COVID-19 update · Musicology Core Viva Voce, Elective 1 Aural Core Electives 2 and 3, Aural Core Performance Core Electives 1,2,3 Aural Core Term 4 Week 9 Term 1 Week 7-8 Term 3

Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 1

Dungog High School

Stage 6

Higher School Certificate (HSC) Assessment Booklet 2019/2020

COVID-19 update

1 April 2020

Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 2

Table of Contents Year 12 Assessment Advice – COVID 19 ......................................................................................................... 3

HSC Assessment Schedule Overview 2020 (version 2) .................................................................................... 5

CAPA - Music 1................................................................................................................................................. 6

English - Advanced ............................................................................................................................................ 8

English - Extension 1 ....................................................................................................................................... 11

English - Standard ............................................................................................................................................ 14

English - Studies .............................................................................................................................................. 17

HSIE - Ancient History .................................................................................................................................... 22

HSIE - Business Studies .................................................................................................................................. 25

HSIE - Geography............................................................................................................................................ 28

HSIE - Legal Studies ....................................................................................................................................... 30

HSIE - Modern History .................................................................................................................................... 34

Maths - Extension 1 ......................................................................................................................................... 37

Maths - Standard 1 ........................................................................................................................................... 39

Maths – Standard 2 .......................................................................................................................................... 40

Mathematics - Advanced ................................................................................................................................. 42

PDHPE - CAFS................................................................................................................................................ 44

PDHPE - PDHPE ............................................................................................................................................. 47

PDHPE - SLR .................................................................................................................................................. 48

Science - Biology ............................................................................................................................................. 49

Science - Chemistry ......................................................................................................................................... 54

Science - Physics.............................................................................................................................................. 55

TAS – Construction Pathways ......................................................................................................................... 57

TAS - ITT ........................................................................................................................................................ 60

TAS – Metals & Engineering .......................................................................................................................... 61

TAS – Primary Industries ................................................................................................................................ 62


DUNGOG HIGH SCHOOL

Eloiza Street, Dungog 2420

(PO Box 147)

Tel: (02) 49 923022 Fax: (02) 49 923125

Email: [email protected]

31 March 2020

Year 12 Assessment Advice – COVID 19

Dear Year 12 Students,

I am writing to inform you of the steps we have taken to adjust our school-based Higher School Certificate (HSC)

assessment after the NSW Education Standards Authority (NESA) announced on 24 March 2020, that the HSC is

going ahead as scheduled. This includes:

1. Applying a blanket internal misadventure process, deeming that from 24 March 2020 (Term 1, Week 9),

Dungog High School HSC students have experienced significant disruption. This means that all school-based

assessment from this point will be closely monitored to ensure no student is disadvantaged;

2. The Executive have adjusted and modified Year 12 school-based assessment from Term 1 Week 9, when

many tasks were scheduled to be submitted/completed. We have done this based on what we know and

can adjust at this stage only. This is to facilitate student assessment moving forward based on the pre-

COVID-19 disruption and will allow students and teachers to progress with their teaching and learning

delivery into Term 2;

3. NESA will provide advice to students and teachers about the HSC exam projects, submitted works and

performances shortly. Where possible, students are encouraged to continue to work on their submitted

works, performances and practical works outside the school.

4. Mandatory work placement in VET - NESA is working with the school sectors regarding possible interim

arrangements, and will provide further advice shortly.

5. The Senior Executive and your Class Teachers will begin personally contacting all Year 12 students by

phone, to check on wellbeing and an understanding of both the enclosed information and learning from

home support.

Adjusted and Modified Assessment

• Re-scheduled tasks are now summarised for you in the HSC Assessment Schedule Overview 2020 Version 2

in the following pages. It has been colour-coded to indicate what tasks have been adjusted (see Key on the

bottom of page 5).

mailto:[email protected]


• Specific Assessment Task Notifications for each course known to date are also attached in the following

pages. These tasks are largely unaltered, generally being modified in submission method (email) and due

date. These notifications provide the full details for each individual task, their mode of submission and

giving you notice of upcoming tasks known to date. An email receipt has been sent to verify you have

received this notification.

• Further support and communication about these re-scheduled tasks will be coming directly from your

Teachers this week. Your Teachers and Head Teachers are here for your guidance, support and assistance.

• Please focus on completing these tasks now to the best of your ability.

