 A student selects appropriate language forms and features, and structures to explore and express ideas and values.

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

9 A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10 A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

11 A student draws upon the imagination to transform experience into text.

12 A student reflects on own processes of responding and composing.

12A Advanced only A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts.

13 A student reflects on own processes of learning.

19

20

English Standard



Outcome Description

1 A student demonstrates understanding of the relationships between composer, responder, text and context.

2 A student identifies and describes relationships among texts.

3 A student develops language relevant to the study of English.

4 A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.

5 A student describes the ways different technologies and media of production affect the language and structure of particular texts.

6 A student engages with a wide range of texts to develop a considered and informed personal response.

7 A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.

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

9 A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10 A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.

11 A student draws upon the imagination to transform experience into text.

12 A student reflects on own processes of responding and composing.

13 A student reflects on own processes of learning.

21

22

English Extension 1



Outcome Description

P1 A student understands how and why texts are valued in and appropriated into a range of contexts.

P2 A student develops skills in independent investigation, involving particular texts and their manifestations in various forms, and within particular cultural contexts.

P3 A student develops skills in extended composition in a range of modes and media for different audiences and purposes.

23

24

General Mathematics


A student develops the skill to:

Outcome Description

P1 develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation.

P2 applies mathematical knowledge and skills to solving problems within familiar contexts.

P3 develops rules to represent patterns arising from numerical and other sources.

P4 represents information in symbolic, graphical and tabular forms.

P5 represents the relationships between changing quantities in algebraic and graphical form.

P6 performs calculations in relation to two- dimensional and three- dimensional figures.

P7 determines the degree of accuracy of measurements and calculations.

P8 models financial situations using appropriate tools.

P9 determines an appropriate form of organisation and representation of collected data.

P10 performs simple calculations in relation to the likelihood of familiar events.

P11 justifies his/ her response to a given problem using appropriate mathematical terminology.

25

Task 1 Task 2 Task 3 Task 4 Weighting

General

MathematicsWritten Assess.

Semester 1

ExaminationWritten Assess.

Semester Two

Examination

Internal Assessment

Term1

Monday

3/02/2014

Term 1,

Wk 10 & 11

2014

Term 2

Monday

02/06/2014

Term 3,

Wk 6 & 7

2014

Syllabus Outcomes

FM1, AM1, MM1:

MGP1, MGP2,

MGP3, MGP4,

MGP5 MGP6,

MGP9, MGP10

FM1-2, AM1,

MM1-2-3,DS1-2

PB1: MGP1,

MGP2, MGP3,

MGP4, MGP5

MGP6,MGP7,

MGP9, MGP10

FM1-2-3, AM1,

MM1-2-3,DS1-2-

3, PB1: MGP1,

MGP2, MGP3,

MGP4, MGP5

MGP6,MGP7,

MGP9, MGP10

FM1-2-3, AM1-2,

MM1-2-3,DS1-2-

3, PB1 , FSD1-2-

3, FSC01-2:

MGP1, MGP2,

MGP3, MGP4,

MGP5

MGP6,MGP7,

MGP8, MGP9,

MGP10

Knowledge and Understanding of course content 10 10 10 20 50

Applications 10 10 10 20 50

Content

Earning Money

ch1 Measurement

ch2

Algebraic

Manipulation ch3

Previous

Statistics ch4

Area & Volume

ch5

Investing Money

ch6

Statistics ch 7

Probability ch8

Similarity 9

Previous topics

Taxation ch10

Summary of Stats

ch11

Previous topics

Linear

relationships

ch12

Mathematics &

Driving ch13

Mathematics &

Communication

ch14

Marks 20 20 20 40 100

26

Mathematics



Outcome Description

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities.

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques.

P5 understands the concept of a function and the relationship between a function and its graph.

P6 relates the derivative of a function to the slope of its graph.

P7 determines the derivative of a function through routine application of the rules of differentiation

P8 understands and uses the language and notation of calculus

27


11 MathematicsWritten

Assessment

Semester 1

Examination

Written

Assessment

Semester Two

Examination

Internal AssessmentTerm1

Monday

3/02/2014

Term 1,

Wk 10 & 11

2014

Term 2

Monday

02/06/2014

Term 3, Wk 6

& 7

2014

Syllabus Outcomes

P1, P2, P3,

P4 P1, P2, P3,P4 P1, P2, P3, P4, P5P1, P2, P3, P4, P5, P6, P7,

P8

Content

Basic Arithmetic,

Algebra, Surds,

Equations and

Plane Geometry.

