Year 12 HSC Assessment Handbook 2021...Year 12 HSC Assessment Handbook 2021 6 PREAMBLE The purpose of this, the Year 12 HSC Assessment Handbook 202 1, is to communicate the poli cies,

Year 12 HSC Assessment

Handbook 2021

ASPIRE THE HEIGHTS Phone: Email: Website: Address:

02 4728 7200 [email protected] https://nepean-h.schools.nsw.gov.au/ 115-119 Great Western Highway Emu Plains NSW 2750

mailto:[email protected]

https://nepean-h.schools.nsw.gov.au/

2 Year 12 HSC Assessment Handbook 2021

Year 12 HSC Assessment Handbook 2021 Table of Contents MESSAGE FROM THE PRINCIPAL ................................................................................................................................. 5

PREAMBLE .................................................................................................................................................................. 6

1. GENERAL INFORMATION ABOUT THE HSC ............................................................................................................... 6

1.1 ELIGIBILITY REQUIREMENTS .............................................................................................................................. 6

1.2 PATTERN OF STUDY REQUIREMENTS ................................................................................................................. 6

1.3 HSC SATISFACTORY COMPLETION OF COURSE REQUIREMENTS ......................................................................... 7

1.4 VET COURSE COMPLETION REQUIREMENTS ...................................................................................................... 7

1.5 HSC MINIMUM STANDARDS .............................................................................................................................. 7

1.6 HSC PERFORMANCE BANDS ............................................................................................................................... 8

1.7 NESA STUDENTS ONLINE ................................................................................................................................... 8

1.8 DISABILITY PROVISIONS ..................................................................................................................................... 9

1.9 REQUIREMENTS FOR AN ATAR .......................................................................................................................... 9

2. ASSESSMENT PROCEDURES ................................................................................................................................... 10

2.1 THE SCHOOL’S RESPONSIBILITIES ..................................................................................................................... 10

2.2 THE STUDENT’S RESPONSIBILITIES ................................................................................................................... 11

2.3 COMPLETION OF SCHOOL-BASED ASSESSMENTS ............................................................................................. 11

2.3.1 ACE 8073: COMPLETION OF HSC INTERNAL ASSESSMENT TASKS ............................................................... 11

2.3.2 ACE 8078: NON-COMPLETION OF HSC INTERNAL ASSESSMENT: FAILURE TO SUBMIT TASK....................... 11

2.3.3 ACE 8079: NON-COMPLETION OF HSC INTERNAL ASSESSMENT: PRINCIPALS MUST WARN STUDENTS ...... 12

2.4 ASSESSMENT TASK NOTIFICATIONS ................................................................................................................. 12

2.5 MAINTAINING HONESTY AND INTEGRITY ......................................................................................................... 12

2.6 HSC: ALL MY OWN WORK ................................................................................................................................ 12

2.7 MALPRACTICE ................................................................................................................................................. 12

2.8 STUDENT SUBMISSIONS OF ASSESSMENT TASKS ............................................................................................. 13

2.8.1 FAILURE TO SUBMIT AN ASSESSMENT TASK .............................................................................................. 13

2.8.2 SCHOOL ATTENDANCE ON DUE DATE OF AN ASSESSMENT TASK............................................................... 13

2.9 EXAMINATION PERIOD .................................................................................................................................... 14

2.9.1 EXAMINATION PROCEUDRES AND RULES .................................................................................................. 14

2.10 INVALIDATING AN ASSESSMENT TASK ........................................................................................................... 15

2.11 SCHOOL MISPLACEMENT OF ASSESSMENT SUBMISSIONS OR CORRUPTION OF DIGITAL FILES ....................... 16

2.11 ASSESSMENT OF LIFE SKILLS OUTCOMES IN STAGE 6 ..................................................................................... 16

3. ASSESSMENT PROCEUDRES AND STUDENT LEAVE / ABSENCE................................................................................ 17

3.1 WHEN STUDENT LEAVE CLASHES WITH AN ASSESSMENT TASK ........................................................................ 17

3.1.1 ABSENCE FROM SCHOOL DUE TO WORK PLACEMENT ............................................................................... 17

3.1.1 ABSENCE FROM AN IN-CLASS ASSESSMENT TASK...................................................................................... 17

3.1.2 ABSENCE DUE TO SCHOOL BUSINESS ........................................................................................................ 18


3.1.3 ELITE REPRESENTATION ............................................................................................................................ 18

3.1.4 ABSENCE DUE TO SUSPENSION ................................................................................................................. 18

4. PROCEDURES FOR REQUESTING A RESCHEDULING OF AN ASSESSMENT TASK ....................................................... 19

5. PROCEDURES FOR REQUESTING AN EXTENSION OF THE DUE DATE OF AN ASSESSMENT TASK .............................. 21

6. PROCEDURES FOR APPLYING FOR SPECIAL CONSIDERATION FOR ILLNESS / MISADVENTURE ................................. 23

6.1 SUMMARY PROCEDURES FOR APPLYING FOR CONSIDERATION FOR ILLNESS / MISADVENTURE....................... 25

6.2 OUTCOME OF ILLNESS/MISADVENTURE .......................................................................................................... 26

6.3 ILLNESS / MISADVENTURE DURING HSC EXAMINATIONS ................................................................................. 26

7. APPLICATION FOR ELITE REPRESENTATION............................................................................................................ 28

8. PROCEDURES FOR AN ASSESSMENT APPEAL APPLicATION .................................................................................... 29

8.1 TO APPEAL AN ILLNESS/MISADVENTURE OR MALPRACTICE DECISION: ............................................................ 29

8.2 TO APPEAL AS ASSESSMENT TASK RESULT ....................................................................................................... 30

9. N-AWARD WARNINGS ........................................................................................................................................... 32

9.1 NON-COMPLETION DETERMINATION .............................................................................................................. 32

10. FREQUENTLY ASKED QUESTIONS ......................................................................................................................... 33

11. TIPS FOR BEING A SUCCESSFUL STUDENT ............................................................................................................ 35

11.1 BE ORGANISED .............................................................................................................................................. 35

11.2 PRIORITISE YOUR TIME AND WORK ............................................................................................................... 35

11.3 SET GOALS ..................................................................................................................................................... 35

11.4 GET THINGS DONE ......................................................................................................................................... 36

12. NESA DIRECTIVE VERBS ....................................................................................................................................... 37

13. HSC ASSESSMENT CALENDAR 2020-2021............................................................................................................. 38

14. YEAR 12 COURSE ASSESSMENT SCHEDULES ......................................................................................................... 40

ANCIENT HISTORY ..................................................................................................................................................... 41

BIOLOGY ................................................................................................................................................................... 43

BUSINESS STUDIES .................................................................................................................................................... 45

CHEMISTRY ............................................................................................................................................................... 47

CIRCUS ARTS NON-ATAR ........................................................................................................................................... 49

COMMUNITY AND FAMILY STUDIES .......................................................................................................................... 50

DANCE ...................................................................................................................................................................... 52

DRAMA ..................................................................................................................................................................... 54

EARTH AND ENVIRONMENTAL SCIENCE .................................................................................................................... 56

ENGLISH ADVANCED ................................................................................................................................................. 58

ENGLISH STANDARD ................................................................................................................................................. 60

ENGLISH STUDIES ...................................................................................................................................................... 62

EXTENSION 1 ENGLISH .............................................................................................................................................. 64

EXTENSION 2 ENGLISH .............................................................................................................................................. 66


FOOD TECHNOLOGY ................................................................................................................................................. 68

GEOGRAPHY ............................................................................................................................................................. 70

HISTORY EXTENSION ................................................................................................................................................. 72

INDUSTRIAL TECHNOLOGY TIMBER ........................................................................................................................... 74

LEGAL STUDIES ......................................................................................................................................................... 76

MATHEMATICS ADVANCED ....................................................................................................................................... 78

MATHEMATICS STANDARD 1 .................................................................................................................................... 80

MATHEMATICS STANDARD 2 .................................................................................................................................... 82

MATHEMATICS EXTENSION 1 .................................................................................................................................... 84

MATHEMATICS EXTENSION 2 .................................................................................................................................... 86

MODERN HISTORY .................................................................................................................................................... 88

MUSIC 1 .................................................................................................................................................................... 90

MUSIC 2 .................................................................................................................................................................... 92

MUSIC EXTENSION .................................................................................................................................................... 94

PERSONAL DEVELOPMENT, HEALTH PHYSICAL EDUCATION - PDHPE ......................................................................... 96

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING......................................................................................................... 98

PHYSICS .................................................................................................................................................................. 100

SOCIETY AND CULTURE ........................................................................................................................................... 102

SPORT, LIFESTYLE AND RECREATION – NON ATAR ................................................................................................... 104

SOFTWARE DESIGN AND DEVELOPMENT ................................................................................................................ 106

TEXTILES AND DESIGN ............................................................................................................................................. 108

VISUAL ARTS ........................................................................................................................................................... 110

ASSESSMENT FOR VOCATIONAL EDUCATION AND TRAINING (VET) FOR THE HSC COURSES .................................... 112

VET ASSISTANT DANCE TEACHING ........................................................................................................................... 113

CONSTRUCTION ...................................................................................................................................................... 115

ENTERTAINMENT INDUSTRY ................................................................................................................................... 118

INFORMATION AND DIGITAL TECHNOLOGY ............................................................................................................ 120

HOSPITALITY ........................................................................................................................................................... 122

VET SPORTS COACHING .......................................................................................................................................... 123

15. PERSONAL ASSESSMENT CALENDAR ................................................................................................................. 124

16. STUDENT TOOLS FOR COMPLETING ASSESSMENTS ........................................................................................... 125

17. HIGHER SCHOOL CERTIFICATE (HSC) STUDENT CHECKLIST ................................................................................. 126

18. A LEARNING AND RESPONDING MATRIX ........................................................................................................... 127

19. MY NOTES / QUESTIONS ................................................................................................................................... 134


MESSAGE FROM THE PRINCIPAL On behalf of everyone at Nepean Creative and Performing Arts High School, I congratulate all Year 12 students who have successfully completed their Year 11 studies, thus beginning the next chapter as we draw closer to the 2021 NSW Higher School Certificate. You will now all be acutely aware of the very high academic workload that senior school studies brings. Some of you are reaping the rewards of the hard work and commitment you have put into your studies thus far, whilst others should be engaging in self-assessment to identify specific opportunities for improvement. I encourage all students to embrace the advice your teachers have given you in your report comments and to initiate further and ongoing conversations with your teachers on the precise areas of development you should focus on in order to put yourself in the best possible position for the HSC Examinations. It is important that all students and parents become familiar with this handbook, as it goes hand-in- hand with success in the HSC. Like all aspects in life, the better you know how things function, the better you will be able to achieve in that environment. Should you require any clarification on the contents of this handbook, please feel free to contact me, Mr Knowles as the Year 12 Deputy Principal, or Mrs Witheridge as the Head Teacher Secondary Studies. I encourage all students to aspire the heights, to take care in all aspects of their school work, to make the most of every opportunity at Nepean CAPA High School, and let success be the reward at the culmination of 13 years of schooling in 2021.

Ms Tania Irons Principal


PREAMBLE The purpose of this, the Year 12 HSC Assessment Handbook 2021, is to communicate the policies, procedures and rules in relation to internal assessment in Stage 6 at Nepean Creative and Performing Arts High School. It seeks to provide contextual clarification of the rules and processes specified by the NSW Education Standards Authority (hereby referred to as NESA). This handbook also contains the assessment schedule for all Year 12 HSC courses . At the commencement of HSC (Year 12) courses, students will be provided with a hard copy of this handbook. Students will also be expected to sign an acknowledgment that they have received this booklet. Please note that Nepean Creative and Performing Arts High School reserves the right to make any changes considered necessary after this handbook has been issued. Students will be formally advised of any relevant changes and updated versions will be accessible on the school’s website, along with the forms referred to in this handbook. Students need to ensure that they have read and understood these requirements and the procedures outlined in this handbook so that they are aware of their responsibilities and those of the school with regard to HSC assessment. This handbook can also assist students to effectively plan ahead and take responsibility for managing their own learning in 2020-2021.

1. GENERAL INFORMATION ABOUT THE HSC The Higher School Certificate (HSC) is an internationally recognised and highest educational credential in New South Wales schools. It is awarded to NSW students who have satisfactorily completed Years 11 and 12 at secondary school and provides a strong foundation for students wishing to pursue tertiary qualifications, vocational training or employment. 1.1 ELIGIBILITY REQUIREMENTS

The rules and requirements for HSC eligibility are governed by NESA and are published in the Assessment, Certification and Examination (ACE) Manual. To be eligible for the HSC, students must:

• Meet the HSC Minimum Standard in Literacy and Numeracy; • Satisfactorily attained RoSA eligibility by completing Years 9 and 10 or gained qualifications that satisfy NESA; • Attend a government school, an accredited non-government school, a NESA-recognised school outside

NSW, or a TAFE college; • Complete HSC All My Own Work (or its equivalent) before submitting any work for Preliminary or HSC

courses, unless a student is only entered for Year 11 and Year 12 Life Skills courses; • Satisfactorily complete courses in the patterns of study that are detailed in the following section; • Sit for and make a serious attempt at the required HSC exams.

1.2 PATTERN OF STUDY REQUIREMENTS

To qualify for the HSC, a student must satisfactorily complete: • A Preliminary pattern of study that includes at least 12 units; and • An HSC pattern of study that includes at least 10 units

Both patterns of study must include:

• At least 6 units from Board Developed Courses; • At least 2 units of a Board Developed Course in English; • At least 3 courses of 2 units value or greater (either Board Developed or Board Endorsed Courses);

and • At least 4 subjects.

To satisfy pattern of study requirements for the Higher School Certificate, a student may count up to six units of Science in Year 11 and seven units of Science in Year 12.


1.3 HSC SATISFACTORY COMPLETION OF COURSE REQUIREMENTS Students studying an HSC course must make a genuine attempt to complete the course requirements. To be determined to have meet the requirements for completion of HSC Courses, and in compliance with NESA ACE Manual 8019, students must be able to provide evidence to the Principal that they have:

• followed the course developed or endorsed by NESA; and • applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course

by the school; and • achieved some or all of the course outcomes.

Furthermore, and in compliance with NESA ACE Manual 8026, students must make a genuine attempt at assessment tasks that contribute in excess of 50 percent of the available marks. It is emphasised that completion of assessment tasks worth exactly 50 percent is not sufficient; tasks worth in excess of 50 percent must be attempted. Where students are studying an HSC course that includes a requisite examination, students must sit for and make a genuine attempt at the examination. Failure to satisfy these completion requirements may result in the student being issued a Non-Completion Determination for a course which may in turn impact eligibility of the HSC credential. 1.4 VET COURSE COMPLETION REQUIREMENTS

Students undertaking VET courses may be deemed to have either completed or not completed course requirements based on the course completion criteria, which, according to NESA ACE Manuel 8028, are defined by: • the HSC indicative hour requirements of the course • the HSC course structure • mandatory work placement requirements (where applicable and may be subject to COVID changes) • the HSC Requirements and Advice for examinable units of competency in Industry Curriculum Frameworks • competency-based assessment requirements. . If a student fails to undertake any mandatory work placement component it may be determined that the student has not made a genuine attempt to complete course requirements. In this case the Principal can indicate that the course has not been satisfactorily completed and the student may be issued with a non-completion (‘N’) determination. 1.5 HSC MINIMUM STANDARDS

Students need to demonstrate a minimum standard of literacy and numeracy to receive the HSC. Literacy and numeracy skills are key for success in everyday life. Achieving the HSC minimum standard means students will have the level of skills necessary for success after school. Students show they have met the HSC minimum standard by passing online tests of basic reading, writing and numeracy skills needed for everyday tasks. Students will need to achieve a Level 3 or Level 4 in order to receive the HSC credential. Students master basic skills at different stages so there are multiple opportunities available for students to understand what to expect and pass the minimum standard online tests, from Year 10 until a few years after Year 12. Some students will be eligible for disability provisions for the minimum standards tests, or an exemption from the HSC minimum standard requirement.


1.6 HSC PERFORMANCE BANDS

Student performance in each HSC course is measured against defined standards. HSC marks for each course are divided into bands and each band aligns with a description of a typical performance by a student within that mark range. The performance bands and descriptions give meaning to the HSC mark. For a 2-unit course, Band 6 indicates the highest level of performance, and the minimum standard expected is 50:

• Band 6 = 90 – 100 marks • Band 5 = 80 – 89 marks • Band 4 = 70 – 79 marks • Band 3 = 60 – 69 marks • Band 2 = 50 – 59 marks • Band 1 = 0 – 49 marks

Each band is aligned to what a student at that level of performance typically knows, understands and can do. The 'average' performance in most courses is usually a mark in the mid-70s (Band 4). Band 1 indicates that a student has not met enough of the course outcomes for a report to be made. Band 1 includes marks ranging from 0 to 49.

For an Extension course, student performance is divided into four bands:

• Band E4 = 45 - 50 marks • Band E3 = 35 - 44 marks • Band E2 = 25 - 34 marks • Band E1 = 0 - 24 marks

1.7 NESA STUDENTS ONLINE

NESA Students Online provides students in Years 10, 11 and 12 with useful information about senior school study, particularly on assessment, examinations and results, and how the HSC works. Year 10, 11 and 12 students in NSW are eligible for a Students Online account. The email address students have provided to NESA through their Confirmation of Entry along with the NESA Student Number are needed to activate the account.

HSC results are available to students via their NESA Students Online account. Students can download and print their full credentials from Students Online in December.

Go to https://studentsonline.nesa.nsw.edu.au to activate and access Student Online accounts.

https://studentsonline.nesa.nsw.edu.au/


1.8 DISABILITY PROVISIONS

Disability provisions in the HSC are approved by NESA and are practical arrangements designed to help students who have a permanent or temporary disability with practical support in the Higher School Certificate examinations. Regardless of the nature of the disability, the provisions granted will be solely determined by the implications for the student’s functioning in an examination situation. Schools are responsible for any decisions made at school level to offer provisions to students with a disability in course work, assessment tasks and in-school tests. NESA can offer no guarantee that school-determined provisions will apply in the Higher School Certificate examinations, as each application is individually assessed to ensure consistency and equity. To apply for provisions, schools must submit an online application to NESA through Schools Online. Parents need to contact the Head Teacher Teaching and Learning to commence the application process. This application tells us which provision/s a student is requesting and includes recent evidence. Evidence may include medical reports, reading results, spelling results, writing samples and teacher comments. Decisions on applications will be communicated to the school through Schools Online and the school will communicate this decision to the student. Students and parents/caregivers are strongly advised to consult the NESA website (https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions) for more information about Disability Provisions and or speak to the Learning Support Team. 1.9 REQUIREMENTS FOR AN ATAR The Australian Tertiary Admission Rank (ATAR) is a number between 0.00 and 99.95 that indicates a student’s rank against all other students in their state. The ATAR is not a mark, nor is it a summary of the HSC. Rather it is a ranking system used by the University Admission Centre (UAC) to allocate university placements to students’ in university courses. To be eligible for an ATAR in NSW, students must satisfactorily complete at least 10 units of ATAR courses. These ATAR courses must include at least:

• 8 units from Category A courses • 2 units of English • three Board Developed courses of 2 units or greater • four subjects.

Your ATAR is then calculated from your:

• best 2 units of English • best 8 units from your remaining units, which can include no more than 2 units of Category B courses.

The calculation of an ATAR is optional. HSC students will need to indicate whether they wish to have their ATAR calculated via their NESA Confirmation of Entry. Students and parents are encouraged to visit the UAC website (https://www.uac.edu.au/) for additional information on the ATAR.

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

https://www.uac.edu.au/


2. ASSESSMENT PROCEDURES Nepean Creative and Performing Arts High School is required to submit to NESA an Assessment Mark based on achievement, as well as a Rank, for each of the courses forming a student’s HSC pattern of study. Assessment Marks are based on formal internal-school assessments that students undertake as part of their HSC school-based assessment program. Some examples of task types considered appropriate for formal assessment in Stage 6 include, but are not limited to, presentations, reports, practical work, portfolios, journals, log books, process diaries, tests, compositions and formal written examinations.

2.1 THE SCHOOL’S RESPONSIBILITIES Nepean Creative and Performing Arts High School is responsible for providing:

• Students with the Year 12 HSC Assessment Handbook 2021, which details the procedures and expectations of the school, its staff and students with regard to assessment in Stage 6.

• Students with Year 12 HSC Assessment Schedules (found in the Year 12 HSC Assessment Handbook 2021) for all courses that outline which components are to be assessed, when the assessment tasks are scheduled and the relative weighting that applies to each assessment task.

• NESA with an assessment of students’ achievement in each course they have studied in Year 11 and Year 12.

• A register of Malpractice in HSC Assessment to NESA. • Appropriate reporting procedures. • A review/appeals procedure for candidates dissatisfied with their final ranking, or for disputes arising

during the assessment program. • Special consideration to students with a disability and others with special needs following endorsement

by the Principal.

Faculty Head Teachers and course teachers are responsible for: • Setting assessment tasks that:

o Will be used to measure student performance in each component of a course. o Are effective at discriminating between students’ achievement of outcomes in order to

determine assessment rank. o Specify a mark/weighting for each assessment task. o Are of the same type and have the same weighting for all classes studying that course. o Include adjustments outlined in a student’s Learner Profile to support a diagnosed disability

• Providing students with a written assessment notification for each assessment task that contains a more detailed explanation of the specific nature of the task. This notification will be issued at least two weeks in advance. In exceptional circumstances, the school may reschedule or substitute an assessment task with the written approval of the Principal or Delegate. In such cases, teachers will inform students of the new arrangements, in writing, at least two weeks in advance.

• Maintaining a register for all assessment tasks that acknowledges the receipt of the assessment notification (by the student), submission of the assessment task (by the teacher), and the return of the assessment task (by the student).

• Providing students with assessment task feedback at the completion of each task, which includes a mark or grade, rank (if applicable), detailed marking criteria and written feedback.

• Establishing procedures for recording and reporting student performance on all assessment tasks. Records of all marks that form part of the assessment program are to be kept in duplicate and filed separately for security purposes.

• Issuing official NESA Non-Completion of a Course Warning Letters to students and parents/caregivers outlining the areas of unsatisfactory completion of the Year 11 and/or Year 12 course requirements. The Stage 6 Head Teacher will also be notified.

• Ensuring that final cumulative school-based assessment marks are not provided to students and that students are aware that they can access their Assessment Rank Order Notice after the last HSC examination has occurred.


2.2 THE STUDENT’S RESPONSIBILITIES

Students are responsible for: • Being familiar with the procedures and course information contained in this Handbook • Attending classes regularly and ensuring their attendance enables them to achieve course outcomes. • Demonstrating sustained diligence and effort in each subject and participating in all lessons constructively. • Making a serious attempt at all assessment tasks and completing all other set tasks in order to achieve course

outcomes. • Ensuring when they are absent from school that they know it is their responsibility to know what work has

been missed and how to complete that work. • Ensuring when absent from school on the day an assessment task notification is issued that they know it is

their responsibility to contact their Teacher and/or the relevant Faculty Head Teacher to obtain the task notification. No extension or leave will be granted if a student fails to carry out this action.

• Speaking with their Teacher, the relevant Faculty Head Teacher or the VET Coordinator for clarification about the requirements of the subject/course assessment program.

• Being present for, or to hand in, all assessment tasks at the required time as specified in the assessment notification.

• Submitting work that is their own. Any material copied without acknowledgment of the original source will be regarded as plagiarism and penalties will be imposed.

• Ensuring they are given a receipt for any hand-in assessment task, i.e. one that was not completed during class time or in an examination. Disputes about lost assessment tasks will NOT be considered if the student cannot produce a receipt.

• Lodging appeals against marks awarded for an assessment task within two school days of receiving the marked assessment task. Note: two school days does NOT include weekends, public holidays or school holidays.

2.3 COMPLETION OF SCHOOL-BASED ASSESSMENTS

Students are advised of the following NESA Assessment Certification Examination (ACE) policies: 2.3.1 ACE 8073: COMPLETION OF HSC INTERNAL ASSESSMENT TASKS

NESA expects students to attempt all assessment tasks set. For all Board Developed Courses (except VET and Life Skills courses) NESA requires all students to follow an assessment program and have an assessment mark submitted. A student who does not comply with the assessment requirements and receives a non-completion determination in a course will have neither an assessment mark nor an examination mark awarded for that course. In the case of extension courses, students who do not comply with the minimum assessment requirements for a co-requisite course will not receive a result in either course. 2.3.2 ACE 8078: NON-COMPLETION OF HSC INTERNAL ASSESSMENT: FAILURE TO SUBMIT TASK

If a student fails to complete a task specified in the assessment program and the teacher considers the student has a valid reason (e.g. illness or endorsed leave), the Principal may decide that, in accordance with the school's assessment policy, an extension of time may be granted or a mark may be awarded based on a substitute task. In exceptional circumstances (e.g. where undertaking a substitute task is not feasible or reasonable, or where the missed task is difficult to duplicate), the Principal may authorise the use of an estimate based on other appropriate evidence. If there is no valid reason for failing to complete an assessment task, a zero mark must be recorded for that task. If a student's attempt at a particular task scores zero, the question of whether the attempt was a genuine one is a matter for the teacher's professional judgement.