We understand these are very challenging times for everyone. Our school has support in place for students to

continue their learning from home, as described in our “Supporting Learning from Home COVID-19 Year 12” booklet,

found at: https://dungog-h.schools.nsw.gov.au/learning-from-home.html. We are open to your feedback that helps

us improve this experience for our students, and to ensure no-one is disadvantaged.

If you are having any issues accessing learning from home materials, require support or any assistance, please

contact us on: 02 49 92 30 22. Alternatively, you can email your teacher or the school email: dungog-

[email protected] . Support is also available through your Deputy Principal (Mr Dives), Year Advisor (Ms

Cook), School Counsellor (Betty de Lore) or myself on 49 92 30 22.

Yours sincerely,

Janene McIntosh

Principal

31 March 2020

https://dungog-h.schools.nsw.gov.au/learning-from-home.html




HSC Assessment Schedule Overview 2020 (version 2)

Wk Assessments Scheduled

Term 4, 2019

1 SLR (weeks 1-9)

Assessment remains unchanged

2

3

4

5

6

7 ITT; PHY; ME

8 PE; BIO; CHEM; GEO (Fieldwork)

9 MUS; EA; AH; BST; GEO; MH; CAFS; CON

10 ES; EST; LST; MX1; MX2; MS1; MS2; MA; PI

Term 1, 2020

1

2 EX2

3

4 ME

5 EX1

6 PE; SLR

7 MUS; PHY

8 MUS; MS1; CHEM; ITT

9

Assessment moved 10

11

Term 2, 2020

1 ES; AH; MS2; BIO; CAFS

Assessment dates adjusted COVID-19 considerations

2 BST; LST; MH

3 EA; MA; MX1; EST

4 GEO; PHY

5 SLR

6

7 PE; BIO

8 AH; MH; CHEM; ITT; GEO (Fieldwork)

9 CON; PI; CAFS

10 EX1; BST; LST; MX1; MS1; MS2; MA; ME; PI

Term 3, 2020

1 GEO; MUS

2 EA; ES; EST; SLR; MUS

3 Protected Learning Time

Assessment unchanged at this stage

4

5 HSC Trial Exams – All subjects

6

7

8 ME

9 CON

10 PI

KEY

Indicates changes made due to COVID-19 pandemic

Indicates NO changes required/at this stage


CAPA - Music 1 (HSC) Assessment Schedule – 2019/2020 – version 2

Component

Task 1 Task 2 Task 3 Task 4 Weighting

Rock Music

Music for Radio, Film, Television and Multimedia

Individual Topic choices

All topics Formal Exam

(Trial HSC)

Performance Core

Composition Core

Musicology Core Viva Voce, Elective 1 Aural Core

Electives 2 and 3, Aural Core

Performance Core

Electives 1,2,3 Aural Core

Term 4 Week 9

Term 1 Week 7-8

Term 3 Week 1-2

Term 3 Week 5-6

Outcome: H1,H2,H3,H5,H7, H8,H9,H10,H11

Outcome: H1-H11

Outcome: H1-H11

Outcome: H1-H11

Performance Core

5 5 10

Composition Core

10 10

Musicology Core 10 10

Aural Core 5 10 10 25

Elective 1 10 5 15

Elective 2 10 5 15

Elective 3 10 5 15

TOTAL 15 25 30 30 100

HSC Outcomes –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

H5 critically evaluates and discusses performances and compositions

H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music

H9 performs as a means of self-expression and communication

H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities

H11 demonstrates a willingness to accept and use constructive criticism


COURSE CAPA MUSIC 1 HSC 2020

TASK NUMBER 3

TASK WEIGHT ELECTIVES 2 & 3 (10% each) plus AURAL (Core) 10%

DATE OF NOTIFICATION 1/6/2020

DUE DATE TERM 3 WEEKS 1 – 2 July 20th - 31st

OUTCOMES ASSESSED

H1: performs stylistically, music that is characteristic of topics studied, as a soloist or 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 the relationships in a wide variety of musical styles H5: critically evaluates and discusses performances and compositions H6: critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening H7: understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied H8: identifies, recognises, experiments with, and discusses the use and effects of technology in music H9: performs as a means of self-expression and communication H10: demonstrates a willingness to participate in performance, composition, musicology and aural activities H11: demonstrates a willingness to accept and use constructive criticism

TASK DESCRIPTION

TOPIC: JAZZ or INDIVIDUAL TOPIC AREAS Electives 2 & 3: PERFORMANCE / MUSICOLOGY Aural: core: Based on unprepared listening examples

TASK INSTRUCTIONS

Electives 2 & 3: PERFORMANCE / MUSICOLOGY ➢ CHOICES: ➢ PERFORMANCE: Performance: may be solo or ensemble (where the performer takes a prominent role).