Linear Function

Previous Topics

+

Trigonometry

Real Functions

Previous Topics

+

Quad. Functions

Parabola &

locus

Introductory

Calculus

Previous topics +

Series & Sequence

Applications of

calculus

Knowledge, understanding and skills 10 10 10 20 50

Reasoning, interpretative, explanatory and

communicative abilities10 10 10 20 50

Marks 20 20 20 40 100

Co

mp

on

en

ts

28

Mathematics Extension 1



Outcome Description

PE1 appreciates the role of mathematics in the solution of practical problems

PE2 uses multi-step deductive reasoning in a variety of contexts

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas.

PE5 determines derivatives which require the application of more than one rule of differentiation

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

29


11Mathematics

Extension 1Written Assessment

Semester 1

ExaminationWritten Assessment

Semester Two

Examination

Internal AssessmentTerm1

Wednesday

12/02/2014

Term 1, Wk 10 &

11

2014

Term 2

Wednesday

11/06/2014

Term 3, Wk 6 & 7

2014

Syllabus Outcomes PE1,PE2, PE3, PE6PE1, PE2, PE3,

PE6

PE1, PE2, PE3,

PE4, PE6

PE1, PE2, PE3, PE4,

PE5, PE6

Content

* Basic Arithmetic

* Algebra , Further

Algebra Surds

* Equations,

Inequations & 3U

Inequalities

* Plane Geometry

* Circle Geometry

* Linear Functions

Previous Topics &

* Real functions,

graphs & regions.

Trig. & Further

Trigonometry.

* 3D’s Trig.

* Angle between

two lines.

* Dividing a line in

a given ratio.

* Quad. Functions.

* Locus &

Parabola

Previous Topics &

*Introductory

Calculus.

* Parametric

Equations.

* Perm. & Comb

* Angle between

two lines / curves.

Previous Topics &

* Polynomials

* Series & Sequences

* Inductions

Knowledge, understanding and

skills10 10 10 20 50

Reasoning, interpretative,

explanatory and communicative

abilities

10 10 10 20 50

Marks 20 20 20 40 100

Co

mp

on

en

ts

30

Biology



Outcome Description

P1 outlines the historical development of major biological principles, concepts and ideas

P2 applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in biology

P3 assesses the impact of particular technological advances on understanding in biology

P4 describes applications of biology which affect society or the environment

P5 describes the scientific principles employed in particular areas of biological research

P6 explains how cell ultrastructure and the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms

P7 describes the range of organisms in terms of specialisation for a habitat

P8 analyses the interrelationships of organisms within the ecosystem

P9 explains how processes of reproduction ensure continuity of species

P10 identifies and describes the evidence for evolution

P11 identifies and implements improvements to investigation plans

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology

P14 draws valid conclusions from gathered data and information

P15 implements strategies to work effectively as an individual or as a team member

P16 demonstrates positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

31

Task 1 Task 3 Task 2 Task 4 Task 5 Weighting

11 Biology Open-Ended

Investigation

Semester 1

ExaminationData Processing Research Project

Semester 2

Examination

Internal Assessment T1, Wk 8

2014

T1, Wk 10/11

2014

T2, Wk 3

2014

T3, Wk 3

2014

T3, Wk 7/8

2014

Syllabus Outcomes

P4, P5, P6, P7, P8

P9, P10, P11, P12,

P13, P14, P15, P16

P2, P3, P6, P7, P8

P9, P10, P11, P12,

P13, P14, P15, P16

P1, P2, P6, P7, P8

P9, P10, P11, P12,

P13, P14, P15, P16

P1, P2, P3, P4, P5,

P6, P7, P8 P9, P10,

P11, P12, P13, P14,

P15, P16

P1, P2, P3, P4, P5,

P6, P7, P8 P9, P10,

P11, P12, P13, P14,

P15, P16

Patterns in Nature 8.2 20 10 4 4 5 43

Local Ecosystem 8.3 10 6 11 7 34

Life on Earth 8.4 5 9 14

Evolution of Australian Biota 8.5 9 9

Marks 20 20 10 20 30 100

Are

a o

f

Assessm

en

t

32

Chemistry



Outcome Description

P1 outlines the historical development of major principles, concepts and ideas in chemistry

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry

P3 assesses the impact of particular technological advances on understanding in chemistry

P4 describes applications of chemistry which affect society or the environment

P5 describes the scientific principles employed in particular areas of research in chemistry

P6 explains trends and relationships between elements in terms of atomic structure and bonding

P7 describes chemical changes in terms of energy inputs and outputs

P8 describes factors that influence the type and rate of chemical reactions

P9 relates the uses of carbon to the unique nature of carbon chemistry

P10 applies simple stoichiometric relationships



P13 identifies appropriate terminology and reporting styles to communicate information and understanding


P15 implements strategies to work effectively as an individual or as a member of a team

P16 demonstrates positive values about, and attitude towards, both the living and nonliving components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

