CESSNOCK HIGH SCHOOL YEAR 12 REVISED ASSESSMENT … · 8 SLR, PDHPE, English Advanced, Engineering Studies, Business Services 9 Ancient History, Modern History, English Ext 10 Business

CESSNOCK HIGH SCHOOL YEAR 12 REVISED

ASSESSMENT BOOKLET 2020

IMPORTANT NOTE: The information contained in this booklet is provided as an outline for students, parents and teachers. Students will be given more specific information regarding the assessment procedures in each course from their class teacher.

YEAR 12 REVISED ASSESSMENT SCHEDULE TERM 2 2020

WEEK SUBJECTS 1 English Ext 2 Business Services 3 Aboriginal Studies, English Studies 4 5 Maths Standard 1, Legal Studies, Construction, Sports Coaching 6 Society and Culture, Maths Standard 1 and 2, Maths Advanced, Hospitality, 7 Work Studies, English Standard, Metals and Engineering 8 SLR, PDHPE, English Advanced, Engineering Studies, Business Services 9 Ancient History, Modern History, English Ext 10 Business Studies, Music1, EEC, Business Studies

TERM 3 2020 WEEK SUBJECTS 1 2 Physics, Biology 3 Visual Arts, Society and Culture PIP due, Legal Studies, Industrial Tech, Metals and

Engineering 4 English Studies 5 TRIAL EXAM PERIOD

Aboriginal Studies, Ancient History, Ancient History, Business Studies, Work Studies, Visual Arts, Society and Culture, Physics, PDHPE, Modern History, Music 1, Maths Standard 1 and 2, Maths Advanced, Legal Studies, English Studies, EEC, Industrial Tech, English Standard, English Ext, Biology, Business Studies, Engineering Studies, Business Services, Construction

SLR (after trial period)

6 TRIAL EXAM PERIOD 7 Hospitality 8 Construction MP, Hospitality MP, Sports Coaching 9 10

Year 12 Aboriginal Studies 2020

Aim Aboriginal Studies develops students’ knowledge and understanding about the historical and contemporary experiences of Aboriginal peoples and the concept of ‘shared histories’ with a view to enabling students to be active and informed citizens in promoting a just society for all Australians.

Table of Objectives and Outcomes Objectives Students will develop:

Outcomes

1. social justice andhuman rights issues andhow they impact onAboriginal and otherIndigenous peoples

H1.1evaluates the impact of different viewpoints of colonialism on Aboriginal and other Indigenous peoples

H1.2analyses and discusses the social justice and human rights issues that are contemporary consequences of colonialism on Aboriginal and other Indigenous peoples

H1.3assesses the representation of Aboriginal peoples and cultures for bias and stereotyping

2. the diversity ofcontemporary Aboriginaland other Indigenouspeoples cultural, political,social and economic life

H2.1 examines contemporary expressions of Aboriginal and other Indigenous peoples’ culture, heritage and identity

H2.2 analyses the importance of Country as a contemporary issue impacting on Aboriginal and other Indigenous peoples’ cultural, political, social and economic life

3. government policies,legislation and legaldecisions and their impact on Aboriginal and otherIndigenous peoples

H3.1 assesses the effectiveness of government policies, legislation and legal decisions in addressing discrimination H3.2 evaluates the impact of key government policies, legislation and legal decisions on the socioeconomic status of Aboriginal peoples and communities H3.3 evaluates initiatives that promote the social, economic and political independence of Aboriginal and other Indigenous peoples

4. investigate issues and communicate information from a variety ofperspectives

H4.1plans, investigates, analyses, synthesises and communicates relevant information, incorporating Aboriginal and other Indigenous peoples’ perspectives H4.2undertakes community consultation and fieldwork and applies ethical research practices H4.3investigates and compares the histories and cultures of Aboriginal peoples and other Indigenous peoples

Year 12 Course Structure and Requirements Unit Names Students learn about Part I – Social Justice and Human Rights Issues A – Global Perspective (20% of indicative course time)

Global understanding of human rights and social justice

Part I – Social Justice and Human Rights Issues B – Comparative Study (30% of indicative course time)

A comparative case study on an Aboriginal and international Indigenous community, in relation to TWO of the following topics: 1. Health22. Housing

Part II (20% of indicative course time)

A case study of an Aboriginal community for each topic: Aboriginality and the Land

Part III – Research and Inquiry Methods – Major Project (30% of indicative course time)

A student’s Major Research project on an aspect of the HSC course

Methods and skills relating to: •Community consultation•Planning research•Acquiring information•Processing information•Communicating information.

Course Assessment – The components, weightings and tasks for the Year 12 Aboriginal Studies course are detailed below: Syllabus Components Task 1 Task 2 Task 3

Task 4

Components’ Syllabus

Weighting % Value of each task

15% 40% 15% 30%

Timing of task

Term 4, Week 9 Term 1, Week 11 Term 3, Week 3 Term 3, Week 6

Topics Covered Social Justice and Human Rights

Research and Inquiry Aboriginality and the Land

All

Type of Task Source Analysis Major Project Research Essay Trial Examination

Knowledge and understanding of course content

5% 10% 5% 20% 40%

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

15 % 5% 5 % 25 %

Research and inquiry methods, including aspects of the Major Project

10% 10%

20 %

Communication of information, ideas and issues in appropriate forms

5% 5 % 5% 15%

Outcomes assessed

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

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

H3.3, H4.3

Task completed at

home or school

Home/School Home/School Home/School School

Total 15 % 40 % 15 % 30% 100 %

Year 12 Agriculture 2020

Aim The Agriculture Stage 6 Syllabus is designed to develop students’ knowledge and understanding about the production and marketing of both animal and plant products. Students should also develop the associated skills and responsible attitudes that are necessary to manage and market these products in a sustainable manner. Table of Objectives and Outcomes Objectives Students will develop: 1knowledge and understanding of the physical, chemical, biological, social, historical and economic factors that interact in agricultural production systems 2knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner 3knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing 4skills in effective research, experimentation and communication 5knowledge and understanding of the impact of innovation, ethics and current issues on Australian agricultural systems.

Outcomes H1.1explains the influence of the physical, biological, social, historical

and economic factors on sustainable agricultural production H2.1describes the inputs, processes and interactions of plant

production systems H2.2describes the inputs, processes and interactions of animal

production systems H3.1assesses the general business principles and decision-making

processes involved in sustainable farm management and marketing of farm products

H3.2critically assesses the marketing of a plant OR animal product H3.3critically examines the technologies and technological

innovations employed in the production and marketing of agricultural products

H3.4evaluates the management of the processes in agricultural systems.

H4.1justifies and applies appropriate experimental techniques, technologies, research by methods and data presentation and analysis in relation to agricultural problems and situations.

H5.1evaluates the impact of innovation, ethics and current issues on Australian agricultural systems.

Year 12 Course Structure and Requirements

Year 12 course (120 hours)

Topics Indicative hours Plant and Animal Production (50%)

96 Farm Product Study (30%)

Elective (20%) - Agri-food, Fibre and Fuel Technologies 24

Course Assessment - The components, weightings and tasks for the Year 12 Agriculture course are detailed below.

Task 1 Task 2 Task 3

Syllabus Components % Value of each Task

30% 30% 40% Components’ Syllabus Weighting

Timing of Task

Week 10, Term 2 Week 4, Term 3 Week 6, Term 3

Topics Covered

Plant and Animal Production

Farm Product Study Plant and Animal Production

Farm Product Study Elective - Agrifoods, Fuel

and Fibre

Type of Task Animal Trial Farm Product Study HSC Trial Examination

Knowledge and understanding of: • The physical, chemical,

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

• The impact of innovation, ethics and current issues on Australian

agricultural systems

10%

10% 20% 40%

• Knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner • Knowledge of, and skills in,

decision-making and the evaluation of technology and management techniques

used in sustainable agricultural production and marketing

10% 10% 20%

40%

Skills in effective research, experimentation and communication

10% 10%

20% Outcomes assessed

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

Task completed at

home or school

Home/School Home/School School

30% 30% 40% 100%

Year 12 Ancient History 2020 Aim The study of Ancient History in Stage 6 enables students to: • Develop knowledge and understanding of the ancient world, historical skills, and values and attitudes essential to an appreciation of the ancient world • Develop a lifelong interest in the study of history • Prepare for active and informed citizenship in the contemporary world. Table of Objectives and Outcomes Objectives Students:

Outcomes A student:

Knowledge and Understanding • Develop knowledge and understanding of a range of features, people, places, events and developments of the ancient world in their historical context • Develop an understanding of continuity and change over time.