2.3.3 ACE 8079: NON-COMPLETION OF HSC INTERNAL ASSESSMENT: PRINCIPALS MUST WARN STUDENTS

If it appears that a student is at risk of not meeting the internal assessment requirements in a course, a warning must be given. The Principal must: a. Advise the student in writing, in time for the problem to be corrected, specifying details of action required by

the student and alerting the student to the possible consequences of a non- completion ('N') determination. b. Advise the parent or guardian in writing if the student is under 18. c. Request from the student and/or parent/guardian a written acknowledgement of the warning. d. Issue at least one follow-up warning letter (if the student is still at risk of not meeting requirements). e. Retain a copy of the warning notice and other relevant documentation.

2.4 ASSESSMENT TASK NOTIFICATIONS

Students will be notified in writing of the specific details of an assessment task at least two weeks prior to the task. The written notification of each task must include: • The date and time of the task and/or when the task is due. (Please note that assessment tasks will not be

due in the two-week period prior to the formal Trial HSC Period without the permission of the Principal.) • Outcomes assessed. • Description of the nature of the task. • Task weighting. • Marking criteria/information about how the task will be assessed and how feedback will be provided. 2.5 MAINTAINING HONESTY AND INTEGRITY

All HSC candidates, their teachers and others who guide them must comply with NESA’s Honesty in Assessment Standards (ACE 9022) to maintain the integrity of the HSC. Students should also read their course syllabuses and related NESA policies, such as those on malpractice and completion of a course, on NESA’s website. Students must be entirely honest when completing all assessment tasks, examinations and submitted works. Students will be marked only on the quality and originality of the work they have produced. 2.6 HSC: ALL MY OWN WORK To be eligible for the HSC, all students (unless they are only entered in Life Skills courses) must complete HSC: All My Own Work, a program designed to help HSC students follow the principles and ethical practices of good scholarship including the acknowledgment of sources of information. At Nepean Creative and Performing Arts High School, students usually complete this in Year 10. 2.7 MALPRACTICE Malpractice is dishonest behaviour by a student that gives them an unfair advantage over others. It includes, but is not limited to:

• Copying part or all of someone else’s work and presenting it as their own. • Using material directly from books, journals, CDs or the internet without giving its source. • Building on someone else’s ideas without giving their source. • Buying, stealing or borrowing someone else’s work and presenting it as their own. • Submitting work that someone else, like a parent, coach or subject expert, substantially contributed. • Using someone else’s words, ideas, designs or work in projects and performance tasks without giving their

source. • Paying someone to write or prepare material. • Breaching school exam rules, including misbehaviour. • Cheating in an HSC exam. • Using non-approved aids in an assessment task. • Giving false reasons for not handing in work by the due date. • Helping another student to engage in malpractice.


Where the teacher responsible for a task has reason to suspect malpractice, this will be brought to the attention of the relevant Faculty Head Teacher, and notified immediately to the Head Teacher Secondary Studies. The Head Teacher Secondary Studies will establish a Malpractice Review Committee to review any cases of suspected malpractice and determine the appropriate action should malpractice be proven. Should the student wish to appeal the decision of the Malpractice Review Committee, they must submit this in writing to the Deputy Principal of Year 12 within five school days of the decision being taken (see Procedures for an Assessment Appeal Application and Assessment Task Appeal Application Form). The Deputy Principal will then convene a different panel to review the Appeal. If the student’s Appeal is rejected, the student’s parent/caregiver will be informed. Malpractice in school-based assessment is a serious offence. If malpractice is proven, a zero mark may be awarded. Where malpractice involves plagiarism, depending on the extent of the plagiarism, the teacher may only mark the sections that have not been plagiarised, or the student may be awarded a zero mark. In cases of proven malpractice in HSC assessment tasks, all schools are required to register this information with NESA. 2.8 STUDENT SUBMISSIONS OF ASSESSMENT TASKS This Handbook shows the general timing of assessment tasks in regards to the school term and week. Precise submission dates and times for a hand-in task will be clearly specified on the assessment notification for each particular task. Teachers will provide students with a receipt acknowledging the task being received. Dates and times for examinations will be provided on the examination timetable. It is the student’s responsibility to check the submission method detailed on the assessment notification, as this may vary due to the nature of the assessment task, such as fieldwork, excursions, pieces of major work and in-school tasks, as well as whether or not electronic submissions will be accepted, preferred or stated. In certain situations, students will be required to complete a Student Attendance Slip for in-class assessment tasks and examinations as evidence of their attempt in tasks of this nature. Students must submit the Assessment Task Notification Cover Sheet for all hand-in assessment tasks unless otherwise stated in the assessment task notification. In doing so, students make a pledge of honesty to uphold the integrity of assessment. Students are expected to keep a copy of assessment tasks that have been submitted, along with the acknowledgment receipt, until the task is marked and returned. This will enable the student to provide proof of submission and a copy of the task should the original submission be misplaced or a digital file corrupted. 2.8.1 FAILURE TO SUBMIT AN ASSESSMENT TASK

Failure to submit a task on time will result in a zero mark being awarded. If a student is absent on the day an assessment task is due, they may apply for Illness/Misadventure by following the procedures outlined in this handbook. Students submitting late work will receive an N Award Warning Letter notifying parents they have received a zero for that task and a new deadline will be set for students to satisfactorily attempt and submit the task as per NESA rules. Failure to submit the assessment task could lead to an N Determination being granted for the course and ineligibility for graduation and the award of the Higher School Certificate. 2.8.2 SCHOOL ATTENDANCE ON DUE DATE OF AN ASSESSMENT TASK

Students must attend school and all classes on the day an assessment task is due. Should a student miss a class on the day an assessment task is due it may be deemed as unfair advantage and penalties or a zero mark could apply.


2.9 EXAMINATION PERIOD A formal written examination is often in the same format as an HSC examination and typically draws from most or all content areas, topics or modules. An examination period is a dedicated time in which all examinations will be held for applicable courses. In Year 11 and Year 12, normal lessons will be suspended and students will only be required at school when their specific examinations are scheduled.

2.9.1 EXAMINATION PROCEUDRES AND RULES 1. Students must read the examination timetable carefully and be prepared to attend exams at the times and venues

that the school arranges. Students must arrive at the exam at least 10 minutes early. Concessions will not be made (such as extra time given) for students who arrive late for an examination or who miss an examination due to poor organisation.

2. Students must sit for all exams in which they are entered, unless they have an illness or misadventure, in which case they must notify the school immediately and follow the appropriate procedures.

3. Students should bring the equipment they need and know what equipment is allowed for each exam. Students are responsible for ensuring their equipment is in good working order because the school will not uphold misadventure applications for equipment failure. Students may not borrow equipment during exams. Exam staff may inspect equipment when a student enters the room and will tell them where to place any unauthorised items. However, exam staff are not responsible for these items.

Permitted Items Prohibited Items • Black pens • Pencils, erasers and a sharpener • A ruler • Highlighter pens • A clear bottle of water • A non-programmable watch, which must be taken

off, placed on your desk in clear view and not touched during the exam

• Other equipment as specified in the exam notification, like a calculator

• Mobile phones • Programmable watches, like smart watches • Any electronic devices (except a calculator, if

allowed), including communication devices, organisers, tablets, music players, earphones or electronic dictionaries

• Paper or any printed or written material (including your exam timetable)

• Dictionaries (except in language exams, if allowed)

• Correction fluid or correction tape.

4. Students must sit at the desk that shows their name and/or student number.

5. During the exam, students must: a. Always follow the exam supervisors’ instructions. b. Complete the Student Attendance Slip as an official record of attempting the task. c. Read the instructions and all questions carefully. Exam supervisors cannot interpret or give instructions

about exam questions. d. Write their name and/or student number on all writing booklets, question and answer booklets and

answer sheets (unless that information is already printed on them). e. Write clearly with black pen (only use pencil if instructed to). f. Write answers in the correct answer booklets. Tell the supervisor if you use the wrong booklet, and write

a note on the front and back of both booklets stating that you wrote an answer in the wrong place. Do not rewrite answers, but make sure you label and hand in all parts of your answers.

g. Answer in English, unless the question paper directs otherwise. If you do not write in English, you will receive zero marks for your answer.

h. Make a serious attempt at the exam by answering a range of question types. Answering only multiple-choice questions is not considered a serious attempt.

i. Stop writing immediately when the supervisor tells you to. j. Follow the supervisor’s instructions for arranging completed answers and wait for the supervisor to collect

them.


6. During each exam, students must not: a. Start writing until the Supervisor in Charge tells you. b. Write on anything other than writing books, answer booklets or other writing material provided by the

Supervisor in Charge. You should not write on any other equipment including your body, clothing or tissues.

c. Leave the room, except in an emergency. If you have to leave and want to come back to continue the exam, you must be supervised while you are out of the room.

d. Leave (finish) the exam in the first hour. Your school may not allow any students to leave early. e. Leave the exam in the last 15 minutes. f. Take an exam paper out of the room. Speak to your teacher if you want to see a paper afterwards.

7. Students must follow the normal school rules, behaving politely and courteously towards the exam supervisors

and other students. Specifically, students must not: a. Cheat. b. Include frivolous or objectionable material. c. Take any prohibited items prohibited into the room. d. Speak to anyone other than a supervisor. e. Behave in any way likely to disturb another student or upset the exam’s running. f. Be affected by alcohol or illegal drugs. g. Eat unless approved by NESA (for example, if you have diabetes). h. Take any writing booklets or exam paper, whether used or not, out of the room. i. Write on your body (for example your arms), tissues or material that is not exam material. j. Leave the room if your principal requires all students to stay until each exam ends.

8. Supervisors can ask you to leave the exam if you do not follow these rules. It may also result in zero marks being

awarded. If your actions might be illegal, you may also be reported to the police.

2.10 INVALIDATING AN ASSESSMENT TASK

An assessment task may need to be declared invalid if it can be clearly demonstrated that:

• either one or more students were given an unfair advantage; • the task was interrupted due to disruptions like an emergency evacuation; or • the task produced results that are significantly different to those expected to be produced by the cohort.

Students or their parents who feel that an assessment task meets the criteria to be considered an invalid assessment need to raise the issue in writing with their class teacher and the faculty Head Teacher within 5 school days from the due date of the task or the task results being distributed. The faculty Head Teacher will investigate the claim and, in consultation with the Head Teacher Secondary Studies and Senior Executive, will make a final determination on the validity of the task.

In the event an assessment task is deemed invalid, all students affected will be issued a suitable replacement assessment task with a minimum of two weeks’ notice for the new due date.


2.11 SCHOOL MISPLACEMENT OF ASSESSMENT SUBMISSIONS OR CORRUPTION OF DIGITAL FILES

Should the class teacher or teacher marking assessments misplace a student’s:

a. Take-home assessment, the teacher will: • Immediately report this to the Faculty Head Teacher, Head Teacher Secondary Studies and Year 12 Deputy

Principal • Advise the student and parent / carer • Request that the student provide the receipt for the submission of the assessment task • Request the student to provide a copy of the submitted assessment (refer 2.8 above) for marking If no acknowledgment receipt and copy of the task can be supplied, the student will be: awarded a zero mark; issued an N-Award Warning; and be expected to redo the task.

b. In-class assessment or examination, the teacher will: • Immediately report this to the Faculty Head Teacher, Head Teacher Secondary Studies and Year 12 Deputy

Principal who will then collectively: o Advise the student and parent / carer. o Request that the student provide the receipt for the submission of the assessment task as proof of

attendance and submission, and once provided. o Offer the student to re-sit the in-class assessment or examination and / or o Calculate an estimate for the task based on the student’s performance in: the resat task or

examination; other assessments that the student has completed; as well as the cohort’s performance in the in-class task or examination. If the estimate is calculated early in the course, a re-calculation will occur once all assessments for the course have been completed.

o Advise the student and parent / carer of both the initial and final estimate. • Document all conversations and correspondence in accordance with current school processes for future

reference.

Should the student not accept either outcome, the student can lodge an Appeal of the student’s final rank in the course in accordance with NESA’s processes.

2.11 ASSESSMENT OF LIFE SKILLS OUTCOMES IN STAGE 6 Stage 6 Life Skills courses provide options for students with special education needs who are unable to access regular course outcomes, particularly students with an intellectual disability. The Stage 6 Life Skills courses can be undertaken in combination with other Board Developed and/or Board Endorsed Courses to meet the requirements for the award of the Higher School Certificate. Stage 6 Life Skills courses have Board Developed status. Each Stage 6 Life Skills course comprises a 2-unit 120-hour Preliminary course and a 2-unit 120-hour HSC course.

Each student accessing a Life Skills course in Years 11-12 will be assessed on their achievement of the outcomes selected through the collaborative curriculum planning process. The syllabus outcomes and content form the basis of learning opportunities for students. Assessment should provide opportunities for students to demonstrate achievement in relation to the selected outcomes. Assessment can occur in a range of situations or environments such as the school and wider community. There is no requirement for formal assessment of Life Skills outcomes.

Students entered for Life Skills courses may achieve the designated outcomes independently or with support. An outcome should be considered as ‘achieved independently’ if there is evidence that a student can demonstrate the achievement of an outcome either: without adjustments, or with adjustments that enable the student to access course work and/or demonstrate achievement during assessment opportunities. These adjustments should have been determined through the collaborative curriculum planning process. Schools are not required to use the Common Grade Scale (A-E) for Preliminary courses or performance bands or equivalent to report achievement for students undertaking Life Skills courses.


3. ASSESSMENT PROCEUDRES AND STUDENT LEAVE / ABSENCE Leave from school may be granted by the Principal upon completion of a Leave Application Form, which details all course work to be completed whilst on leave and any assessment requirements are indicated. Students are expected to be present at school to complete all tasks, submit all assessment tasks and sit all examinations set as part of the assessment program for a course at the specified time. Students and parents/caregivers should NOT assume leave will be granted, particularly in circumstances where family holidays, social engagements or other matters of a discretionary nature clash with school assessment tasks and HSC tasks. The Department of Education’s position in relation to student leave is stated in the Student Attendance in Government Schools Procedures School Attendance Policy, in which students are discouraged from taking leave during the school term. This policy has been developed by the Learning and Engagement Directorate in 2015:

• 14.1. From the beginning of 2015, family holidays and travel are no longer considered under the Exemption from School – Procedures. Travel outside of the vacation period is now counted as an absence for statistical purposes.

• 14.3 A principal should not accept a reason for travel during school term if it is not in the best interests of the student. Educational, social and participation reasons should be specified on the application.

3.1 WHEN STUDENT LEAVE CLASHES WITH AN ASSESSMENT TASK

All Stage 6 assessments are conducted within the guidelines set by NESA which make no provision for tasks missed due to leave. There are well-established protocols for illness and misadventure; however, requests for leave do not fall within these protocols. Students and families are expected to make arrangements to ensure that all requirements of the HSC can be fulfilled.

All assessments must be completed at the scheduled time, unless students are affected by illness or misadventure. Students absent from school due to leave must consult with the relevant Faculty Head Teacher at least two weeks prior to the scheduled task. Failure to consult within adequate time, and failure to comply with task submission requirements, may result in a zero mark being awarded.

All hand-in tasks due during the period of leave must be submitted prior to leave commencing.

Students with a scheduled in-class task, such as an examination, test, presentation, or group-work task, may not be able to complete this prior to leave commencing. In this case, a zero mark may be awarded.

3.1.1 ABSENCE FROM SCHOOL DUE TO WORK PLACEMENT

Students completing school, TAFE and/or other external placements are required to complete all school assessment tasks on the scheduled due dates. School assessments take priority and placements should be managed to avoid clashes with school assessments.

All hand-in tasks due during the period of work placement must be submitted prior to work placement commencing.

Students with a scheduled in-class task, such as an exam, presentation, or group-work task, may not be able to complete this prior to leave commencing. In this case, a zero mark may be awarded.

3.1.1 ABSENCE FROM AN IN-CLASS ASSESSMENT TASK

If a student is absent from an in-class assessment task, the student must complete and submit an Illness/Misadventure Form obtained from Head Teachers and provide a doctor’s certificate as proof of illness. Students will be expected to complete the task on the first day of their return to school. The student has the responsibility of reporting to the Head Teacher of the subject concerned on their arrival at school on the day they return in order to arrange the task’s completion. Incidents of misadventure leading to absence from an assessment task will be considered by the Year 12 Deputy Principal and the relevant Head Teacher.


3.1.2 ABSENCE DUE TO SCHOOL BUSINESS

Where a student has a clash between an assessment task and another official school activity, it is the student’s responsibility to complete and submit an Assessment Task Reschedule Form or CAPA Misadventure Form to the Faculty Head Teacher. The student will be required to submit the work at a time specified by the relevant Faculty Head Teacher. Students who fail to follow this procedure must submit the task before the due date or arrange for its submission on the due date; otherwise, a zero mark will be awarded. Should the student wish to appeal this decision, they must submit this in writing to the Head Teacher Secondary Studies.

The school will always endeavour to minimise clashes with assessment tasks and school organised activities. Students must also make every effort to avoid clashes with assessment tasks.

3.1.3 ELITE REPRESENTATION

Assessment tasks take precedence over all other school activities, including excursions, competitions and sporting events. Under special circumstances the Principal may grant exemptions. Students who have a conflict between assessment due dates and elite representation dates are to submit an “Application for Special Consideration for Elite Representative Students” at least one week in advance of their assessment due date to Head Teacher Secondary Studies.

Elite representative students may be: asked to complete the assessment task by the existing due date; granted an extension; asked to complete an alternative assessment task or; granted an estimate based on the student’s previous performance in the course.

This process is only for school-based assessment and is not applicable to HSC Examination or VET course.

3.1.4 ABSENCE DUE TO SUSPENSION

All assessments must be completed at the scheduled time, unless students are affected by illness or misadventure. Students absent from school due to suspension will NOT be entitled to apply for an extension or assessment reschedule. At the time of suspension, the Deputy Principal will notify the Head Teacher Secondary Studies and relevant Faculty Head Teachers of the student’s suspension. The following procedures will then apply:

• Hand-in assessment tasks – the student is responsible for ensuring that all hand-in tasks received prior to the suspension being imposed which are due during the period of suspension are submitted on time, either by delivery to the school by a third party, or online, whichever is applicable.

• In-class assessment tasks – the relevant Faculty Head Teacher will reschedule an alternative date for the task, which will be communicated to the student and parent/carer via the Head Teacher Secondary Studies.

• Examinations – the Head Teacher Secondary Studies will arrange for the student to sit the examination at the scheduled time in an alternative school-based location, which will be communicated to the student, parent/caregiver and Faculty Head Teacher by the Head Teacher Secondary Studies.

The consequences of not following these procedures may result in a zero mark being awarded.


4. PROCEDURES FOR REQUESTING A RESCHEDULING OF AN ASSESSMENT TASK Nepean CAPA High School will always endeavour to minimise clashes with assessment tasks and school organised activities. Students must also make every effort to avoid clashes with assessment tasks. All students are provided with the opportunity to request a rescheduling of their assessment task if the due date clashes with an official school activity in which they are involved. Applications are to be expressed in writing using the Assessment Task Reschedule Application Form provided by the school. These forms are to be obtained by the student from the schools website, school office or Head Teacher Secondary Studies and must be returned to the Head Teacher Secondary Studies. All applications for a rescheduled assessment task must be submitted at least five school days prior to the due date. If the student becomes aware of a situation requiring a reschedule within this period, students are required to submit an appeal in writing to the Head Teacher Secondary Studies. Students wishing to request an assessment task rescheduling must follow the procedure outlined below:

Step One: Obtain the form

(i) Student must obtain an Assessment Task Reschedule Application Form.

Step Two: Submit the application form

(i) Students must complete all paperwork and submit this to the Head Teacher Secondary Studies, who will forward this to the relevant Faculty Head Teacher

(ii) This application must be made at least five school days prior to the official due date. (iii) Additional supporting documentation, if applicable, should be submitted at this time.

Step Three: Resolution and feedback

(i) The application will be considered by the relevant Faculty Head Teacher. (ii) The decision will be communicated in writing to the Head Teacher Secondary Studies, Class

Teacher, student and parents/caregivers.

If approved, the student will be required to submit the work at a time specified by the relevant Faculty Head Teacher. Students who fail to follow this procedure must submit the task before the due date or arrange for its submission on the due date; otherwise, a zero mark will be awarded. Should the student wish to appeal this decision, they must submit this in writing to the Head Teacher Secondary Studies.


Nepean Creative & Performing Arts High School Assessment Task Reschedule Application Form

Section A (To be completed by the student)

Name of activity: Date:

Student Name: Year:

Course: Faculty:

Class Teacher: Head Teacher:

Assessment Task Name:

Task No: Date Issued: Due Date: Weighting:

Nature of Task: (please circle)

Assignment Examination Field Work Listening Task Major Work

Performance Portfolio Practical Task Research Activity Speaking Task

Viewing Task Written Task Other (please specify):

Section B (To be completed by the student)

Name of activity: Date:

Venue: Organising Teacher: Reason/s for this application for task reschedule (attach extended statement or documentation as necessary):

Student signature: Date:

Parent/caregiver signature: Date:

Section C (OFFICIAL USE ONLY: To be completed by the relevant Faculty Head Teacher)

Resolution decision: Accepted / Rejected Date of rescheduled task:

Student issued rescheduled notification: ☐ Yes ☐ No

Head Teacher Secondary Studies notified: ☐ Yes ☐ No

Class Teacher notified: ☐ Yes ☐ No Comment:

Faculty Head Teacher signature: Date: Copy to: Parent, Student, Class Teacher, Head Teacher Secondary Studies, and Student File


5. PROCEDURES FOR REQUESTING AN EXTENSION OF THE DUE DATE OF AN ASSESSMENT TASK

All students may request an extension if they feel they have a genuine reason for being unable to meet a scheduled due date. Extensions will only be granted in cases of severe illness or other exceptional circumstances. A Medical Certificate will be required in all cases of illness. Applications are to be expressed in writing using the Assessment Task Extension Application Form provided by the school. These forms are to be obtained by the student from the school website or the Head Teacher Secondary Studies and must be returned to the Head Teacher Secondary Studies. All applications for an extension must be made at least five school days prior to the due date. Students wishing to request an extension must follow the procedure outlined below:

Step One: Obtain the form

(i) Student must obtain an Assessment Task Extension Application Form

Step Two: Submit the application form

(i) Students must complete all paperwork and submit this to the Head Teacher Secondary Studies, who will forward this to the relevant Faculty Head Teacher

(ii) This application must be made at least five school days prior to the official due date. (iii) Additional supporting documentation, if applicable, should be submitted at this time.


(i) The application will be considered by the relevant Faculty Head Teacher. (ii) The decision will be communicated in writing to the Head Teacher Secondary Studies, Class


If an extension is not approved, the student must submit the task on the due date. Unless prior application for an extension has been approved by the relevant Faculty Head Teacher, the late submission of a task will result in a zero mark being awarded for that task. Should the student wish to appeal this decision, they must submit this in writing to the Head Teacher Secondary Studies.


Nepean Creative & Performing Arts High School Assessment Task Extension Application Form

Section A (To be completed by the student)

Student Name: Year:

Course: Faculty:









Reason/s for this application for extension (attach extended statement or documentation as necessary):



Section C (OFFICIAL USE ONLY: To be completed by the relevant Faculty Head Teacher)

Resolution decision: Accepted / Rejected Date of rescheduled task:

Student issued rescheduled notification: ☐ Yes ☐ No

Head Teacher Secondary Studies notified: ☐ Yes ☐ No

Class Teacher notified: ☐ Yes ☐ No

Comment:

Faculty Head Teacher signature: Date: Copy to: Parent, Student, Class Teacher, Head Teacher Secondary Studies, and Student File


6. PROCEDURES FOR APPLYING FOR SPECIAL CONSIDERATION FOR ILLNESS / MISADVENTURE

Consideration is given to students who suffer illness or misadventure at the time of a task. It is important to note that set procedures must be followed for this consideration to be applied in order to ensure fairness for all students. Students need to be aware that if they commence or attempt an assessment task the result they achieve will be recorded. In this case, Illness/Misadventure therefore does not apply retrospectively. Students wishing to apply for special considerations for illness/misadventure should follow the relevant procedure specific to the situation as outlined below. Procedures to follow in the event of: 1. Absence due to illness/misadventure on the day of an in-school assessment task

• The student or parent/caregiver MUST contact the school by 8:30am on the day the task is scheduled by either phone: 02 4728 7200; or email: [email protected].

• Students must report to the relevant Faculty Head Teacher on the first day of their return to school and be prepared to complete the task on that day.

• Students must obtain an Application for Consideration for Illness / Misadventure Application Form and any other relevant documentation, such as a medical certificate.

• Completed forms and documentation must be returned to the Faculty Head Teacher within two school days of his/her return to school (i.e. no later than his/her third day back at school).

2. Absence due to illness/misadventure on the day a hand-in assessment task is due to be submitted

• The student or parent/caregiver MUST contact the school by 8:30am on the day the task is due by either phone: 02 4728 7200; or email: [email protected].

• Students should make every attempt to have the task delivered in-person (e.g. by a third party) or submitted electronically (e.g. email or Teams).

• If a task is not submitted on the due date, the student must submit the task to the relevant Faculty Head Teacher on the first day of their return to school.



3. Illness/misadventure during an in-school assessment

• The student MUST notify the supervisor of the task of any circumstance related to illness or misadventure that would prohibit them from performing in the assessment BEFORE they view the task. At this stage, the student will need to decide to either: a) Sit the task, in which case the mark earned will be awarded and the student cannot apply

retrospectively for any special consideration due to illness or misadventure; or, b) Leave the task and apply for illness or misadventure by immediately obtaining an Application

for Consideration for Illness / Misadventure Application Form and seek medical assistance. • If the task has already commenced, the student must notify the supervisor of the task of the

circumstance related to illness or misadventure and the mark earned to that point shall be awarded. Students may then submit an appeal should they feel their mark was negatively affected.