33


11 Chemistry Research ProjectSemester 1

Examination

Data

Processing

Open-Ended

Investigation

Semester Two

Examination


2014

T1, Wk 10/11

2014

T2, Wk 4

2013

T3, Wk 3

2014

T3, Wk 7/8

2014

Syllabus Outcomes

P2, P4, P6, P7, P9,

P10, P11, P12, P13,

P14, P15

P1, P2, P4, P6, P7,

P9, P10, P11, P12,

P13, P14, P15

P1, P2, P4, P6, P7,

P9, P10, P11, P12,

P13, P14, P15

P1, P2, P4, P6, P7,

P9, P10, P11, P12,

P13, P14, P15

P1, P2, P4, P6, P7,

P9, P10, P11, P12,

P13, P14, P15

The Chemical Earth 8.2 20 5 4 5 5 39

Metals 8.3 15 6 7 7 35

Water 8.4 8 9 17

Energy 8.5 9 9

Marks 20 20 10 20 30 100

Are

a o

f

Assessm

en

t

34

Physics



Outcome Description

P1 outlines the historical development of major principles, concepts and ideas in physics

P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physics

P3 assesses the impact of particular technological advances on understanding in physics

P4 describes applications of physics which affect society or the environment

P5 describes the scientific principles employed in particular areas of research in physics

P6 describes the forces acting on an object which causes changes in its motion

P7 describes the effects of energy transfers and energy transformations

P8 explains wave motions in terms of energy sources and the oscillations produced

P9 describes the relationship between force and potential energy in fields

P10 describes theories and models in relation to the origins of matter and relates these to the forces involved



P13 identifies appropriate terminology and reporting styles to communicate information and understanding in physics


P15 implements strategies to work effectively as an individual or as a member of a team

P16 demonstrates positive values about, and attitude towards, both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

35


11 Physics Data ProcessingSemester One

Examination

Practical

ExaminationResearch Project

Semester Two

Examination


2014

T1, Wk 10/11

2014

T2, Wk 3

2014

Term 4, Wk 2

2014

Term 4, Wk 7/8

2014

Syllabus Outcomes

P1, P2, P6, P7, P8

P9, P10, P11, P12,

P13, P14, P15, P16

P1, P2, P3, P4, P5,

P6, P7, P8 P9, P10,

P11, P12, P13, P14,

P15

P1, P2, P3, P4, P5,

P6, P7, P8 P9, P10,

P11, P12, P13, P14,

P15

P1, P2, P3, P4, P5,

P6, P7, P8 P9, P10,

P11, P12, P13, P14,

P15, P16

P1, P2, P3, P4, P5,

P6, P7, P8 P9, P10,

P11, P12, P13, P14,

P15, P16

Moving About 8.4 6 20 7 33

Electrical Energy in the Home 8.3 7 7 14

The Cosmic Engine 8.5 13 7 20

The World Communicates 8.2 10 14 9 33

Marks 10 20 20 20 30 100

Are

a o

f

Assessm

en

t

36

Business Studies



Outcome Description

P1 discusses the nature of business, its role in society and types of business structure

P2 explains the internal and external influences on businesses

P3 describes the factors contributing to the success or failure of small to medium enterprises

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations

37


Syllabus

Summary

Oral

Presentation:

Nature of

Business

Semester

One

Examination

Business

Planning:

Business

Plan

Semester

Two

Examination

Term 1 - 3,

2014

Term 1, Wk 3

Tue 11th Feb

2014

Term 1, Week

10 & 11, 2014

Term 2, Wk 5,

Tue 27th May

2014

Term 3, Wk

5 - 7, 2014

P1, P2, P6

P7, P9

P1, P2, P3,

P4, P6 P7,

P8, P9

P1, P2, P3,

P4 P5, P6,

P8, P10

P1, P2, P3,

P4, P6, P8,

P9, P10

P1, P2, P3,

P4 P5, P6,

P8, P10

Knowledge and understanding of course content 5 5 10 5 15 40

Stimulus-based skills 5 5 5 5 20

Inquiry and research 5 5 5 5 20

Communication of business information, ideas and

issues in appropriate forms5 5 5 5 20

Marks 15 15 20 20 30 100

11 Business Studies

Are

a o

f

Assessm

en

t

Syllabus Outcomes

Internal Assessment

38

Economics



Outcome Description

P1 demonstrates understanding of economic terms, concepts and relationships

P2 explains the economic role of individuals, firms and government in an economy

P3 describes, explains and evaluates the role and operation of markets

P4 compares and contrasts aspects of different economies

P5 analyses the relationship between individuals, firms, institutions and government in the Australian economy

P6 explains the role of government in the Australian economy

P7 identifies the nature and causes of economic problems and issues for individuals, firms and governments