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 • Undertake the process of historical inquiry • Use historical concepts and skills to examine the ancient past • Communicate an understanding of history, sources and evidence, and historical interpretations.

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

Values and Attitudes • Appreciate the influence of the past on the present and the future • Value the contribution of the study of Ancient History to lifelong learning, and active and informed citizenship.

No assessable outcomes.

Course Structure and Requirements Unit Names Students learn about

CORE STUDY: Cities of Vesuvius:

Pompeii and Herculaneum

Students investigate the range and nature of archaeological and written sources for the study of the cities of Pompeii and Herculaneum, and explore issues relating to reconstruction and conservation of the past. In investigating this topic, students develop and apply their knowledge and skills to understand different types of sources and relevant issues. The Historical concepts and skills content is to be integrated as appropriate.

ANCIENT SOCIETY: Spartan society to

the Battle of Leuctra 371 BC

Through an investigation of key features of Spartan society to the Battle of Leuctra 371 BC, and their interrelated nature, students examine a range of archaeological and written sources and relevant historiographical issues. The Historical concepts and skills content is to be integrated as appropriate.

PERSONALITY: Alexander the

Great

Students develop an understanding of Alexander the Great in the context of his time, through a range of archaeological and written sources and relevant historiographical issues. The Historical concepts and skills content is to be integrated as appropriate.

HISTORICAL PERIOD: The

Greek World 500-440 BC

Through an investigation of the archaeological and written sources for the Greek world 500-440 BC, students examine the nature of power and authority, significant developments that shaped the historical period and relevant historiographical issues. The Historical concepts and skills content is to be integrated as appropriate.

Course Assessment – The components, weightings and tasks for the Year 12 Ancient History course are detailed below:

Syllabus Components Task 1 Task 2 Task 3

Task 4

Components’ Syllabus Weighting

% Value of each task

20 % 20 % 30 % 30%

Timing of task Term 4, Week 8 Term 1, Week 8 Term 2, Week 9 Term 3, Week 6

Topics Covered

CORE STUDY: Cities of Vesuvius: Pompeii and

Herculaneum

ANCIENT SOCIETY: Spartan society to the

Battle of Leuctra 371 BC

PERSONALITY: Alexander the Great All Topics

Type of Task Source Analysis Essay Historical Analysis Trial Examination

Knowledge and understanding of course content 5 % 5 % 10% 20 % 40 %

Historical skills in the analysis and evaluation of sources and interpretations

5 % 5 % 5 % 5 % 20 %

Historical inquiry and research 5% 5% 10 % 20 %

Communication of historical understanding in appropriate forms

5 % 5 % 5% 5 % 20 %

Outcomes assessed AH12-6 AH12-8 AH12-9

AH12-10 AH12-1 AH12-2 AH12-3

AH12-9 AH12-5 AH12-6 AH

12-8 AH12-9

AH12-1 AH12-2 AH12-3 AH12-4 AH12-5 AH12-6 AH12-7 AH 12-8 AH12-

9, AH12-10

Task completed at

home or school

Home/school Home Home School

Total 20 % 20 % 30 % 30 % 100%

Year 12 Biology 2020 Aim The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used. Table of Objectives and Outcomes Knowledge and understanding of: Objective Students: develop knowledge and understanding of heredity and genetic technologies Outcomes 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 Objective Students: develop knowledge and understanding of the effects of disease and disorders Outcomes 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

Skills to: Objective Students develop skills in applying the processes of Working Scientifically Outcomes Questioning and predicting BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation Planning investigations BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information Conducting investigations BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information Processing data and information BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media Analysing data and information BIO11/12-5 analyses and evaluates primary and secondary data and information Problem solving BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes Communicating BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

Positive values about and attitudes towards: Students:

• develop positive, informed values and attitudes towards biology • recognise the importance and relevance of biology in their lives • recognise the influence of economic, political and societal impacts on the development of scientific knowledge • develop an appreciation of the influence of imagination and creativity in scientific research.



Working Scientifically Skills

Modules Indicative hours Depth studies Module 5 Heredity

60 *15 hours

in Modules 5-8

Module 6 Genetic Change Module 7 Infectious Disease

60 Module 8 Non-infectious Disease and Disorders

*15 hours must be allocated to depth studies within the 120 indicative course hours. Requirements for Practical Investigations Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies. Practical investigations include: ●undertaking laboratory experiments, including the use of appropriate digital technologies ●fieldwork. Secondary-sourced investigations include: ●locating and accessing a wide range of secondary data and/or information ●using and reorganising secondary data and/or information.

Course Assessment – The components, weightings and tasks for the Year 12 Biology course are detailed below:

Syllabus Components

Task 1 Task 2 Task 3 Components’ Syllabus Weighting

% Value of each task 30% 40% 30%

Timing of task Term 1, Week 4 Term 3, Week 2 Term 3, Week 6

Topics covered

Module 5 - Heredity

Module 6 – Genetic Change Module 7 – Infectious Disease

Module 5,6,7,8 – Heredity, Genetic Change, Infectious

Disease, Non-infectious Disease and Disorders

Type of Task Practical Depth Study Report Trial HSC Examination

Skills in Working Scientifically

20% 30% 10% 60%

Knowledge and Understanding

10% 10% 20% 40%

Outcomes Assessed BIO11/12-2,

BIO11/12-3, BIO11/12-4, BIO11/12-5, BIO11/12-6, BIO11/12-7, BIO12-12

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

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

Task completed at home or school Home/School

Home/School

School

Total 30% 30% 40% 100%

Year 12 Business Studies 2020

Aim Business Studies aims to develop knowledge, understanding, skills and values which enable students to make judgements about the performance of businesses in a dynamic business environment. Table of Objectives and Outcomes

Objectives Students will develop:

Outcomes A student:

The nature, role and structure of business Internal and external influences on business The functions and processes of business activity Management strategies and their effectiveness

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

Investigate, synthesise and evaluate contemporary business issues and hypothetical and actual business situations

Communicate business information and issues using appropriate formats Apply mathematical concepts appropriate to business situations

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

Year 11 Course Structure and Requirements Unit Names Students learn about Operations The focus of this topic is the strategies for effective operations management in large businesses. Marketing The focus of this topic is the main elements involved in the development and implementation of successful

marketing strategies. Finance The focus of this topic is the role of interpreting financial information in the planning and management of a

business. Human Resources

The focus of this topic is the contribution of human resource management to business performance.

Course Assessment – The components, weightings and tasks for the Year 12 Business Studies course are detailed below:

Syllabus Components Task 1 Task 2 Task 3 Task 4 Components’ Syllabus Weighting


15% 30% 25% 30%


Topics Covered Operations Marketing Finance All Topics

Type of Task Research Task Extended Response Case Study Trial Examination

Knowledge and understanding of co content .

