2016 –Year 11 Preliminary HSC Scope and Sequence for... · Prescribed Text: Du Maurier Daphne, Rebecca. ... Critical Essay 20/50 Marks ... In Class Essay (20) ...

2016 –Year 11 Preliminary HSC Scope and Sequence Year 11 Term 1 Term 2 Term 3 English Standard Module Area of Study

• Module: Area of Study • Description: Journey • Film:

Rabbit Proof Fence

• Module B: Close Study of Text • Description: • Drama:

7 Stages of Grieving

• Module C: • Description: Texts and Society • Distinctively Visual; Images of Australia • Poetry:

Analysis and comparison of Australian poetry and related texts

English Assessment

• Extended Response (20 marks)

• Extended Response and Reading

Comprehension (20 marks)

Written Response (20 marks)

Syllabus Outcomes

• A student demonstrates an understanding of

the relationships between composer, responder, text and context.

• A student identifies and describes relationships among texts.

• 6. A student engages with a wide range of

texts to develop a considered and informed personal response.

• 3.A student develops language relevant to

the study of English • 4.A student describes and analyses the way

that language forms and features, and structures of particular texts which shape meaning and influence responders.

• 1.A student demonstrates an understanding of

the relationships between composer, responder, text and context.

• 6.A student engages with a wide range of

texts to develop a considered and informed personal response.

• 8.A student articulates and represents own

ideas in critical, interpretive and imaginative texts

• 11.A student draws upon the imagination to

transform experience into text • 6.A student engages with a wide range of

texts to develop a considered and personal response

2016 –Year 11 Preliminary HSC Scope and Sequence Year

Term 1 Term 2 Term 3

English Standard Extension 1 Module Area of Study

• Module: Texts, Values and Culture – The

Gothic • Description: • Students examine a key text from the past

and its manifestations in one or more popular cultures

• Prescribed Text: Du Maurier Daphne,

Rebecca

• Module: Texts, Values and Culture– The

Gothic • Description: • Students examine a key text from the past

and its manifestations in one or more popular cultures

• Prescribed Text: Du Maurier Daphne,

Rebecca

• Module: Texts, Values and Culture– The Gothic • Description: • Students examine a key text from the past and

its manifestations in one or more popular cultures

• Prescribed Text: Du Maurier Daphne, Rebecca

English Assessment

• Oral Presentation 10/50 Marks

• Critical Essay 20/50 Marks

• Yearly Exam 20/50 Marks

Syllabus Outcomes

• 1 A student understands how and why texts

are valued in and appropriated into a range of contexts

• 2 A student develops skills in independent

investigation involving particular texts and their manifestations in various forms and within particular cultural contexts.

• 3 A student develops skills in sustained

composition in a range of modes and media for different audiences and purposes.













2016 –Year 11 Preliminary HSC Scope and Sequence English ESL Module Area of Study

Module: Area of Study - Journey • Description: The Language study within an

area of study ‘journey’ involves students in reading and responding to a range of different texts in different media.

Core texts:

• Prose Fiction: So Much to Tell You by John Marsden

• Prose Fiction: Looking for Alibrandi by Melina Marquetta

• Rabbit Proof Fence: by Philip Noyce

Module: Australian Images and Perspectives • Description: In this module students learn

about images of Australia and Australian perspectives, dialogue, stereotypes and culture.

• They will also learn about the ways in which

film makers convey their messages about Australia using visual and other filmic techniques

Core text:

• Film Crocodile Dundee • Texts of own choosing

Module: The Language of Persuasion • Description: this module requires students to

study texts used to persuade responders to adopt a particular viewpoint. It assists students’ understanding of the ways that texts communicate information, ideas and attitudes.

• Students develop communication skills

necessary for a variety of purposes and audiences as well as analysing persuasive texts and composing creatively using visual and written language.

English Assessment

• Reading and Responding: Students read 2 unseen texts about journey and answer a series of short answer questions about what they have read.

• Writing: Students write an extended response about the way in which the concept of ‘journey’ is expressed in their core texts.

• Viewing and Listening: Students view a segment from their core text and answer a series of questions about Australian perspectives and how they are conveyed in the segment.

• Speaking and Responding: Students compose a visual text and present a speech to the class explaining the features they used in their composition.

Syllabus Outcomes

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

• 4. A student develops language relevant to the study of English.

• 5. A student demonstrates understanding of how audience and purpose affect the language and structure of texts.

• 6. A student interprets texts using key language patterns and structural features.

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

• 11. A student analyses and synthesizes information and ideas from a range of texts in a range of modes and media.

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

• 3. A student demonstrates understanding of cultural reference in texts.


• 6. A student interprets texts using key language patterns and structural features.

• 7. A student describes the effect of technology on meaning.

• 4. A student develops language relevant to the study of English.


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

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

• 13. A student reflects on their own process of responding and composing.

2016 –Year 11 Preliminary HSC Scope and Sequence Year 11 Term 1 Term 2 Term 3

English Advanced Module Area of Study

• Common Content: Area of Study • Description: The Journey • Prescribed Texts: • As You Like It (Shakespeare)

• Module: B • Description: Critical Study of Text • Prescribed Texts: • Potter Sally, Orlando • (Film)

• Module: A • Description: Comparative Study of Text in

Context • Prescribed Texts: • The Handmaid’s Tale and Collection of

Feminist Poetry (Fiction and Poetry)

English Assessment

In Class Essay (20) Listening/Viewing/Writing • Prepared at home extended response (20)

Speech (20) • Yearly Examination (40)

Syllabus Outcomes

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

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

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

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

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

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

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

• A student develops language relevant to the study of English

• A student describes and explains relationships among texts.