P8 applies appropriate terminology, concepts and theories in economic contexts

P9 selects and organises information from a variety of sources for relevance and reliability

P10 communicates economic information, ideas and issues in appropriate forms

P11 applies mathematical concepts in economic contexts

P12 works independently and in groups to achieve appropriate goals in set timelines

39


Syllabus

Summary

Research /

Presentation

Semester

One

Examination

Stimulus Test

Semester

Two

Examination

Term 1 - 3,

2014

Term 1 Wk 2,

Fri 7th Feb,

2014

Term 1, Week

10 & 11, 2014

Term 2, Wk 5,

Fri 30th May,

2014

Term 3, Wk

5 - 7, 2014

P1, P3, P5,

P7, P8, P9,

P10

P1, P2, P4,

P6, P8, P9,

P10, P12

P1, P2, P3,

P5, P7, P8,

P11

P1, P2, P3,

P7, P8, P9,

P11

P1, P2, P5,

P6, P7, P8,

P11


content5 10 5 20 40

Stimulus-based skills 10 5 5 20

Inquiry and research 10 10 20

Communication of economic information,

ideas and issues in appropriate forms 5 5 5 5 20

Marks 10 15 25 20 30 100

11 Economics

Are

a o

f

Assessm

en

t

Internal Assessment

Syllabus Outcomes

40

Modern History



Outcome Description

P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present

P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present

P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present

P3.1 ask relevant historical questions

P3.2 locate, select and organise relevant information from different types of sources

P3.3 locate, select and organise relevant information from different types of sources

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

P4.1 use historical terms and concepts appropriately

P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

41


Syllabus

Summary

Research /

Source Study

Semester One

Examination

Independent

Research /

Oral

Presentation

Semester Two

Examination

Term 1-3, 2013

Term 1, Week

7, Thurs 13th

Mar 2014

Term 1, Week

10 & 11, 2014

Term 3 Wk 2,

Tue 29th July,

2014

Term 3, Wk

5 - 7, 2014

P1.1, 1.2, 2.1,

3.1, 3.3, 3.4, 3.5,

4.1 4.2

P1.1, 1.2, 2.1,

3.3, 4.1, 4.2

P1.1, 1.2,2.1,

3.1, 3.2, 3.3, 3.4,

3.5, 4.1, 4.2

P1.1, 1.2, 2.1,

3.3, 4.1, 4.2


content5 5 10 5 15 40

Source-based skills: analysis, synthesis and

evaluation of historical information from a

variety of sources

10 5 5 20

Historical inquiry and research including

mandatory historical investigation5 5 10 20

Communication of historical understanding in

appropriate forms5 5 5 5 20

Marks 10 20 20 25 25 100

Modern History11

Are

a o

f

Assessm

en

t

Internal Assessment

Syllabus Outcomes

42

Legal Studies


A student develops knowledge and understanding about:

Outcome Description

P1 identifies and applies legal concepts and terminology

P2 describes the key features of Australian and international law

P3 describes the operation of domestic and international legal systems

P4 discusses the effectiveness of the legal system in addressing issues

P5 describes the role of law in encouraging cooperation and resolving conflict , as well as initiating and responding to change

P6 explains the nature of the interrelationship between the legal system and society

P7 evaluates the effectiveness of the law in achieving justice

P8 locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents

P9 communicates legal information using well-structured responses

P10 accounts for differing perspectives and interpretations of legal information and issues

43


Research and

Oral

Semester One

ExaminationIn-class Essay

Syllabus

Summary

Semester Two

Examination

Term 1 Week 4

Mon 17th Feb

2014

Term 1, Week 10

& 11, 2014

Term 2, Week 6,

Fri 6th June 2014

Term 3, Week 3,

2014

Term 3, Wk 5 -

7, 2014

P1, P3, P6, P8,

P9, P10

P1, P2, P3, P4,

P5 P6, P7, P8,

P9, P10

P4, P4, P5, P6,

P9, P10

P1, P2, P3, P4,

P5 P6, P7, P8,

P9, P10

P1, P2, P3, P4,

P5 P6, P7, P8,

P9, P10


content5 10 10 5 30 60

Inquiry and research 5 5 5 5 20

Communication of Legal Studies information,

issues and ideas in appropriate forms5 10 5 20

Marks 15 25 15 10 35 100

Are

a o

f

Assessm

en

t

11 Legal Studies

Internal Assessment

Syllabus Outcomes

44

Studies of Religion I



Outcome Description

P1 describes the characteristics of religion and belief systems

P2 identifies the influence of religion and belief systems on individuals and society