5% 10% 10% 20% 45%

Stimulus-based skills. 5% 5% 5% 15%

Inquiry and research. 10% 10%

20%

Communication of business information, ideas and issues in appropriate forms

5% 5% 10% 20%

Outcomes Assessed H1, H2, H5, H7 H3, H5,

H6, H7, H8, H9 H4, H6, H7, H8, H9,

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

Task completed at home or school

School/Home

Home/School

Home/School School

Total 15% 30% 20% 35% 100%

Year 12 Engineering Studies 2020

Aim The aim of the Engineering Studies Stage 6 Syllabus is to develop students’ understanding and appreciation of the nature, significance and methodology of engineering and its impact on society. Table of Objectives and Outcomes

Objectives Preliminary course outcomes

Students will develop: A student:

1. understanding of the scope of engineering and the role of the engineer

H1.1 describes the scope of engineering and critically analyses current innovations

H1.2 differentiates between the properties and structure of materials and justifies the selection of materials in engineering applications

2. knowledge and understanding of engineering principles and an appreciation of the responsibilities of engineers in society

H2.1 determines suitable properties, uses and applications of materials, components and processes in engineering

H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society

3. communication skills appropriate to engineering practices

H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice

H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports

H3.3 develops and uses specialised techniques in the application of graphics as a communication tool

4. knowledge and understanding of developments in technology and an appreciation of their influence on people and engineering practice

H4.1 investigates the extent of technological change in engineering H4.2 applies knowledge of history and technological change to

engineering-based problems H4.3 applies understanding of social, environmental and cultural

implications of technological change in engineering to the analysis of specific engineering problems

5. management and problem-solving in engineering contexts

H5.1 works individually and in teams to solve specific engineering problems and prepare engineering reports

H5.2 selects and uses appropriate management and planning skills related to engineering

6. skills in the application of engineering methodology

H6.1 demonstrates skills in research and problem-solving related to engineering

H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering



Engineering Studies Indicative Hours

Engineering application module 1:Civil Structures 30

Engineering application module 2:Personal and public transport 30

Engineering application module 3: Aeronautical engineering 30

Engineering focus module 4:Telecommunications engineering 30

Course Assessment – The components, weightings and tasks for the Year 12 Engineering Studies course are detailed below:

Task 1 Task 2 Task 3 Course Components % Value of each

task 40% 30% 40% Components’ Syllabus

Weighting

Timing of task Term 4, Week 9 Term 2, Week 8 Term 3, Week 6

Topics Covered

Civil Structures

Aeronautical Engineering

Trial HSC Examination

Type of Task Engineering Report Engineering Report Examination


20% 20% 20%

60%

Knowledge and skills in research, problem

solving, and communication related to engineering practice

20% 10% 10%

40%

Outcomes Assessed

P1.1, 1.2, 2.1, 3.3, 4.1, 4.2, 4.3

P1.1, 1.2, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 6.1,

6.2

P1.1, 1.2, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 4.3,

6.2

Task completed at home or

school Home Home School

100%

Total 40% 30% 30% 100%

Year 12 English Extension 1 2020 Aim The English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their understanding and appreciation of the cultural roles and the significance of texts. Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of responding to and composing texts. Students learn about research methodology to enable them to undertake extensive investigation used to develop extended compositions. Throughout the course students explore and evaluate multiple meanings and relative values of texts. They explore a range of conceptual frameworks for the reading and composition of texts and examine a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation. They engage with complex texts that intellectually challenge them to think creatively and critically about the way that literature shapes and reflects the global world. Table of Objectives and Outcomes Objective A Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to: ● articulate understanding through speaking, listening, reading, writing, viewing and representing

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

Objective B Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to: ● craft language to shape meaning and express imaginative, creative, interpretive and critical responses to a range of texts

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

Objective C Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to: ● express imaginative, creative, interpretive and critical ideas based on sophisticated analysis and theorising about complex texts and values

EE12-3 independently investigates, interprets and synthesises critical and creative texts to analyse different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts

Objective D Objective D Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to: ● express understanding of how cultural, historical and social contexts are represented in critical and creative texts

EE12-4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts

Objective E Through responding to and composing a wide range of texts and through the critical study of texts, students will develop knowledge, understanding and skills in order to: ● reflect on and evaluate their own processes of learning and creativity

EE12-5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes

Year 12 Course Structure and Requirements Unit Type Text(s)

Core Module A variety of texts & text types

Elective 2: Worlds of Upheaval Prose fiction Frankenstein – Mary Shelley

Elective 2: Worlds of Upheaval Drama Waiting for Godot – Samuel Beckett

Elective 2: Worlds of Upheaval Film Metropolis – Fritz Lang

Students are also required to study two related texts of their own choosing

Course Assessment - The components, weightings and tasks for the Year 12 English Extension 1 course are detailed below:

Syllabus Components

Task 1 Task 2 Task 3 Components’ Syllabus

Weighting % Value of each task 40% 30% 30%

Timing of task Term 2 Week 1

Term 2 Week 9

Term 3 Week 6

Topics Covered  Literary Worlds:

Worlds of Upheaval

 Literary Worlds: Worlds of Upheaval

 Literary Worlds: Worlds of Upheaval

Type of Task Imaginative Response

and Reflection Critical Response with

Related Text Trial HSC Examination

Knowledge and understanding of course

content

20% 15% 15%

50%

Skills in: - comprehending text - communicating ideas

- using language accurately, appropriately and

effectively

 

20%

 

15%

 

15%

50%

Outcomes assessed EE12-1, EE12-2, EE12-3, EE12-5

EE12-1, EE12-2, EE12-3, EE12-4

EE12-1, EE12-2, EE12-3, EE12-4


Home/School

Home/School

School

Total 40% 30% 30% 100%

Year 12 English Advanced 2020 Aim In the English Advanced course, students continue to explore opportunities that are offered by challenging texts to investigate complex and evocative ideas, to evaluate, emulate and employ powerful, creative and sophisticated ways to use language to make meaning, and to find enjoyment in literature. The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives. Students appreciate, analyse and respond imaginatively and critically to literary texts drawn from a range of personal, social, historical and cultural contexts, including literature from the past and present and from Australian and other cultures. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing global world.



Assessment: Modules Indicative hours Knowledge and understanding of course content (50%) Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes (50%)

Common Module Texts and Human Experiences 30

Module A Textual Conversations 30

Module B Critical Study of Literature 30

Module C The Craft of Writing

30

Objective A Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● communicate through speaking, listening, reading, writing, viewing and representing*

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.

Objective B Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● use language to shape and make meaning according to purpose, audience and context

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

Objective C Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● think in ways that are imaginative, creative, interpretive and critical

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

Objective D Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● express themselves and their relationships with others and their world

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

Objective E Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● learn and reflect on their learning through their study of English

EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner

Course Assessment - The components, weightings and tasks for the Year 12 English Advanced course are detailed below: Task 1 Task 2 Task 3 Task 4

Syllabus Components

% Value of each task 25% 20% 25% 30% Components’ Syllabus Weighting


Topics Covered Texts and Human

Experiences

Module A: Narratives that

Shape our World

Module C: The Craft of Writing

All

Type of Task Multimodal Presentation

Comparative Essay

Writing Portfolio Trial HSC Examination


15%

10%

15%

10%

50%

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

10%

15%

10%

15%

50%

Outcomes assessed

EN12-1, EN12-2, EN12-3, EN12-4, EN12-5, EN12-6, EN12-7

EA12-5, EA12-6, EA12-7,

EA12-8

EN 12-1, EN 12-3, EN 12-5, EN 12-7, EN

12-8

EN 12-1, EN 12-3, EN12-4, EN12-5, EN 12-6, EN 12-7


Home/School

Home/School

Home/School

School

Total 25% 25% 25% 25% 100%

Year 12 English Standard 2020 Aim The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world. Table of Objectives and Outcomes Objectives Outcomes Objective A Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● communicate through speaking, listening, reading, writing, viewing and representing*

EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure Related Life Skills outcomes: ENLS6-1, ENLS6-2, ENLS6-3 EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies Related Life Skills outcomes: ENLS6-4, ENLS6-5, ENLS6-6


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 Related Life Skills outcomes: ENLS6-7 EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts Related Life Skills outcomes: ENLS6-8


EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments Related Life Skills outcomes: ENLS6-9 EN12-6 investigates and explains the relationships between texts EN12-6 Related Life Skills outcomes: ENLS6-10


EN12-7 explains and evaluates the diverse ways texts can represent personal and public worlds Related Life Skills outcomes: ENLS6-11 EN12-8 explains and assesses cultural assumptions in texts and their effects on meaning Related Life Skills outcomes: ENLS6-11


EN12-9 explains and assesses cultural assumptions in texts and their effects on meaning Related Life Skills outcomes: ENLS6-11



Assessment: Modules Indicative hours Knowledge and understanding of course content (50%) Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes (50%)