4. Illness/misadventure on a day during an examination period

• The student or parent/caregiver MUST contact the school up until 30 minutes prior to the commencement of the scheduled examination by either phone: 02 4728 7200; or email: [email protected]

• Prior to their return to school, the student must contact the Head Teacher Stage Secondary Studies to organise a rescheduling of the affected examination(s).

• On the day of a rescheduled examination, the student must report to the Head Teacher Stage Secondary Studies at a time determined previously by the Head Teacher Secondary Studies.



5. Illness/misadventure for a group performance

• The individual student or parent/caregiver concerned (i.e. NOT another student member of the group) MUST contact the school by 8:30am on the day the task is scheduled by either phone: 02 4728 7200; or email: [email protected]

• When a group performance cannot go ahead on a scheduled date, ALL students affected need to complete an Application for Consideration for Illness / Misadventure Application Form.

• This form (and a medical certificate if applicable for the student concerned) needs to be returned to the relevant Faculty Head Teacher within two school days of the scheduled date.

• The relevant Faculty Head Teacher will reschedule an alternative date for the performance.

In all cases where a task needs to be completed, the student (or all students in the case of a group performance) must:

• Be prepared to complete the task on the first day of their return to school unless an alternative arrangement has been made with the relevant Head Teacher.

• Complete an Application for Consideration for Illness / Misadventure Application Form and any other relevant documentation and return to the relevant Head Teacher within two school days of the student’s return to school.

Relevant written evidence from a medical practitioner is mandatory for any application relating to illness for the application to be considered by the relevant Head Teacher. The medical certificate from the practitioner must be submitted to the school with the Application for Consideration for Illness / Misadventure Application Form.

The Application for Consideration for Illness / Misadventure Application Form is available on the school’s website or from the Head Teacher Secondary Studies.

The consequences of not following these procedures may result in the application for Illness/Misadventure being rejected and a zero mark being awarded.





6.1 SUMMARY PROCEDURES FOR APPLYING FOR CONSIDERATION FOR ILLNESS / MISADVENTURE

Students missing an assessment task and wishing to make an application for illness/misadventure must follow the procedure outlined below:

Step One: Contact the school

(i) Student or parent/caregiver MUST inform the school on the day of the absence by either phone: 02 4728 7200; or email: [email protected]

Step Two: Obtain relevant documentation

(i) Student must obtain an Application for Consideration for Illness / Misadventure Application Form.

(ii) For illness, the student MUST obtain and provide a Medical Certificate and ensure it is completed by the medical practitioner for the period of absence.

(iii) For misadventure, the student should obtain a statement or any supporting documentation, where possible, outlining the situation.

Step Three: On first day of return to school

It is the student’s responsibility to: (i) Report to the either:

a) The relevant Faculty Head Teacher for missed in-school assessment tasks and hand-in assessment tasks; or,

b) The Head Teacher Secondary Studies for all missed examinations held during an examination period.

(ii) Be prepared to submit or sit the assessment on that day.

Step Four: Submission, resolution and feedback

(i) Submit the Application for Consideration for Illness / Misadventure Application Form and relevant documentation to the relevant Head Teacher within two school days of returning to school.

(ii) The relevant Head Teacher will consider the application. (iii) The decision will be communicated in writing to the other relevant Head Teachers, Class


If the application is not accepted, a zero mark will be awarded for that task. Should the student wish to appeal this decision, they must submit this in writing to the Head Teacher Secondary Studies.



6.2 OUTCOME OF ILLNESS/MISADVENTURE The relevant Faculty Head Teacher will consider illness/misadventure cases specific to assessment tasks for courses within their faculty. They will judge the presented evidence and decide whether the application is to be accepted or rejected. If the application is accepted, one of three things may occur:

1. Original or substitute task is to be completed – a zero will be recorded for the original task and the student will be required to complete the original task or a substitute task. Once completed, the mark gained for this task will replace the zero. If not competed, the zero mark remains.

2. Awarded mark remains – the student’s performance in the assessment task may be considered unaffected. In this case, the student’s original result in the task will remain as marked.

3. Maintain rank applied to task – in exceptional circumstances, where undertaking an alternative task is not possible, the Head Teacher Secondary Studies in consultation with the relevant Faculty Head Teacher, may determine that the student’s relative assessment rank be maintained. This will be calculated at the end of the entire assessment period. This calculated mark would then replace the zero awarded at the time of the scheduled task.

If the application is rejected, then the task must be submitted or attempted in accordance with NESA rules and procedures and then one of two things may occur:

1. Original task was submitted or attempted on time – the original task will be marked and this earned mark will apply.

2. Original task was submitted or attempted late – the original task will be marked; however, a zero mark will be officially awarded.

In all cases, any student wishing to appeal this decision must do so in writing to the Head Teacher Secondary Studies within two school days of receiving the initial decision.

6.3 ILLNESS / MISADVENTURE DURING HSC EXAMINATIONS

In the event a student experiences an illness or misadventure during the HSC Examinations, parents must inform the Deputy Principal or Principal before the examination commences. A formal NESA Illness/Misadventure application must be completed and submitted by the student to NESA. Students are advised to attend all HSC examinations where possible as approval for an Illness or Misadventure application may not be successful and is not always automatically granted by NESA. A basic medical certificate stating a person is unfit for work is insufficient for an HSC illness/misadventure appeal. Depending the circumstances, the appropriate Doctor, nurse or police officer must complete a specific section on the NESA Illness and Misadventure application form. The student, the Examination Convener and the Principal also needs to complete sections on the NESA Illness/Misadventure application.



7. APPLICATION FOR ELITE REPRESENTATION


8. PROCEDURES FOR AN ASSESSMENT APPEAL APPLICATION

All students have the right to appeal a decision made regarding an: application for illness/ misadventure; malpractice, or; an assessment task result. A student must submit an assessment appeal to the relevant Head Teacher, depending on the nature of the appeal. In reviewing the determination of a student’s appeal, the relevant Head Teacher will consider the following as applicable:

• The student’s original Illness/Misadventure application. • Documentation submitted with the original application. • Any additional statement and/or documentation submitted with the student’s appeal form. • All evidence presented which relates to the malpractice.

Students wishing to appeal a decision must follow the relevant procedure outlined below:

8.1 TO APPEAL AN ILLNESS/MISADVENTURE OR MALPRACTICE DECISION:

Step One

(i) Students must obtain an Assessment Task Appeal Application Form

Step Two: Submit the request

(ii) Students must submit their appeal to the Head Teacher Secondary Studies within two school days of the initial illness/misadventure or malpractice decision being communicated to the student.

(iii) Additional supporting documentation, if applicable, should be submitted at this time.


(i) The appeal application and additional documentation will be considered by a review panel convened by the Head Teacher Secondary Studies.

(ii) The decision will be communicated in writing to the relevant Faculty Head Teacher, Class Teacher, student and parents/caregivers.

(iii) The Head Teacher Secondary Studies will notify the Principal if further action is required.


8.2 TO APPEAL AS ASSESSMENT TASK RESULT

Step One:

(i) Students must obtain an Assessment Task Appeal Application Form

Step Two: Submit the request

(ii) Students must submit their appeal to the relevant Faculty Head Teacher within two school days of the receipt of the assessment task result.

(iii) Additional supporting documentation, if applicable, should be submitted at this time.


(i) The appeal application and additional documentation will be considered by the relevant Faculty Head Teacher.

(ii) The decision will be communicated in writing to the Head Teacher Secondary Studies, Class Teacher, student and parents/caregivers.


Nepean Creative & Performing Arts High School

Assessment Task Appeal Application Form Section A (To be completed by the student)

Nature of Appeal: (please circle)

Assessment Task Result Illness/Misadventure decision Malpractice decision

Student Name: Year:

Course: Faculty:









Reason/s for this application for extension (attach extended statement or documentation as necessary):



Section C (OFFICIAL USE ONLY: To be completed by relevant Head Teacher)

Reviewer Name: Position: Resolution decision: Accepted / Rejected Comment:

Reviewer signature: Date:

Copy to: Parent, Student, relevant Head Teacher / Class Teacher / Deputy Principal / Principal as required, Student File


9. N-AWARD WARNINGS Students may receive an N-Award Warning for one of three reasons:

• Lack of Diligence and Sustained Effort: examples include, extensive unexplained absences below 85% therefore extensive non-completion of class work, practicals and homework, which may result from low attendance and absence from class.

• Unsatisfactory Completion of Assessment Tasks: examples include non-completion of an assessment task, plagiarism, non-serious attempts at tasks, continued/deliberate avoidance of examinations and tasks.

• Non-Completion of Work Placement: examples: non-attendance or poor performance, or non-serious attempt at mandatory 35 hours of work placement in either the Preliminary or HSC course.

A student who fails to complete their mandatory work placement in a VET course may be automatically N Determined from the Stage 6 course.

The N-Award Warning letter will clearly outline: the number of warnings that have been issued of an outstanding assessment task; the details of the outstanding assessment task, class work or work placement; the weighting of the task or proportion of the course the work contributes to; the original due date and the new due date for the outstanding work. Students will be given two weeks to resolve the N-Award Warning by completing and submitting the work.

Each time a student receives an N-Award Warning, the student’s parent / carer will be contacted by the class teacher and / or Faculty Head Teacher and a formal warning letter will be issued.

Once a student has failed to complete more than 50% of assessment, missed their work placement or have completed less than 85% of course work, they will be required to meet with the Deputy Principal to commence the Unsatisfactory Participation in Learning and N Determination processes.

9.1 NON-COMPLETION DETERMINATION

Students studying an HSC course must complete and make a genuine attempt at assessment tasks (including examinations) which contribute in excess of 50% of the total marks for the course and satisfactorily complete in excess of 85% of the course work for each subject. Students at risk of receiving a Non-Completion Determination in a course will undertake the Unsatisfactory Participation in Learning Program to assist them to meet course requirements.

Students who do not meet the minimum assessment and course work requirements of a subject will receive a Final N Determination Warning for the course, which is their last chance to meet course requirements.

Failure to meet the deadline of the N Determination Warning will result in the issue of a Final Non-Completion Determination Notification letter to the student and their parent, advising the consequences of this process and the student’s right to a school-based assessment appeal review and the appeal process with NESA.

An N Determination in any subject may make a student ineligible to graduate, attend the Year 12 formal or receive their HSC depending on their chosen pattern of study.


10. FREQUENTLY ASKED QUESTIONS 1. When will assessment begin? Nepean CAPA High School Assessment program commences at the beginning of Term 4 (2020) and concludes at approximately Week 5 of Term 3 (2021). 2. How much notice will be given of each task? With the exception of formal examinations (Trial HSC) you will be notified in writing at least 14 calendar days prior to the due date of Assessment Tasks. The due date and information for all Assessment Tasks will be given to you on our Assessment Task Notice Cover Sheet which will be issued when you are notified of the task. Any variation to the published Assessment schedule must be made at least 14 days prior to the due date of the original task. Students are to sign a register kept by the teacher on receipt of the task notification and on submission of the task. 3. What must I do to have satisfactorily completed a course? NESA expects students to have:

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

In simple terms, you must complete all assessment tasks, hand in class work on time and be present at school. If you continually hand in work late, truant, are absent without justification or your behaviour affects your studies or that of others, you will not satisfy the criteria of applying yourself “with diligence and sustained effort”. 4. What do I do when I am absent when an assessment is issued? It is a student’s responsibility to find out what work has been missed whilst they were absent and to catch up on that work. The same condition applies if a student is absent when an Assessment Task is issued. Extensions will not be granted based on the task not being received. 5. What happens if I am ill or unable to complete a task for some reason? In cases of severe illness or other exceptional circumstances, an extension to the due date of an assessment task may be possible by completing either an Elite Representation Application or an Illness-Misadventure application ONE week before the due date of an Assessment Task. The completed application must be given to the Faculty Head Teacher for missed in-school assessments or to the Head Teacher Secondary Studies for missed examinations during a formal examination period. A medical certificate will be required in cases of illness. Students cannot assume their request will be granted, so they are encouraged to commence work on their assessment tasks upon receipt of them. If an extension is not granted, you must submit the task by the due date. Unless prior application for an extension has been approved, the late submission of a task will result in zero marks being awarded for that task. 6. How do I manage major works? Major works or projects require students to be actively working on them over the 120 hours of the HSC course. NESA and Vocational Education rules stipulate that a student is expected to work on their major works and projects in front of their teachers, who must verify that the major work or project is the work of the student only. This work may include process diaries, design portfolios, essay or story drafts and work on the project or work to be submitted to NESA for marking. Students who do not show adequate progress on their major works and projects will receive periodic N Award letters advising parents of their poor progress. 7. What happens if I do not make a serious attempt in an assessment task or examination? You will be awarded zero marks for the task, an N-warning letter will be issued and you will be required to re-attempt the task. 8. What does “non-serious attempt” mean? This includes very poor attempts that contain an insufficient amount of work in which to assess a student’s work, the use of derogatory remarks, obscene language and graffiti (e.g. drawing on an examination paper).


9. What happens if I have been found guilty of malpractice? You will be awarded zero marks for the task, an N-warning letter will be issued and you will be required to re-attempt the task. 10. What if I want to undertake the optional examinations in English Studies or Mathematics Standard 1? Students studying English Studies and Mathematics Standard 1 may elect to undertake an optional HSC Examination. Should a student seek an Australian Tertiary Admission Rank (ATAR), the examination mark will be used by the Universities Admissions Centre (UAC) to calculate the ATAR. Students who do not sit for the English Studies HSC examination are not eligible for the calculation of an ATAR. Students who are planning to sit the optional English Studies and/or Mathematics Standard 1 HSC Examination must sit a formal written examination as part of their assessment program so that an estimated examination mark can be determined. 11. What if I know in advance that I will be absent? If a student knows he or she will be absent on the day that an assessment task is due, the student must submit the assessment task before the due date unless an extension has been granted. This includes students who are involved in sporting events, excursions or work placement and elite representation. 12. What if I have been absent from school? Occasionally there are special circumstances where a student cannot hand an assessment task in by the set time due to unexpected illness or for an exceptional circumstance. Parents must notify the course Head Teacher in the morning of the student’s absence. If illness is offered as a reason for late submission, a Doctor’s Certificate must be provided to cover the dates of the absence including the day the assessment task was due. If misadventure is offered as a reason for late submission, suitable evidence must be provided to verify the reason. All students must submit an illness/misadventure form in all cases of illness or misadventure. 13. How many assessment tasks do I need to do? Students must complete all their Higher School Certificate (HSC) assessment tasks. If students fail to complete assessment tasks that make up 50% or more of the total assessment marks in a course, then the provisions outlined later in this section will apply. All school assessment tasks must be completed. 14. What happens if I hand in Assessment Tasks late? Students submitting late work will receive an N-Award Warning Letter notifying parents they have received a zero for that task and a new deadline will be set for students to satisfactorily attempt and submit the task as per NESA rules. 15. What happens if I fail to complete tasks worth 50% or more of course assessment marks? If a student fails to complete assessment tasks that make up 50% of the total assessment marks in a course, the Principal may deem that the course has not been satisfactorily studied. The student will be permitted to sit for the Higher School Certificate Examination in that course, but unless the student successfully appeals to NESA the student will be awarded neither an assessment mark nor an examination mark. 16. What about students who change schools or repeat? NESA will be notified as soon as possible of all HSC student movements both in and out of the school. For students who transfer between the commencement of assessments in a particular course and before 30th June in an HSC examination year, the receiving school is to prepare the final assessment based upon those tasks which the students complete at the receiving school. Any information from the student’s previous school may also be taken into account. For students who transfer schools after 30th June, their previous school is to provide the assessments. For students who transfer from interstate or overseas, only tasks undertaken at the receiving school should be assessed. For students who repeat Year 12, an assessment will be made for the repeated year only. No changes to the HSC entries will occur after 30th June in the HSC examination year, other than withdrawal from the course. 17. Can I get an extension for an assessment because of technical difficulties? No, extensions will not be granted for technical difficulties including printer, computer or USB issues, misplaced assessment work, failure to upload an assessment to Teams or slow Wi-Fi.


11. TIPS FOR BEING A SUCCESSFUL STUDENT 11.1 BE ORGANISED

The first step towards success at school is to be organised. This means that you know where you keep your books and equipment, know when school work is due, and being able to find things when you need them.

If you have your own room, make sure that all your books and equipment are in one place.

Check your timetable each evening before going to bed. Then use this information to pack your school bag. If you have a system like this, you will never forget your books or equipment.

Your school diary is a very useful resource that can help you get organised. Your diary has a calendar and a weekly planner where you can write when homework, assignments or other school work is due. Develop a habit of regularly writing in your diary and looking up the things you write.

Your weekly planner not only tells you when school work is due, but it can also help you plan your time by allowing you to calculate, at a glance, how much time you have left before something is due.

Your weekly planner should be updated every week to reflect the amount of time you need to spend on different tasks.

You should have separate exercise books for all subjects. You should use headings and subheadings for things you write and you should always date your work so it's easier to sequence.

11.2 PRIORITISE YOUR TIME AND WORK

To prioritise means to make a decision on what is important and what needs to be done first. To help you prioritise you should have clear and manageable learning goals and know what you have to do to achieve those goals.

Being organised, knowing when work is due and knowing how much time you have to do it, will help you set priorities and find time to do things that are urgent and important.

Make a short list of the most urgent or most important things you have to do. This list should not be too long - five or so items at a time - and you should always complete the item at the top of the list first.

Your “To Do List” will help you always feel in control and it will give you a sense of achievement. Your list should have all your urgent tasks on it to help you to remember that they have to be done. The most urgent tasks should be at the top of your list.

Important things are not always urgent, but they have to be done - and you must find the time to do them. There is a range of important things, and these things are not just school work. However, by prioritising you will be able to find a balance between everything that is important to you.

11.3 SET GOALS It is important to have learning goals. Learning goals should be realistic and manageable. For example, think about your learning goals a year from now, but also think about all the small steps that will allow you to get there. Plan on doing the small steps first, and then gradually build up. Knowing where you want to go makes getting there a lot easier. If you are not sure about your goals, talk to someone who can help you work out where you want to be and how to get there.

School work is very important, but so are the other things you do after school. The trick is to find a balance between the different things you do after school. Use your weekly planner to help you in this process. Work out all the things you have to do that week (prioritise), then see how much time is left for other things. Finding the right balance will reduce stress and help you stay on task.


11.4 GET THINGS DONE Getting things done can be time-consuming and challenging, but if you are organised and you have your priorities right, it will make your workload easier.

Bigger tasks should be broken down into smaller parts. Each assignment or project should be broken down into smaller, manageable components, and then time should be allocated to each component in your weekly planner. This makes big jobs easier to do and it reduces stress.

When breaking things down, make sure that you understand all the steps that have to be completed, and then work on the first step until it is done. Only when you have completed the first step should you move on to the next step. Your study schedule should help you work out how much time you have to complete each step.

Going over your class notes and linking them to key skills and concepts should be something you do at home during the time set aside to do homework. Even if your teacher does not set this activity explicitly for homework, you should be doing this regularly at home.

Making study notes is the process of linking content learned in class to key skills and processes. Once you have your study notes you will find it is much easier to do assessment tasks and prepare for tests and examinations as these always ask you to link knowledge to key skills.

You should ask for feedback from your teacher on your progress to see that you are doing the right thing and that you are on the right track. If you give yourself enough time to complete your work, you should be able to show your teacher a fairly complete draft at least several days before the work is due. This will give your teacher time to get back to you and give you time to act on the feedback you get.


12. NESA DIRECTIVE VERBS

HSC subject syllabuses, school internal assessment tasks and examination questions have key words that state what students are expected to be able to do in examinations and assessment tasks. It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.

Key Word Definition 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 judgement 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

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


13. HSC ASSESSMENT CALENDAR 2020-2021

TERM 4 2020 WKS 1-3

4

5 TEXTILES TASK 1

6 CHEMISTRY TASK 1, ENGLISH ADVANCED TASK 1, ENGLISH STANDARD TASK 1, SLR TASK 1

7 ANCIENT HISTORY TASK 1, BIOLOGY TASK 1, MUSIC 1 TASK 1, PDHPE TASK 1

8 EARTH TASK 1, ENGLISH STUDIES TASK 1, IT TIMBER TASK 1, LEGAL TASK 1, MATH ADVANCED TASK 1, MATH STANDARD 1 TASK 1, MATH STANDARD 1 TASK 1, PHOTOGRAPHY TASK 1, PHYSICS TASK 1

9 BUSINESS STUDIES TASK 1, DANCE TASK 1, DRAMA TASK 1, ENGLISH EXTENSION 2 TASK 1, GEOGRAPHY TASK 1, MATH EXTENSION 1 TASK 1, VISUAL ARTS TASK 1

10 CFS TASK 1, MATH EXTENSION 2 TASK 1, MODERN HISTORY TASK 1, SDD TASK 1, ASSISTANT DANCE TEACHING CLUSTER C, IDT CLUSTER D, HOSPITALITY CLUSTER D, SPORTS COACHING CLUSTER D

TERM 1 2021

1 SOCIETY AND CULTURE TASK 1

2 FOOD TECHNOLOGY TASK 1, IT TIMBER TASK 2

3 CONSTRUCTION CLUSTER C,

4 ENGLISH ADVANCED TASK 2, ENGLISH STANDARD TASK 2, ENGLISH STUDIES TASK 2, SPORTS COACHING CLUSTER C

5 CIRCUS TASK 1, DRAMA TASK 2, ENGLISH EXTENSION 1 TASK 1, HISTORY EXTENSION TASK 1, PHYSICS TASK 2, TEXTILES TASK 2, ENTERTAINMENT CLUSTER E

6 ANCIENT HISTORY TASK 2, BIOLOGY TASK 2, CFS TASK 2, PHOTOGRAPHY TASK 2, SLR TASK 2

7 EARTH TASK 2, MATH ADVANCED TASK 2, MATH STANDARD 1 TASK 2, MATH STANDARD 2 TASK 2, PDHPE TASK 2

8 MATH EXTENSION 1 TASK 2, MUSIC 1 TASK 2, SDD TASK 2, VISUAL ARTS TASK 2, IDT CLUSTER E

9 BUSINESS STUDIES TASK 2, CHEMISTRY TASK 2, DANCE TASK 2, ENGLISH EXTENSION 2 TASK 2, FOOD TECHNOLOGY TASK 2, GEOGRAPHY TASK 2, MATH EXTENSION 2 TASK 2, MODERN HISTORY TASK 2

10 LEGAL STUDIES TASK 2, CONSTRUCTION CLUSTER

11 MUSIC 2 TASK 1, MUSIC EXTENSION TASK 1


TERM 2 2021

1 ENGLISH ADVANCED TASK 3, ENGLISH STANDARD TASK 3

2

3

4 MATH ADVANCED TASK 3, MATH STANDARD 1 TASK 3, MATH STANDARD 3 TASK 3

5 DANCE TASK 3, DRAMA TASK 3, MATH EXTENSION 1 TASK 3, TEXTILES TASK 3, VISUAL ARTS TASK 3, ENTERTAINMENT CLUSTER F

6 BIOLOGY TASK 3, BUSINESS STUDIES TASK 3, CHEMISTRY TASK 3, ENGLISH EXTENSION 1 TASK 2, MATH EXTENSION 2 TASK 3, MUSIC 1 TASK 3, MUSIC 2 TASK 2, MUSIC EXTENSION TASK 2, PHOTOGRAPHY TASK 3, SLR TASK 3, HOSPITALITY CLUSTER E

7 EARTH TASK 3, FOOD TECHNOLOGY TASK 3, GEOGRAPHY TASK 3, IT TIMBER TASK 3, PHYSICS TASK 3, SOCIETY AND CULTURE TASK 2, CONSTRUCTION CLUSTER D

8 ANCIENT HISTORY TASK 3, CFS TASK 3, ENGLISH EXTENSION 2 TASK 3, HISTORY EXTENSION TASK 2, LEGAL STUDIES TASK 3, MODERN HISTORY TASK 3, PDHPE TASK 3, SDD TASK 3, IDT CLUSTER F

9 PERFORMANCE EXAMINATIONS: CAPA PRACTICALS ASSESSMENT FREE WEEK 10

TERM 3 2021

WKS 1-2

TRIAL EXAMINATIONS: WRITTEN ASSESSMENT FREE WEEK

3 SOCIETY AND CULTURE PIP DUE DATE, ENGLISH STUDIES TASK 3, PHOTOGRAPHY TASK 3, SLR TASK 4, IDT CLUSTER G

4 HSC DANCE PERFORMANCES ASSESSMENT FREE WEEK

5 HSC DANCE PERFORMANCES ASSESSMENT FREE WEEK

6 HSC DRAMA PERFORMANCES YEARLY REPORTS TO BE WRITTEN – HSC RESULTS FINALISED, FINAL DATE TO ISSUE N DETERMINATIONS CONSTRUCTION CLUSTER F, ASSISTANT DANCE TEACHING CLUSTER E, ENTERTAINMENT CLUSTER G, ENTERTAINMENT CLUSTER H, HOSPITALITY CLUSTER F, SPORTS COACHING CLUSTER E

7 HSC MUSIC PERFORMANCES HSC CIRCUS ARTS PERFORMANCES YEARLY REPORTS TO BE WRITTEN – HSC RESULTS FINALISED; N DETERMINATIONS SUBMITTED