P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

45

Task 1 Task 2 Task 3 Weighting

Oral TaskSemester One

Examination

Semester Two

Examination

Term 1 Wk 5, Wed

26th Feb 2014

Term 1, Week 10

& 11, 2014

Term 3, Wk 5 -

7, 2014

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


content 5 5 10 20

Source-based skills 5 5 10

Investigation and research 5 5 10


issues in appropriate forms 5 5 10

Marks 10 15 25 50

Are

a o

f

Assessm

en

t11

Studies of

Religion 1

Internal Assessment

Syllabus Outcomes

46

Studies of Religion II



Outcome Description

P1 describes the characteristics of religion and belief systems

P2 identifies the influence of religion and belief systems on individuals and society

P3 investigates religious traditions and belief systems

P4 examines significant aspects of religious traditions

P5 describes the influence of religious traditions in the life of adherents

P6 selects and uses relevant information about religion from a variety of sources

P7 undertakes effective research about religion, making appropriate use of time and resources

P8 uses appropriate terminology related to religion and belief systems

P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms

47


Syllabus

SummaryOral

Semester

One

Examination

Research / In-

class Essay

Semester

Two

Examination

Term 1 - 3, 2014

Term 1 Wk 8,

Tue 19th Mar

2014

Term 1, Week

10 & 11, 2014

Term 2 Week

7, Wed 11th

June 2014

Term 3, Wk

5 - 7, 2014

P1, P2, P4, P5,

P6

P1, P2, P3, P4,

P6, P7, P8, P9

P1, P2, P5, P8,

P9

P3, P4, P5, P6,

P7, P8, P9

P1, P2, P4, P5,

P8, P9


content 5 5 10 5 15 40

Source-based skills 5 5 5 5 20

Investigation and research 5 10 5 20


issues in appropriate forms 5 5 5 5 20

Marks 15 15 20 20 30 100

Studies of

Religion 211

Are

a o

f

Assessm

en

t

Internal Assessment

Syllabus Outcomes

48

Visual Arts



Outcome Description

P1 explores the conventions of practice in art making

P2 explores the roles and relationships between the concepts of artist, artwork, world and audience

P3 identifies the frames as the basis of understanding expressive representation through the making of art

P4 investigates subject matter and forms as representations in art making

P5 investigates ways of developing coherence and layers of meaning in the making of art

P6 explores a range of material techniques in ways that support artistic intentions

P7 explores the conventions of practice in art criticism and art history

P8 explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigations of art

P9 identifies the frames as the basis of exploring different orientations to critical and historical investigations of art

P10 explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

49

50

Personal Development, Health & Physical Education



Outcome Description

P1 identifies and examines why people give different meanings to health and to physical activity

P2 explains how nutrition, physical activity, drug use and relationships affect personal health

P3 recognises that health is determined by sociocultural, economic and environmental factors

P4 identifies aspects of health over which individuals can exert some control

P5 plans for and can implement actions that can support the health of others

P6 proposes actions that can improve and maintain personal health

P7 explains how body structures influence the way the body moves

P8 describes the components of physical fitness and explains how they are monitored

P9 Describes biomechanical factors that influence the efficiency of the body in motion

P10 plans for participation in physical activity to satisfy a range of individual needs

P11 assesses and monitors physical fitness levels and physical activity patterns

P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings

P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities

P15 forms opinions about health-promoting actions based on a critical examination of relevant information

P16 utilises a range of sources to draw conclusions about health and physical activity concepts

P17 analyses factors influencing movement and patterns of participation

51

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Weighting

11 PDHPEPractical

Assessment &

Examination

Topic testSemester One

ExaminationResearch Task

Practical application -

camp

Semester Two

Examination

Internal Assessment Term 1, Wk 3

2014Term 1, Wk 10, 2014

Term 1, Wk 11

2014

Term2, Wk 10

2014

Term 3, Wk3

2014

Term 3, Wk 7 &

8

2014

Syllabus Outcomes P3, P4, P5, P12 P1, P2, P3, P4, P5, P6P1, P2, P3, P4, P5, P6,

P12P7, P8, P9, P10, P11 P10, P14, P16

P1, P2, P3, P4, P5, P6,

P7, P8, P9, P10, P11,

P12, P13, P14, P15, P16,

P17

Content First Aid Better Health for

Individuals

Better Heatlh for

Individuals, First AidThe Body in Motion Outdoor Recreation All Topics

Knowledge and understanding5 2 5 5 2.5 10 29.5

Skills 5 2 5 5 3.5 10 30.5

Application 5 1 10 10 4 10 40

Marks 15 5 20 20 10 30 100

Are

a o

f

Assessm

en

t

52

Music 1


Through activities in performance, composition, musicology and aural, a student:

Outcome Description

P1 performs music that is characteristic of the topics studied

P2 observes, reads, interprets and discusses simple musical scores characteristic of topics studied

P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied

P4 recognises and identifies the concepts of music and discusses their use in a variety of musical styles

P5 comments on and constructively discusses performances and compositions

P6 observes and discusses concepts of music in works representative of the topics studied

P7 understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied

P8 identifies, recognises, experiments with and discusses the use of technology in music

53

54

Preliminary Assessment Timeline

2013-2014

Note: Dates that appear in the schedules are subject to change. Please refer to ‘Assessment Information’ on page 7 for further clarification.