Common Module Texts and Human Experiences 30 Module A Language, Identity and Culture 30 Module B Close Study of Literature 30 Module C The Craft of Writing 30

Course Assessment – The components, weightings and tasks for the Year 12 English Standard course are detailed below: Task 1 Task 2 Task 3 Task 4

Syllabus Components


25% 25% 25% 25%


Timing of task

Term 4 Week 9 Term 1 Week 6 Term 2 Week 7 Term 3 Week 6

Topics Covered

Texts and Human Experiences

Craft of Writing Close Study of Literature

Common Module Modules A & B Craft of Writing

Type of Task Multimodal Presentation

Imaginative Text Analytical Response Trial HSC Examination


15%

10%

15%

10%

50%

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

10%

15%

10%

15%

50%

Outcomes assessed

EN12-1, EN12-2, EN12-3, EN12-4, EN12-5, EN12-6, EN12-7

EN 12-1, EN 12-2, EN 12-3, EN12-4, EN 12-5, EN 12-9

EN 12-1, EN 12-3, EN 12-5, EN 12-7, EN 12-8

EN 12-1, EN 12-3, EN12-4, EN12-5, EN 12-6, EN 12-7

Task completed

at home or school

Home/School

Home/School

Home/School

School

Total 25% 25% 25% 25% 100%

Year 12 English Studies 2020 Aim The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world. Table of Objectives and Outcomes Objective A Through responding to and composing a wide range of texts and through the close study of texts, students will develop knowledge, understanding and skills in order to: ● communicate through speaking, listening, reading, writing, viewing and representing*

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



Assessment: Modules Indicative hours

Knowledge and understanding of course content (50%) Skills in: • comprehending texts • communicating ideas • using language accurately, appropriately and effectively (50%)

Mandatory Module Texts and Human Experience 30

Elective Module A We are Australian 45

Elective Module L Who do I think I am?

45

Course Assessment – The components, weightings and tasks for the Year 12 English Studies course are detailed below: Task 1 Task 2 Task 3 Task 4

Syllabus Components


25% 25% 30% 20%


Timing of task

Term 4 Week 9 Term 2 Week 3 Term 3 Week 5 Term 3 Week 6

Topics Covered

Texts and Human Experiences

We Are Australians

Who Do I Think I Am?

HSC Trials

Type of Task Creative Writing Response

Multimodal Representation

Writing Portfolio Examination


10%

15%

15%

10%

50% Skills in: - comprehending text - communicating ideas - using language accurately, appropriately and effectively

15%

10%

15%

10%

50%

Outcomes assessed

ES12-1, ES12-7, ES12-8, ES12-10

ES12-2, ES12-6, ES12-9 ES12-3, ES12-4, ES12-5

ES12-1, ES12-2, ES12-3, ES12-4, ES12-5, ES12-6, ES12-7, ES12-8, ES12-9,

ES12-, ES12-10

Task completed

at home or school

Home/School

Home

Home/School

School

Total

25% 25% 30% 20% 100%

Year 12 Exploring Early Childhood 2020 Aim Exploring Early Childhood Stage 6 aims to develop understanding, skills and strategies to enable students to support and foster positive growth and development in the young children with whom they interact through the provision of safe, nurturing and challenging environments. Table of Objectives and Outcomes

Objectives Outcomes

1. knowledge and understanding about the physical, social-emotional, behavioural, cognitive and language development of young children

1.1 analyses prenatal issues that have an impact on development

1.2 examines major physical, social-emotional, behavioural, cognitive and language development of young children

1.3 examines the nature of different periods in childhood — infant, toddler, preschool and the early school years

1.4 analyses the ways in which family, community and culture influence the growth and development of young children

1.5 examines the implications for growth and development when a child has special needs

2. knowledge and understanding about the environmental factors that have an impact upon young children’s growth and development

2.1 analyses issues relating to the appropriateness of a range of services for different families

2.2 critically examines factors that influence the social world of young children

2.3 explains the importance of diversity as a positive issue for children and their families

2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children

2.5 examines strategies that promote safe environments

3. knowledge and understanding about the development and maintenance of positive behaviours and relationships with young children

3.1 evaluates strategies that encourage positive behaviour in young children

4. skills in communication and interaction

4.1 demonstrates appropriate communication skills with children and/or adults

4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds

4.3 demonstrates appropriate strategies to resolve group conflict

5. skills in research and analysis 5.1 analyses and compares information from a variety of sources to develop an understanding of child growth and development

6. skills in decision making, evaluation and reflective thinking

6.1 demonstrates an understanding of decision making processes

6.2 critically examines all issues including beliefs and values that may influence interactions with others



Exploring Early Childhood Indicative Hours

Core: Promoting Positive Behaviour 10

Optional modules 110 (each can occupy 15-30 hours)

Course Assessment – The components, weightings and tasks for the Year 12 Exploring Early Childhood course are detailed below:

Task Details Task 1 Task 2 Task 3 Task 4

Syllabus Components


30 % 20 % 20 % 30% Components’

Syllabus Weighting

Timing of task Term 4, Week 8 Term 1, Week 7 Term 2, Week 10 Term 3 Week 6

Topics Covered Food and Nutrition

Child Growth & Development

Play & the Developing Child

Health & safety

Learning Experiences

All Topics

Type of Task Research Task Written Task Movie Preview Examination


15 % 10 % 10 % 15% 50 %

Skills 15 % 10 % 10 % 15% 50 %

Outcomes assessed 1.3,2.4, 4.1,5.1,6.2

1.2,1.3,4.1,5.1 2.2,6.2

1.1,1.2,1.3,1.4,1. 2.1,2.2,2.3,2.4,

2.5,3.1,4.1,4.2,4.3,


School/Home

Home/School

Home/School School

Total 30% 20% 20% 30% 100%

Year 12 Industrial Technology - Timber Products and Furniture Technologies 2020

Aim Industrial Technology at Stage 6 is designed to develop in students a knowledge and understanding of the Timber industry and its related technologies with an emphasis on design, management and production through practical applications. It consists of project work and an industry study that provide a broad range of skills and knowledge related to the focus area chosen and an introduction to processes, skills and practices relevant to the design, management, communication and construction of practical projects. Outcomes and Objectives

1. knowledge and understanding of the focus area industry and of manufacturing processes and techniques used by industry

H1.1investigates industry through the study of businesses in one focus area H1.2identifies appropriate equipment, production and manufacturing

techniques and describes the impact of new and developing technologies in industry

H1.3identifies important historical developments in the focus area industry 2. knowledge and understanding of safe and cooperative work practices and of the need for a safe and cooperative work environment

H2.1demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques

3. competence in designing, managing and communicating within a relevant industry context

H3.1 demonstrates skills in sketching, producing and interpreting drawings H3.2 selects and applies appropriate research and problem-solving skills H3.3 applies and justifies design principles through the production of a Major

Project 4. knowledge and skills in producing quality products

H4.1demonstrates competency in a range of practical skills appropriate to the Major Project

H4.2explores the need to outsource appropriate expertise where necessary to complement personal practical skills

H4.3critically applies knowledge and skills of projects 5. knowledge and skills in communication and information processing related to the industry focus area

H5.1selects and uses communication and information processing skills H5.2examines and applies appropriate documentation techniques to project

management

6. an appreciation of quality products and the principles of quality control

H6.1evaluates the characteristics of quality manufactured products H6.2applies the principles of quality and quality control

7. an appreciation of the relationships between technology, the individual, society and the environment

H7.1explains the impact of the focus area industry on the social and physical environment

H7.2analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment



Indicative hours

Industry Study 15% 18

Major Project 60% 72

Industry Related Manufacturing Technology 25% 30

Course Assessment – The components, weightings and tasks for the Year 12 Industrial Technology - Timber course are detailed below:

Syllabus Components Task Details Task 1 Task 2 Task 3 Task 4

% Value of Each task 30 % 0% 40 % 40 % Components’ Syllabus Weighting

Timing of task Term 1, Week 3 DELETED Term 3, Week 3 Term 3, Week 6

Type of Task

Design, Management and Communication

Portfolio

Production / Design,

Management and Communication

Portfolio

Production / Design,

Management and Communication

Portfolio

Trial Examination

Industry Study 5 % 15 % 20 %

Design, Management and Communication

10 % 0% 10% 20 %

Production 0% 30% 30 %

Industry Related Manufacturing

Technology.