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

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

• A student develops language relevant to the study of English

• A student demonstrates a capacity to • understand and use different ways of

responding to and composing particular texts

2016 –Year 11 Preliminary HSC Scope and Sequence Mathematics General Topics

• ASSESSMENT TASK 1 • WEEK 8 • Common investigation or assignment or

written test

• ASSESSMENT TASK 2 • WEEK 5 • Common investigation or assignment or

written test

• ASSESSMENT TASK 3 • WEEK 4 • Formal Examination

Mathematics General Assessment

• DS1 - Statistics & Society, Data Collection & Sampling

• DS2 - Displaying and Interpreting Single Data Sets

• FSCo1 - Mathematics & Communication - Mobile Phone Plans

• PB1 - Relative Frequency and Probability • FSCo2 - Mathematics & Communication -

Digital Downloads & File Storage • FM1 - Earning and Managing Money • DS3 - Summary Statistics

• FSDr1 - Mathematics and Driving - Costs of Purchase & Insurance

• FSDr2 - Mathematics and Driving - Running Costs & Depreciation

• FSDr3 - Mathematics and Driving - Safety • AM1 - Algebraic Manipulation

• MM1 - Units of Measurement and Application • MM2 - Applications of Perimeter, Area and

Volume • FM2 - Investing Money • FM3 – Taxation • AM2 - Interpreting Linear Relationship • AM2 - Interpreting Linear Relationship • MM3 - Similarity of Two-Dimensional Figures,

Right-Angled Triangle

Mathematics Syllabus

Outcomes

• MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems • MGP-2 represents information in symbolic, graphical and tabular form • MGP-3 represents the relationships between changing quantities in algebraic and graphical form • MGP-4 performs calculations in relation to two-dimensional and three-dimensional figures • MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of relevant units • MGP-6 models financial situations relevant to the student’s current life using appropriate tools • MGP-7 determines an appropriate form of organisation and representation of collected data • MGP-9 uses appropriate technology to organise information from a limited range of practical and everyday contexts • MGP-10 justifies a response to a given problem using appropriate mathematical terminology.

Mathematics Syllabus Link

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/mathematics-general.html


2016 –Year 11 Preliminary HSC Scope and Sequence Mathematics 2 Unit Topics

• Term 1, Week 7 • Common investigation or assignment or

written test


written test

• Term 3 • Week 8 • Formal examination

Mathematics Assessment

• Basic Arithmetic and Algebra. • Real Functions

• Plane Geometry • Coordinate Methods in Geometry and

applications of Geometrical Properties. • Trigonometric Functions. • Linear Functions and Lines.

• Tangent and the Derivative. • The Quadratic Polynomial and the Locus of the

Parabola


Outcomes

• P1 Demonstrates confidence in using mathematics to obtain realistic solutions to problems. • P2 Provides reasoning to support conclusions which are appropriate to the context. • P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities. • P4 Chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques. • P5 Understands the concept of a function and the relationship between a function and its graph. • P6 Relates the derivative of a function to the slope of its graph. • P7 Determines the derivative of a function through routine application of the rules of differentiation. • P8 Understands and uses the language and notation of calculus




2016 –Year 11 Preliminary HSC Scope and Sequence Mathematics Extension 1 Topics

• Harder Algebra and Other Inequalities • Polynomials Part 1 (Operations,

Remainder/Factor Theorem) • Circle Geometry

• Further Trigonometry • Angle Between Two Lines & Internal and

External Division of Lines • Further Differentiation

• Parametric Representation Polynomials Pt. 2 (Polynomial Equations and their Roots) Permutations and Combinations

Mathematics Assessment


written test


written test

• Term 3 • Week 8 • Formal examination


Outcomes

• PE1 appreciates the role of mathematics in the solution of practical problems • PE2 uses multi-step deductive reasoning in a variety of contexts • PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations • PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas

• PE5 determines derivatives which require the application of more than one rule of differentiation • PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/mathematics-advanced.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/mathematics-advanced.html

2016 –Year 11 Preliminary HSC Scope and Sequence Biology Topics

Patterns in Nature • By looking across the range of commonly

occurring living organisms, patterns in structure and function can be identified. These patterns reflect the fundamental inputs and outputs of living things – the absorption of necessary chemicals and the release of wastes.

A Local Ecosystem • The environment has an impact on all

organisms in ways that students will learn to recognise and explain. Students are able to draw on existing knowledge of their own local area and expand on their understanding of biological concepts that can be identified through careful analysis of the biotic and abiotic factors of their local ecosystem.

Life on Earth (Term 2 and 3)

• Life has evolved over millions of years from the common elements found in the cosmos. Students will learn about current scientific thinking about the origin of life on Earth and its subsequent evolution to the present day. Students will also learn about the universal classification systems that help scientists to group and study Earth’s diverse biota.