8 HSC MUSIC PERFORMANCES ASSESSMENT FREE WEEK - NESA ENTRY FOR HSC ASSESSMENT RESULTS

9 ASSESSMENT FREE WEEK

10 ASSESSMENT FREE WEEK – YEARLY REPORTS ISSUED


14. YEAR 12 COURSE

ASSESSMENT SCHEDULES


ANCIENT HISTORY Course Outcomes: KNOWLEDGE AND UNDERSTANDING: AH12-1 accounts for the nature of continuity and change in the ancient world AH12-2 proposes arguments about the varying causes and effects of events and developments AH12-3 evaluates the role of historical features, individuals and groups in shaping the past AH12-4 analyses the different perspectives of individuals and groups in their historical context AH12-5 assesses the significance of historical features, people, places, events and developments of the ancient

world SKILLS: AH12-6 analyses and interprets different types of sources for evidence to support an historical account or

argument AH12-7 discusses and evaluates differing interpretations and representations of the past AH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence

from a range of sources AH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate

and well-structured forms AH12-10 analyses issues relating to the ownership, custodianship and conservation of the ancient past

Task Description

Due Date Outcomes (Syllabus)

Weighting Course Component

Communication of historical

understanding

Historical Inquiry

and Research

Historical skills in analysis and evaluation of sources and

interpretations

Knowledge and

understanding of course

content Task 1

Ancient Societies

In class task

Term 4 Week 7

2020

AH12-1 AH12-5 AH12-7

25% 5% 10% 5% 5%

Task 2 Cities of Vesuvius

Task

Term 1 Week 6

2021

AH12-6 AH12-7

AH12-10 25% 5% 5% 5% 10%

Task 3 Personality

Study OR

Historical Period

Term 2 Week 8

2021

AH12-3 AH12-4 AH12-7 AH12-8

25% 5% 5% 5% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

AH12-1 AH12-2 AH12-3 AH12-4 AH12-9

25% 5% 5% 15%

Total: 100% 20% 20% 20% 40%


ANCIENT HISTORY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of a range of historical features, people,

places, events and developments, and their significance • Demonstrates comprehensive understanding of continuity and change over time • Demonstrates comprehensive understanding of different perspectives of individuals and groups

in the past • Analyses and interprets sources for evidence and synthesises evidence • Evaluates differing interpretations and representations of the past • Demonstrates sophisticated understanding and use of historical concepts and terms • Communicates a high level and sustained argument through well-structured and comprehensive

texts Band 5 - B • Demonstrates thorough knowledge and understanding of a range of historical features, people,

places, events and developments, and their significance • Demonstrates a well-developed understanding of continuity and change over time • Demonstrates a well-developed understanding of different perspectives of individuals and

groups in the past • Analyses and interprets sources for evidence • Analyses differing interpretations and representations of the past • Demonstrates thorough understanding and use of historical concepts and terms • Communicates a coherent and sustained argument through well-structured and comprehensive

texts Band 4 - C • Demonstrates sound knowledge and understanding of a range of historical features, people,

places, events and developments, and their significance • Demonstrates sound understanding of continuity and change over time • Demonstrates sound understanding of different perspectives of individuals and groups in the

past • Uses sources for evidence • Discusses interpretations and representations of the past • Demonstrates understanding of historical concepts and terms • Communicates a general argument through well-structured texts

Band 3 - D • Demonstrates basic understanding of historical features, people, places, events, and their significance

• Identifies features of continuity and change over time • Demonstrates basic understanding of different perspectives of individuals and groups in the past • Makes reference to sources • Identifies interpretations and representations of the past • Uses basic historical concepts and terms • Communicates basic information through descriptive texts

Band 2 –E • Describes historical features, people, places and events • Recognises aspects of continuity and/or change • Demonstrates limited understanding of different perspectives of individuals and groups in the

past • Makes reference to sources • Uses limited historical concepts and terms • Provides limited information in narrative style

Band 1 - NA • Not achieving course outcomes


BIOLOGY Course Outcomes: SKILLS: BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media BIO11/12-5 analyses and evaluates primary and secondary data and information BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

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

audience or purpose

KNOWLEDGE AND UNDERSTANDING: BIO12-12 explains the structures of DNA and analyses the mechanisms of inheritance and how processes of

reproduction ensure continuity of species BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change BIO12-14 analyses infectious disease in terms of cause, transmission, management and the organism’s

response, including the human immune system BIO12-15 explains non-infectious disease and disorders and a range of technologies and methods used to

assist, control, prevent and treat non-infectious disease

Task Description Due Date Outcomes

(Syllabus)

Weighting

Course Component

Knowledge and understanding of

course content

Skills in working scientifically

Task 1 Data Analysis

Term 4 Week 8

2020

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

BIO12-12

20% 5% 15%

Task 2 Research task

Term 1 Week 6

2021

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

BIO12-13

20% 10% 10%

Task 3 Depth Study

Term 2 Week 6

2021

BIO11/12-1 BIO11/12-5 BIO11/12-6 BIO11/12-7

BIO12-14

30% 5% 25%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2021 ALL 30% 20% 10%

Total: 100% 40% 60%


BIOLOGY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and

abstract ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise

scientific terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary

or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions

• Designs solutions to scientific problems, questions, or hypotheses using selected accurate, reliable, valid, and relevant primary and secondary data, and scientific evidence, by applying processes, modelling and formats

• Applies knowledge and information to unfamiliar situations to propose comprehensive solutions or explanations for scientific issues or scenarios

Band 5 - B • Demonstrates thorough knowledge and understanding of scientific concepts, including complex and abstract ideas

• Communicates scientific understanding, logically, and effectively using correct scientific terms and application of nomenclature in a variety of formats and wide range of contexts

• Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data, evaluating risks, mitigating where applicable, and making some modifications in response to new evidence

• Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships

• Designs solutions to scientific problems, questions, or hypotheses using selected accurate, reliable, and valid primary and secondary data, and scientific evidence, by applying processes, and formats

• Applies knowledge and information to unfamiliar situations to propose explanations for scientific issues or scenarios

Band 4 - C • Demonstrates sound knowledge and understanding of scientific concepts • Communicates scientific understanding effectively using scientific terms and application of nomenclature • Designs and plans investigations to obtain primary and secondary data and evaluates risks • Processes and interprets primary and secondary data, and represents it using a range of scientific formats • Identifies scientific problems, questions, or hypotheses and applies processes, and formats to primary or

secondary data • Applies knowledge and information relevant to scientific issues or scenarios

Band 3 - D • Demonstrates basic knowledge and understanding of scientific concepts • Communicates scientific understanding using basic scientific terms and application of nomenclature • Implements scientific processes to obtain primary and secondary data and identifies risks • Processes primary or secondary data, and represents it using scientific formats • Responds to scientific problems, questions, or hypotheses • Recalls scientific knowledge and information

Band 2 –E • Demonstrates limited knowledge and understanding of scientific concepts • Communicates scientific understanding using limited scientific terms • Partially outlines investigations to obtain data and information • Provides simple descriptions of scientific phenomena • Recalls basic scientific knowledge and information

Band 1 - NA • Student is not achieving course outcomes


BUSINESS STUDIES Course Outcomes: H1 critically analyses the role of business in Australia and globally H2 evaluates management strategies in response to changes in internal and external influences H3 discusses the social and ethical responsibilities of management H4 analyses business functions and processes in large and global businesses H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats H10 applies mathematical concepts appropriately in business situations

Task Description


Weighting

Course Components

Stimulus Based skills

Inquiry and

research

Communication of business

information, ideas and issues

Knowledge and understanding

of course content

Marketing Research Task

Term 4 Week 9

2020

H3, H7, H8, H9

20% 10% 5% 5%

In Class Stimulus

Based Finance

Assessment Task

Term 1 Week 9

2021

H2, H5, H8, H9,

H10 20% 10% 10%

Operations Report

Term 2 Week 6

2021

H1, H2, H4, H7,

H9 30% 10% 10% 10%

Trial HSC Examination

Term 3 Weeks 1-2

2021

All Outcomes

30% 10% 5% 15%

Total: 100% 20% 20% 20% 40%


BUSINESS STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates comprehensive knowledge and understanding of business functions and

operations • Critically analyses the nature, role and structure of business • Evaluates the effectiveness of management responses to internal and external influences that

affect business • Interprets and applies specific numerical data to analyse and solve business problems and predict

future trends • Synthesises contemporary business issues when evaluating management responses and

strategies • Clearly communicates using business terminology, concepts and comprehensive case studies in a

variety of appropriate formats Band 5 - B • Demonstrates thorough knowledge and understanding of business functions and operations

• Analyses the nature, role and structure of business • Analyses management responses to internal and external influences that affect business • Interprets and applies numerical data to analyse and solve business problems and predict future

trends • Applies contemporary business issues when analysing management responses and strategies • Communicates using business terminology, concepts and comprehensive case studies in a variety

of appropriate formats Band 4 - C • Demonstrates knowledge and some understanding of business functions and operations

• Explains the nature, role and structure of business • Explains management responses to internal and external influences that affect business • Interprets and applies numerical data with some analysis to solve business problems • Summarises contemporary business issues with some analysis of management responses and

strategies • Communicates using business terminology, concepts and comprehensive case studies in

descriptive formats Band 3 - D • Demonstrates basic understanding of business functions and operations

• Describes the nature, role and structure of business • Describes management responses • Refers to numerical data when solving business problems • Displays limited analysis of contemporary business issues • Communicates using basic business terminology in simple formats

Band 2 –E • Demonstrates limited understanding of business functions and operations • Demonstrates limited knowledge of the nature, role and structure of business • Identifies management responses • Uses elementary numerical data • Shows limited communication skills



CHEMISTRY Course Outcomes: SKILLS: CH12-1 develops and evaluates questions and hypotheses for scientific investigation CH12-2 designs and evaluates investigations in order to obtain primary and secondary data and information CH12-3 conducts investigations to collect valid and reliable primary and secondary data and information CH12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media CH12-5 analyses and evaluates primary and secondary data and information CH12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

processes CH12-7 communicates scientific understanding using suitable language and terminology for a specific

audience or purpose KNOWLEDGE AND UNDERSTANDING: CH12-12 explains the characteristics of equilibrium systems, and the factors that affect these systems CH12-13 describes, explains and quantitatively analyses acids and bases using contemporary models CH12-14 analyses the structure of, and predicts reactions involving, carbon compounds CH12-15 describes and evaluates chemical systems used to design and analyse chemical processes


(Syllabus)

Weighting

Course Component


of course content

Skills in working

scientifically

Task 1 First Hand

Investigation

Term 4 Week 6

2020

CH12-3 CH12-5 CH12-6

CH12-12

20% 5% 15%

Task 2 Depth Study

Term 1 Week 9

2021

CH12-1 CH12-2 CH12-3 CH12-4 CH12-5

CH12-13

30% 5% 25%

Task 3 Research Task

Term 2 Week 6

2021

CH12-4 CH12-6 CH12-7

CH12-14

20% 5% 15%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2021

CH12-6 CH12-12 CH12-13 CH12-14 CH12-15

30% 25% 5%

Total: 100% 40% 60%


CHEMISTRY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and

abstract ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise

scientific terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary

or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions


• Applies knowledge and information to unfamiliar situations to propose comprehensive solutions or explanations for scientific issues or scenario








secondary data • Applies knowledge and information relevant to scientific issues or scenario





CIRCUS ARTS NON-ATAR Course Outcomes: 1.1 Explore the role of body awareness in training for circus performers. 1.2 Assess individual requirements for fitness, strength and conditioning. 1.3 Participate in individual fitness for circus performers program. 1.4 Prepare for elementary to advanced circus basics training. 1.5 Develop elementary to advanced circus skills. 1.6 Prepare for elementary to advanced skills training. 1.7 Develop elementary to advanced movement skills for circus. 1.8 Develop elementary to advanced creative and expressive skills for performance. 1.9 Develop elementary to advanced skills of inhabiting the performance space. 1.10 Establish requirements for elementary to advanced small group performance. 1.11 Apply performance skills for elementary to advanced small group circus or physical theatre performance. 2.1 Develop professional skills for working in circus and physical theatre. 2.2 Develop professional skills required to participate in elementary ensemble circus or physical theatre

performance. 2.3 Prepare for elementary to advanced group act training. 2.4 Develop elementary to advanced group acts. 2.5 Identifies and selects appropriate elements of circus movement/choreography in a personal style in

response to an intent or brief. 2.6 Demonstrates the use of the elements of act creation in response to an intent or brief. 2.7 Recognises and values the role of circus and physical theatre in achieving individual expression through

movement creation. 3.1 Understands circus from artistic, aesthetic and cultural perspectives through movement and in written

and oral form. 3.2 Understands the concept of differing artistic, social and cultural contexts of circus. 3.3 Recognises, analyses and evaluates the distinguishing features of major circus works. 3.4 Utilises the skills of research and analysis to examine circus as an artform. 3.5 Demonstrates, in written and oral form, the ability to analyse and synthesise information when making

discriminating judgements about circus. 3.6 Acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

Task Description Due Date Outcomes (Syllabus)

Weighting

Task 1- Performance Skills for Circus & Applied Circus Practices a. -Skill acquisition of basic to advanced skills in aerials,

manipulation, equilibristics, and acrobatics. b. Analysis of application of performance skills and applied

circus practices for performers.

1.1, 1.5, 1.8, 1.9. 1.11, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2,

3.3, 3.4, 3.6

Week 5 Term 1 2020

40%

Task 2- Circus Analysis a. Analysis of circus work.

8.1, 8.2, 8.3, 8.4, 8.5, 8.6

Week 9 Term 2 2020

20%

Task 3- Creation of HSC Circus Arts Performance a. Creation of a circus arts performance b. Analysis of application of choreographic tools, theatrical

elements and communication strategies c. Process diary

1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 2.1, 2.2, 2.5, 2.6, 2.7, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Week 7 Term 3 2020

40%

Total: 100%


COMMUNITY AND FAMILY STUDIES

Course Outcomes: H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.1 analyses different approaches to parenting and caring relationships H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and

communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.2 evaluates networks available to individuals, groups and families within communities H3.3 critically analyses the role of policy and community structures in supporting diversity H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure

equitable access to resources H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of

positive social environments H7.1 appreciates differences among individuals, groups and families within communities and values their contributions to

society H7.2 develops a sense of responsibility for the wellbeing of themselves and others H7.3 appreciates the value of resource management in response to change H7.4 values the place of management in coping with a variety of role expectations


(Syllabus)

Weighting

Course Component


of course content

Skills in critical thinking, research

methodology, analysing and

communicating

Task 1 Independent

Research Project- Report, Diary and

Evaluation

Term 4 Week 10

2020

H1.1 H4.1 H4.2 H5.1

20% 5% 15%

Task 2 In class Quiz

Term 1 Week 6

2021

H2.1 H3.2 H2.3 H3.1 H4.1 H4.2

25% 10% 15%

Task 3 Hand In Task

Term 2 Week 8

2021

H2.2 H5.1 25% 10% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

All outcomes 30% 15% 15%

Total: 100% 40% 60%


COMMUNITY AND FAMILY STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding about the influence of a range of societal factors on

individuals and on the nature of groups, families and communities • Demonstrates superior understanding and application of research methodologies to the study of social

issues • Predicts and draws valid conclusions by analysing data relevant to the study of social issues • Proposes, develops and sustains arguments based on relevant research and examples to justify points of

view • Comprehensively applies the management process and proposes relevant strategies in a wide range of

contexts • Evaluates the impact of resource management on the wellbeing of individuals, groups, families and

communities in a wide range of contexts • Demonstrates superior analysis of interrelationships between individuals, groups, families and communities • Effectively communicates ideas, issues and opinions in an organised, logical and coherent manner, using

appropriate terminology Band 5 - B • Demonstrates thorough knowledge and understanding about the influence of a range of societal factors on

individuals and on the nature of groups, families and communities • Demonstrates accomplished understanding and application of research methodologies to the study of

social issues • Successfully draws conclusions using available data relevant to the study of social issues • Sustains arguments using relevant research and individual experiences • Effectively applies the management process and proposes strategies in a range of contexts • Explains the impact of resource management on the wellbeing of individuals, groups, families and

communities in a range of contexts • Competently identifies and explains interrelationships between individuals, groups, families and

communities • Competently communicates ideas, issues and opinions in an organised, logical and coherent manner, using

appropriate terminology Band 4 - C • Demonstrates sound knowledge and understanding about the influence of a range of societal factors on

individuals and on the nature of groups, families and communities • Demonstrates sound understanding and application of research methodologies to the study of social issues • Interprets data relevant to the study of social issues in various forms • Draws on personal experience to support discussion • Demonstrates clear knowledge of the management process and provides some examples of strategies • Adequately communicates the relationship between resource management and wellbeing • Shows a sound understanding of interrelationships between individuals, families and communities • Communicates ideas, issues and opinions in a clear and logical way using appropriate terminology

Band 3 - D • Demonstrates a basic knowledge and understanding of the influence of a range of societal factors on individuals and on the nature of groups, families and communities

• Demonstrates basic understanding and limited application of research methodologies to the study of social issues • Demonstrates basic data-interpretation skills relevant to the study of social issues • Relies heavily on personal experience to support discussion • Demonstrates basic knowledge of the management process • Shows a basic understanding of interrelationships between individuals, groups, families and communities • Communicates ideas and opinions in basic form using some relevant terminology

Band 2 –E • Demonstrates some knowledge and understanding about the influence of a range of societal factors on individuals and on the nature of groups, families and communities

• Demonstrates limited understanding of research methodologies applicable to the study of social issues • Relies only on personal experience • Shows limited knowledge of the management process • Communicates simple and limited ideas and opinions using limited and elementary terminology



DANCE Course Outcomes:

H1.1 Understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form. H1.2 Performs, composes and appreciates dance as an artform. H1.3 Appreciates and values dance as an artform through the interrelated experiences of performing, composing and

appreciating dances H1.4 Acknowledges and appreciates the relationship of dance and other media. H2.1 Understands performance quality, interpretation and style relating to dance performance. H2.2 Performs dance skills with confidence, commitment, focus, consistency, performance quality and with due

consideration of safe dance practices. H2.3 Values the diversity of dance performance. H3.1 Identifies the elements of dance composition. H3.2 Demonstrates the use of the elements of composition/ choreography in a personal style in response to a specific

concept/intent. H3.3 Recognises and values the role of dance in achieving individual expression. H3.4 Explores, applies and demonstrates the combined use of compositional principles and technological skills in a personal

style in response to a specific concept/intent H4.1 Understands the concept of differing artistic, social and cultural contexts of dance. H4.2 Develops knowledge to critically appraise and evaluate dance. H4.3 Utilises the skills of research and analysis to examine dance as an artform. H4.4 Demonstrates in written and oral form, the ability to analyse and synthesise information when making discriminating

judgments about dance. H4.5 Acknowledges that the artform of dance is enhanced through reflective practice, study and evaluation.

Task Description Due Date

Outcomes (Syllabus)

Weighting

Course Component

Performance Composition Appreciation Major Study

Task 1 – Core Performance A) Presentation of Core Performance and interview. B) Process journal record of performance development and application of Safe Dance Practice.

Term 4 Week 9

2020

H1.1, H1.2, H1.3, H2.1, H2.2, H2.3

15% 15%

Task 2 – Major Study A) Presentation of Major Study and interview. B) Major Study rationale and process journal.

Term 1 Week 9

2021

Depends on Major

Study Selected

30% 30%

Task 3 – Core Composition & Appreciation

A) Presentation of Core Composition and interview. B) Composition rationale and process journal. C) Analysis of seminal work: Sarabande & Terrain

Term 2 Week 5

2021

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

H4.5

25% 15% 10%

Task 4 – HSC Trials A) Presentation of Core Performance, Core Composition and Major Study with interviews B) Process journals for all practical components and rationales. C) Written Core Appreciation examination.

Term 2 Week 9-10

PRAC

Term 3 Week 1-2 WRITTEN

2021

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

H4.5

30% 5% 5% 10% 10%

Total: 100% 20% 20% 20% 40%


DANCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Synthesises extensive knowledge, understanding and skill, through the appreciation of dance as

an art form, which is communicated in movement, written and oral forms. • Demonstrates outstanding dance technique, performance quality, interpretation and heightened

anatomical awareness. • Demonstrates a high level of problem solving using the elements of composition/choreography

to communicate concepts/intent in a personal style. • Demonstrates in well structured text and in oral form the outstanding ability to analyse

information, present ideas and make discriminating judgements. Band 5 - B • Sustains a high level of knowledge, understanding and skill through the acknowledgment of dance

as an art form which is communicated in movement, written and oral forms. • Demonstrates a high level of dance technique, performance quality, interpretation and

anatomical awareness. • Successfully demonstrates problem solving using the elements of composition/choreography, to

communicate concepts/intent in a personal style. • Demonstrates in well-structured text and in oral form a high level of ability to analyse information,

present ideas and make competent judgements. Band 4 - C • Demonstrates sound knowledge, understanding and skill, through the awareness of dance as an

art form, which is communicated in movement, written and oral forms. • Demonstrates a sound level of dance technique, performance quality, interpretation and

anatomical awareness. • Demonstrates the ability to use problem solving in composition/choreography to present

concepts/intent in a personal style. • Demonstrates in clear, structured text and in oral form the ability to present information and ideas

and make judgements. Band 3 - D • Shows basic knowledge, understanding and skill through dance as an art form which is presented

in movement, written and oral forms. • Shows a basic level of dance technique and performance quality. • Shows a basic level of problem solving in composition and choreography and present movement

in a personal style. • Comprehends information and presents ideas in text and oral forms.

Band 2 –E • Indicates some knowledge, understanding and skill, relative to dance as an art form, which are presented in movement and/or written and/or oral forms.

• Demonstrates at a limited level some dance technique and performance quality. • Demonstrates at a simple level, some elements of composition in a personal style. • Recounts some information which is presented in text and oral forms.



DRAMA Course Outcomes: H1.1 uses acting skills to adopt and sustain a variety of characters and roles H1.2 uses performance skills to interpret and perform scripted and other material H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance

individual and group devised works H1.4 collaborates effectively to produce a group-devised performance. H1.5 demonstrates directorial skills H1.6 records refined group performance work in appropriate form H1.7 demonstrates skills in using the elements of production H1.8 recognizes the value of the contribution of each individual to the artistic effectiveness of productions H1.9 values innovation and originality in group and individual work H2.1 demonstrates effective performance skills H2.2 uses dramatic and theatrical elements effectively to engage an audience H2.3 demonstrates directorial skills for theatre and other media H2.4 appreciates the dynamics of drama as a performing art H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama

and theatre practitioners, styles and movements H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written

responses H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and

movements H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian

and other societies H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements


Outcomes (Syllabus)

Weighting

Course Components

Making Performing Critically Studying

Task 1 - Australian Drama & Theatre: Contemporary Theatre Practice

Performance & Written Task

Term 4 Week 9

2020

H1.1, H1.3, H1.5, H1.7, H3.1, H3.3 20% 10% 10%

Task 2 - Individual Project Work in progress presentation &

Logbook including preliminary drafts and research

Term 1 Week 5

2021 H1.2, H1.3, H1.5 20% 10% 10%

Task 3- Group Performance Work in progress Performance &

Logbook, including script development research & planning

Term 2 Week 5

2021

H1.1, H1.2, H1.4, H1.5, H2.2 30% 10% 20%

Task 4 Trial HSC Examination

Incorporating written exam, Group Performance (completed) & Individual

Project (completed)

Term 2 Week 9-10

PRAC

Term 3 Week 1-2 WRITTEN

2021

H1.4, H1.5, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3,

30% 10% 10% 10%

Total: 100% 40% 30% 30%


DRAMA PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Has extensive knowledge, understanding and appreciation of the elements of drama and can demonstrate

these using exemplary skills in making, performing and critically studying drama • Demonstrates flair and originality in conceptualising, developing and producing an exemplary dramatic

work • Collaborates at a sophisticated level to devise and present an innovative group performance which evokes

a powerful audience response • Demonstrates sophisticated analysis, synthesis and application of information and/or research about drama

and theatre, and ability to frame responses in an informed personal and coherent manner Band 5 - B • Has substantial knowledge, understanding and appreciation of the elements of drama and can demonstrate

these using high level skills in making, performing and critically studying drama conceptualises, develops and produces a high quality dramatic work

• Collaborates effectively to devise and present an engaging group performance which demonstrates an understanding of the actor and audience relationship

• Demonstrates skills of analysis and synthesis of information and/or research about drama and theatre which is presented through coherent, informed responses

Band 4 - C • Has sound knowledge, understanding and some appreciation of the elements of drama and can demonstrate these using well developed expressive skills in making, performing and critically studying drama

• Is able to develop and produce dramatic work of some quality • Is able to contribute towards devising and presenting a coherent group performance which demonstrates

an awareness of the actor and audience relationship • Can analyse and use information and/or research about drama and theatre to structure clear, relevant

responses Band 3 - D • Has basic knowledge and understanding of the elements of drama and can demonstrate these when

making, performing and critically studying drama • Can produce a satisfactory dramatic work • Co-operates to devise and present a satisfactory group performance • Can recall relevant information about drama and theatre to form basic responses

Band 2 –E • Has some knowledge and understanding of the elements of drama and can demonstrate this when making, performing and critically studying drama.