Must represent your Term 2 topic area plus one ‘own choice’ from other topics studied. ➢ VIVA VOCE: Prepare a Viva-Voce on your chosen area of the topic (Term 2) ➢ A Viva Voce is a discussion and will involve music from your chosen topic area. ➢ The material you will need to study will based on the Concepts of Music and will include aural examples of

these concepts. Each student will choose from their Term 2 topic area. ➢ This is not a prepared speech. Students will outline their work on a Viva Voce proforma which will be

individually set out and organised (and include your aural example refences) ➢ Students will outline their work on a Viva Vice sheet which will be individually set out and organised

(including your aural example references) ➢ AURAL: Unprepared listening activity based on three questions with short and extended answers. It will

involve discussion on the Concepts of Music.

SUBMISSION OF TASK

Due to COVID19, THIS TASK WILL BE SUBMITTED IN THREE SEPARATE SECTIONS. PERFORMANCE: Either by video, Zoom or other available programs as decided by yourself and your teacher. Group performances will be arranged if this is possible. Backing tracks can be used for any performers if needed. VIVA VOCE: In an online conference individually with your teachers (Mrs Danvers and Mrs Knight) where you are able to discuss, play examples and demonstrate your information. AURAL: In an online class conference with your teacher under examination conditions. Email to teacher.


English - Advanced (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Texts and Human

Experiences

Critical Study and the Craft

of Writing (10%)

Textual Conversations and The Craft

of Writing (10%)

Texts and Human

Experiences, Critical Study,

Textual Conversations and The Craft

of Writing (5%)

Multimodal Presentation

Critical and Reflection

Writing Portfolio and

Reflection

Formal Exam (Trial HSC)

Term 4 Week 9

Term 2 Week 3

Term 3 Week 2

Term 3 Week 5-6

EA12-1 EA12-2 EA12-6 EA12-7 EA12-8

EA12-1 EA12-5 EA12-7 EA12-8 EA12-9

EA12-1 EA12-3 EA12-4 EA12-6

EA12-1 to EA12-9

Knowledge and understanding of course content

10 10 20 10 50

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

10 10 10 20 50

Total 20 20 30 30 100

HSC Outcomes – A student:

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

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

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

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

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

EA12-6 Investigates and evaluates the relationships between texts

EA12-7 Evaluates the diverse ways texts can represent personal and public worlds and recognizes how they are valued

EA12-8 Explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning

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


COURSE HSC Advanced English

TASK NUMBER 2 – Critical Response and Reflection

TASK WEIGHT 20% (Craft of Writing - 10%)

DATE OF NOTIFICATION Week 9, Term 1 – Monday 30th March, 2020

DUE DATE Updated date: Week 3, Term 2 – Friday 15th May, 2020

OUTCOMES ASSESSED

EA12-1 Independently responds to, composes and evaluates a range of complex texts for understanding, interpretation,

critical analysis, imaginative expression and pleasure

EA12-5 Thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose

texts that synthesise complex information, ideas and arguments

EA12-7 Evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued

EA12-8 Explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning

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

learner

TASK DESCRIPTION

Students will be required to submit a two part assessment:

Part 1 – Critical Response:

You are to compose a literary review titled ‘Why Eliot Must Be Read’. This review will be in the form of a feature

article critiquing the extent to which the poetry of TS Eliot reflects both modernist and contemporary perspectives and

arguing for the benefits of studying TS Eliot’s poetry.

In your response you are to refer to at least two of the prescribed poems set for study:

• The Love Song of J. Alfred Prufrock

• Preludes

• Rhapsody on a Windy Night

• The Hollow Men

• Journey of the Magi

Part 2 – Reflection:

Your critical response, like Orwell’s essay ‘Politics and the English Language’, is crafted to persuade the audience

about the value of a text and the use of language to convey ideas as well as to manipulate opinion.