Evolution of Australian Biota • The very large southern landmass, Gondwana,

persisted for some time, giving rise to an array of species that spread across it. When Gondwana broke up, it did so in stages and eventually the Australian continent was isolated from Antarctica and South America. This unit focuses on the evolution of Australia’s unique biota from its time as part of the Gondwanan landmass to the present day and the factors that have influenced this evolution.

Biology Assessment

• Written Examination • Scientific thinking, problem-solving and

communication (10%)

• Field Study: • First-hand Investigation (20%)

• Research Task: • Scientific thinking and communication of

understanding (10%) • Practical Examination: • First-hand investigations (20%) • Final Preliminary Examination: Knowledge and

understanding (40%)

2016 –Year 11 Preliminary HSC Scope and Sequence Biology Syllabus

Outcomes

• Outlines the historical development of major biological principles, concepts and ideas

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

• Assesses the impact of particular technological advances on understanding in biology

• Describes applications of biology which affect society or the environment

• Describes the scientific principles employed in particular areas of biological research

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

• Explains how processes of reproduction ensure continuity of species

• Identifies and implements improvements to investigation plans

• Discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

• Identifies appropriate terminology and reporting styles to communicate information and understanding in biology

• Draws valid conclusions from gathered data and information

• Implements strategies to work effectively as an individual or as a team member

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


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




• Describes the range of organisms in terms of specialisation for a habitat

• Analyses the interrelationships of organisms within the ecosystem


• Identifies and describes the evidence for evolution











• Describes the range of organisms in terms of specialisation for a habitat


• identifies and describes the evidence for evolution







2016 –Year 11 Preliminary HSC Scope and Sequence Chemistry Topics

The Chemical Earth

• To use the Earth’s resources effectively and efficiently, it is necessary to understand the properties of the elements and compounds found in the mixture that make up Earth’s materials.

Metals

• Metals make up the majority of elements. An examination of the physical and chemical properties of metals, help us to understand the importance of the Periodic Table – a breakthrough in the systematic organisation and study of chemistry.

Water

• The properties of the water molecule assisted the evolution of life and the concepts of bonding and intermolecular forces are used to increase our understanding of the special nature of the water molecule.

Energy

• Humans have become increasingly dependent on fuels and we are becoming increasingly concerned about efficiencies, renewability and damage to the environment. Carbon compounds are the basis of many fuels and an understanding of the structure and properties of simple carbon compounds assists our understanding of the issues associated with fossil fuels.

Chemistry Assessment

• Written Examination: • Scientific thinking, problem-solving and

communication (20%)


understanding (20%)

• Practical examination: • First hand and second hand investigation (20%) • Final Preliminary Examination: • Knowledge and understanding (40%)

2016 –Year 11 Preliminary HSC Scope and Sequence Chemistry Syllabus

Outcomes

• Assesses the impact of particular technological advances on understanding in chemistry

• Describes applications of chemistry which affect society or the environment

• Describes the scientific principles employed in particular areas of research in chemistry

• Applies simple stoichiometric relationships • Demonstrates positive values about, and

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

• Outlines the historical development of major principles, concepts and ideas in chemistry

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

• Assesses the impact of particular technological advances on understanding in chemistry

• Describes the scientific principles employed in particular areas of research in chemistry

• Explains trends and relationships between elements in terms of atomic structure, the periodic table and bonding

• Applies simple stoichiometric relationships • Discusses the validity and reliability of data

gathered from first-hand investigations and secondary sources

• Identifies appropriate terminology and reporting styles to communicate information and understanding

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

• Describes chemical changes in terms of energy inputs and outputs

• Describes factors that influence the type and rate of chemical reactions

• Relates the uses of carbon to the unique nature of carbon chemistry

• Applies simple stoichiometric relationships • Identifies and implements improvements to

investigation plans • Discusses the validity and reliability of data

gathered from first-hand investigations and secondary sources


• Implements strategies to work effectively as an individual or as a member of a team


2016 –Year 11 Preliminary HSC Scope and Sequence Physics Topics

• Moving About • While distance, time and speed are

fundamental to the understanding of kinematics and dynamics, very few people consider a trip in terms of energy, force or the momentum associated with the vehicle, even at low or moderate speeds. This topic examines the fundamental laws of motion in the context of transport.

• The World Communicates • The discovery of electricity and then the

electromagnetic spectrum has led to the rapid increase in the number of communication devices throughout the twentieth century. This topic examines the properties of different types of waves and their use in telecommunications.

• The Cosmic Engine • The Universe began with a singularity in

space-time. After the initial explosion, the Universe started to expand, cool and condense, forming matter. This topic examines the history of the universe from the Big Bang to the current time.

• Electrical Energy in the Home • Electricity is an essential energy source for

modern living. As electricity became increasingly used as the main power supply in homes and electrical appliances became an integral part of daily life for many Australians, the dangers associated with electricity became more prominent. This topic examines the workings of electrical circuits and their use in the home.