5%

25 %

30 %

Outcomes Assessed

H1.1, H1.2, H1.3, H2.1, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2, H7.2

H1.2, H1.3, H2.1, H3.1, H3.2, H3.3, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2, H7.1, H7.2

H1.2, H1.3, H2.1, H3.1, H3.2, H3.3, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2, H7.1, H7.2

H1.1, H1.2, H1.3, H2.1, H3.1, H3.2, H4.3, H5.1, H6.1, H6.2, H7.1, H7.2

Completion at home / school

Home/School

DELETED –

combined with Task 3

Home/ School

School

Total 20% 0% 40% 40% 100%

Year 12 Legal Studies 2020 Aim Legal Studies develops students’ knowledge, understanding and critical thinking skills in relation to the legal system and its effectiveness in promoting a just and fair society, with a view to empowering students to participate effectively as responsible citizens at the local, national and international level. Table of Objectives and Outcomes Objectives Students will develop:

Outcomes

1. the nature and institutions of domestic and international law

H1. identifies and applies legal concepts and terminology H2. describes and explains key features of and the relationship between Australian and international law

2. the operation of Australian and international legal systems and the significance of the rule of law

H3. analyses the operation of domestic and international legal systems H4. evaluates the effectiveness of the legal system in addressing issues

3. the interrelationship between law, justice and society and the changing nature of the law

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

4. investigating, analysing and communicating relevant legal information and issues.

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.

Year 12 Course Structure and Requirements Unit Names Students learn about Core Part I: Crime

Through the use of a range of contemporary examples, students investigate criminal law, processes and institutions and the tension between community interests and individual rights and freedoms.

Core Part II: Human Rights

Through the use of a range of contemporary examples, students investigate the notion of human rights and assess the extent to which legal systems embody such human rights and promote them in practice.

Part III: Indigenous Peoples & Shelter

Option 1: Through the use of contemporary examples, students investigate the effectiveness of legal and non-legal processes in achieving justice for indigenous peoples globally. Option 2: Through the use of contemporary examples, students investigate the legal means of securing shelter and the effectiveness of the law in achieving justice for people seeking and providing shelter.

Course Assessment – The components, weightings and tasks for the Year 12 Legal Studies course are detailed below:



Weighting

% Value of each task 20%

30%

20% 30%

Timing of task Term 4, Week 8

Term 2, Week 5

Term 3, Week 3 Term 3, Week 6

Topics covered Human Rights Shelter/Indigenous Peoples Crime All Topics

Type of Task Multimedia Presentation Research Essay Case Study Analysis Trial Examination

Knowledge and understanding of course content 5% 10 %

5 %

20 %

40 %

Analysis and evaluation 5% 5 % 5 % 5 % 20 %

Inquiry and research 5% 10% 5 % 20 %

Communication of legal information, issues and ideas in appropriate forms

5% 5 % 5 % 5 % 20 %

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

H1, H2, H5, H7, H8, H9

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

Task completed at home or school Home/School Home/School Home/School School

Total 20 % 30 % 20 % 30 % 100 %

Year 12 Mathematics Advanced 2020 Aim The study of Mathematics Advanced in Stage 6 enables students to enhance their knowledge and understanding of what it means to work mathematically, develop their understanding of the relationship between ‘real-world’ problems and mathematical models and extend their skills of concise and systematic communication. Table of Objectives and Outcomes



Topics Subtopics

Functions MA-F2 Graphing Techniques

Trigonometric Functions MA-T3 Trigonometric Functions and Graphs

Calculus MA-C2 Differential Calculus MA-C3 Applications of DifferentiationMA-C4 Integral Calculus

Financial Mathematics MA-M1 Modelling Financial Situations

Statistical Analysis MA-S2 Descriptive Statistics and Bivariate Data Analysis MA-S3 Random Variables

Objective - Students: • develop knowledge, skills and understanding about efficient strategies for pattern recognition, generalisation and modelling

techniques

A student: 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 Objective - Students: • develop the ability to use mathematical concepts and skills and apply complex techniques to the modelling and solution of

problems in algebra and functions, measurement, financial mathematics, calculus, data and statistics and probability

A student: 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 Objective - Students:

• develop the ability to use advanced mathematical models and techniques, aided by appropriate technology, to organise information, investigate, model and solve problems and interpret a variety of practical situations

A student: 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 Objective- Students:

• develop the ability to communicate and interpret mathematics logically and concisely in a variety of forms A student: MA12-10 constructs arguments to prove and justify results and provides reasoning to support conclusions which are appropriate to the context

Course Assessment – The components, weightings and tasks for the Year 12 Advanced Mathematics course are detailed below:

Syllabus Components Task Details Task 1 Task 2 Task 3



Weighting Timing of task

Term 4, Week 9 Term 2, Week 6 Term 3, Week 6

Topics covered

Statistical Analysis

Trig Functions and Graphs Differentiation of Trig, exponential

and logarithmic functions Random Variables and the Normal

Distribution Calculus

Functions Trigonometry Exponentials

Calculus Statistics

Type of Task Assignment/ Investigation

Open book examination Trial HSC Examination

Understanding, Fluency and Communicating

15% 15% 20% 50%

Problem Solving, Reasoning and Justification

15% 15% 20% 50%

Outcomes Assessed

MA12-

8,MA12-9 MA12-10

A12-1 MA12-3 MA12-5 MA12-6 MA12-8 MA12-9 MA12-10


school

School

School - in tutorial time

School

Total 30% 30% 40% 100%

Year 12 Mathematics Standard 1 2020 Aim The study of Mathematics Standard in Stage 6 enables students to develop their knowledge and understanding of what it means to work mathematically, improve their skills to solve problems relating to their present and future needs and aspirations, and improve their understanding of how to communicate in a concise and systematic manner. Table of Objectives and Outcomes

Objective

Students: develop the ability to interpret and communicate mathematics in a variety of written and verbal forms, including diagrams and graphs. A student:

MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others



Mathematics Standard 1

Topics Subtopics

Algebra MS-A3 Types of Relationships

Measurement MS-M3 Right-angled Triangles MS-M4 Rates MS-M5 Scale Drawings

Financial Mathematics MS-F2 Investment MS-F3 Depreciation and Loans

Statistical Analysis MS-S3 Further Statistical Analysis

Networks MS-N1 Networks and Paths

Objective

Students: develop the ability to use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, probability and networks. A student:

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

Objective Students: develop the ability to use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use

Objective

Students: develop the ability to apply reasoning, and the use of appropriate language, in the evaluation and construction of arguments and the interpretation and use of models based on mathematical concepts A student:

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

Course Assessment – The components, weightings and tasks for the Year 12 Standard Mathematics 1 course are detailed below:

Task Details Task 1 Task 2 Task Syllabus Components % Value of

each task 30% 30% 40% Components’

Syllabus Weighting Timing of task Term 4, Week 9 Term 2, Week 6 Term 3, Week 6

Topics Covered Financial Mathematics, Measurement F1.3, M5, F2

Financial Mathematics, Measurement, Algebra,


F4.1, F4.2, M6, M7, A4.1, S4, M7

Financial Mathematics, Statistical Analysis, Measurement, Algebra,

Networks (All Topics)

Type of Task Assignment/ Investigation Open Book Examination

Formal Trial HSC Examination

Understanding, Fluency and Communicating 15% 15% 20% 50%

Problem Solving, Reasoning and Justification 15% 15% 20% 50%

Outcomes assessed

MS11-2 MS11-5 MS11-6 MS11-9 MS11-10 MS1-12-3 MS1-12-4 MS1-12-5 MS1-12-9 MS1-12-10

MS1-12-1 to MS1-12-10

MS1-12-1 to MS1-12-10


school

Home/School

School – tutorial time

School

Total 30% 30% 40% 100%

Year 12 Mathematics Standard 2 2020 Aim The study of Mathematics Standard in Stage 6 enables students to develop their knowledge and understanding of what it means to work mathematically, improve their skills to solve problems relating to their present and future needs and aspirations, and improve their understanding of how to communicate in a concise and systematic manner. Table of Objectives and Outcomes


Objective

Students: develop the ability to apply reasoning, and the use of appropriate language, in the evaluation and construction of arguments and the interpretation and use of models based on mathematical concepts A student:

MS1-12-1 uses detailed algebraic and graphical techniques to critically 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

Objective

Students: develop the ability to use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, probability and networks.