Preliminary Assessment Timeline 2012

55

TERM 1 (2014) Week Monday Tuesday Wednesday Thursday Friday

1

27/1-31/1

Australia Day

Public Holiday

Staff Development

Day

Beginning of

Term 1

PDHPE

First Aid Practical

2

3/2-7/2

Mathematics 2Unit & General Task 1

8-12 Parent – Teacher

Nght

Economics Research

3

10/2-14/2

Business Studies

Oral

Mathematics Ext.1 Task 1

4

17/2-21/2

Legal Studies Oral

Senior School Swimming

Carnival

5

24/2-28/2

6

3/3-7/3

Chemistry Research

Music

Musicology

7

10/3-14/3

Physics

Data Processing

Modern History Source Study

English Advanced & Standard

Analytical Response

8

17/3-21/3

Visual Arts

Essay

Visual Arts

Stencil

SOR II Oral

English Ext.1 Portfolio Task

Biology Open ended Investigation

PDHPE Core

Task 1

9

24/3-28/3

HSC Information

Evening

Senior School Athletics Carnival

10

31/3-4/4

Semester One Examinations





11

7/4-11/4






ANZAC AND EASTER

ASSEMBLY

End of Term 1

56


1 28/4-2/5

Staff Professional Development

Beginning of Term 2

2

5/5-9/5

3

12/5-16/5

Physics

Practical Exam

Biology Data Processing

4

19/5-23/5

Chemistry Data Processing

Music 1 Performance

5

26/5-30/5

Business Business Planning

Visual Art

Essay

Economics

Stimulus Task

6

2/6-6/6

Mathematics (2 Unit & General)

Task 3

Legal Studies In-Class Essay

7

9/6-13/6

SOR II

In Class

Mathematics (Ext.1)

Task 3

8

16/6-20/6

Visual Arts

BOW Progress

English Advanced &

Standard

Listening Response

PDHPE Body in Motion

8

23/6-27/6

English

Extension I

Creative Response

End of Term 2

57


1

21/7-25/7

Staff Professional Development

Beginning of Term 3

2

28/7-1/8

Modern History

Independent Research

Physics Research

Task

Chemistry Open-Ended Investigation

Music Performance

Task

3

4/8-8/8

Biology Research Project

Visual Art In-Class Essay


Oral Presentation


Oral Presentation

4

11/8-15/8

PDHPE

Fitness Choices Task


Oral Presentation

5

18/8-22/8

6

25/8-29/8

Semester Two Examinations



Semester Two

Examinations


7

1/9-5/9




Semester Two

Examinations


8

8/9-12/9

Visual Art BOW Final

9

15/9-19/9

Year 12 Camp Year 12 Camp

Year 12 Valedictory Luncheon

End of Term 3

58

Appendix

Appendix

59

Saint Mark's Coptic Orthodox College

Fr Antonios Kaldas, Director 52 Australis Ave Wattle Grove. Mr. John Rekouniotis, Head of College P.O. Box 747, Moorebank, NSW, 1875 Tel: 9825 6768, Fax: 9825 6489 Email: [email protected]

ABN: 64 796 481 099 Website: www.stmarks.nsw.edu.au

02342F CRICOS Provider Number:

Non-Completion of a Higher School Certificate Course

Dear Parent/Guardian,

Re: OFFICIAL WARNING – Non-completion of a Higher School Certificate Course

I am writing to advise that your child ________________________ is in danger of not meeting the Course Completion Criteria for the Higher School Certificate course ________________________. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the _________ (eg 1st, 4th) official warning we have issued concerning ___________________________. A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion of course) determination being made for a course.

Course Completion Criteria

The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

(a) followed the course developed or endorsed by the Board; and (b) applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; and (c) achieved some or all of the course outcomes.

Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement and may affect the student’s eligibility for the Higher School Certificate. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed.

60

To date, ___________________________ has not satisfactorily met ___________ of the Course Completion Criteria. The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for ________________ to satisfy the Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed and/or achieved. Please discuss this matter with _____________________ and contact the school if further information or clarification is needed.

Yours sincerely, ______________________________ _____________________________ Head of Faculty Head of Curriculum / /2014 / /2014

To satisfy the Course Completion Criteria, the following task(s), requirements or outcomes need to be satisfactorily completed by __________________.