Physics Assessment

• Written Examination: • Scientific thinking, problem-solving and

communication (10%)


understanding (20%)

• Practical examination: • First-hand and second-hand investigation

(30%) • Final Preliminary Examination: Knowledge and

understanding (40%)

2016 –Year 11 Preliminary HSC Scope and Sequence Physics Syllabus

Outcomes

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

• Describes the forces acting on an object which causes changes in its motion

• Describes the effects of energy transfers and energy transformations



• Identifies appropriate terminology and reporting styles to communicate information and understanding in physics




• Outlines the historical development of major principles, concepts and ideas in physics


• Assesses the impact of particular technological advances on understanding in physics

• Explains wave motions in terms of energy sources and the oscillations produced

• Describes theories and models in relation to the origins of matter and relates these to the forces involved





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



• Describes applications of physics which affect society or the environment

• Describes the scientific principles employed in particular areas of research in physics

• Describes the relationship between force and potential energy in fields








Legal Studies Topics

• The Legal System • The Individual and the law • Law in practice

Legal Studies Assessment

• In class test • Oral presentation & media file • Research essay • Yearly Examination

Legal Studies Syllabus Outcomes

• P1 identifies and applies legal concepts and terminology

• P2 describes the key features of Australian and international law

• P3 describes the operation of domestic and international legal systems

• P9 communicates legal information using well-structured responses


• P4 discusses the effectiveness of the legal system in addressing issues

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

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

• P7 evaluates the effectiveness of the law in achieving justice


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


• P4 discusses the effectiveness of the legal system in addressing issues

• P7 evaluates the effectiveness of the law in achieving justice

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


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

Economics Studies Topics

• Topic 1 Introduction to Economics • Topic 2 Consumers and Business • Topic 3 Markets

• Topic 3 Markets • Topic 4 Labour Markets • Topic 5 Financial Markets

• Topic 5 Financial Markets • Topic 6 Government and the Market Economy

Economics Assessment

• Stimulus Based Skills Task

• Examination • Research, Inquiry and Presentation

• Yearly Examination

2016 –Year 11 Preliminary HSC Scope and Sequence Economics Syllabus Outcomes

• P1 demonstrates understanding of economic terms, concepts and relationships

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

• P4 compares and contrasts aspects of different economies

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

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

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

• P10 communicates economic information, ideas and issues in appropriate forms

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



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


• P6 explains the role of government in the Australian economy


• P8 applies appropriate terminology, concepts and theories in economic contexts



• P11 applies mathematical concepts in economic contexts

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



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



• P8 applies appropriate terminology, concepts and theories in economic contexts



• P11 applies mathematical concepts in economic contexts.

2016 –Year 11 Preliminary HSC Scope and Sequence Business Studies Topics

• Nature of Business • Business Management • Business Planning

Business Studies Assessment

• Contemporary Business Investigation

• Business Case study Analysis

• Business Plan Assessment • Yearly Examination

Business Studies Syllabus Outcomes

• P1 discusses the nature of business, its role in

society and types of business structure • P2 explains the internal and external

influences on businesses • P6 analyses the responsibilities of business to

internal and external stakeholders • P7 plans and conducts investigations into

contemporary business issues • P8 evaluates information for actual and

hypothetical business situations

• P2 explains the internal and external

influences on businesses • P4 assesses the processes and

interdependence of key business functions • P5 examines the application of management

theories and strategies • P6 analyses the responsibilities of business to

internal and external stakeholders • P7 plans and conducts investigations into

contemporary business issues • P8 evaluates information for actual and

hypothetical business situations • P9 communicates business information and

issues in appropriate formats • P10 applies mathematical concepts

appropriately in business situations

• P1 discusses the nature of business, its role in

society and types of business structure • P3 describes the factors contributing to the

success or failure of small to medium enterprises

• P4 assesses the processes and interdependence of key business functions

• P6 analyses the responsibilities of business to internal and external stakeholders

• P7 plans and conducts investigations into contemporary business issues

• P8 evaluates information for actual and hypothetical business situations

• P9 communicates business information and issues in appropriate formats

• P10 applies mathematical concepts appropriately in business situations

Ancient History Topics

• PART I: Introduction • (Archaeology, Science and Evidence) • Investigating the past • Case studies

• PART III: Historical Investigation • PART II: Studies of Ancient Societies, Sites, and Sources

Ancient History Assessment

• Source analysis (10%) • In-class examination (10%)

• Historical Investigation

• Yearly Examination • In class extended response

2016 –Year 11 Preliminary HSC Scope and Sequence Ancient History Syllabus Outcomes

• P1.1 describe and explain the contribution of

key people, groups, events, institutions, societies and sites within the historical context

• P2.1 identify historical factors and explain their significance in contributing to change and continuity in the ancient world

• P3.1 locate, select and organise relevant information from a variety of sources

• P3.2 identify relevant problems of sources in reconstructing the past

• P3.3 comprehend sources and analyse them for their usefulness and reliability

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

• P3.5 discuss issues relating to ownership and custodianship of the past

• P4.2 Communicate knowledge and understanding of historical features and issues using appropriate forms.



• P2.1 identify historical factors and explain their significance in contributing to change and

• continuity in the ancient world • P3.1 locate, select and organise relevant

information from a variety of sources • P3.3 comprehend sources and analyse them

for their usefulness and reliability • P3.6 plan and present the findings of historical

investigations analysing and synthesising information from a range of sources.

• P4.1 Use historical terms and concepts appropriately

• P4.2 Communicate knowledge and understanding of historical features and issues using appropriate forms.