MS1-12- 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 MS1-12-4 analyses two-dimensional and three-dimensional models to solve practical problems MS1-12-5 makes informed decisions about financial situations, including annuities and loan repayments MS1-12-6 solves problems by representing the relationships between changing quantities in algebraic and graphical forms MS1-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the correlation of bivariate data MS1-12-8 solves problems using networks to model decision-making in practical problems

Objective Students: develop the ability to use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations MS1-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use

Objective

Students: develop the ability to interpret and communicate mathematics in a variety of written and verbal forms, including diagrams and graphs. A student:

MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response

Year 12 Course (120 hours)

Mathematics Standard 2

Topics Subtopics

Algebra MS-A4 Types of Relationships

Measurement MS-M6 Non-right-angled Trigonometry MS-M7 Rates and Ratios

Financial Mathematics MS-F4 Investments and Loans MS-F5 Annuities

Statistical Analysis MS-S4 Bivariate Data Analysis MS-S5 The Normal Distribution

Networks MS-N2 Network Concepts MS-N3 Critical Path Analysis

Course Assessment – The components, weightings and tasks for the Year 12 Mathematics Standard 2 course are detailed below:

Syllabus Components Details of Task Task 1 Task 2 Task % Value of

each task 30% 30% 40% Components’ Syllabus

Weighting Timing of task Term 4, Week 9 Term 2, Week 6 Term 3, Week 6

Topics Covered Financial Mathematics, Statistical Analysis,

Measurement Networks

F1.1, F1.3, S1.1, M7, N2.1, N2.2

Financial Mathematics, Financial Mathematics, Measurement, Algebra,


F4.1, F4.2, M6, M7, A4.1, S4, M7

Financial Mathematics, Statistical Analysis, Measurement, Algebra,

Networks (All Topics)

Type of Task Assignment/ Investigation Open Book Examination

Formal Trial HSC Examination

Understanding, Fluency and Communicating 15% 15% 20% 50%

Problem Solving, Reasoning and Justification 15% 15% 20% 50%

Outcomes assessed

MS11-2 MS11-5 MS11-6 MS11-7 MS11-9 MS11-10 MS2-12-3 MS2-12-4 MS2-12-8 MS2-12-9 MS2-12-10

MS2-12-1 to MS2-12-10

MS2-12-1 to MS2-12-10


school

Home/School

School

School

Total 30% 30% 40% 100%

Year 12 Modern History 2020 Aim The study of Modern History in Stage 6 enables students to: ● develop knowledge and understanding of the modern world, the skills of critical analysis, and values and attitudes essential for an appreciation of the people, forces and ideas that have shaped the modern world ● develop a lifelong interest in the study of history ● prepare for active and informed citizenship in the contemporary world. Table of Objectives and Outcomes Objectives Students will develop:

Outcomes

Knowledge and Understanding • develop knowledge and understanding of a range of features, people, ideas, movements, events and developments of the modern world in their historical context • develop an understanding of continuity and change over time.

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 • undertake the process of historical inquiry • use historical concepts and skills to examine the modern past • communicate an understanding of history, sources and evidence, and historical interpretations.

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

Values and Attitudes • appreciate the influence of the past on the present and the future • value the contribution of the study of Modern History to lifelong learning, and active and informed citizenship.

No assessable outcomes

Year 12 Course Structure and Requirements Unit Names Students learn about Core Study: Power and Authority in the Modern World 1919-1945

Through a focus on the nature of power and authority 1919–1946, and a broader transnational perspective, students investigate the rise of fascist, totalitarian and militarist movements after World War I; what drew people to these movements; the regimes that emerged and ongoing international efforts to achieve collective security. .

National Studies: Russia and the Soviet Union

Students investigate key features of the history of Russia and the Soviet Union 1917–1941. The Historical concepts and skills content is to be integrated as appropriate.

Peace and Conflict: Conflict in Indochina

Students investigate key features in the history of the conflict in Indochina 1954–1979. The Historical concepts and skills content is to be integrated as appropriate.

Change in the Modern World: The Nuclear Age

Students investigate key features in the history of the Nuclear Age 1945–2011. The Historical concepts and skills content is to be integrated as appropriate.

Course Assessment – The components, weightings and tasks for the Year 12 Modern History Course are detailed below:



Weighting

% Value of each task 20% 30% 30% 30% Timing of task Term 4, Week 9 Term 1, Week 9 Term 2, Week 9 Term 3, Week 6

Topics covered

CORE STUDY: POWER AND AUTHORITY IN THE

MODERN WORLD 1919--1946

NATIONAL STUDIES: RUSSIA AND THE SOVIET

UNION 1917-1941

PEACE AND CONFLICT: CONFLICT IN INDOCHINA

1954-1979 All Topics

Type of Task Source Analysis Historical Analysis Essay Trial Examination

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

40 %

Historical skills in the analysis and evaluation of sources and interpretations

10% 10 % 20 %

Historical inquiry and research 15% 5% 20 %

Communication of historical understanding in appropriate forms

5 % 5 % 5% 5% 20%

Outcomes Assessed MH12-4 MH12-5 MH12-6 MH12-7 MH12-9

MH12-2 MH12-3 MH12-4 MH12-5 MH12-6 MH12-8 MH12-9

MH12-1 MH12-2 MH12-3 MH12-7 MH12-8

MH12-1 MH12-2 MH12-3 MH12-4 MH12-5 MH12-6 MH12-7 MH12-8 MH12-9

Task completed at home or school Home/School Home/School Home/School School

Total 20 % 30% 20 % 30% 100 %

Year 12 Music 1 2020 Aim The aim of Music 1 Stage 6 is to provide students with the opportunity to acquire knowledge, skills and experiences and to emerge as musically sensitive and capable individuals with the capacity and desire for music to play a significant and continually developing role in their lives.

Outcomes and Objectives Objective: to develop knowledge and skills about the concepts of music and of music as an art form through performance,

composition, musicology and aural activities in a variety of cultural and historical contexts. Through activities in performance, composition, musicology and aural, a student:

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

Objective: to develop the skills to evaluate music critically. Through activities in performance, composition, musicology and aural, a student:

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

Objective: to develop an understanding of the impact of technology on music. Through activities in performance, composition, musicology and aural, a student:

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

Objective: to develop personal values about music. Through activities in performance, composition, musicology and aural, a student:

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

HSC Course Structure and Requirements Students will develop knowledge and understanding about the use of the following musical concepts:

• duration • pitch • dynamics and expressive techniques • tone colour • texture • structure

In addition, students will study performance, composition, musicology and aural within the context of a range of styles, periods and genres. Students will study at least three topics from a variety of musical contexts.

Course Assessment – The components, weightings and tasks for the Year 12 Music 1 Course are detailed below:

Syllabus Components Task Details Task 1 Task 2 Task 3 Task 4 % Value of each task

20% 30% 20% 30% Components’ Syllabus

Weighting Timing of task Term 4, Week 9 Term 1 Week 5 Term 2, Week 10 Term 3, Week 5 and 6

Topics Covered Instrument and its Repertoire

Pop Music Music of the 20th/21st Century

Student directed/Revision

Type of Task

Performance (Core) and Aural Analysis Elective Presentation Composition and Viva

Voce

Aural Paper, Elective Presentation

(Optional performance of core)

performance.