Please detach this section and return to the school Requirements for the Satisfactory Completion of a Higher School Certificate Course

I have received the letter dated ______________ indicating that ________________ is in danger of not having satisfactorily completed ___________________________

I am aware that this course may not appear on his/her Higher School Certificate Record of Achievement.

I am also aware that the ‘N’ determination may make him/her ineligible for the award of the Higher School Certificate.

Parent/Guardian’s signature: ____________________________ Date: _________

Student’s signature: ___________________________________ Date:_________

Task Name(s)/ Course Requirement(s)/Course Outcome(s)

Percentage Weighting (if applicable)

Original Due Date (if applicable)

Action Required By student

Revised date to be Completed by (if applicable)

61

Notification of Change of Course

SA

MP

LE

No

tifi

ca

tio

n f

orm

is

to

be

co

lle

cte

d f

rom

th

e H

ea

d o

f C

urr

icu

lum

62

Extension Request for HSC Course Assessment Task

Student Name: ______________________________________ I hereby apply for an extension in the following HSC Course Assessment Task. Course: _____________________________________________________________________ Nature of Task: _______________________________________________________________ Due Date: ________________ Task Name: _______________________________ Reason for Extension: _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________

(Documentary evidence from parent/doctor to be attached)

In applying for this extension I assure the Head of Department that I am not seeking any unfair advantage over the other students in the course. Student’s Signature: _____________________________________ Date: ______________ I have noted the above request and have decided: To grant an extension Not to grant an extension Reason: _________________________________________________________________________________

_________________________________________________________________________________

New date for submission of Assessment Task: _______________________________________ Class Teacher’s Signature: ______________________________ Date: ______________ Head of Faculty Signature: __________________________ Date: ______________

63

ASSESSMENT APPEAL FORM

Student Name ______________________________________ Year: ________________ Date _______________ Subject: ____________________________________________________ Class teacher: _______________________________________________ Head of Department: _________________________________________ Reason for Appeal: _________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Student’s Signature: _____________________________ Date: ______________ Parent’s Signature: _____________________________ Date: ______________ Appeal Outcome I have noted the above and have decided: To grant this appeal Not to grant this appeal Reason: _________________________________________________________________________________

_________________________________________________________________________________

Head of Faculty Signature: __________________________ Date: ______________ Head of Curriculum Signature: __________________________ Date: ______________

64

Independent Evidence of Illness/Misadventure

For appeals based on illness, this section will normally be completed by a doctor or other health professional. In the case of misadventure, it may be completed by another person, e.g. a police officer, counsellor. This person should not be related to the student.

Evidence such as a Medical Certificate may be attached (stapled) to this page.

Attention: Health Professionals, Counsellors, etc For the circumstances of the student’s absence to be accurately assessed, the following information is required:

In case of illness:

The date of the onset of the illness, plus any additional dates of consultation

A description of the student’s symptoms

An indication of the duration of the condition

The likely impact of the condition on the student’s test performance

In the case of misadventure: The date and time of the occurrence, and subsequent events

A description of the occurrence

Independent Evidence of Illness or Misadventure

(Please ensure you have read the instructions above. If this space is insufficient, please attach a separate sheet)

Student Name: ____________________________________________

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

…………………………………………………………………………………………………

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

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

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

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

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

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

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

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

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

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

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

……………………………………………

Please complete this section carefully. You may be contacted if additional information is required. Name: ___________________________________________ Profession: __________________________________ Address: _____________________________________________________________________________________ Telephone: __________________________ Signed: _______________________________ Date: _____________

65

A Guide to Writing Bibliographies Based on The Harvard Style

(i) Background:

A Bibliography is a list of resources used in preparing a piece of work. When writing up a piece of work you will need to cite (quote) the bibliographical references of all resources you have used. Bibliographical references need to be cited in two different places:

1. Where a document is referred to in the text. 2. In a list at the end of the work which is arranged alphabetically by author then by date. This

author/date system of description is referred to as the Harvard System.

(ii) Citing in the Text:

1. Citing in the text (without direct quote) At each point in the text which refers to a particular resource, insert the author’s surname and publication year. (Initials not necessary unless two authors have same name)

The work of Thompson (1994), Bryant (1998) and Eastman (1986) were all concerned with the importance of consistency in bibliographies and citations.

2. Citing direct quotations

After the quote include the author’s surname, publication year followed by page number. [One page (p) pages (pp) (full stop)]

As Thompson says, “all direct quotations must be acknowledged” (Thompson, 1994, p. 45).

(iii) Bibliographical referencing of books (incl. Reference)

Include the following information in this order:

1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full stop) 3. Title of book. (underlined OR italics) (full stop) 4. Publisher, (comma) 5. Place of publication. (full stop)

For a reference book: Title of book. (underlined OR italics) (full stop) Year. (in brackets) (full stops) Publisher, (comma) Place of publication. (full stop)

Dixon, J. (1993). How to be a successful student. Penguin Books, Ringwood.