• P2.1 identify historical factors and explain their significance in contributing to change and continuity in the ancient world

• P3.1 locate, select and organise relevant information from a variety of sources

• P3.2 identify relevant problems of sources in reconstructing the past

• P3.3 comprehend sources and analyse them for their usefulness and reliability

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

• P3.5 discuss issues relating to ownership and custodianship of the past

• P3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources.

Modern History Topics

• Week 1-7 - Reign of Terror in France 1792-

1795. • Week 8-11 - Ayatollah Khomeini and Muslim

Fundamentalism

• Week 1-4 -Ayatollah Khomeini and Muslim Fundamentalism.

• Week 5-10 – Historical Investigation

• Week 1-7 Core Study: The World at the Beginning of the Twentieth Century

• Week 8 Yearly exams

Modern History Assessment

• Case study 1: Reign of Terror in France 1792-1795

• Research/digital presentation.

• Case study 2: Extended response/ Source based analysis.

• Historical inquiry and research

Modern History Syllabus Outcomes

• P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present • P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present • P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present • P3.1 ask relevant historical questions • P3.2 locate, select and organise relevant information from different types of sources • P3.3 comprehend and analyse sources for their usefulness and reliability • P3.4 identify and account for differing perspectives and interpretations of the past • P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources • P4.1 use historical terms and concepts appropriately • P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

2016 –Year 11 Preliminary HSC Scope and Sequence Society and Culture Topics

• Depth Study: • The Social and Cultural World

• Depth Study: • Personal and Social Identity

• Depth Study: • Intercultural Communication

Society and Culture Assessment

• Personal Reflection: In class extended response.

• Mini Personal Interest Project: Application of social and cultural research methods (secondary and primary)

• Oral Presentation: A cross-cultural comparison exploring International Communication

• Yearly Examination Society and Culture Syllabus Outcomes

• P1 identifies and applies social and cultural concepts

• P3 identifies and describes relationships and interactions within and between social and cultural groups

• P6 differentiates between social and cultural research methods

• P9 uses appropriate course language and concepts suitable for different audiences and contexts

• P10 communicates information, ideas and issues using appropriate written, oral and graphic forms


• P2 describes personal, social and cultural identity


• P5 explains continuity and change and their implications for societies and cultures

• P8 plans and conducts ethical social and cultural research

• P10 communicates information, ideas and issues using appropriate written, oral and graphic forms



• P4 identifies the features of social and cultural literacy and how it develops

• P7 selects, organises and considers information from a variety of sources for usefulness, validity and bias

• P8 plans and conducts ethical social and cultural research

• P9 uses appropriate course language and concepts suitable for different audiences and contexts

Studies of Religion Topics

• Week 1-5 - Nature of Religion and beliefs • Week 6-11 Religions of an ancient origin

• Week 1-5: Religious Tradition 1: Christianity • Week 6-10: Religious tradition 2: Islam

• Week 1-5: Religious tradition 3: Hinduism • Week 6-8 Religion in Australia pre 1945 • week 8 Yearly exam

Studies of Religion Assessment

• Oral/PowerPoint presentation

• Video Creation task • Hand in Essay

Studies of Religion Syllabus Outcomes

• P1 describes the characteristics of religion and belief systems

• P2 identifies the influence of religion and

belief systems on individuals and society • P6 selects and uses relevant information

about religion from a variety of sources • P8 uses appropriate terminology related to

religion and belief systems.

• P1 describes the characteristics of religion and belief systems

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

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

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

• P8 uses appropriate terminology related to religion and belief systems

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

• P3 investigates religious traditions and belief systems

• P4 examines significant aspects of religious traditions

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

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

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

• P8 uses appropriate terminology related to religion and belief systems P9 effectively communicates information, ideas and issues using appropriate written, oral and graphic forms.

2016 –Year 11 Preliminary HSC Scope and Sequence Dance Topics

• Performance • Safe dance principles • body skills • variety/structure of a dance class, sequencing • elements of dance applied to performance

• Composition • Elements of dance • Generating movement • Organising movement • Appreciation • Australian dance

• Performance/Composition • Sequencing • Organising movement • Performance quality • Interpretation • Appreciation • Introduction to analysis Dance

Assessment • Performance of a sequence • Submission of safe Dance portfolio

• Presentation of a composition phrase based on a concept/intent

• Process journal

• Presentation/Performance of a 2 – 3 minute composition

• Written Exam

Dance Syllabus Outcomes

A Student: • Understands the use of dance terminology

relevant to the study of dance as an artform. • Identifies the physiology of the human body

as it is relevant to the dancer. • Identifies the body’s capabilities and

limitations. • Recognises the importance of safe dance

practice. • Demonstrates the appropriate skeletal

alignment, body part articulation, strength, flexibility, agility and coordination.

A Student: • Understands the use of dance terminology

relevant to the study of dance as an artform. • Identifies and explores the elements of dance

composition. • Understands the function of structure within

the compositional process. • Devises and structures movement in a

personal style in response to a specific concept/intent.

A Student: • Develops the skills of dance through

performing, composing and appreciating dance. • Performs combinations, phrases and sequences

with due consideration of safe dance practices. • Devises and structures movement in a personal

style in response to a specific concept/intent. • Demonstrates the skills of gathering, recording

and classifying information about dance. • Develops knowledge and skills to critically

appraise and evaluate dance.