Performance 10%

10%

Composition 10% 10%

Musicology 10% 10%

Aural 10% 15% 25%

Electives 30% 15% 45%

Outcomes assessed

H1, H5, H6, H10 Performance -H1, H9 Musicology – H4, H6

Composition – H3, H7 H2, H3, H7, H8

Performance -H1, H9 Musicology – H4, H6

Composition – H3, H7 H2, H4


Home/School

School

Home/School School

Total 20% 30% 20% 30% 100%

Year 12 Personal Development, Health and Physical Education 2020 Aim The Stage 6 Personal Development, Health and Physical Education Life Skills course focuses on the development of the values and attitudes, knowledge, understanding and skills that will enable students to lead safe, healthy, active and productive lives. Table of Objectives and Outcomes

Objective knowledge and understanding of the factors that affect health 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 Objective a capacity to exercise influence over personal and community health outcomes Outcomes 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) Objective knowledge and understanding about the way the body moves Outcomes 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

Objective an ability to take action to improve participation and performance in physical activity Outcomes 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) Objective an ability to apply the skills of critical thinking, research and analysis Outcomes 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

Objective values and attitudes that promote healthy active lifestyles and communities:

• demonstrates a commitment to social justice through valuing diversity, equity and supportive environments • shows responsibility and a willingness to act for personal and community health • shows a willingness to question issues that impact on health and performance • values the technical and aesthetic qualities of and participation in physical activity



Modules Indicative hours

Core 1 Health Priorities in Australia. 36

Core 2 Factors Affecting Performance. 36

Option 1 Sports Medicine. 24

Option 2 Improving Performance. 24

Course Assessment – The components, weightings and tasks for the Year 12 PDHPE course are detailed below: Syllabus Components

Task details Task 1 Task 2 Task 3 Task 4 Components’ Syllabus Weighting

% Value of each task 20% 20% 30% 30%

Timing of task Term 4 Wk8 Term 1 Wk8 Term 2 Wk8 Term 3 Week 6

Topics

covered

Core 1: Health Priorities in

Australia

Core 2: Factor Effecting

Performance

Option: Improving Performance Option: Sports

Medicine

All Topics

Type of Task

Presentation Health priority Research Task

Training Session Design

Critical Analysis/ Report

Athlete Case Study Trial HSC Exam

Knowledge and

understanding of course content,

10% 10% 10% 10% 40%

Skills in critical thinking, research,

analysis and communicating

10% 10% 20%

20%

60%

Outcomes Assessed

H1, H2, H3, H4, H5, H14, H15,

H16

H7, H8, H10, H11, H16, H17

H7, H8, H13, H17 All Outcomes


School/Home

School/Home

School/Home

School

100%

Total 20% 20% 30% 30% 100%

Year 12 Physics 2020 Aim The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications. Table of Objectives and Outcomes


*15 hours must be allocated to depth studies within the 120 indicative course hours.

Requirements for Practical Investigations Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 12 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies.

KNOWLEDGE AND UNDERSTANDING Objective ● Students develop knowledge and understanding of advanced mechanics and electromagnetism Outcomes: PH12-12 A student describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field, in particular, the projectile motion of particles. PH12-13 A student explains and analyses the electric and magnetic interactions due to charged particles and currents and evaluates their effect both qualitatively and quantitatively. Objective ● Students develop knowledge and understanding of the role of evidence and prediction in the development of theories in physics. Outcomes: PH12-14 A student 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 A student 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.

SKILLS Objective Students develop skills in applying the processes of Working Scientifically Outcomes: A student Questioning and predicting PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation Planning investigations PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information Conducting investigations PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information Processing data and information PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media Analysing data and information PH11/12-5 analyses and evaluates primary and secondary data and information Problem solving PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes Communicating PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

VALUES AND ATTITUDES Students: ● develop positive, informed values and attitudes towards physics ● recognise the importance and relevance of physics in their lives ● recognise the influence of economic, political and societal impacts on the development of scientific knowledge ● develop an appreciation of the influence of imagination and creativity in scientific research.


Working Scientifically Skills

Modules Indicative hours Depth studies

Module 5 Advanced Mechanics

60 *15 hours in Modules

1–4

Module 6 Electromagnetism Module 7 The Nature of Light

60 Module 8 From the Universe to the Atom

Course Assessment – The components, weightings and tasks for the Year 12 Physics course are detailed below:

Syllabus Components

Task Details Task 1 Task 2 Task 3 Components’ Syllabus Weighting


Timing of task Term 4 2019, Week 8

Term 3, Week 2 Term 3, Week 6

Topics covered

Advanced Mechanics

Electromagnetism And

The Nature of Light

Advanced Mechanics, Electromagnetism, The Nature of Light, and From the Universe to the Atom

Type of Task Practical Depth Study Report

Trial HSC Examination

Skills in Working Scientifically

20% 30% 10% 60%


10% 10% 20% 40%

Outcomes Assessed

PH11/12-1, PH11/12-2,

PH11/12-3, PH11/12-5, PH11/12-

6, PH11/12-7 PH12-12

PH11/12-1, PH11/12-2,

PH11/12-3, PH11/12-

4, PH11/12-5, PH11/12-6,

PH11/12-7, PH12-13, PH12-14

PH11/12-1, PH11/12-2, PH11/12-4, PH11/12-5, PH11/12-6, PH11/12-7,

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


School

Home/School

School

Total 30% 30% 40% 100%

Year 12 Society and Culture 2020 Aim The aim of Society and Culture Stage 6 is for students to achieve social and cultural literacy by developing their knowledge and understanding about societies and cultures, developing their social and cultural research skills, and promoting positive values and attitudes essential to achieving social and cultural literacy Table of Objectives and Outcomes Objectives Students will develop:

Outcomes

knowledge and understanding about:

Social and cultural concepts and their application Personal, social and cultural identity and interactions within societies and cultures

A student: 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

How personal experience and public knowledge interact to develop social and cultural literacy

H4 assesses the interaction of personal experience and public knowledge in the development of social and cultural literacy

Continuity and change, personal and social futures H5 analyses continuity and change and their influence on personal and social futures

Social and cultural research methods

H6 evaluates social and cultural research methods for appropriateness to specific research tasks

Apply ethical social and cultural research to investigate and analyse information from a variety of sources

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

Communicate information, ideas and issues in appropriate forms to different audiences and in a variety of contexts

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

Year 12 Course Structure and Requirements Unit Names Description Components Course Time

Personal Interest Project

The Personal Interest Project is integrated across the whole HSC course and draws together the interests, research skills and personal experiences of the student.

• Introduction • Log • Central material • Conclusion • Resource list

30% of Course Time

Social and Cultural Continuity and

Change The focus of this study is to understand the nature of social and cultural continuity and change and to examine it, through the application of research methods and social theory, in relation to a selected country.

• Integrated concepts • Contemporary context • The nature of social and cultural research methods • The nature of social and cultural continuity and change • Focus study • The near future

30% of Course Time

Social Conformity and non-

Conformity The focus of this study is the formation of, and influences on, attitudes and behaviours of groups and their members, including factors influencing conformity, and the role of, and responses to, nonconformity

• Integrated concepts • Contemporary context • The nature of social conformity and nonconformity • Focus study • The near future

20% of Course Time

Popular Culture The focus of this study is the interaction between popular culture, society and the individual.