• Can produce an elementary dramatic work • Participates and performs to a limited level in group performance • Recounts some relevant information about drama and theatre to form limited responses



EARTH AND ENVIRONMENTAL SCIENCE Course Outcomes:

SKILLS: EES11/12-1 develops and evaluates questions and hypotheses for scientific investigation EES11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information EES11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information EES11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media EES11/12-5 analyses and evaluates primary and secondary data and information EES11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

processes EES11/12-7 communicates scientific understanding using suitable language and terminology for a specific

audience or purpose KNOWLEDGE AND UNDERSTANDING: EES12-12 describes and evaluates the models that show the structure and development of the Earth over its

history EES12-13 describes and evaluates the causes of the Earth’s hazards and the ways in which they affect, and are

affected by, the Earth's systems EES12-14 analyses the natural processes and human influences on the Earth, including the scientific evidence

for changes in climate EES12-15 describes and assesses renewable and non-renewable Earth resources and how their extraction, use,

consumption and disposal affect the Earth’s systems


(Syllabus)

Weighting

Course Component


of course content

Skills in working

scientifically

Task 1 Data Analysis

Term 4 Week 8

2020

EES11/12-4 EES11/12-5 EES11/12-6 EES11/12-7

EES12-12

20% 5% 15%

Task 2 Case Study

Term 1 Week 7

2021

EES11/12-4 EES11/12-5 EES11/12-6 EES11/12-7

EES12-13

20% 10% 10%

Task 3 Depth Study

Term 2 Week 7

2021

EES11/12-1 EES 11/12-5 EES11/12-6 EES11/12-7

EES12-15

30% 10% 20%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021 All 30% 15% 15%

Total: 100% 40% 60%


EARTH AND ENVIRONMENTAL SCIENCE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level Band/Grade Descriptors

Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and abstract ideas

• Communicates scientific understanding succinctly, logically, and consistently using correct and precise scientific terms and application of nomenclature in a variety of formats and wide range of contexts

• Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data, evaluating risks, mitigating where applicable, and making modifications in response to new evidence

• Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions















ENGLISH ADVANCED

Course Outcomes:

EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning

EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts

EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments

EA12-6 investigates and evaluates the relationships between texts EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent

learner


Outcomes (Syllabus)

Weighting

Course Component

Knowledge and Understanding of Course

Content

Skills in responding to texts and communication of ideas

appropriate to audience, purpose and context across

all modes

Task 1 Multimodal Task

Term 4 Week 6

2020

EA12-1 EA12-2 EA12-5 EA12-7

25% 10% 15%

Task 2 Creative/persuasive

Writing

Term 1 Week 4

2021

EA12-1 EA12-4 EA12-9

25% 10% 15%

Task 3 Analytical Response

Term 2 Week 1

2021

EA12-1 EA12-3 EA12-8

20% 10% 10%

Task 4 Trial Examination

Term 3 Week

1-2 2021

EA12-4 EA12-6 EA12-8

30% 20% 10%

Total: 100% 50% 50%


ENGLISH ADVANCED PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive, knowledge, insightful understanding and sophisticated evaluation of the

ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays highly developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 5 - B • Demonstrates detailed knowledge, perceptive understanding and effective evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Displays well developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical personal response showing well developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with flair, originality and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 4 - C • Demonstrates sound knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes and analyses a range of language forms, features and structures of texts and explains the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a sound critical personal response showing developed skills in interpretation and analysis of texts.

• Composes imaginatively, interpretively, critically and reflectively with confidence and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 3 - D • Demonstrates generalised knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes a limited range of language forms, features and structures of texts and conveys an awareness of the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a response showing some evidence of interpretation and analysis of texts. • Composes imaginatively, interpretively, critically and reflectively with variable control in using

language appropriate to audience, purpose and context in order to explore and communicate ideas, information and values.

Band 2 –E • Demonstrates elementary knowledge and understanding of the ways meanings are shaped and changed.

• Recognises and comments on basic language forms, features and structures of texts. • Presents an undeveloped response showing recognition of the main ideas in texts. • Composes with some awareness of audience, purpose and context in order to explore and

communicate ideas and information. Band 1 - NA • Student is not achieving course outcomes


ENGLISH STANDARD Course Outcomes: EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in

different modes, media and technologies EN12-3 analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose,

audience and context and explains effects on meaning EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and

different contexts EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that

include considered and detailed information, ideas and arguments EN12-6 investigates and explains the relationships between texts EN12-7 explains and evaluates the diverse ways texts can represent personal and public worlds EN12-8 explains and assesses cultural assumptions in texts and their effects on meaning EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent

learner


Weighting

Course Component


Content

Skills in responding to texts and communication

of ideas appropriate to audience, purpose and

context across all modes

Task 1 Multimodal Task

Term 4 Week 6

2020

EN12-1 EN12-3 EN12-5 EN12-7

25% 10% 15%

Task 2 Creative/persuasive

Writing

Term 1 Week 4

2021

EN12-2 EN12-4 EN12-9

25% 10% 15%

Task 3 Analytical Response

Term 2 Week 1

2021

EN12-1 EN12-3 EN12-4 EN12-5

20% 10% 10%


Term 3 Week 1-2

2021

EN12-3 EN12-6 EN12-8

30% 20% 10%

Total: 100% 50% 50%


ENGLISH STANDARD PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge, insightful understanding and sophisticated evaluation of the ways

meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays highly developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 5 - B • Demonstrates detailed knowledge, perceptive understanding and effective evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Displays well developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a critical personal response showing well developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail.

• Composes imaginatively, interpretively, critically and reflectively with flair, originality and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 4 - C • Demonstrates sound knowledge and understanding of the way meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes and analyses a range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a sound critical personal response showing developed skills in interpretation and analysis of texts.

• Composes imaginatively, interpretively, critically and reflectively with confidence and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values.

Band 3 - D • Demonstrates generalised knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts.

• Describes a limited range of language forms, features and structures of texts and conveys an awareness of the ways these shape meaning and influence responses in a variety of texts and contexts.

• Presents a response showing some evidence of interpretation and analysis of texts. • Composes imaginatively, interpretively, critically and reflectively with variable control in using

language appropriate to audience, purpose and context in order to explore and communicate ideas, information and values.

Band 2 –E • Demonstrates elementary knowledge and understanding of the ways meanings are shaped and changed.

• Recognises and comments on basic language forms, features and structures of texts. • Presents an undeveloped response showing recognition of the main ideas in texts. • Composes with some awareness of audience, purpose and context in order to explore and

communicate ideas and information. Band 1 - NA • Student is not achieving course outcomes


ENGLISH STUDIES Course Outcomes: ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts,

literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual,

multimodal and digital texts that have been composed for different purposes and contexts ES12-3 accesses, comprehends and uses information to communicate in a variety of ways ES12-4 composes proficient texts in different forms ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific

language forms and features in texts that convey meaning to different audiences ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-7 represents own ideas in critical, interpretive and imaginative texts ES12-8 understands and explains the relationships between texts ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways in which texts

may influence, engage and persuade different audiences ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more

independent learner


Outcomes (Syllabus)

Weighting

Course Component


Content

Skills in responding to texts and communication of ideas

appropriate to audience, purpose and context across

all modes

Task 1 Critical Response

Term 4 Week 8

2020

ES12-1 ES12-5 ES12-6 ES12-7

25% 15% 10%

Task 2 Media Text

Term 1 Week 4

2021

ES12-7 ES12-8 ES12-9

25% 10% 15%

Task 3 Examination

Term 3 Week

1-2 2021

ES12-2 ES12-3 ES12-4

10% 5% 5%

Task 4 Mandatory Classwork Portfolio

Term 3 Week 3

2021

ES12-1 ES12-2 ES12-4

ES12-10

40% 20% 20%

Total: 100% 50% 50%


ENGLISH STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge, insightful understanding and sophisticated evaluation of the ways

meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays highly developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a critical, refined personal response showing highly developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail

• Composes imaginatively, interpretively, critically and reflectively with sustained precision, flair, originality and sophistication for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values

Band 5 - B • Demonstrates detailed knowledge, perceptive understanding and effective evaluation of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Displays well developed skills in describing and analysing a broad range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a critical personal response showing well developed skills in interpretation, analysis, synthesis and evaluation of texts and textual detail

• Composes imaginatively, interpretively, critically and reflectively with flair, originality and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values

Band 4 - C • Demonstrates sound knowledge and understanding of the way meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Describes and analyses a range of language forms, features and structures of texts and explain the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a sound critical personal response showing developed skills in interpretation and analysis of texts

• Composes imaginatively, interpretively, critically and reflectively with confidence and control for a variety of audiences, purposes and contexts in order to explore and communicate ideas, information and values

Band 3 - D • Demonstrates generalised knowledge and understanding of the ways meanings are shaped and changed by context, medium of production and the influences that produce different responses to texts

• Describes a limited range of language forms, features and structures of texts and conveys an awareness of the ways these shape meaning and influence responses in a variety of texts and contexts

• Presents a response showing some evidence of interpretation and analysis of texts • Composes imaginatively, interpretively, critically and reflectively with variable control in using

language appropriate to audience, purpose and context in order to explore and communicate ideas, information and values

Band 2 –E • Demonstrates elementary knowledge and understanding of the ways meanings are shaped and changed

• Recognises and comments on basic language forms, features and structures of texts • Presents an undeveloped response showing recognition of the main ideas in texts • Composes with some awareness of audience, purpose and context in order to explore and

communicate ideas and information Band 1 - NA • Student is not achieving course outcomes


EXTENSION 1 ENGLISH

Course Outcomes: EE12-1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose,

audience and context, across a range of modes, media and technologies EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their

effects on meaning for different purposes, audiences and contexts EE12-3 independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways

of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives,

are represented in texts EE12-5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative

writing and creative processes


Weighting

Course Component


complex texts and of how and why they are

valued

Skills in complex analysis, sustained composition and independent investigation

Task 1 Creative Task

Term 1 Week 5

2021

EE12-2 EE12-5 40% 20% 20%

Task 2 Critical Task

Term 2 Week 6

2021

EE12-1 EE12-3 EE12-4

30% 15% 15%


Term 3 Week 1-2

2021

EE12-2 EE12-3 EE12-4

30% 15% 15%

Total: 100% 50% 50%


ENGLISH EXTENSION 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates insightful understanding and sophisticated evaluation of the concepts and values in texts

and the ways in which these are expressed • Displays highly developed ability to analyse and evaluate the nature of texts and the relationships

between them, and the different ways in which texts are valued • Integrates independent investigation with the student’s own reflection on both process and product to

develop insightful conclusions • Composes complex extended texts, imaginatively, interpretively and critically with a high level of

expertise • Demonstrates outstanding control of language to express complex ideas with precision in a form and

style appropriate to purpose, audience and context Band E3 • Demonstrates clear understanding and thoughtful evaluation of the concepts and values in texts and

the ways in which these are expressed • Displays well developed ability to analyse and evaluate texts and the relationships between them, and

the different ways in which texts are valued • Integrates independent investigation with the student’s own reflection on both process and product to

develop perceptive conclusions • Composes extended texts, imaginatively, interpretively and critically with substantial expertise • Demonstrates skilful control of language to express complex ideas with clarity in a form and style

appropriate to purpose, audience and context Band E2 • Demonstrates sound understanding and some evaluation of the concepts and values in texts and the

ways in which these are expressed • Displays developed ability to analyse and evaluate texts and the relationships between them, and the

different ways in which texts are valued • Integrates independent investigation with the student’s own reflection on both process and product to

develop informed conclusions • Composes extended texts, imaginatively, interpretively and critically with substantial competence • Demonstrates confident control of language to express complex ideas in a form and style appropriate

to purpose, audience and context Band E1 - NA • Student is not achieving course outcomes


EXTENSION 2 ENGLISH

Course Outcomes: EEX12-1 demonstrates a deep understanding of the dynamic relationships between text, composer, audience and context

through the conceptualisation and execution of an extended composition using appropriate mode, medium and technology

EEX12-2 strategically and effectively manipulates language forms and features to create a substantial extended composition for a specific purpose, audience and context

EEX12-3 applies knowledge, understanding and insight, refined through analysis, interpretation, criticism and evaluation of strategically chosen texts, to shape new meaning in an original composition

EEX12-4 undertakes extensive independent investigation to articulate a personal perspective that explores, challenges, speculates or evaluates a significant experience, event or idea

EEX12-5 reflects on and evaluates the composition process and the effectiveness of their own published composition

Task Description


Weighting

Course Component

Skills in Extensive independent Research

Skills in Sustained Composition

Task 1 Viva Voce

Term 4 Week 9

2020

EEX12-4 EEX12-1 30% 20% 10%

Task 2 Literature Review

Term 1 Week 9

2021

EEX12-3 EEX12-1 40% 20% 20%

Task 3 Critique of the

Creative process

Term 2 Week 8

2021

EEX12-5 EEX12-2 30% 10% 20%

Total: 100% 50% 50%


EXTENSION ENGLISH 2 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates highly developed insights and outstanding skills in formulating and communicating

complex concepts supported by thorough and extensive independent investigation • Composes a substantial and sustained original major work that effectively engages audience and is

appropriate to purpose, concept and medium • Exhibits sophisticated and highly developed skills in articulating, monitoring and reflecting on processes

of investigation, interpretation, analysis and composition Band E3 • Demonstrates well developed insights and accomplished skills in formulating and communicating

complex concepts supported by competent independent investigation • Composes a substantial and sustained original major work that engages audience and is appropriate to

purpose, concept and medium • Exhibits well developed skills in articulating, monitoring and reflecting on processes of investigation,

interpretation, analysis and composition Band E2 • Demonstrates developing insights and sound skills in formulating and communicating concepts of some

complexity supported by independent investigation • Composes a substantial and sustained original major work that is appropriate to audience, purpose,

concept and medium • Exhibits sound skills in articulating, monitoring and reflecting on processes of investigation,

interpretation, analysis and composition


FOOD TECHNOLOGY

Course Outcomes:

H1.1 explains manufacturing processes and technologies used in the production of food products H1.2 examines the nature and extent of the Australian food industry H1.3 justifies processes of food product development and manufacture in terms of market, technological and

environmental considerations H1.4 evaluates the impact of food manufacture on the individual, society and environment H2.1 evaluates the relationship between food, its production, consumption, promotion and health H3.1 investigates operations of one organisation within the Australian food industry H3.2 independently investigates contemporary food issues H4.1 develops, prepares and presents food using product development processes H4.2 applies principles of food preservation to extend the life of food and maintain safety H5.1 develops, realises and evaluates solutions to a range of food situations


Outcomes

(Syllabus) W

eighting

Course Components

Knowledge and understanding of course content

Knowledge and skills in

designing, researching,

analysing and evaluating

Skills in experimenting

with and preparing food

by applying theoretical concepts

Task 1

Food Manufacture

and

The Australian Food Industry

Term 1

Week 2

2021

H1.1, H1.2, H1.4, H3.1 30% 10% 10% 10%

Task 2

Food Product Development

Term 1

Week 9

2021

H1.3, H4.1, H4.2 25% 5% 10% 10%

Task 3

Contemporary Nutrition

Issues

Term 2

Week 7

2021

H2.1, H3.2,

H5.1 30% 10% 10% 10%

Task 4


Term 3

Weeks 1-2

2021

H1.1, H1.2, H1.3, H1.4

H2.1, H4.2 15% 15%

Total: 100% 40% 30% 30%


FOOD TECHNOLOGY COURSE PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A Student…

• demonstrates extensive and detailed knowledge and understanding of food manufacture and product development, the Australian food industry, and contemporary food issues

• displays expertise in applying theoretical concepts to a comprehensive range of practical activities in food technology

• effectively communicates information using explicit technical language in a concise and focused format

• displays a high degree of interpretive, analytical and reporting skills in dealing with food technology concepts

• demonstrates evidence of well-developed critical thinking skills in debate and discussion of issues surrounding relevant food technologies

• designs creative solutions to food technology issues Band 5 - B • demonstrates a thorough knowledge and understanding of food manufacture and product

development, the Australian food industry, and contemporary food issues • displays competence in applying this knowledge to a range of practical activities in food

technology • effectively communicates information using specific technical detail and accurate terminology • clearly demonstrates the ability to interpret, analyse and organise information • shows evidence of critical thinking in discussion of issues surrounding relevant food technologies

Band 4 - C • demonstrates a sound knowledge and understanding of food manufacture and product development, the Australian food industry, and contemporary food issues

• displays skill in applying knowledge to a range of practical activities in food technology • communicates successfully using appropriate terminology • analyses and interprets information with attempts to organise thoughts and ideas • displays a broad understanding of the impact of technologies on society and the environment

Band 3 - D • recalls some specific food technology facts • displays limited skill in applying knowledge to practical activities in food technology • expresses ideas in simple form using correct terminology and with limited discussion and analysis • displays some awareness of the impact of technologies on society and the environment

Band 2 –E • recalls general information about food • communicates using basic terminology and simple explanations • applies basic food facts to a limited number of practical activities in food technology • displays some comprehension of content with a limited application of knowledge



GEOGRAPHY Course Outcomes:

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

H2 explains the factors which place ecosystems at risk and the reasons for their protection H3 analyses contemporary urban dynamics and applies them in specific contexts H4 analyses the changing spatial and ecological dimensions of an economic activity H5 evaluates environmental management strategies in terms of ecological sustainability H6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world H8 plans geographical inquiries to analyse and synthesise information from a variety of sources H9 evaluates geographical information and sources for usefulness, validity and reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical

contexts H11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative

examples H13 communicates complex geographical information, ideas and issues effectively, using appropriate written

and/or oral, cartographic and graphic forms

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Components

Knowledge and

understanding of course content

Geographical tools and

skills

Geographical inquiry and

research, including fieldwork

Communication of geographical

information, ideas and issues in

appropriate forms

Task 1 Podcast-

Ecosystems at Risk

Term 4 Week 9

2020

H2, H5, H6, H9,

H10, H12, H13

20% 10% 5% 5%

Task 2 Urban

Dynamics Fieldwork

Report

Term 1 Week 9

2021

H8, H10, H11, H12,

H13 25% 5% 5% 10% 5%

Task 3 In- class

extended response

Term 2 Week 7

2021

H1, H4, H7, H12 25% 15% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

All Outcomes 30% 10% 15% 5%

Total: 100% 40% 20% 20% 20%


GEOGRAPHY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Evaluates a wide range of geographic sources in an integrated format

• Explains complex spatial and ecological relationships and processes, establishing cause by providing details of multiple links

• Applies detailed geographic knowledge and understanding from a variety of case studies at a range of scales • Evaluates ecological issues and human responses using appropriate, diverse criteria such as socioeconomic

and political factors • Integrates sample studies, statistical trends, geographic models and theoretical perspectives, providing

evidence of wide reading • Initiates, plans and implements geographic research and problem solving, including fieldwork, in a highly

organised manner • Efficiently communicates in written form characterised by use of appropriate text types, application of

precise and abstract geographic terms and the use of complex graphic forms Band 5 - B • Evaluates a range of geographic sources in a structured format

• Explains spatial and ecological relationships and processes establishing cause by detailing links • Applies geographic knowledge and understanding from relevant case studies at a range of scales • Presents major advantages and disadvantages of complex ecological issues and human responses by

outlining major advantages and disadvantages • Outlines sample studies, statistical trends, geographic models and perspectives in a structured format • Initiates, plans and implements geographic research and problem solving, including fieldwork, in an

organised manner • Communicates in written form characterised by use of appropriate text types, application of major technical

geographic terms and the use of graphic forms Band 4 - C • Interprets major features evident in a range of geographic sources

• Describes spatial and ecological relationships and processes, identifying major causes and impacts • Demonstrates general geographic knowledge through relevant sample studies at different scales • Describes main arguments relevant to major ecological issues and human responses • Describes sample studies, trends and significant geographic models • Plans and implements descriptive geographic research including fieldwork • Communicates in written form characterised by use of major text types, geographic terms and graphic

forms Band 3 - D • Describes major features evident in some common geographic sources

• Describes spatial and ecological features, identifying general interrelationships • Recalls general geographic knowledge of sample studies at different scales • Identifies some arguments relevant to major ecological issues and human responses • Outlines sample studies and trends and identifies simple geographic models • Implements descriptive geographic research including fieldwork, attempting to use source information • Communicates in written form characterised by use of some major geographic terms and concepts

Band 2 - E • Lists some general features and information evident in simple geographic sources • Identifies some spatial and ecological features • Demonstrates some general geographic knowledge in a sample study usually at a local scale • States an environmental issue and states a response • Makes simple reference to a sample study and states a simple trend • Follows some steps of a geographic research sequence to study an obvious environmental problem • Communicates in written form characterised by use of general geographic terms and brief phrases



HISTORY EXTENSION Course Outcomes: HE12-1 analyses and evaluates different approaches to history and the complexity of factors that shape historical

interpretations HE12-2 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and

evaluation of information from historical sources of differing perspectives and historical approaches HE12-3 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate

historical issues. HE12-4 constructs an historical position about an area of historical inquiry, discusses and challenges other positions


Weighting

Course Component


about significant historiographical

ideas and processes

Skills in designing, designing,

undertaking and communicating

historical inquiry and analysis

Task 1 Historical Project - Process (proposal,

process log, annotated sources)

Term 1 Week 5

2021

HE12-1 HE12-2 HE12-4

30% 10% 20%

Task 2 History Project -

Essay

Term 2 Week 8

2021

HE12-1 HE12-2 HE12-3 HE12-4

40% 10% 30%

Task 3 Trial HSC

Examination

Term 3 Weeks 2-3

2021

HE12-1 HE12-3 HE12-4

30% 20% 10%

Total: 100% 40% 60%


HISTORY EXTENSION PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and understanding of the nature of history and the factors that

shape historical expectations. • Communicates complex and coherent historical argument through referenced texts. • Effectively constructs and defend a historical position and effectively challenges other positions. • Designs, conducts and presents a historical investigation involving extensive analysis and synthesis of

complex historical information and evaluation of a wide range of historical sources. Band E3 • Demonstrates thorough knowledge and understanding of the nature of history and shows an

understanding of the factors that shape historical interpretations. • Communicates comprehensive and coherent historical argument through referenced texts. • Constructs and defends a historical position and attempts to challenge other positions. • Designs, conducts and presents a historical investigation involving comprehensive analysis and

synthesis of historical information and evaluation of a range of historical sources. Band E2 • Demonstrates sound knowledge and understanding of the nature of history and shows more

understanding of the factors that shape historical interpretations. • Communicates coherent historical narrative through texts. • Describes historical positions and acknowledges other positions. • Plans, conducts and presents a historical investigation involving analysis and synthesis of historical

information and evaluation of a range of historical sources. Band E1 • Not achieving course outcomes.


INDUSTRIAL TECHNOLOGY TIMBER Course Outcomes: H1.1 investigates industry through the study of businesses in one focus area H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new

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

environment

Task Description


Weighting

Course Component


course content

Knowledge and skills in the design,

management, communication and

production of a major project

Task 1 Industry Study

Term 4 Week 8

2020

H1.1, H 1.2, H1.3

30% 20% 10%

Task 2 Project

Management

Term 1 Week 8

2021

H3.1, H3.2, H3.3, H5.1,

H5.2 30% 30%

Task 3 Folio

Presentation

Term 2 Week 7

2021

H2.1, H4.1, H4.2, H4.3,

H6.1 30% 10% 20%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

H6.2, H7.1, H7.2

10% 10%

Total: 100% 40% 60%


INDUSTRIAL TECHNOLOGY TIMBER PERFORMANCE BAND DESCRIPTORS


Band/Grade Descriptors Band 6 - A • Demonstrates a comprehensive knowledge of the technological, environmental, structural and

organisational factors relating to the selected focus area industry • Applies a comprehensive understanding of both written and graphical communication, and

information processing skills • Utilises a design process to critically evaluate and develop solutions to practical problems • Demonstrates expertise in the management of time and other resources in the development of a

practical project • Solves specific problems through in-depth knowledge and understanding of the implications and

impact of technology on society • Displays excellence in the selection of equipment and materials and in the application of practical skills

to produce a quality project Band 5 - B • Demonstrates a detailed knowledge of the technological, environmental, structural and organisational

aspects of the selected focus area industry • Demonstrates a thorough understanding in the use of written and graphical communication and

information processing skills • Justifies solutions to practical problems through the application of design techniques • Utilises a range of appropriate management strategies in the development of a practical project • Applies knowledge and understanding of the implication and impact of technology on society • Displays competence in the selection of equipment and materials and in the application of practical

skills to produce a practical project Band 4 - C • Demonstrates a broad knowledge of the technological, environmental, structural and organisational

aspects of the selected focus area industry • Displays information processing skills and a sound knowledge in the use of both written and graphical

communication • Uses design or design modification techniques to solve practical problems • Applies appropriate management strategies to the development of a practical project • Demonstrates an understanding of the implications and impact of technology on society • Shows understanding in the application of equipment, materials and practical skills to produce a

practical project Band 3 - D • Demonstrates a basic knowledge of the technological, environmental, structural and organisational

aspects of the selected focus area industry • Uses appropriate information processing skills and written and graphical communication forms • Attempts to use design or design modification techniques to solve practical problems • Recognises the importance of management to complete a practical project • Demonstrates an awareness of the implications and impact of technology on society • Identifies and uses a range of equipment, materials and processes to produce a practical project

Band 2 –E • Displays a simple knowledge of the technological, environmental, structural and organisational aspects of the selected focus area industry

• Uses a narrow range of written and graphical communication forms, and information processing skills • Demonstrates an adequate awareness of design • Displays minimal management skills in the development of a practical project • Demonstrates a limited awareness of the implications and impact of technology on society • Uses a limited selection of equipment, materials and processes to produce a practical project



LEGAL STUDIES Course Outcomes: H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australian and international law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and

responding to change H6 assesses the nature of the interrelationship between the legal system and society H7 evaluates the effectiveness of the law in achieving justice H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including

legislation, cases, media, international instruments and documents H9 communicates legal information using well-structured and logical arguments H10 analyses differing perspectives and interpretations of legal information and issues.