2016 –Year 11 Preliminary HSC Scope and Sequence Music Topics

Topic 1

• Methods of Notating Music :

Popular music focus • Performance – Recording of your original

song for marking. • Aural – Listen to the recording of Fanfare for

the Common Man (by American composer Aaron Copland) as many times as needed. (Available through Moodle)

• Invent your own graphic notation (or set of symbols) to ‘map out’ what you hear in the music.

• Composition – Original Composition & and Notate this using appropriate notation types. Sibelius

• Musicology - This task requires you to create a viva voce to demonstrate different types of notation

Topic 2

• Music for Small Ensembles • Performance – Work within a small

ensemble to arrange and perform a piece of music in a genre of students’ own choice.

• Aural – MOODLE listening Tasks from ‘Listen to the Music’ & past HSC Papers.

• Composition – Create a contrasting arrangement of a song for a small ensemble. Perform and record your arrangement .

• Musicology – This task requires you to create a viva voce comparing and contrasting 2 versions of the same song with a focus on small ensembles vs larger ensembles.

Topic 3

• Music for Radio, Film, Television & Multi

Media • Performance – Individual or ensemble

performance of a piece representative of the topic.

• Aural – MOODLE listening Tasks from ‘Listen to the Music’ – Film Music chapter & past HSC Papers.

• Composition – Create a Soundtrack for a Film Clip from those available on MOODLE.

• Musicology – Completion of ‘Listen to the Music Tasks’ – Film Music PDF

• What is the ‘Purpose of Music in Films’? • Describe in detail what is meant by the term

‘Theme’ in reference to film music? • Complete all Web Search Activities. • Complete all Written Activities. • Upload the completed activities to MOODLE as

one document.

Music Assessment

• Original song composition: creating a class CD for possible participation in Kool Skools project.

• Viva Voce of different types of Notation. • Graphic Notation Score of ‘Fanfare for the

Common Man’. • MOODLE listening Tasks from ‘Listen to the

Music’.

• Notation and recording of original song. • This task requires you to present a viva voce

on 2 contrasting version of a song. • Small Ensemble Performance task – Ensure

your part allows for you to demonstrate musicality and technique.

• MOODLE listening Tasks from ‘Listen to the Music’.

• Composition portfolio for Topics 1, 2, & 3 due. • Perform 3 pieces representative of each of the

topics covered in Prelim course – Yearly Exam. • Aural exam including excerpts representative of

the 3 topics studied.

Music Extension

• Extend your Original song by including a

Middle 8 and Instrumental solo sections. • Embed MP3 in Word document. • High quality recording of your song using

available music technology.

• Compositions can be extended and more.

layers of Sound added to make piece more complex.

• Use editing functions to control Master track dynamics and expressive techniques.

• Arrangement should include more complex

rhythms, faster tempo, combination of 3 pieces and thicker texture.

• More detailed responses to the aural component of the course.

2016 –Year 11 Preliminary HSC Scope and Sequence Music Syllabus Outcomes

• Displays understanding of the concepts of music in a range of music genres.

• Performs with a high level of technical skill

and stylistic interpretation. • Composes with a high level of stylistic

understanding and musical discrimination. • Performs music that is characteristic of the

topics studied.

• Recognises and identifies the concepts of music and discusses their use in a variety of musical styles.

• Performs as a means of self-expression and

communication. • Demonstrates a willingness to participate in

performance, composition, musicology and aural activities.

• Demonstrates a willingness to accept and use

constructive criticism. • Performs stylistically, music that is

characteristic of topics studied as a soloist or as a member of an ensemble.

• Displays knowledge and skills about the concepts of music and of music in a variety of genres.

• Communicates an understanding of the

concepts of music and makes musical observations about music for small ensembles.

• Performs with an increased level of technical

skill and stylistic interpretation. • Composes and arranges with a high level of

stylistic understanding and creativity. • Recognises and identifies the concepts of

music and discusses their use in a variety of pieces for small ensembles.

• Comments on and constructively discusses

performances and compositions. • Performs as a means of self-expression and




constructive criticism.

• Performs with a high level of technical skill and stylistic interpretation.

• Composes a film music score with a high level

of stylistic understanding and musical discrimination.

• Performs music that is characteristic of the

topics studied. • Comments on and constructively discusses

performances and compositions. • Observes and discusses concepts of music in

works representative of the topics studied. • Identifies, recognises, experiments with, and

discusses the use and effects of technology in music.

• Performs as a means of self-expression and




constructive criticism. • Performs stylistically, music that is characteristic

of topics studied, both as a soloist and as a member of an ensemble.

2016 –Year 11 Preliminary HSC Scope and Sequence

Year 11 Term 1 Term 2 Term 3 Drama Topics

• Students research traditions, techniques & conventions of theatre and using elements of drama and improvisation techniques create a group devised piece.

• Extended Response – Critical Analysis

• Students develop a performance and portfolio to illustrate elements of production, based on a text explored in class.

• Extended Response – Critical Analysis

• Students explore ideas through improvisation and performance. They present a solo/Group performance

• Extended Response – Critical Analysis • Exam - Students respond to short answer and

extended response questions

Drama Assessment

• Theatrical Traditions/ • Playbuilding/Improvisation • Elements of Drama

• Design/Performance • Elements of Production in Performance.

• Playbuilding/Performance/ • Theatrical Traditions

Drama Syllabus Outcomes

• Develops acting skills in order to adopt and sustain a variety of characters and roles.