• Integrated concepts • Contemporary context • The nature of popular culture • Focus study • The near future

20% of Course Time

Course Assessment – The components, weightings and tasks for the Year 12 Society and Culture Course are detailed below:


Task 4


20% 20% 30% 30% Components’ Syllabus Weighting

Timing of task Term 4 Week 3 Term 4 Week 8 Term 2 Week 6 Term 3 Week 6

Topics Covered Personal Interest

Project

Social and Cultural Continuity and

Change

Popular Culture and

Social Conformity and Nonconformity

All Topics

Type of Task Research Analysis Portfolio

Multimodal Presentation Extended Responses Trial Examination


5% 10% 15% 20% 50 %

Application and evaluation of social and cultural research methods

10% 5% 10% 5% 30%

Communication of information, ideas and issues in appropriate forms

5% 5% 5% 5% 20 %

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

H7 H8 H9 H10

Task completed at home or School School School/Home School/Home School

Total 20 % 20 % 30 % 30% 100%

Year 12 Sport, Lifestyle and Recreation 2020 Aim The Sport, Lifestyle and Recreation Content Endorsed Course develops in each student the knowledge, understanding and skills needed to adopt active and health-promoting lifestyles. Course Objectives and Outcomes Students will develop: A student: 1.knowledge and understanding of the factors that influence

health and participation in physical activity

1. applies the rules and conventions that relate to participation in a range of physical activities 2. explains the relationship between physical activity, fitness and healthy lifestyle 3. demonstrates ways to enhance safety in physical activity 4. investigates and interprets the patterns of participation in sport and physical activity in Australia 1.5critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 describes administrative procedures that support successful performance outcomes

2.knowledge and understanding of the principles and processes impacting on the realisation of movement potential

1.explains the principles of skill development and training 2.analyses the fitness requirements of specific activities 3. selects and participates in physical activities that meet individual needs, interests and abilities 4. describes how societal influences impact on the nature of sport in Australia 5. describes the relationship between anatomy, physiology and performance

3.the ability to analyse and implement strategies that promote health, physical activity and enhanced performance

1. selects appropriate strategies and tactics for success in a range of movement contexts 2. designs programs that respond to performance needs 3. measures and evaluates physical performance capacity 4. composes, performs and appraises movement 1. analyses personal health practices 2. assesses and responds appropriately to emergency care situations 3. analyses the impact of professionalism in sport

4.a capacity to influence the participation and performance of self and others.

1. plans strategies to achieve performance goal 2. demonstrates leadership skills and a capacity to work cooperatively in movement context 1. makes strategic plans to overcome the barriers to personal and community health 2. demonstrates competence and confidence in movement contexts 3. recognises the skills and abilities required to adopt roles that support health, safety and physical activity

5.a lifelong commitment to an active, healthy lifestyle and the achievement of movement potential

Values and Attitudes 1. accepts responsibility for personal and community health 2. willingly participates in regular physical activity 3. values the importance of an active lifestyle 4. values the features of a quality performance 5. strives to achieve quality in personal performance

Course Assessment – The components, weightings and tasks for the Year 12 Sport, Lifestyle & Recreation course are detailed below:

Syllabus Components

Task Details Task 1 Task 2 Task 3 Task 4

% Value of each task 25% 25% 25% 25% Components’ Syllabus Weighting

Timing of task Term 4, Week 10 Term 1 Week 8 Term 2 Week 8 Term 3 Week 6

Topics

covered

Games and Sports Applications 1 and

II

Sport Coaching Healthy Lifestyles

Individual Games and Sports

Applications

Type of Task Practical

Observation Coaching Plan

and Demonstration

Individual Campaign Project

Practical

Demonstration

Knowledge and understanding

,

10% 20% 15%

5%

50%

Skills

15% 5% 10%

20%

50%

Outcomes Assessed 1.1, 1.3, 2.1, 3.2,

5.2, 5.3 2.2, 3.1, 4.2, 4.5 1.5, 2.3, 3.5, 4.3

3.1, 4.1, 4.4, 5.4, 5.5


School/Home

School/Home

School

School/Home

100%

Total 25% 25% 25% 25% 100%

Year 12 Visual Arts 2020 Aim Visual Arts at Stage 6 is designed to enable students to:

• gain increasing intellectual autonomy in their abilities to aesthetically and persuasively represent ideas in the visual arts; and

• understand and value how the field of the visual arts is subject to different interpretations. Table of Objectives and Outcomes

Artmaking Objective

Students will develop knowledge, skills and understanding of how they may represent their interpretations of the world in artmaking as an informed point of view.

Artmaking Outcomes Content

HSC course

practice A student:

H1: initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions

conceptual framework H2: applies their understanding of the relationships among the artist, artwork, world and audience

through the making of a body of work

frames H3: demonstrates an understanding of the frames when working independently in the making of art

representation H4: selects and develops subject matter and forms in particular ways as representations in artmaking

conceptual strength and meaning

H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

resolution H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

Artmaking Objective

Students will develop knowledge, skills and understanding of how they may represent their interpretations of the world in artmaking as an informed point of view.

Art Criticism and Art History Objective

HSC course

practice A student:

H7: applies their understanding of practice in art criticism and art history

conceptual framework H8: applies their understanding of the relationships among the artist, artwork, world and audience

frames H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

representation H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Course Structure and Requirements 120 indicative hours It is recommended that: • 40% of time should be devoted to artmaking with consideration of the frames and conceptual framework • 40% of time should be devoted to art criticism and art history with consideration of the frames and conceptual framework the remaining 20% of time may be allocated to any aspect of content depending on the interests of teachers and students. More detailed information is available on the NESA site: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-creative-arts/visual-arts-syllabus.

Course Assessment – The components, weightings and tasks for the Year 12 Visual Arts 2020 course are detailed below:

Syllabus Component

Task Details Task 1 Task 2 Task 3 Task 4 Components’ Syllabus Weighting

% Value of

each task

20 % 20 % 30 % 30%

Timing of task

Term 4, Week 7 Term 1, Week 7 Term 2, Week 10 Term 3, Week 6

Topics

covered

Art Criticism and History

Artmaking Artmaking Art Criticism and History

Type of Task Essay CS/HS VAPD BOW Trial HSC

Examination

Artmaking

20%

30%

50 %

Art Criticism and

History

20%

30%

50 %

Outcomes Assessed

H7, H8, H9, H1, H2, H3, H4, H5

H1, H2, H3, H4, H5, H6

H7, H8, H9, H10


Home/School

Home/School

Home/School

School

Total 20% 20% 30% 30% 100%

Year 12 Work Studies 2020 Aim The aim of the Work Studies syllabus is to enable young people to develop the skills, knowledge, understanding and confidence to allow them to experience a successful transition from school to work and further education and training. Table of Objectives and Outcomes Objectives Students will develop:

Outcomes A student:

knowledge and understanding of work, the work environment and skills for employment knowledge and understanding of employment options, career management, life planning and further education and training

1. investigates a range of work environments

2. examines different types of work and skills for employment 3. analyses employment options and strategies for career management

4. assesses pathways for further education, training and life planning

skills for success in the workplace

5. communicates and uses technology effectively 6. applies self-management and teamwork skills

7. utilises strategies to plan, organise and solve problems

skills in critically assessing personal and social influences on individuals and groups

8. assesses influences on people’s working lives

9. evaluates personal and social influences on individuals and groups

Year 12 Course Structure and Requirements Course Themes MODULES

Theme 1: Career Planning

Theme 2: Performing Work Tasks

Theme 3: Working with Others

Theme 4: Managing Change

Module 1: In the Workplace ✔ ✔ ✔ ✔ Module 2: Preparing Job Applications

✔

Module 3:Workplace Communication

✔ ✔

Module 4: Teamwork and Enterprise Skills

✔ ✔

Module 5: Managing Work and Life Commitments

✔ ✔ ✔

Module 6: Personal Finance ✔ * Module 7: Workplace Issues ✔ ✔

* Module 8:Self Employment ✔ ✔ * Module 9: Team Enterprise Project

These modules may be designed to have a particular emphasis in relation to one or more of the themes. Module10: Experiencing Work

Module 11: School-Developed Module

Course Assessment – The components, weightings and tasks for the Year 12 Work Studies course are detailed below:


Task 4



15% 30% 25% 30%


Topics Covered Workplace Communication Workplace Issues Personal Finance All Topics

Type of Task Short Response Questions Media Report Budget Proposal Trial Examination

Knowledge and understanding 10% 5% 15 % 30%

Skills 5 % 25% 25% 15 % 70 %

Outcomes assessed

Task completed at

home or school

Home/School Home/School Home/School Home/School

Total 15% 30% 25% 30 % 100%

CESSNOCK HIGH SCHOOL YEAR 12

ASSESSMENT BOOKLET 2020

VET Courses

COURSE: HSC Construction

CESSNOCK HIGH SCHOOL YEAR 12 REVISED ASSESSMENT … · 8 SLR, PDHPE, English Advanced, Engineering Studies, Business Services 9 Ancient History, Modern History, English Ext 10 Business

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