(Syllabus)

Weighting

Course Components

Knowledge and


Analysis and

evaluation

Inquiry and

research

Communication of legal

information, issues and

appropriate ideas

Task 1 Crime

Term 4 Week 8

2020 H4, H7, H8 20% 5% 5% 5% 5%

Task 2 Focus Study 1

Term 1 Week 10

2021

H5, H6, H9, H10

25% 10% 5% 5% 5%

Task 3 Focus Study 2

Term 2 Week 8

2021

H5, H6, H9, H10 25% 10% 5% 5% 5%

Task 4 Trial HSC

Examination

Term 3 Week 1-2

2021

H1, H2, H3, H7 30% 15% 5% 5% 5%

Total: 100% 40% 20% 20% 20%


LEGAL STUDIES PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Analyses, synthesises and interprets information to evaluate the effectiveness of the domestic and

international legal system in addressing issues • Demonstrates extensive knowledge and understanding of the operation of the legal system and the

processes involved in law reform • Synthesises and analyses legal information from a variety of sources including relevant legislation, cases,

media, international instruments and documents to support arguments in a domestic and international context

• Communicates coherent arguments on contemporary issues from differing perspectives and interpretations

• Communicates an argument using relevant legal concepts and terminology Band 5 - B • Analyses and interprets information to evaluate the effectiveness of the domestic and international legal

system in addressing issues • Demonstrates detailed knowledge and understanding of the operation of the legal system and the

processes involved in law reform • Uses legal information from a variety of sources including relevant legislation, cases, media, international

instruments and documents to support arguments in a domestic and international context • Presents clear arguments on contemporary issues from differing perspectives • Communicates using relevant legal concepts and terminology

Band 4 - C • Provides some analysis of information and issues related to the effectiveness of the domestic and international legal system

• Demonstrates good knowledge and understanding of the operation of the legal system and the processes involved in law reform

• Uses appropriate legal information from sources including legislation, cases, media, international instruments and documents

• Uses appropriate legal concepts and terminology Band 3 - D • Demonstrates some knowledge and understanding of the issues related to the domestic and /or

international legal system • Demonstrates some understanding of the operation of the legal system • Makes reference to sources including legislation, cases, media, international instruments and documents • Uses some legal concepts and terminology

Band 2 –E • Recognises some issues in the legal system • Demonstrates a limited understanding of some aspects of the operations of the legal system • Uses some legal terminology



MATHEMATICS ADVANCED Course Outcomes:

MA12-1 uses detailed algebraic and graphical techniques to critically construct, model and evaluate arguments in a range of familiar and unfamiliar contexts

MA12-2 models and solves problems and makes informed decisions about financial situations using mathematical reasoning and techniques

MA12-3 applies calculus techniques to model and solve problems MA12-4 applies the concepts and techniques of arithmetic and geometric sequences and series in the solution of problems MA12-5 applies the concepts and techniques of periodic functions in the solution of problems involving

trigonometric graphs MA12-6 applies appropriate differentiation methods to solve problems MA12-7 applies the concepts and techniques of indefinite and definite integrals in the solution of problems MA12-8 solves problems using appropriate statistical processes MA12-9 chooses and uses appropriate technology effectively in a range of contexts, models and applies

critical thinking to recognise appropriate times for such use MA12-10 constructs arguments to prove and justify results and provides reasoning to support conclusions

which are appropriate to the context

Task description Due Date Outcomes (syllabus)

Weighting

Course Component

Concepts, skills and techniques

Reasoning and communication

Task 1 Test

Term 4 Week 8

2020

MA12-2, MA12-4 MA12-9, MA12-10

25% 12.5% 12.5%

Task 2 Open book test

Term 1 Week 7

2021

MA12-3, MA12-6, MA12-7, MA12-9, MA12-10

20% 10% 10%

Task 3 Assignment

Term 2 Week 4

2021

MA12-3, MA12-5, MA12-6, MA12-7, MA12-9, MA12-10

25% 12.5% 12.5%


Term 3 Weeks 1-2

2021 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS ADVANCED PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and skills appropriate to the course

• Demonstrates sophisticated multi-step reasoning and justification • Integrates and applies ideas from across the course to successfully solve problems • Demonstrates modelling and problem-solving skills in a wide range of familiar and unfamiliar

contexts • Communicates effectively using appropriate mathematical language, notation, diagrams and

graphs Band 5 - B • Demonstrates thorough knowledge and skills appropriate to the course

• Demonstrates multi-step logical reasoning and justification • Combines ideas from across the course to solve problems • Demonstrates a range of modelling and problem-solving skills • Communicates appropriately using mathematical language, notation, diagrams and graphs

Band 4 - C • Demonstrates sound knowledge and skills appropriate to the course • Uses logical reasoning and justifies answers • Uses appropriate approaches to solve problems • Communicates using mathematical language, notation, diagrams and graphs

Band 3 - D • Demonstrates basic knowledge and skills appropriate to the course • Applies reasoning in familiar contexts • Solves simple problems • Uses mathematical language, notation, diagrams and graphs

Band 2 –E • Demonstrates limited knowledge and skills appropriate to the course • Solves simple familiar problems with limited accuracy • Uses some mathematical language, notation, diagrams and graphs



MATHEMATICS STANDARD 1

Course Outcomes:

MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS1-12-2 analyses representations of data in order to make predictions and draw conclusions MS1-12-3 interprets the results of measurements and calculations and makes judgements about their

reasonableness MS1-12-4 analyses simple two-dimensional and three-dimensional models to solve practical problems MS1-12-5 makes informed decisions about financial situations likely to be encountered post-school MS1-12-6 represents the relationships between changing quantities in algebraic and graphical forms MS1-12-7 solves problems requiring statistical processes MS1-12-8 applies network techniques to solve network problems MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position

clearly to others


(Syllabus)

Weighting

Course Component



Task 1

Assignment /quiz

Term 4 Week 8

2020

MS1-12-8 MS1-12-9

MS1-12-10 20% 10% 10%

Task 2

In class test

Term 1 Week 7

2021

MS1-12-3 MS1-12-4 MS1-12-5 MS1-12-9

MS1-12-10

25% 12.5% 12.5%

Task 3

In class test

Term 2 Week 4

2021

MS1-12-1 MS1-12-2 MS1-12-6 MS1-12-9

MS1-12-10

25% 12.5% 12.5%

Task 4


Term 3 Weeks 1-2

2021 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS STANDARD 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level


• Applies appropriate mathematical concepts, skills and techniques consistently and accurately in familiar and unfamiliar contexts

• Selects and uses a variety of problem-solving strategies to solve mathematical problems • Applies mathematical reasoning and interprets mathematical models • Communicates effectively using appropriate mathematical notation, diagrams and graphs

Band 5 - B • Demonstrates thorough knowledge and skills appropriate to the course • Applies appropriate mathematical concepts, skills and techniques consistently in familiar

contexts • Selects and uses some problem-solving strategies to solve mathematical problems • Uses mathematical reasoning and interprets familiar mathematical models • Communicates using appropriate mathematical notation, diagrams and graphs

Band 4 - C • Demonstrates sound knowledge and skills appropriate to the course • Uses mathematical concepts, skills and techniques in familiar contexts • Selects and uses some problem-solving strategies to solve mathematical problems with limited

success • Uses mathematical reasoning • Communicates using mathematical notation, diagrams and graphs

Band 3 - D • Demonstrates basic knowledge and skills appropriate to the course • Uses a limited range of mathematical concepts, skills and techniques • Uses some mathematical reasoning • Uses mathematical notation, diagrams and graphs

Band 2 –E • Demonstrates limited knowledge and skills appropriate to the course • Uses minimal mathematical techniques • Uses some simple mathematical notation or diagrams



MATHEMATICS STANDARD 2 Course Outcomes:

MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS2-12-2 analyses representations of data in order to make inferences, predictions and draw conclusions MS2-12-3 interprets the results of measurements and calculations and makes judgements about their

reasonableness, including the degree of accuracy and the conversion of units where appropriate MS2-12-4 analyses two-dimensional and three dimensional models to solve practical problems MS2-12-5 makes informed decisions about financial situations, including annuities and loan repayments MS2-12-6 solves problems by representing the relationships between changing quantities in algebraic and

graphical forms MS2-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the

correlation of bivariate data MS2-12-8 solves problems using networks to model decision-making in practical problems MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical

thinking to recognise appropriate times and methods for such use MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating position clearly

to others and justifying a response

Task Description Due Date Outcomes (syllabus)

Weighting

Course Component



Task 1 Assignment /quiz

Term 4 Week 8

2020

MS2-12-8 MS2-12-9

MS2-12-10 20% 10% 10%

Task 2 In class test

Term 1 Week 7

2021

MS2-12-3 MS2-12-4 MS2-12-5 MS2-12-9

MS2-12-10

25% 12.5% 12.5%

Task 3 In class test

Term 2 Week 4

2021

MS2-12-1 MS2-12-2 MS2-12-6 MS2-12-9

MS2-12-10

25% 12.5% 12.5%


Term 3 Weeks 1-2

2021 All outcomes 30% 15% 15%

Total:

100% 50% 50%


MATHEMATICS STANDARD 2 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level


• Applies appropriate mathematical concepts, skills and techniques consistently and accurately in a wide range of familiar and unfamiliar contexts

• Selects and uses a wide variety of problem-solving strategies to solve mathematical problems • Demonstrates mathematical reasoning and justification, and interprets and analyses

mathematical models • Communicates effectively using appropriate mathematical language, notation, diagrams and

graphs Band 5 - B • Demonstrates thorough knowledge and skills appropriate to the course

• Applies appropriate mathematical concepts, skills and techniques accurately in a range of familiar and unfamiliar contexts

• Selects and uses a variety of problem-solving strategies to solve mathematical problems • Demonstrates mathematical reasoning and interprets mathematical models • Communicates using appropriate mathematical language, notation, diagrams and graphs

Band 4 - C • Demonstrates sound knowledge and skills appropriate to the course • Uses mathematical concepts, skills and techniques in familiar and some unfamiliar contexts • Uses problem-solving strategies to solve mathematical problems • Uses some mathematical reasoning and mathematical models • Communicates using some appropriate mathematical language, notation, diagrams and graphs

Band 3 – D • Demonstrates basic knowledge and skills appropriate to the course • Uses mathematical concepts, skills and techniques in familiar contexts • Uses some mathematical reasoning • Uses some mathematical language, notation, diagrams and graphs

Band 2 – E • Demonstrates limited knowledge and skills appropriate to the course • Uses basic mathematical concepts, skills and techniques to solve problems with limited accuracy • Uses some mathematical language and simple diagrams

Band 1 – NA • Student is not achieving course outcomes


MATHEMATICS EXTENSION 1

Course Outcomes:

ME12-1 applies techniques involving proof or calculus to model and solve problems ME12-2 applies concepts and techniques involving vectors and projectiles to solve problems ME12-3 applies advanced concepts and techniques in simplifying expressions involving compound angles and

solving trigonometric equations ME12-4 uses calculus in the solution of applied problems, including differential equations and volumes of

solids of revolution ME12-5 applies appropriate statistical processes to present, analyse and interpret data ME12-6 chooses and uses appropriate technology to solve problems in a range of contexts ME12-7 evaluates and justifies conclusions, communicating a position clearly in appropriate mathematical

forms

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Components



Task 1 Open book

test

Term 4 Week 9

2020

ME12-1, ME12-4, ME12-7

25% 12.5% 12.5%

Task 2 Assignment

Term 1 Week 8

2021

ME12-1, ME12-3, ME12-6, ME12-7,

25% 12.5% 12.5%

Task 3 Test

Term 2 Week 5

2021

ME12-1, ME12-2, ME12-7

20% 10% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS EXTENSION 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and skills appropriate to the course

• Synthesises mathematical techniques, results and ideas effectively to solve problems • Demonstrates insightful and sophisticated multi-step mathematical reasoning and justification • Interprets, explains, justifies and evaluates solutions to problems across a wide range of

familiar and unfamiliar contexts • Applies mathematical models to efficiently solve problems • Communicates complex ideas and arguments effectively using appropriate mathematical

language, notation, diagrams and graphs Band E3 • Demonstrates thorough knowledge and skills appropriate to the course

• Synthesises mathematical techniques, results and ideas to solve problems across a range of familiar and unfamiliar contexts

• Demonstrates well-developed multi-step mathematical reasoning and justification • Interprets, explains, justifies and evaluates solutions to problems • Communicates effectively using appropriate mathematical language, notation, diagrams and

graphs Band E2 • Demonstrates sound knowledge and skills appropriate to the course

• Uses mathematical techniques, results and ideas to solve problems across a range of contexts • Demonstrates logical reasoning and justification • Communicates using mathematical language, notation, diagrams and graphs

Band E1 • Student is not achieving course outcomes


MATHEMATICS EXTENSION 2 Course Outcomes:

MEX12-1 understands and uses different representations of numbers and functions to model, prove results and find solutions to problems in a variety of contexts

MEX12-2 chooses appropriate strategies to construct arguments and proofs in both practical and abstract settings

MEX12-3 uses vectors to model and solve problems in two and three dimensions MEX12-4 uses the relationship between algebraic and geometric representations of complex numbers and

complex number techniques to prove results, model and solve problems MEX12-5 applies techniques of integration to structured and unstructured problems MEX12-6 uses mechanics to model and solve practical problems MEX12-7 applies various mathematical techniques and concepts to model and solve structured, unstructured

and multi-step problems MEX12-8 communicates and justifies abstract ideas and relationships using appropriate language, notation

and logical argument

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Components



Task 1 Test

Term 4 Week 10

2020

MEX12-1, MEX12-4, MEX12-7, MEX12-8

25% 12.5% 12.5%

Task 2 Assignment

Term 1 Week 9

2021

MEX12-1, MEX12-2, MEX12-4, MEX12-7, MEX12-8

20% 10% 10%

Task 3 Test

Term 2 Week 6

2021

MEX12-3, MEX12-6, MEX12-7, MEX12-8

25% 12.5% 12.5%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021 All outcomes 30% 15% 15%

Total: 100% 50% 50%


MATHEMATICS EXTENSION 2 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 • Demonstrates extensive knowledge and skills appropriate to the course

• Synthesises mathematical techniques, results and ideas creatively to solve problems • Demonstrates sophisticated multi-step logic and mathematical insight to solve problems across

a wide range of contexts • Proves results in familiar and unfamiliar settings • Communicates complex mathematical ideas and relationships using algebraic, diagrammatic

and graphical techniques, concise notation and clear logical argument Band E3 • Demonstrates thorough knowledge and skills appropriate to the course

• Solves problems effectively across a wide range of contexts • Demonstrates complex multi-step mathematical reasoning and justification • Demonstrates a sound grasp of techniques required to prove results in familiar settings • Communicates mathematical ideas and relationships using algebraic, diagrammatic and

graphical techniques, appropriate notation and logical argument Band E2 • Demonstrates sound knowledge and skills appropriate to the course

• Solves problems across a range of contexts • Demonstrates reasoning and justification in a range of contexts • Communicates effectively using mathematical language, notation, diagrams and graphs

Band E1 • Student is not achieving course outcomes


MODERN HISTORY Course Outcomes: KNOWLEDGE AND UNDERSTANDING: MH12-1 accounts for the nature of continuity and change in the modern world MH12-2 proposes arguments about the varying causes and effects of events and developments MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 analyses the different perspectives of individuals and groups in their historical context MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of

the modern world SKILLS: MH12-6 analyses and interprets different types of sources for evidence to support an historical account or

argument MH12-7 discusses and evaluates differing interpretations and representations of the past MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence

from a range of sources MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate

and well-structured forms


(Syllabus) W

eighting

Course Components

Communication of historical

understanding

Historical inquiry

and research

Historical skills in the analysis of

sources

Knowledge of course content

Task 1 Power and Authority

Source Analysis

Term 4 Week 10

2020

MH12-4 MH12-6 MH12-7 MH12-8 MH12-9

25% 5% 5% 5% 10%

Task 2 Historical Analysis

National Study Research Essay

Term 1 Week 9

2021

MH12-1 MH12-2 MH12-3 MH12-4 MH12-7 MH12-8 MH12-9

25% 5% 5% 5% 10%

Task 3 Conflict Study

Extended Response Task

Term 2 Week 8

2021

MH12-2 MH12-3 MH12-4 MH12-5 MH12-6 MH12-7 MH12-9

25% 5% 5% 5% 10%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

MH12-1 MH12-2 MH12-3 MH12-5 MH12-6 MH12-7 MH12-9

25% 5% 5% 5% 10%

Total: 100% 20% 20% 20% 40%


MODERN HISTORY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of a range of historical features, people,

ideas, movements, events and developments, and their significance • Demonstrates comprehensive understanding of continuity and change over time • Demonstrates comprehensive understanding of different perspectives of individuals and groups

in the past • Analyses and interprets sources for evidence and synthesises evidence • Evaluates differing interpretations and representations of the past • Demonstrates sophisticated understanding and use of historical concepts and terms • Communicates a high level and sustained argument through well-structured and comprehensive

texts Band 5 - B • Demonstrates thorough knowledge and understanding of a range of historical features, people,

ideas, movements, events and developments, and their significance • Demonstrates a well-developed understanding of continuity and change over time • Demonstrates a well-developed understanding of different perspectives of individuals and groups

in the past • Analyses and interprets sources for evidence • Analyses differing interpretations and representations of the past • Demonstrates thorough understanding and use of historical concepts and terms • Communicates a coherent and sustained argument through well-structured and comprehensive

texts Band 4 - C • Demonstrates sound knowledge and understanding of a range of historical features, people,

ideas, movements, events and developments, and their significance • Demonstrates sound understanding of continuity and change over time • Demonstrates sound understanding of different perspectives of individuals and groups in the past • Uses sources for evidence • Discusses interpretations and representations of the past • Demonstrates understanding of historical concepts and terms • Communicates a general argument through well-structured texts

Band 3 - D • Demonstrates basic understanding of historical features, people, events, and their significance • Identifies features of continuity and change over time • Demonstrates basic understanding of different perspectives of individuals and groups in the past • Makes reference to sources • Identifies interpretations and representations of the past • Uses basic historical concepts and terms • Communicates basic information through descriptive texts

Band 2 –E • Describes historical features, people and events • Recognises aspects of continuity and/or change • Demonstrates limited understanding of different perspectives of individuals and groups in the

past • Makes reference to sources • Uses limited historical concepts and terms • Provides limited information in narrative style



MUSIC 1 Course Outcomes:

H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the

cultural and historical contexts studied H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical

styles H5 critically evaluates and discusses performances and compositions H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics

studied and through wide listening H7 understands the capabilities of performing media, incorporates technologies into composition and

performance as appropriate to the topics studied H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music H9 performs as a means of self-expression and communication H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities H11 demonstrates a willingness to accept and use constructive criticism

*Students must complete an Aural Exam, their Core Performance and 3 Electives. Electives may be all performance,

musicology or composition, or any combination of all three.

Task Description


Weighting

Course Components

Core Musicology

Core Composition Aural Core

Performance Electives

Task 1 Performance

Core and Musicology

Core

Term 4 Weeks 7-8

2020

H1, H2, H5, H9,

H10 20% 10% 10%

Task 2 Aural Core and

Elective 1

Term 1 Week 8

2021

H4, H6, H7, H9 25% 10% 15%

Task 3 Composition

Core and Elective 2

Term 2 Week 6

2021

H2, H7, H8, H10,

H11 25% 10% 15%

Task 4 Trial HSC Aural and

Electives 1, 2 and 3

Term 2 Week 10

(Performance) Term 3 Weeks

1-2 (Written)

2021

H1 - H11, H2, H4, H6, H10

30% 15% 15%

Total: 100% 10% 10% 25% 10% 45%


MUSIC 1 PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Displays extensive knowledge and skills about the concepts of music and of music as an art form

in a variety of cultural and historical contexts • Displays extensive understanding of the concepts of music in a diverse range of aural experiences • Communicates a comprehensive understanding of the concepts of music and makes extensive

musical observations on the chosen topic • Performs with a high level of technical skill and stylistic interpretation • Composes with a high level of stylistic understanding and musical discrimination

Band 5 - B • Displays detailed knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a detailed understanding of the concepts of music in a diverse range of aural experiences • Communicates a thorough understanding of the concepts of music and makes detailed musical

observations on the chosen topic • Performs with sustained technical skill and an understanding of style • Composes with a thorough stylistic understanding and musical discrimination

Band 4 - C • Displays sound knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a clear understanding of the concepts of music in a diverse range of aural experiences • Communicates a clear understanding of the concepts of music and makes sound musical

observations on the chosen topic • Performs with sound technical skill and a sense of style • Composes with a sound stylistic understanding

Band 3 - D • Displays basic knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a basic understanding of the concepts of music across a range of aural experiences • Communicates a basic understanding of the concepts of music and makes musical observations

on the chosen topic • Performs with a basic technical skill and an inconsistent awareness of style • Composes with a basic stylistic understanding

Band 2 –E • Displays limited knowledge and skills about the concepts of music and of music as an art form in a variety of cultural and historical contexts

• Displays a simplistic understanding of the concepts of music in aural experiences • Communicates a limited understanding of the concepts of music and simple musical observations

on the chosen topic • Performs with a limited interpretive and technical skill • Composes with a limited stylistic understanding



MUSIC 2

Course Outcomes: H1 performs repertoire that reflects the mandatory and additional topics and addresses the stylistic and technical

demands of the music as a soloist and as a member of an ensemble H2 demonstrates an understanding of the relationships between combinations of the concepts of music, by

interpreting, notating, analysing, discussing, composing and evaluating combinations of musical symbols reflecting those characteristically used in the mandatory and additional topics

H3 composes works focusing on a range of concepts, for familiar and unfamiliar sound sources, solo, small and large ensembles, or using a variety of musical structures

H4 stylistically creates, improvises, arranges and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts

H5 analyses, discusses, evaluates and clearly articulates compositional processes with stylistic, historical, cultural, social and musical considerations

H6 discusses, constructively criticises and evaluates performances and compositions of others and self with particular reference to stylistic features of the context

H7 critically evaluates and discusses in detail the concepts of music in works representative of the mandatory and additional topics

H8 understands the capabilities of performing media, incorporates technologies into compositions and performances as appropriate to the contexts studied

H9 identifies, recognises, experiments with, and discusses the uses and effects of technology in music H10 performs as a means of self-expression and communication H11 demonstrates a willingness to participate in performance, composition, musicology and aural activities H12 demonstrates a willingness to accept and use constructive criticism


Weighting

Course Components

Musicology Composition Aural Performance Electives

Informal presentation:

Performance Core and Comp Idea

Term 4 Week 10

2020

H1 H2 H5 H6

0% Idea for composition In progress

Task 1 Aural and Musicology Core

and Informal Electives 1&2

Term 1 Week 10- 11

2021

H7 H9 25% 10% In progress

composition 10% 5% In progress Electives

Task 2 Composition Core

& Electives

Term 2 Week 6

2021

H2 H3 H4 H9

15% 10% 5%

Task 3 Performance

Term 2 Week 9-10

2021

H1 H12 30% 15% 15%

Task 4 Trial HSC Musicology,

Composition and Aural

Term 3 Weeks 1-2

2021

H2 H9

H11 H12

30% 10% 10% 10%

Total: 100% 20% 20% 20% 20% 20%


MUSIC 2 PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level Band/Grade Descriptors Band 6 - A • Displays extensive knowledge, skills and understanding of music in social, cultural and historical

contexts and of music as an art form • Makes high level musical observations reflecting comprehensive musical experiences • Demonstrates excellent development of ideas, musical discrimination and stylistic

understanding in composition • Performs with expertise displaying stylistic interpretation and a high level of technical skill • Demonstrates comprehensive analytical skills supported by an excellent understanding of the

musical concepts

Band 5 - B • Displays detailed knowledge, skills and understanding of music in social, cultural and historical contexts and of music as an art form

• Makes detailed musical observations reflecting diverse musical experiences • Demonstrates successful development of ideas, stylistic and technical competence in composition • Performs stylistically with musical sensitivity and technical accomplishment • Displays detailed analytical skills supported by a thorough understanding of the musical concepts

Band 4 - C • Displays sound knowledge, skills and understanding of music in social, cultural and historical contexts and of music as an art form

• Makes sound musical observations based on broad musical experiences • Demonstrates musical merit and stylistic awareness in composition • Performs with musical style and proficiency • Demonstrates broad analytical skills based on a good understanding of the musical concepts with

stylistic inconsistencies Band 3 - D • Displays basic knowledge, skills and understanding of music in social, cultural and historical

contexts and of music as an art form • Makes musical observations based on their musical experiences • Demonstrates inconsistent musical merit and stylistic awareness in composition • Performs competently but inconsistently • Demonstrates basic analytical skills and understanding of the musical concepts

Band 2 –E • Displays limited knowledge, skills and understanding of music in social, cultural and historical contexts and of music as an art form

• Makes simple musical observations • Demonstrates limited musical merit in composition • Performs with limited interpretive and technical skills • Demonstrates limited analytical skills and simple understanding of the musical concepts



MUSIC EXTENSION Performance Outcomes:

1 performs with highly developed technical skill and stylistic refinement as both a soloist and as an ensemble member

2 leads critical evaluation and discussion sessions on all aspects of his/her own performances and the performances of others

3 articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought with regard to the interpretation of music performed

4 demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to works performed

5 presents concert and recital programs, which includes solving problems concerning programming, organisation and management of concert practice and program direction