• Explore ideas and situations, expressing them imaginatively in dramatic form.

• Understands, demonstrates and records the process of developing and refining ideas and scripts through to performance.

• Recognizes the value of individual contributions to the artistic effectiveness of the whole.

• Critically appraises and evaluates, in writing, personal performances and the performances of others

• Demonstrates performance skills appropriate to a variety of styles.


• Demonstrates directorial and acting skills to communicate meaning though dramatic action. Understands the contributions to a production of the playwright, director, dramaturgy, designers, front-of-house staff, technical staff and producers.

• Understands and demonstrates the commitment, collaboration and energy required for a production.

• Critically appraises and evaluates, in writing, personal performances and the performances of others.

• Develops acting skills in order to adopt and sustain a variety of characters and roles.


• Demonstrates directorial and acting skills to communicate meaning though dramatic action.

• Understands and demonstrates the commitment, collaboration and energy required for a production.

• Critically appraises and evaluates, in writing, personal performances and the performances of others.

2016 –Year 11 Preliminary HSC Scope and Sequence Art Making Topics

“ME, MYSELF & I” • SELF PORTRAIT – “IDENTITY” • Digital Photography • Intro: Modelling & Photographer • Self-portraiture/narrative imagery • Finalise photo-shoot/choose image • Drawing in VAPD • Developing drawing techniques: • Realism, Accuracy, Proportion, • Tonal qualities, pencil control • ASSESSMENT: • VAPD + FINAL PORTRAIT

DRAWNING= 10%

“MY ARCHIBALD ENTRY” • SELF PORTRAIT in OILS • Document all art making progress in VAPD • Draw portrait onto canvas • Practice Oil Painting techniques • Commence Self-portrait Painting • ASSESSMENT: • VAPD + PROGRESS PORTRAIT

PAINTING = 20%

• Continue: “MY ARCHIBALD ENTRY” • Document all art making progress in VAPD • COMPLETE Painting for EXHIBITION • Set up exhibition

“MINI B.O.W”

• Construction 2D/3D to complete before end • of term 3 • ASSESSMENT: • PORTRAIT PAINTING + 3D

CONSTRUCTION = = 20%

Art Theory & Assessment

• Introduction to ARCHIBALD PRIZE. • Introduction to SELF-PORTRAITURE • SUBJECTIVE FRAME • STRUCTURAL FRAME • CULTURAL FRAME • POSTMODERN FRAME. • CONCEPTUAL FRAMEWORK • ART PRACTICE

ASSESSMENT: • CRITICAL/HISTORICAL

WRITING= 10%

• SUBJECTIVE FRAME • STRUCTURAL FRAME • CULTURAL FRAME • POSTMODERN FRAME. • CONCEPTUAL FRAMEWORK • ART PRACTICE • CRITICAL/HISTORICAL WRITING • PAST EXAM PAPERS

ASSESSMENT: • CRITICAL/HISTORICAL

WRITING= 20%

• SUBJECTIVE FRAME • STRUCTURAL FRAME • CULTURAL FRAME • POSTMODERN FRAME. • CONCEPTUAL FRAMEWORK • ART PRACTICE • CRITICAL/HISTORICAL WRITING • PAST EXAM PAPERS

ASSESSMENT: • EXAM = 20%

2016 –Year 11 Preliminary HSC Scope and Sequence Art Syllabus Outcomes

Artmak ing Outcomes

Practice

• P1:explores the conventions of practice in artmaking

Conceptual framework

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

Frames

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

Representation

• P4:investigates subject matter and forms as representations in artmaking

Conceptual strength and meaning

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

Resolution

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

Art Criticism and Art History Outcomes

Practice • P7:explores the conventions of practice in art criticism and art history

conceptual framework

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

Frames • P9:identifies the frames as the basis of exploring different orientations to critical and historical

investigations of art

Representation • P10:explores ways in which significant art histories, critical narratives and other documentary

accounts of the visual arts can be constructed


Chinese Topics

• The individual and the community • Youth culture

• Youth culture • Chinese communities overseas

• Global issues

Chinese Assessment

• Listening and responding • Term 1, Week 8

• Reading and responding: • Term 2, Week 4 • Writing • Term 2, Week 4

• Spoken exchange: • Term 2, Week 8 • Written exchange: • Term 2, Week 8 • Listening and responding: • Reading and responding: • Writing:

Chinese Syllabus Outcomes

• Conveys information, opinions and ideas appropriate to context, purpose and audience

• Sequences and structures information and ideas

• Conveys information, opinions and ideas appropriate to context, purpose and audience

• Sequences and structures information and ideas

• Uses a variety of features to convey meaning

• Uses a variety of features to convey meaning • Identifies main points and detailed items of

specific information • Compares and contrasts aspects of texts

French Beginners Topics

• Listening and Responding

• Speaking • Listening and Responding • Reading and Responding • Writing

• Yearly Examination • (all skills tested)