66

(iv) Bibliographical referencing of books (edited)


1. Editor’s surname, initials. (full stop) 2. (ed.) (in brackets) 3. Year. (in brackets) (full stop) 4. Title of book. (underlined OR italics) (full stop) 5. Publisher, (comma) 6. Place of publication. (full stop)

For an article in an edited book: Before 1 to 5 add:

a) Article author’s surname, initials. (full stop) b) Year. (brackets) (full stop) c) Title of article. (full stop) d) Followed by In: (underlined) (colon) e) Back to number 1 and omit 3

Morgan, J. (ed.) (1993). How to be a successful author. Penguin Books, Ringwood.

(v) Bibliographical referencing of World Wide Web


1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full stop) 3. Title (underlined OR italics) 4. [Internet]. [in square brackets] (full stop) 5. Publisher, (comma) 6. Place of publication. (full stop) 7. Available from: <URL> [Accessed date].

If there is no author start at Step 3. If there is no date write n.d. (no date) after the author’s name Eg. Hanson, B. n. d. Central Nepal. (cont. on from step 3.) If there is no publisher or place of publication skip 5 and 6 and conclude with 7.

Holland, M. (1996). Harvard System [Internet]. Bournemouth University, Poole. Available from: http://www.bournemouth.ac.uk/service-depts/lis/LIS_Pub/harvardsys.html[Accessed 6 May, 1998].

(vi) Bibliographical referencing of CD-ROMS

http://www.bournemouth.ac.uk/service-depts/lis/LIS_Pub/harvardsys.html%5bAccessed

67

Include the following information in this order: 1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full Stop) 3. Title. (underlined OR italics)(full stop) 4. CD ROM. [in square brackets] (full stop) 5. Publisher, (comma) 6. Place of publication (full stop)

(vii) Bibliographical referencing of E-mail

Include the following information in this order: 1. Sender’s surname, initials. (full stop) 2. (Sender’s E-mail address), (brackets) (comma) 3. Day, (comma) month, (comma) year. (full stop) 4. Subject of message. (underlined OR italics) (full stop) 5. E-mail to (recipient’s email address). (brackets)(full stop)

Lowman, D. ([email protected]), 4 April, 1998. Internet referencing. ([email protected]).

(viii) Bibliographical referencing of interviews

Include the following information in this order.

1. Name of interviewee First initial (full stop) Surname (full stop) 2. Kind of interview (Personal or Telephone) (full stop) 3. Date of interview (full stop)

Hawking, S.W. (1994). A brief history of time: an interactive adventure. [CD-ROM]. Crunch Media, N.Y

N. Archer. Personal Interview. October 11, 1998.

mailto:[email protected]

68

(ix) Bibliographical referencing of Journal articles

Include the following information in this order: 1. Author’s surname, initials. (full stop) 2. Year. (in brackets). (full stop). 3. Title of the article. (full stop) 4. Title of the journal. (underlined OR italics) (full stop) 5. Volume, number, month/session, (comma) 6. Page numbers of the article. (full stop)

Burns, S. (1989). There’s more than one way to learn. Australian Wellbeing. No 33, October, pp 42-44.

(x) Bibliographical referencing of Newspaper Articles


1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full stop) 3. Title of the article. (full stop) 4. Title of the newspaper. (underlined OR italics) (full stop) 5. Date of publication, (comma) 6. Page numbers of article. (full stop)

(xi) Bibliographical referencing of Videos


1. Series title. (full stop) 2. Series number. (full stop) 3. Title. (underlined OR italics) (full stop) 4. Year. (in brackets) (full stop) 5. Publisher, (comma) 6. Place of publication. (full stop) 7. Date of transmission, (comma) 8. Medium: Format. [in square brackets] (full stop)

Popham, B. (1997). Saving the future. Weekend Australian. 7 February, p. 10.

Fragile Earth. 5. South American Wetland. (1982). BBC, London. 17 October, [video: VHS].

69

A Glossary of Key Terms

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

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, employ in a particular situation

Appreciate Make a judgement 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 (analysis/evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/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 between

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

Examine Inquire into

Explain Relate cause and effect; make the relationships 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

70

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 reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

71

72

Saint Mark’s Coptic Orthodox College

St Mark’s Coptic Orthodox College 52 Australis Ave,

Wattle Grove, NSW Australia

Phone (02) 9825-6768 • Fax (02) 9825-6489 Website: www.stmarks.nsw.edu.au

http://www.smcoc.nsw.edu.au/

Documents

v Preliminary Assessment Handbook 2014 · Preliminary Assessment ... portfolios, practical ... The learning process includes students preparing themselves as well as possible for