6 critically analyses the use of musical concepts to present a stylistic interpretation of music performed

Composition Outcomes:

1 composes with highly developed technical skill and stylistic refinement demonstrating the emergence of a personal style

2 leads critical evaluation and discussion sessions on all aspects of his/her own compositions and the compositions of others

3 articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought with regard to compositional processes, techniques and devices used, showing the emergence of a personal style

4 demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to works composed

5 presents, discusses and evaluates the problem-solving process with regard to composition and the realisation of the composition

6 critically analyses the use of musical concepts to present a personal compositional style

Musicology Outcomes:

1 presents an extended essay demonstrating mastery of research, argument and data from primary and secondary sources

2 leads critical evaluation and discussion sessions on all aspects of his/her own research and essay work and on the research and essays of others

3 articulates sophisticated arguments supported by musical evidence and demonstrates independence of thought in the development of a hypothesis and argument in the chosen area of research

4 demonstrates a sophisticated understanding of the concepts of music and their relationship to each other with reference to research undertaken and essay writing

5 presents, discusses and evaluates the problem- solving process and the development and realisation of a research project

6 critically analyses the use of the musical concepts to articulate their relationship to the style analysed


Weighting

Course Components

Elective Elective

Task 1 Term 1

Week 10-11 2021

Depends on elective choice 40% 20% 20%

Task 2 Term 2 Week 6

2021

Depends on elective choice 60% 30% 30%

Total: 100% 50% 50%


MUSIC EXTENSION PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band E4 Displays highly sophisticated understanding of the concepts of music, demonstrating independence

of thought and a personal style. This is exemplified in a particular option when the candidate: • displays a high level of creativity in composition demonstrating superior use of compositional

techniques, sophisticated development of ideas and musical refinement OR

• presents a well-argued hypothesis demonstrating sophisticated and perceptive understanding of the concepts of music OR

• demonstrates a superior level of performance based upon stylistic refinement and highly developed technical skills

Band E3 Displays sophisticated understanding of the concepts of music demonstrating independence of thought and the emergence of a personal style. This is exemplified in a particular option when the candidate: • displays a high level of creativity in composition demonstrating successful use of compositional

techniques and sustained development of ideas and musical refinement OR

• presents a well-argued hypothesis demonstrating sophisticated understanding of the concepts of music OR

• demonstrates a high level of performance based on a convincing and stylistic interpretation and highly developed technical skills

Band E2 Displays comprehensive understanding of the concepts of music demonstrating some independence of thought. This is exemplified in a particular option when the candidate: • displays creativity in composition demonstrating successful use of compositional techniques,

development of ideas and musical discrimination OR

• presents a hypothesis demonstrating thorough understanding of the concepts of music OR

• demonstrates an accomplished level of performance based on a convincing and stylistic interpretation and a high level of technical skill

Band E1 NA • Student is not achieving course outcomes


PERSONAL DEVELOPMENT, HEALTH PHYSICAL EDUCATION - PDHPE

Course Outcomes: H1 describes the nature, and justifies the choice, of Australia’s health priorities H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 analyses the determinants of health and health inequities H4 argues the case for health promotion based on the Ottawa Charter H5 explains the different roles and responsibilities of individuals, communities and governments in addressing

Australia’s health priorities H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1) H7 explains the relationship between physiology and movement potential H8 explains how a variety of training approaches and other interventions enhance performance and safety in

physical activity H9 explains how movement skill is acquired and appraised H10 designs and implements training plans to improve performance H11 designs psychological strategies and nutritional plans in response to individual performance needs H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity

and sport (Option 2) H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and

physical activity (Option 3) H14 argues the benefits of health-promoting actions and choices that promote social justice H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards

better health for all H16 devises methods of gathering, interpreting and communicating information about health and physical

activity concepts H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect

performance and safe participation


Weighting

Course Component


of course content

Skills in critical thinking, research methodology,

analysing and communicating

Task 1 Investigation/

Report

Term 4 Week 7

2020

H8, H13, H16, H17 20% 5% 15%

Task 2 In class Quiz

Term 1 Week 7

2021

H1, H2, H3, H4, H5, H14, H15,

H16 25% 10% 15%

Task 3 Research and Response

Term 2 Week 8

2021

H7, H8, H9, H10, H11, H17 25% 10% 15%


Term 3 Weeks 1-2

2021 All outcomes 30% 15% 15%

Total: 100% 40% 60%


PDHPE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of the range of concepts related to health and

physical performance • Comprehensively applies theoretical principles to design and evaluate specific strategies for improving

health, participation and performance • Demonstrates a superior understanding of the interrelated roles and responsibilities of individuals, groups

and governments in the management and promotion of health • Critically analyses movement and the range of factors that affect physical performance and participation • Provides relevant and accurate examples to justify complex arguments about health, participation and

performance Band 5 - B • Clearly expresses ideas that demonstrate a thorough understanding of health and physical performance

concepts • Identifies strategies for improving health, participation and performance and discusses the links between

individual health behaviour, social issues and community health status • Demonstrates a detailed understanding of the interrelated roles of individuals, groups and governments in

the management and promotion of health • Demonstrates an understanding of the interrelationships between the various factors that impact on

physical performance • Supports particular arguments thoroughly by using relevant examples and current information on health,

participation and performance Band 4 - C • Demonstrates a clear understanding of the broad concepts that relate to personal health and physical

performance • Relates strategies for managing the major causes of sickness and death to the contributing risk factors • Demonstrates a sound understanding of the roles of individuals, groups and governments in promoting

health • Describes a range of factors that affect the quality of physical performance • Communicates information in a clear and logical way providing some examples about health, participation

and performance Band 3 - D • Uses basic definitions and facts when explaining health and physical performance concepts

• Identifies the major causes of sickness and death and understands that a healthy lifestyle is a desirable goal • Demonstrates an understanding of the need for government and community action in relation to promoting

health • Identifies some relevant factors which influence physical performance • Provides basic support for the arguments presented on health, participation and performance

Band 2 –E • Recalls some simple facts and writes brief descriptions • Demonstrates an understanding of elementary terms and recognises simple cause and effect relationships

as they apply to health and movement • Outlines some factors affecting health and identifies relevant illness prevention measures • Demonstrates an understanding of general movement principles • Provides limited support for the arguments presented on health, participation and performance



PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING Course Outcomes:

Making Outcomes: M1 generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or

digital practice M2 explores concepts of artist/photographer, still and moving works, interpretations of the world and audience

response, in their making of still and/or moving works M3 investigates different points of view in the making of photographs and/or videos and/or digital images M4 generates images and ideas as representations/simulations in the making of photographs and/or videos

and/or digital images M5 develops different techniques suited to artistic intentions in the making of photographs and/or videos

and/or digital images M6 takes into account issues of occupational health and safety in the making of photographs and/or videos/and

or digital works Critical and Historical Studies Outcomes: CH1 generates in their critical and historical practice ways to interpret and explain photography and/or video

and/or digital imaging CH2 investigates the roles and relationships among the concepts of artist, work, world and audience in critical

and historical investigations CH3 distinguishes between different points of view and offers interpretive accounts in critical and historical

studies CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and interests

in the fields of photography and/or video and/or digital imaging CH5 recognises how photography and/or video and/or digital imaging are used in various fields of cultural

production


Outcomes (Syllabus)

Weighting

Course Component

Making Critical and Historical Studies

Task 1 Product Photography

Magazine cover

Term 4 Week 8

2020

M1, M3, M4, M5,

M6 30% 30%

Task 2 Research Task – Case Study

The City

Term 1 Week 6

2021

CH1, CH2, CH3, CH4 30% 30%

Task 3 Documentary Photography

Term 2 Week 6

2021

M1, M2, M3, M4,

M6 30% 30%

Task 4 Self-Directed

Portfolio submission and Interview

Term 3 Week 3

2021

M1, M2, M3, M4,

M5 10% 10%

Total: 100% 70% 30%


PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING PERFORMANCE BAND DESCRIPTORS


Band/Grade Descriptors Band 6 - A • demonstrates extensive knowledge and understanding of content

• displays comprehensive understanding of content, processes, concepts • critically analyses, synthesises and interprets information • demonstrates high–level competence in particular skills, processes • demonstrates high–level skills in critical judgement, reasoning, prediction, inference, evaluation,

problem solving, interpretation • demonstrates high–level skills in the use of appropriate technologies • demonstrates outstanding performance and technique • effectively communicates in a coherent, creative, succinct, logical, sophisticated manner with

precision, originality or flair using terminology extensively and appropriately Band 5 - B • demonstrates thorough knowledge and understanding of content

• displays detailed understanding of content, processes, concepts • analyses, synthesises and interprets information • demonstrates competence in particular skills, processes • demonstrates competent skills in critical judgement, reasoning, prediction, inference, evaluation,

problem solving, interpretation • demonstrates competent skills in the use of appropriate technologies • demonstrates accomplished performance and technique • competently communicates in a coherent, creative, succinct, logical, sophisticated manner with

control or originality using appropriate terminology. Band 4 - C • demonstrates sound knowledge and understanding of content

• displays clear understanding of content, processes, concepts • analyses and interprets information • demonstrates ability in particular skills, processes • demonstrates skills in critical judgement, reasoning, prediction, inference, evaluation, problem

solving, interpretation • demonstrates skills in the use of appropriate technologies • demonstrates sound performance and technique • communicates in a creative, succinct, logical, manner with coherence, control or originality using

appropriate terminology. Band 3 - D • demonstrates basic knowledge and understanding of content

• displays basic understanding of content, processes, concepts • interprets information • demonstrates basic ability in particular skills, processes • demonstrates basic skills in judgement, reasoning, prediction, problem solving, interpretation • demonstrates basic skills in the use of appropriate technologies • demonstrates basic performance and technique • communicates with adequate control or originality using some appropriate terminology

Band 2 –E • demonstrates elementary knowledge and understanding of content • displays simple understanding of content, processes, concepts • interprets information • demonstrates elementary ability in particular skills, processes • demonstrates elementary skills in argument and problem solving • demonstrates elementary skills in the use of appropriate technologies • demonstrates elementary performance and technique • demonstrates limited communication abilities



PHYSICS Course Outcomes: SKILLS: PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media PH11/12-5 analyses and evaluates primary and secondary data and information PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or

purpose KNOWLEDGE AND UNDERSTANDING: PH12-12 describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field,

in particular, the projectile motion of particles PH12-13 explains and analyses the electric and magnetic interactions due to charged particles and currents and

evaluates their effect both qualitatively and quantitatively PH12-14 describes and analyses evidence for the properties of light and evaluates the implications of this evidence

for modern theories of physics in the contemporary world PH12-15 explains and analyses the evidence supporting the relationship between astronomical events and the

nucleosynthesis of atoms and relates these to the development of the current model of the atom


Weighting

Course Component

Knowledge and


Skills in working

scientifically

Task 1 Investigation Task

Term 4 Week 8

2020

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

PH12-12 25% 10% 15%

Task 2 Processing Data

Analysis Task

Term 1 Week 5

2021

PH11/12-1, PH11/12-5 PH11/12-7,

PH12-13 25% 5% 20%

Task 3 Depth Study

Term 2 Week 7

2021

PH11/12-2 PH11/12-4

PH11/12-5, PH11/12-7, PH12-14

25% 10% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021 ALL 25% 15% 10%

Total: 100% 40% 60%


PHYSICS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of scientific concepts, including complex and abstract

ideas • Communicates scientific understanding succinctly, logically, and consistently using correct and precise scientific

terms and application of nomenclature in a variety of formats and wide range of contexts • Designs and plans investigations to obtain accurate, reliable, valid and relevant primary and secondary data,

evaluating risks, mitigating where applicable, and making modifications in response to new evidence • Selects, processes, and interprets accurate, reliable, valid, and relevant qualitative and quantitative, primary or

secondary data, and represents it using a range of scientific formats to derive trends, show patterns and relationships, explain phenomena, and make predictions















SOCIETY AND CULTURE Course Outcomes:

H1 evaluates and effectively applies social and cultural concepts H2 explains the development of personal, social and cultural identity H3 analyses relationships and interactions within and between social and cultural groups H4 assesses the interaction of personal experience and public knowledge in the development of social and

cultural literacy H5 analyses continuity and change and their influence on personal and social futures H6 evaluates social and cultural research methods for appropriateness to specific research tasks H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and

bias H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks

ranging from the simple to the complex H9 applies complex course language and concepts appropriate for a range of audiences and contexts H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms

Task Description

Due Date Outcomes

(Syllabus)

Weighting

Course Component


of course content

Application and

evaluation of social and

cultural research methods

Communication of information, ideas and issues in appropriate

forms

Task 1 Depth Study

Term 1 Week 1

2021

H6, H8, H9, H10 30% 15% 10% 5%

Task 2 Continuity and

Change Task

Term 2 Week 7

2021 H1, H5, H10 40% 20% 10% 10%

Task 3 Trial HSC

Examination

Term 3 Weeks 1-2

2021

H1, H2, H3, H4, H5, H7,

H10 30% 15% 10% 5%

Total: 100% 50% 30% 20%


SOCIETY AND CULTURE PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates high level analysis of the complex nature of cultural diversity and commonality and the

relationships within and between social and cultural groups • Demonstrates high level application and justification of a range of social and cultural research methods • Critically evaluates appropriate course concepts and their influence in societies and cultures • Selects and organises information from a range of sources and critically evaluates sources for usefulness

and bias • Communicates complex analysis through well-structured and detailed texts using a range of appropriate

terms associated with society and culture • Critically evaluates continuity and change, strategies for change and implications for societies and cultures • Provides evidence of comprehensive use of planning and review strategies to manage a range of complex

tasks and makes effective use of time and resources Band 5 - B • Demonstrates a thorough understanding of cultural diversity and commonality and analyses the nature of

relationships within and between social and cultural groups • Demonstrates thorough application and justification of social and cultural research methods • Analyses appropriate course concepts and their influence in societies and cultures • Selects and organises information from a variety of sources and makes some judgments on the usefulness

and bias of the sources • Communicates a well organised and sustained argument through well-structured and detailed texts using a

variety of appropriate terms associated with society and culture • Evaluates continuity and change and can assess strategies for change and implications for societies and

cultures • Provides evidence of thorough use of planning and review strategies to manage a range of complex tasks

and make effective use of time and resources Band 4 - C • Demonstrates a sound understanding of cultural diversity and commonality and explains the nature of

relationships within and between social and cultural groups • Applies appropriate social and cultural research methods • Explains appropriate course concepts and their influence in societies and cultures • Interprets data from a variety of sources forming sound conclusions • Communicates a sound argument through well-structured texts using appropriate language • Demonstrates a sound understanding of continuity and change, and some strategies to manage change • Provides some evidence of the use of sound planning and review strategies to manage a number of tasks

and to use time and resources effectively Band 3 - D • Demonstrates a basic understanding of cultural diversity and commonality and the nature of relationships

between social and cultural groups • Applies basic social and cultural research methods • Describes course concepts and their influence in societies and cultures • Gathers evidence from different forms of data and draws basic conclusions • Writes basic explanations of ideas and issues using some appropriate language • Demonstrates a descriptive understanding of continuity and change • Provides evidence of basic use of planning and review strategies to manage tasks and organise the use of

time and resources Band 2 –E • Recognises cultural diversity and the relationships between social groups

• Demonstrates limited application of basic social and cultural research methods • Outlines course concepts and their influence in societies and cultures • Provides simple interpretations from a limited range of data • Writes simple descriptions of ideas and issues and demonstrates comprehension of basic terms • Describes continuity or change in limited terms • Provides evidence of limited use of planning and review strategies to manage tasks and organise the use of

time and resources Band 1 - NA • Student is not achieving course outcomes


SPORT, LIFESTYLE AND RECREATION – NON ATAR Course Outcomes: 1.1 applies the rules and conventions that relate to participation in a range of physical activities 1.2 explains the relationship between physical activity, fitness and healthy lifestyle 1.3 demonstrates ways to enhance safety in physical activity 1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia 1.5 critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 describes administrative procedures that support successful performance outcomes 2.1 explains the principles of skill development and training 2.2 analyses the fitness requirements of specific activities 2.3 selects and participates in physical activities that meet individual needs, interests and abilities 2.4 describes how societal influences impact on the nature of sport in Australia 2.5 describes the relationship between anatomy, physiology and performance 3.1 selects appropriate strategies and tactics for success in a range of movement contexts 3.2 designs programs that respond to performance needs 3.3 measures and evaluates physical performance capacity 3.4 composes, performs and appraises movement 3.5 analyses personal health practices 3.6 assesses and responds appropriately to emergency care situations 3.7 analyses the impact of professionalism in sport 4.1 plans strategies to achieve performance goal 4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3 makes strategic plans to overcome the barriers to personal and community health 4.4 demonstrates competence and confidence in movement contexts 4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity. IRP – Individual Research Project: Students select to a research topic from modules that are in line with their

strengths and personal interests. TBC - Outcomes for assessment to be confirmed once selection is made.


Weighting

Course Component


Skills

Task 1 Resistance Training

Term 4 Week 6

2020

1.3, 2.1, 3.1, 3.2, 4.2, 4.5

20% 10% 10%

Task 2 Independent Research

Project Portfolio Sports Administration

Term 1 Week 6 2021

TBC 25% 15% 10%

Task 3 First Aid

Sports Injuries

Term 2 Week 5

2021

1.2, 1.5, 2.2, 2.5, 3.2, 3.3,

4.1 25% 10% 15%

Task 4 Games and Sports

Applications

Term 3 Week 3

(Progressive Terms 2&3)

2021

1.1, 2.3, 3.1, 4.3, 4.4

30% 15% 15%

Total: 100% 50% 50%


SPORT LIFESTYLE AND RECREATION PERFORMANCE BAND DESCRIPTORS

Each band represents the typical performance of students at this level Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of content

• Displays comprehensive understanding of content, processes, concepts • Critically analyses, synthesises and interprets information • Demonstrates high–level competence in particular skills, processes • Demonstrates high–level skills in critical judgement, reasoning, prediction, inference, evaluation, problem

solving, interpretation • Demonstrates high–level skills in the use of appropriate technologies • Demonstrates outstanding performance and technique • Effectively communicates in a coherent, creative, succinct, logical, sophisticated manner with precision,

originality or flair using terminology extensively and appropriately Band 5 - B • Demonstrates thorough knowledge and understanding of content

• Displays detailed understanding of content, processes, concepts • Analyses, synthesises and interprets information • Demonstrates competence in particular skills, processes • Demonstrates competent skills in critical judgement, reasoning, prediction, inference, evaluation, problem

solving, interpretation • Demonstrates competent skills in the use of appropriate technologies • Demonstrates accomplished performance and technique • Competently communicates in a coherent, creative, succinct, logical, sophisticated manner with control or

originality using appropriate terminology. Band 4 - C • Demonstrates sound knowledge and understanding of content

• Displays clear understanding of content, processes, concepts • Analyses and interprets information • Demonstrates ability in particular skills, processes • Demonstrates skills in critical judgement, reasoning, prediction, inference, evaluation, problem solving,

interpretation • Demonstrates skills in the use of appropriate technologies • Demonstrates sound performance and technique • Communicates in a creative, succinct, logical, manner with coherence, control or originality using

appropriate terminology. Band 3 - D • Demonstrates basic knowledge and understanding of content

• Displays basic understanding of content, processes, concepts • Interprets information • Demonstrates basic ability in particular skills, processes • Demonstrates basic skills in judgement, reasoning, prediction, problem solving, interpretation • Demonstrates basic skills in the use of appropriate technologies • Demonstrates basic performance and technique • Communicates with adequate control or originality using some appropriate terminology.

Band 2 –E • Demonstrates elementary knowledge and understanding of content • Displays simple understanding of content, processes, concepts • Interprets information • Demonstrates elementary ability in particular skills, processes • Demonstrates elementary skills in argument and problem solving • Demonstrates elementary skills in the use of appropriate technologies • Demonstrates elementary performance and technique • Demonstrates limited communication abilities



SOFTWARE DESIGN AND DEVELOPMENT Course Outcomes: H1.1 explains the interrelationship between hardware and software H1.2 differentiates between various methods used to construct software solutions H1.3 describes how the major components of a computer system store and manipulate data H2.1 explains the implications of the development of different languages H2.2 explains the interrelationship between emerging technologies and software development H3.1 identifies and evaluates legal, social and ethical issues in a number of contexts H3.2 constructs software solutions that address legal, social and ethical issues H4.1 identifies needs to which software solutions are appropriate H4.2 applies appropriate development methods to solve software problems H4.3 applies a modular approach to implement well-structured software solutions and evaluates their

effectiveness H5.1 applies project management techniques to maximise the productivity of the software development H5.2 creates and justifies the need for the various types of documentation required for a software solution H5.3 selects and applies appropriate software to facilitate the design and development of software solutions H6.1 assesses the skills required in the software development cycle H6.2 communicates the processes involved in a software solution to an inexperienced user H6.3 uses and describes a collaborative approach during the software development cycle H6.4 develops and evaluates effective user interfaces, in consultation with appropriate people


(Syllabus)

Weighting

Course Component


course content

Knowledge and skills in the design and

development of software solutions

Task 1 Software

Solution Case Study

Term 4 Week 10

2020

H1.1, H2.2, H5.1, H5.2 15% 10% 5%

Task 2 Design

Presentation

Term 1 Week 8

2021

H2.1, H4.1, H4.2, H5.2, H6.2, H6.4

25% 10% 15%

Task 3 Project

Term 2 Week 8

2021

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

H6.3

30% 10% 20%

Task 3 Trial HSC

Examination

Term 3 Weeks 1-2

2021 All Outcomes 30% 20% 10%

Total: 100% 50% 50%


SOFTWARD DESIGN AND DEVELOPMENT PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates a basic understanding of the phases of the software development cycle

• Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software

solutions • Demonstrates a basic knowledge of the interrelationships between hardware and software • Describes some issues related to the impact on society of the use of computer-based solutions • Shows some knowledge

Band 5 - B • Demonstrates a basic understanding of the phases of the software development cycle • Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software


Band 4 - C • Demonstrates a basic understanding of the phases of the software development cycle • Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software


Band 3 - D • Demonstrates a basic understanding of the phases of the software development cycle • Designs a partial software solution recognising the need for project management techniques • Reads, interprets and modifies simple algorithms that use a variety of data structures • Recognises and describes some resources, tools and documentation used to develop and communicate software


Band 2 –E • Identifies the phases of the software development cycle • Recognises some development methodologies and project management techniques • Reads and interprets simple algorithms that use simple data types • Recognises some resources, tools and documentation used in software development • Distinguishes between hardware and software components • Identifies some issues related to the impact on society of computer-based solutions • Identifies examples of current technologies



TEXTILES AND DESIGN Course Outcomes: H1.1 critically analyses and explains the factors that have contributed to the design and manufacture of the

Major Textiles Project (MTP) H1.2 designs a textile item/s that demonstrates an understanding of functional and aesthetic requirements H1.3 identifies the principles of colouration for specific end-uses H2.1 communicates design concepts and manufacturing specifications to both technical and non-technical

audiences H2.2 demonstrates proficiency in the manufacture of a textile item/s H2.3 effectively manages the design and manufacture of a Major Textiles Project to completion H3.1 explains the interrelationship between fabric, yarn and fibre properties H3.2 develops knowledge and awareness of emerging textile technologies H4.1 justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific end-uses H4.2 selects and justifies manufacturing techniques, materials and equipment for a specific end-use H5.1 investigates and describes aspects of marketing in the textile industry H5.2 analyses and discusses the impact of current issues on the Australian textiles industry H6.1 analyses the influence of historical, cultural and contemporary developments on textiles


Weighting

Course Component


course content

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

textiles project Task 1

MTP Proposal

Term 4 Week 6

2020

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

H6.1 30% 10% 20%

Task 2 Case Study and

Portfolio

Term 1 Week 5

2021

H2.1, H3.2, H5.2

30% 15% 15%

Task 3 Major Textiles

Project and Portfolio Progress

Term 2 Week 5

2021

H2.2, H2.3, H4.2 25% 10% 15%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

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

H5.2

15% 15%

Total: 100% 50% 50%


TEXTILES AND DESIGN PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates an extensive knowledge and understanding of the properties, performance, design, and

production of textiles and the development of new textile technologies • Displays expertise in a variety of design and technological skills in the development and production of the

major textiles project • Communicates ideas and information clearly and comprehensively in written, visual and graphic forms • Generates, modifies and evaluates complex, aesthetically pleasing and functionally appropriate textile

designs • Selects and extensively justifies fabric, yarn, fibre and manufacturing techniques for specific end uses • Critically evaluates the historical, cultural and contemporary influences on the australian textile, clothing,

footwear and allied industries Band 5 - B • Demonstrates a thorough knowledge and understanding of the properties, performance, design, and

production of textiles and the development of new textile technologies • Displays proficiency in a variety of design and technological skills in the development and production of the

major textiles project • Communicates ideas and information clearly in written, visual and graphic forms • Generates, modifies and evaluates creative and functionally appropriate textile designs • Selects and justifies fabric, yarn, fibre and manufacturing techniques for specific end- uses • Evaluates the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 4 - C • Demonstrates a sound knowledge and understanding of the properties, performance, design, and

production of textiles and the development of new textile technologies • Displays competence in a variety of design and technological skills in the development and production of

the major textiles project • Communicates ideas and information adequately in written, visual and graphic forms • Generates and modifies creative design ideas • Selects fabric, yarn, fibre and manufacturing techniques for specific end-uses with limited justification • Analyses the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 3 - D • Shows a basic understanding of the properties, performance, design, and production of textiles and the

development of new textile technologies • Displays sound design and technological skills in the development and production of the major textiles

project. • Communicates information and ideas in simple diagrammatical and written forms. • Generates and modifies design ideas in a basic way • Selects fabric, fibre and manufacturing techniques for specific end-uses • Explains the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 2 –E • Recalls elementary textile concepts and processes