French beginners Assessment

• Unit 1: Presentations • Unit 2: Family

• Unit 3: Professions • Unit 4: City and Country

• Unit 5: Shopping • Unit 6: Directions

French beginners Syllabus Outcomes

• 2.5 identifies the purpose, context and audience of a texts

• 2.2 conveys the gist of and identifies specific information in texts

• 1.2establishes and maintains communication in French

• 1.3 sequences ideas and information • 2.3 summarises the main points of a text • 2.1 understands and interprets information

in texts using a range of strategies • 3.2 structures and sequences ideas and

information • 3.4 applies knowledge of the culture of

French-speaking communities to the production of texts

2016 –Year 11 Preliminary HSC Scope and Sequence

Year 11 Term 1 Term 2 Term 3 PDHPE Topics

• Term 1, Week 9, Monday 21st March • Visual representation and written submission

• Term 2, Week 5, Thursday 26th May • In class test

• Term 3, Week 3, Thursday 4th August • In class test • Term 3, Week 7, Monday 29th August • Product design and advertisement

PDHPE Assessment

• Better Health for Individuals (30%) • First Aid (20%) • The Body in Motion (30%)

• The Body in Motion (30%) • Fitness Choices (20%)

PDHPE Syllabus Outcomes

• P1 identifies and examines why individuals give different meanings to health

• P2 explains how a range of health behaviours affect an individual’s health

• P3 describes how an individual’s health is determined by a range of factors

• P4 evaluates aspects of health over which individuals can exert some control

• P5 describes factors that contribute to effective health promotion

• P6 proposes actions that can improve and maintain an individual’s health

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

• P16 uses a range of sources to draw conclusions about health and physical activity concepts.

• P6 proposes actions that can improve and maintain an individual’s health

• P7 explains how body systems influence the way the body moves

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

• P9 describes biomechanical factors that influence the efficiency of the body in motion

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

• P11 assesses and monitors physical fitness levels and physical activity patterns

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

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

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

• P17 analyses factors influencing movement and patterns of participation.

• P5 describes factors that contribute to effective health promotion

• P6 proposes actions that can improve and maintain P7 explains how body systems influence the way the body moves an individual’s health

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

• P9 describes biomechanical factors that influence the efficiency of the body in motion

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

• P11 assesses and monitors physical fitness levels and physical activity patterns

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

• P17 analyses factors influencing movement and patterns of participation.

2016 –Year 11 Preliminary HSC Scope and Sequence CAFS Topics

• Resource Management

• Individuals and Groups

• Families and Communities

CAFS Assessment

• Electronic Quiz (Week 7)

• Leadership Dossier (Week 5)

• Primary Research Task (Week 6) • Preliminary Examination (Week 8)

CAFS Syllabus Outcomes

• P1.1 describes the contribution an

individual’s experiences, values, attitudes and beliefs make to the development of goals

• P1.2 proposes effective solutions to resource problems

• P3.2 analyses the significance of gender in defining roles and relationships

• P4.1 utilises research methodology appropriate to the study of social issues

• P4.2 presents information in written, oral and graphic form

• P5.1 applies management processes to maximise the efficient use of resources

• P6.1 distinguishes those actions that enhance wellbeing.

• P1.2 proposes effective solutions to resource

problems • P2.1 accounts for the roles and relationships

that individuals adopt within groups • P2.3 examines the role of leadership and

group dynamics in contributing to positive interpersonal relationships and achievement




• P6.2 uses critical thinking skills to enhance decision making.

• P1.1 describes the contribution an

individual’s experiences, values, attitudes and beliefs make to the development of goals

• P1.2 proposes effective solutions to resource problems

• P2.2 describes the role of the family and other groups in the socialisation of individuals

• P2.4 analyses the interrelationship between internal and external factors and their impact on family functioning

• P3.1 explains the changing nature of families and communities in contemporary society




• P6.1 distinguishes those actions that enhance wellbeing.

2016 –Year 11 Preliminary HSC Scope and Sequence Textiles & Design Topics

• Australian Textile, Clothing, Footwear and

Allied Industries. Quality and Value of Textiles.

• Design • Preliminary Textile Project 1

• Properties and Performance of Textiles • Design, Preliminary Textile Project 2

Textiles & Design Assessment

• Research/ Report

• Practical, Oral and Visual Presentation

• Experimental Activities • Practical and Portfolio • Yearly Examination

Textiles & Design Syllabus Outcomes

• examines the status of the Australian Textile,

Clothing, Footwear and Allied Industries within the global context

• investigates the range of career options in

design, consumerism, manufacturing and retail sectors of the Australian Textile, Clothing, Footwear and Allied Industries

• identifies and appreciates the factors that

contribute to the quality and value of textiles in society

• describes the elements and principles of

design and uses them in a variety of applications

• identifies the functional and aesthetic requirements and features of a range of textile items

• develops competence in the selection and use of appropriate manufacturing techniques and equipment

• manages the design and manufacture of textile projects

• describes the elements and principles of

design and uses them in a variety of applications

• identifies the functional and aesthetic requirements and features of a range of textile items

• develops competence in the selection and use of appropriate manufacturing techniques and equipment

• manages the design and manufacture of textile projects

• identifies and selects textiles for specific end-uses based on analysis of experimentation

• identifies properties of a variety of fabrics, yarns and fibres

• demonstrates the use of a variety of communication skills, including computer-based technology

2016 –Year 11 Preliminary HSC Scope and Sequence for... · Prescribed Text: Du Maurier Daphne, Rebecca. ... Critical Essay 20/50 Marks ... In Class Essay (20) ...

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