• Displays limited design and technological skills in the development and production of the major textiles project

• Communicates ideas and information using simple textile terminology and diagrams • Generates design ideas in an elementary way • Uses a limited selection of fabrics, fibres and manufacturing techniques • Describes the historical, cultural and contemporary influences on the australian textile, clothing, footwear

and allied industries Band 1 - NA • Student is not achieving course outcomes


VISUAL ARTS Course Outcomes: H1 initiates and organises art making practice that is sustained, reflective and adapted to suit particular

conditions H2 applies their understanding of the relationships among the artist, artwork, world and audience through the

making of a body of work H3 demonstrates an understanding of the frames when working independently in the making of art H4 selects and develops subject matter and forms in particular ways as representations in art making H5 demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be

interpreted in a range of ways H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions

within a body of work H7 applies their understanding of practice in art criticism and art history H8 applies their understanding of the relationships among the artist, artwork, world and audience H9 demonstrates an understanding of how the frames provide for different orientations to critical and

historical investigations of art H10 constructs a body of significant art histories, critical narratives and other documentary accounts of

representation in the visual arts


Weighting

Course Components

Art making Art criticism and art history

Task 1 Development of

the Body of Work

Term 4 Week 9

2020 H1, H3, H4, 20% 20%

Task 2 Written

Research Task Case Study

Term 1 Week 8

2021 H7, H8, H9, 20% 20%

Task 3 Resolving the Body of Work

Term 3 Week 5

2021

H1, H2, H3, H4, H5, H6

30% 30%

Task 4 Trial HSC

Examination

Term 3 Weeks 1-2

2021

H7, H8, H9, H10

30% 30%

Total:

100% 50% 50%


VISUAL ARTS PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • A highly developed understanding of practice and a sustained reflective engagement informed by a

knowledge of possibilities, conventions, processes and ways to proceed both practically and conceptually • An authoritative understanding of the art world acknowledging the complex and subtle relations among the

artist, artwork, world and audience • A sophisticated understanding of how different interpretive frameworks can be employed to represent a

point of view • A sophisticated understanding of how ideas and interests may be represented involving a synthesis of the

interpretation of content/subject matter and the form of the work • A highly developed understanding of how meaning is sustained at a number of levels through engagement

with practice, art world agencies and interpretive frameworks • Resolution, coherence, completeness which is outstanding, innovative and cutting edge

Band 5 - B • A well-developed understanding of practice and a sustained engagement involving a knowledge of possibilities, conventions, processes and ways to proceed both practically and conceptually

• An accomplished understanding of the art world involving relations among the artist, artwork, world, and audience

• An accomplished understanding of how different interpretive frameworks can be employed to represent a point of view

• A well-developed understanding of how ideas and interests may be represented involving a synthesis of the interpretation of content/subject matter and the form of work

• An accomplished understanding of how meaning is sustained at a number of levels that involve practice, artwork agencies and interpretive frameworks

• Resolution, coherence, completeness which is accomplished Band 4 - C • A sound understanding of conventions, processes and possibilities of practice

• A sound understanding of the art world and relations among the artist, artwork, world and audience • A good understanding that interpretive frameworks inform a point of view • A sound understanding of representation by attempting some synthesis and interpretation of the

content/subject matter and the form of the work • A good understanding that meaning can be sustained at a number of levels by makers, audiences and

artworks • Consideration of the need to adapt, refine and select ideas and approaches employed to achieve resolution • Resolution, cohesion, completeness which is sound

Band 3 - D • Some understanding of conventions, processes and possibilities available to them yet demonstrates a limited engagement

• A basic knowledge of the art world understood and described as artist, artwork, world and audience • A foundational understanding of how different points of view may be possible but has difficulty presenting

their own point of view • A basic understanding of representational issues by attempting to select and organise the subject

matter/content and form of the work • Some basic awareness that different meanings are possible in the visual arts • A foundational understanding of ideas and approaches to achieve resolution

Band 2 –E • Some understanding of conventions, processes and possibilities of practice • A simple understanding of the art world involving some knowledge of a few artists and artworks • Some understanding that points of view are possible and may differ from their own • A limited understanding of how ideas and subject matter and materials can be represented • A belief that meaning is self-evident or apparent in their own and others’ work • A limited selection of ideas and approaches to achieve resolution



ASSESSMENT FOR VOCATIONAL EDUCATION AND TRAINING (VET) FOR THE HSC COURSES

• Assistant Dance Teaching (NON-ATAR) • Construction • Entertainment • Hospitality • Information and Digital Technology • Sports Coaching (NON-ATAR)

All students successfully completing a VET Course will be eligible for one or all of the following credentials:

1. An HSC 2. Australian Qualifications Framework (AQF) Certificate I, II or III

Students wanting to use their VET course for the Australian Tertiary Admissions Rank (ATAR) need to sit the external examination. IMPORTANT: VET courses are categorised as Category B courses and only 1 Category B course to the value of 2 units may be included in the calculation for the ATAR. Assessment for AQF Certification is competency based. Competence incorporates all aspects of work performance including communication, problem solving and the capacity to apply skills and knowledge in both familiar and new situations, as well as industry specific skills. Students are given the opportunity to develop skills over time and have multiple opportunities to demonstrate competence. Competency Record A record of the units and elements of competence achieved will be kept in a separate competency log for each student, as well as in a data base retained by the teacher. Evidence of competence will be gathered on an ongoing basis through specific tasks and events, such as projects, assignments, written and practical tests. There are no marks awarded in competency-based assessments. To be satisfactory in these courses students must:

• Show diligence and sustained effort in achieving competencies by attempting all competency based assessment, participating actively in all class activities and attending on a regular basis.

• Attend mandatory work placement for assessment of work site competencies. HSC Examination The HSC Exam is independent of competency-based assessment requirements for AQF Certification for the purpose of an Australian Tertiary Admissions Ranking (ATAR), students will sit an external exam. The completion of internal examinations will be used to determine an exam estimate should one be required in cases of illness and misadventure during the HSC exam. These exams will also be used as sources of evidence of competence in some units, and therefore will contribute to the competency-based assessment program. Work Placement Work Placement is a mandatory requirement for every VET course. Failure to complete Work Placement in either the Preliminary or HSC year will render the student ineligible for the award of a Preliminary and HSC credential. If a student exits the course at the end of the Preliminary year they MUST have completed a minimum of 35 hours work placement to satisfy NESA requirements. *Assessment schedules for courses offered outside of Nepean CAPA HS will be supplied by the schools offering those courses.


VET ASSISTANT DANCE TEACHING

School Name: Nepean CAPA High SchoolStudent Competency Assessment Schedule

Assessment Tasks for

CUA30313 Certificate III in Assistant Dance Teaching

Cluster C Cluster D Cluster E

The Dancing Body

The Dance Class

The Dance Critic

Assessment due Week: 10 Term: 4, 2020

Week: 10 Term: 2, 2021

Week: 6 Term: 3, 2021

Code Unit of Competency

CHCECE006 Support behaviour of children and young people X

CUACHR301 Develop basic dance composition skills X

CUAMLT201 Develop and apply musical ideas and listening skills X

SISFFIT309A Plan and deliver group exercise sessions X

CUADLT301 Assist with dance teaching X

CUADTM301 Develop basic dance analysis skills X

CUAIND304 Plan a career in the creative arts industry X

Depending on the achievement of units of competency, the possible qualification outcome is CUA30313 Certificate III in Assistant Dance Teaching or a Statement of Attainment towards CUA30313 Certificate III in Assistant Dance Teaching. The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.

Macquarie Park RTO 90222

http://training.gov.au/Training/Details/CUACHR301

http://training.gov.au/Training/Details/CUADLT301

http://training.gov.au/Training/Details/CUADTM301



COURSE: VET CONSTRUCTION 2021


Certificate II Construction Pathways CPC20211

Cluster C Cluster D Cluster E Cluster F Trial

Exam Reading Plans and

Calculating Formwork Level a simple slab Assemble for off-site manufacture

Assessment due Week: 3 Term: 1

Week: 10 Term: 1

Week: 7 Term: 2

Week: 6 Term: 3

Week: 1-2 Term: 3


CPCCCM2001A Read and interpret plans and specifications X

HSC

Exa

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CPCCCM1015A Carry out measurements and calculations X

CPCCCA2003A Erect and dismantle formwork for footings and slabs on the ground X

CPCCCA2011A Handle carpentry materials X

CPCCCM2006B Apply basic levelling procedures X

CPCCCO2013A Carry out concreting to simple forms X

CPCCCM2005B Use construction tools and equipment X

CPCCJN2001A Assemble components X

CPCCJN2002B Prepare for off-site manufacturing process X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate II Construction Pathways CPC20211 or a Statement of Attainment towards Certificate II Construction Pathways CPC20211.Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.



CONSTRUCTION PERFORMANCE BAND DESCRIPTORS


Band/Grade Descriptors Band 6 - A • Consistently and correctly communicates using precise industry terminology, in a manner appropriate to the audience

and situation. • Demonstrates a thorough understanding and application of the performance required in the use of a range of tools,

plant and equipment. • Applies an in-depth knowledge and understanding relevant to specific competencies. • Consistently and reliably applies the skills required to interpret plans, and calculate dimensions, quantities and costs. • Demonstrates an extensive understanding of legislation, regulations and practices as they apply to the construction

industry. • Exhibits a comprehensive understanding of the organisation of work operations and sequencing of trades and their

importance in the construction industry. • Demonstrates critical judgment and sound reasoning to select, organise, synthesise and evaluate relevant information

from a variety of sources. Band 5 - B • Communicates, using specific industry terminology, in a manner appropriate to the audience and situation.

• Demonstrates a detailed understanding and application of the performance required in the use of a range of tools, plant and equipment.

• Demonstrates a detailed knowledge and understanding relevant to specific competencies. • Demonstrates a detailed ability to interpret plans and calculate dimensions, quantities and costs. • Demonstrates an understanding of legislation, regulations and practices as they apply to the construction industry. • Exhibits a thorough understanding of the organisation of work operations and sequencing of trades and their

importance in the construction industry. • Demonstrates accomplished judgement and reasoning to select, organise and evaluate relevant information from a

variety of sources. Band 4 - C • Communicates, using industry terminology, in a manner appropriate to the workplace.

• Demonstrates a sound understanding and application of the performance required in the use of a range of tools, plant and equipment.

• Demonstrates a sound knowledge and understanding relevant to specific competencies. • Demonstrates a basic ability to interpret plans and calculate dimensions, quantities and costs. • Demonstrates a basic understanding of legislation, regulations and practices as they apply to the construction industry. • Exhibits a general understanding of the organisation of work operations and sequencing of trades and their importance

in the construction industry. • Frames written responses in a descriptive manner.

Band 3 - D • Communicates using basic industry terminology. • Demonstrates an understanding of the performance required in the use of a limited range of tools, plant and

equipment. • Demonstrates a basic knowledge and understanding relevant to specific competencies.

Demonstrates a limited ability to interpret simple plans and perform some calculations of dimensions, quantities and costs.

• Demonstrates a limited understanding of legislation, regulations and practices as they apply to the construction industry. Exhibits a general understanding of work operations and sequencing of trades.

• Frames written responses using unsupported generalisations. Band 2 –E • Communicates using non-industry specific terms.

• Demonstrates a superficial understanding of the performance required in the use of a limited range of tools, plant and equipment.

• Demonstrates a limited knowledge and understanding relevant to specific competencies. • Demonstrates a limited ability to interpret simple plans. • Displays an elementary understanding of legislation, regulations and practices as they apply to the construction

industry. • Exhibits some understanding of work operations and/or sequencing of trades. • Frames written responses using unsupported generalisations and irrelevant material.




Course: VET ENTERTAINMENT INDUSTRY

2021

Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate III in Live Production and Services CUA30415

Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. This means a course mark is not allocated.


CUA30415 Statement of Attainment towards

Certificate III in Live Production and Services

Cluster E Cluster F Cluster G

Trial HSC Exam On the Stage Vision Systems Customer is

always right

Week: 5 Term:1, 2021

Week: 5 Term: 2, 2021

Week: 6 Term: 3, 2021

Week: 1-2 Term: 3, 2021


HSC

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CUASTA301 Assist with production operations for live performances X

CUASMT301 Work effectively backstage during performances X

ICTTEN202 Use hand and power tools X

CUAVSS302 Operate vision systems X

SITXCCS303 Provide service to customers X




Course: ENTERTAINMENT INDUSTRY SPECIALISATION

2021

Assessment Task for

Certificate III in Live Production and Services CUA30415

Cluster H

Week: 6 Term: 3, 2021


CUAPRP304 Participate in collaborative creative projects X

BSBWOR301 Organise personal work priorities and development X

CUALGT304 Install and operate follow spots X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate III in Live Production and Services CUA30415 or a Statement of Attainment towards Certificate III in Live Production and Services CUA30415.

This Specialisation course can only be delivered concurrently with the 240 Hour Entertainment Industry course.




ENTERTAINMENT INDUSTRY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level

Band/Grade Descriptors Band 6 - A • Demonstrates extensive knowledge and understanding of the HSC mandatory focus areas

including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Communicates in a coherent, succinct and logical manner • Uses industry terminology accurately and appropriately • Supports responses with relevant workplace examples

Band 5 - B • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Communicates in an effective and organised manner • Uses industry terminology appropriately • Supports responses with workplace examples

Band 4 - C • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace


Band 3 - D • Demonstrates basic knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Communicates in a basic manner • Uses some industry terminology

Band 2 –E • Demonstrates elementary knowledge and understanding of the HSC mandatory focus areas including Audio, Customer service, Lighting, Safety, Staging, Vision and Working in the entertainment industry and workplace

• Uses generalisations and non-industry specific terminology Band 1 - NA • Student is not achieving course outcomes



COURSE: VET INFORMATION AND DIGITAL TECHNOLOGY 2021

Assessment Tasks

for Statement of Attainment towards

Certificate III in Information, Digital Media and Technology ICT30118

Cluster D Cluster E Cluster F Cluster G Trial HSC

Exam Working on the web

Working Sustainably

Advanced Applications Social Media

Week: 10 Term:4 (2020)

Week: 8 Term: 1 (2021)

Week: 8 Term: 2 (2021)

Week: 4 Term:3 (2021)

Week: 1-2 Term: 3 (2021)


HSC

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ncy ICTWEB302 Build simple website using commercial programs X

ICTWEB303 Produce digital images for the web X

ICTICT301 Create user documentation X

ICTICT203 Operate application software packages X

BSBSUS401 Implement and monitor environmentally sustainable work practices X

ICTICT308 Use advanced features of computer applications X

ICTWEB201 Use social media tools for collaboration and engagement X

Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate III in Information, Digital Media and Technology ICT30118. Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.



http://training.gov.au/Training/Details/ICAWEB302A



http://training.gov.au/Training/Details/ICAICT203A


http://training.gov.au/Training/Details/BSBEBU401A





INFORMATION AND DIGITAL TECHNOLOGY PERFORMANCE BAND DESCRIPTORS



including Working in the industry; Operating system software; Diagnostic testing and Safety • Demonstrates extensive knowledge and understanding of one HSC stream focus area – Web and

software applications or Networking and hardware or Digital animation • Communicates in a coherent, succinct and logical manner • Uses industry terminology accurately and appropriately • Supports responses with relevant workplace examples

Band 5 - B • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates thorough knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation


Band 4 - C • Demonstrates sound knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates sound knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation

• Communicates in an organised manner • Uses some industry terminology appropriately • Includes some workplace examples in responses

Band 3 - D • Demonstrates basic knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates basic knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation


Band 2 –E • Demonstrates elementary knowledge and understanding of the HSC mandatory focus areas including Working in the industry; Operating system software; Diagnostic testing and Safety

• Demonstrates elementary knowledge and understanding of one HSC stream focus area – Web and software applications or Networking and hardware or Digital animation




COURSE: HSC – VET HOSPITALITY 2021


Certificate II Hospitality SIT20316

Cluster D Cluster E

(Part 1)

Cluster E

(Part 2)

Cluster F

Trial HSC Exam

Safe, Clean and Skilled Restaurant Service Restaurant Service Working in Hospitality

Week: 10

Term: 4, 2020

Week: 8

Term: 1, 2021

Week: 6

Term: 2, 2021

Week: 6

Term: 3, 2021

Week: 1-2

Term: 3


HSC

Exam

inab

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of C

ompe

tenc

y

SITXFSA002 Participate in safe food handling practices X

SITHCCC001 Use food preparation equipment X

SITHFAB007 Serve food and beverage X X

SITXCC003 Interact with customers X X

SITHIND003 Use hospitality skills effectively X X

SITHIND002 Source and use information on the hospitality industry X

BSBSUS201 Participate in environmentally sustainable work practices X

SITXCOM001 Source and present information X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Hospitality SIT20316 or a Statement of Attainment towards Certificate II in Hospitality SIT20316. Schools may schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.




HOSPITALITY PERFORMANCE BAND DESCRIPTORS Each band represents the typical performance of students at this level


including Hygiene, Safety and Working in the hospitality industry and workplace • Demonstrates extensive knowledge and understanding of one HSC stream focus area – Food and

Beverage or Kitchen Operations and Cookery • Communicates in a coherent, succinct and logical manner • Uses industry terminology accurately and appropriately • Supports responses with relevant workplace examples.

Band 5 - B • Demonstrates thorough knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates thorough knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery


Band 4 - C • Demonstrates sound knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates sound knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery

• Communicates in an organised manner • Uses some industry terminology appropriately • Includes some workplace examples in responses

Band 3 - D • Demonstrates basic knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates basic knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery


Band 2 –E • Demonstrates elementary knowledge and understanding of the HSC mandatory focus areas including Hygiene, Safety and Working in the hospitality industry and workplace

• Demonstrates elementary knowledge and understanding of one HSC stream focus area – Food and Beverage or Kitchen Operations and Cookery



VET SPORTS COACHING



SIS30519 Certificate III in Sport Coaching

Cluster C

2nd Elective

Cluster D Cluster E

2nd Elective TBA TBA

Week:6 Term: 1

Week:10 Term: 4

Week:6 Term:3


SISXCAI009 Instruct Strength and Conditioning techniques X

SISSSCO002 Work in community coaching role X

SISSSCO005 Continuously improve coaching skills and knowledge X

SISSSCO012 Coach sports participants up to an intermediate level X

Depending on the achievement of units of competency, the possible qualification outcome is a SIS30519 Certificate III in Sport Coaching or a Statement of Attainment towards a SIS30519 Certificate III in Sport Coaching.




15. PERSONAL ASSESSMENT CALENDAR

TERM 4, 2020 TERM 1, 2021 TERM 2, 2021 TERM 3, 2021 Week Course/Task Week Course/Task Week Course/Task Week Course/Task

1

1

1

1

2

2

2

2

3

3

3

3

4

4

4

4

5

5

5

5

6

6

6

6

7

7

7

7

8

8

8

8

9

9

9

9

10

10

10

10

11


16. STUDENT TOOLS FOR COMPLETING ASSESSMENTS Things you need to KNOW to complete this task:

Content

Skills (verbs)

Things you need to DO to complete this task:

Step Things I will do What I will see as a result

1

2

3

4

5

My Assessment Task Planner:

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Day 8 Day 9 Day 10 Day 11 Day 12 Day 13 Day 14


17. HIGHER SCHOOL CERTIFICATE (HSC) STUDENT CHECKLIST

Term 4, 2020 -Term 1, 2021

Read my Assessment Handbook

Check I am eligible for the HSC, ensure my personal details and courses are correct including any

optional examinations in English Studies, Mathematics Standard and VET courses by reviewing and

signing the Student Declaration on the NESA Confirmation of Entry

Check I have received my syllabus outline including core and elective topics for all courses

Check I have been provided with the scope and sequence for each course I am studying

Go to NESA Students Online to update my PIN and check my postal address, personal email address

and mobile number

Read and become familiar with course and assessment requirements

Term 2, 2021

Download my personal HSC examination timetable from NESA Students Online

Check all my exams appear, including performing and optional examinations

Check I have been shown where past HSC papers and marking criterias are on the NESA website

Term 3, 2021

Confirm dates for any project submissions, performance and oral examinations

Submit all projects on due dates

Attend any performance and oral examinations

Term 4, 2021

Check my exam timetable and the equipment I need

Attend and make a serious attempt at every examination

Check my assessment ranks in NESA Students Online after the last examination

Check my NESA Students Online account uses my personal email address, not my school address

Note my NESA student number and PIN so I can get my results online


Identify or

NameDescribe Explain Analyse Evaluate

18. A LEARNING AND RESPONDING MATRIX

The ALARM model has been created to support you to respond to your assessment task questions. Basically the matrix is a layer of thinking skills you will need to demonstrate in your assessment tasks across all subjects.

The skills overlap to help you develop your answers. Identify or name questions are simple questions that require a one word or short answer where as an evaluate question requires you to make a complex assessment of impact.

Every student should be able to do identify or describe or explain questions. Most students should be able to do analyse questions, and some should be able to effectively respond to evaluate questions. By using the images over the next few pages, you should be able to improve your ability to respond to all types of these questions.

Easiest Average Hard Hardest Easy

Degree of question difficulty

Well-designed assessment tasks should have access points for all learners, including learners with special needs and gifted and talented learners.

All students should be able to achieve at least 50% on every assessment task, if they apply themselves.

Students who are not meeting this minimum standard will be in danger of not meeting course requirements and may be ineligible for the award of Higher School Certificate.

A few students

Most students

All students


ALARM Steps

To what extent is the

effect/impact effective?

How is each area/feature positive

and/or negative? What are the advantages & disadvantages of the

impacts?

How is each area/feature positive

and/or negative? What are the advantages & disadvantages of the

impacts?

What is the impact? How does this

relate to the set criteria/main idea?

What is the impact? How does this relate to

the set criteria/main idea?

What is the impact? How does this relate to

the set criteria/main idea?

What is the function or

purpose? What is the effect of the

component? Give evidence. ‘Why’ may need to be

addressed

What is the function or

purpose? What is the effect of the

component? Give evidence. ‘Why’ may need to be

addressed

What is the function or purpose? What is the

effect of the component? Give

evidence. ‘Why’ may need to be addressed

What is the function or purpose? What is the

effect of the component? Give

evidence. ‘Why’ may need to be addressed

What are the features and

characteristics?


characteristics?


characteristics?

What are the features and characteristics?

What are the features and characteristics?

What is the

main component?

What is the main component?





IDENTIFY (Main concept) DESCRIBE EXPLAIN ANALYSE CRITICALLY ANALYSE EVALUATE

Degree of Difficulty Easiest

To do name and define questions properly you need to: Name, define, outline or list the answer to the question. You usually only require a one word or a sentence response. Usually need to identify or name or list something These questions are usually worth 1 or 2 marks each.


Degree of Difficulty Easy

To do describe questions properly you need to: Name and define the topic and; Provide the characteristics and features of the topic. These questions are usually worth 5 to 15 marks. You generally will need to write a sentence, paragraph or short response to this type of questions. Use the allocated verb to guide the length of your response.


Degree of Difficulty Average

To do explain questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic and then; 3. Explain the purpose of function of the characteristics or features. 4. Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. These questions are usually worth 5 to 15 marks. You generally will need to write a sentence, paragraph or short response to this type of question. Use the marks allocated to guide the


Degree of Difficulty Hard

To do analyse questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic; 3. Explain the purpose or function of the characteristics or features. 4 Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. 5. What is the impact of the characteristics or features? How does this relate to the set criteria or main idea? Critically analyse questions require an extra step- 6. What are the advantages and disadvantages of the characteristics or features and their impacts? These questions are usually worth 15 -25 marks. You generally will structured or extended response to this type of question.


Degree of Difficulty Hardest

To do evaluate questions properly you need to 1. Name and define the topic; 2. Provide the characteristics and features of the topic; 3. Explain the purpose or function of the characteristics or features. 4 Explain the effects of the characteristics or features. Back this up with evidence. May need to explain why the effects occurred. 5. What is the impact of the characteristics or features? How does this relate to the set criteria or main idea? 6. What are the advantages and disadvantages of the characteristics or features and their impacts? 7. To what extent is the effect or impact effective? These questions are usually worth 15 -25 marks.


ALARM SCAFFOLD TO ASSIST YOU TO RESPOND TO QUESTIONS

Topic Name

Summary What is this topic about?

Criteria What criteria should be used to decide how important or effective something is?

Name and Define Describe Explain Analyse Critically Analyse Evaluate

What is it? What does it do?

What is its function?

How does it work?

What are its pros and cons?

What does it lead to?

How important is it?

How well does it do it/ to what extent?

Component #1

Component #2

Component #3

Component #4

Component #5

Component #6

WHY IMPORTANT?

Critically Evaluate

How much does each component contribute and what is the overall effect?

Conceptualise What is the essential idea?

Appreciation How is this connected to the question?


19. MY NOTES / QUESTIONS


115-119 Great Western Highway

Emu Plains NSW 2750

Documents

Year 12 HSC Assessment Handbook 2021...Year 12 HSC Assessment Handbook 2021 6 PREAMBLE The purpose of this, the Year 12 HSC Assessment Handbook 202 1, is to communicate the poli cies,