Compose a reflection piece, that both evaluates and shows your understanding of the ways you have utilised language

and rhetorical devices, to engage the audience, affirm or challenge your understanding of the value of TS Eliot’s

poetry and to persuade the responder to consider your point of view.

TASK INSTRUCTIONS

• The critical response should reflect aspects of the prescribed text and your understanding of the key elements

of Module B. It should be 800 -1000 words and demonstrate your knowledge and understanding of how

persuasive texts work, as highlighted by your study of George Orwell’s ‘Politics and the English Language’

from Module C.

• The reflection should be at least 600 words and must outline the process, knowledge and language devices

used to convey your critical analysis.

SUBMISSION INSTRUCTIONS

• This task is to be completed as an assignment and will need to be completed in your own time. Both the

critical response and the reflection need to be submitted via email – [email protected] -by

4pm on the due date. It is your responsibility to ensure that the email has been sent correctly.



HSC ADVANCED ENGLISH

Marking Criteria: Critical Response

Marking Criteria Mark

• Demonstrates perceptive understanding appropriate to the question of how the prescribed

text’s distinctive features shape meaning and hold it up as valuable text

• Demonstrates a skilful and informed evaluation of context, language, form and ideas using

well-selected and detailed analysis of textual references

• Composes a perceptive argument using language appropriate to audience, purpose and form

17-20

• Demonstrates informed understanding appropriate to the question of how the prescribed text’s

distinctive features shape meaning and hold it up as a valuable text

• Demonstrates an effective evaluation of context, language, form and ideas using well-selected

analysis of textual references

• Composes an effective argument using language appropriate to audience, purpose and form

13-16

• Demonstrates a sound understanding appropriate to the question of how the prescribed text’s

distinctive features shape meaning and hold it up as a valuable text

• Demonstrates an understanding of context, language, form and ideas using selected textual

references

• Composes a sound argument using language appropriate to audience, purpose and form

9-12

• Describes aspects of their own response in relation to the prescribed text and its value

• Makes limited reference to the text

• Composes a limited response

5-8

• Attempts to explore aspects of their prescribed text using elementary knowledge of the text

• Attempts to compose a response to the question 1-4

Marking Criteria: Reflection


• Demonstrates a highly developed ability to reflect on and evaluate the development and

effectiveness of their own critical composition process

• Provides an effective explanation of the impact of language devices or stylistic features in their

piece of writing

• Demonstrates effective control of evaluative language

9-10

• Demonstrates a well-developed ability to reflect on and evaluate the development and the

effectiveness of their own critical composition process

• Provides a considered explanation of the impact of a language devices or stylistic features in

their piece of writing

• Demonstrates sound control of evaluative language

7-8

• Demonstrates a sound ability to reflect on and evaluate the development and effectiveness of

their own critical composition process

• Provides a simple explanation of the impact of a language devices or stylistic features in their

piece of writing

• Demonstrates variable control of evaluative language

5-6

• Demonstrates a basic ability to reflect on and evaluate the development and effectiveness of

their own critical composition process

• Provides a simple explanation of the impact of a language devices or stylistic features in their

piece of writing

• Demonstrates variable control of evaluative language

3-4

• Demonstrates a limited ability to reflect on and evaluate their composition process

• Selects and uses limited vocabulary to express their ideas 1-2


English - Extension 1 (HSC) Assessment Schedule – 2019/2020 – version 2

Component

Task 1 Task 2 Task 3 Weighting

Literary Worlds: Literary

Homelands

Literary Worlds: Literary

Reimagined Worlds

All topics

Creative Response and

reflection

Critical Response


Term 1 Week 5

Term 2 Week 10

Term 3 Week 5-6

EE12-1 EE12-2 EE12-5

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

EE12-1 EE12-2 EE12-3 EE12-4 EE12-5

Knowledge and understanding of complex texts and how and why they are valued

15 20 15 50

Skills in complex analysis, sustained composition and independent investigation

15 20 15 50

Total 30 40 30 100


EE12-1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies

EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts

EE12-3

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

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

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


COURSE HSC English Extension 1

TASK NUMBER 2

TASK WEIGHT 40 %

DATE OF NOTIFICATION 30th March, 2020

DUE DATE Term 2 Week 10 – 3rd July, 2020

OUTCOMES ASSESSED

EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning from different purposes, audiences and contexts EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine responses to and composition of sophisticated texts EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts

TASK DESCRIPTION

Students to compose a 1000 – 1200 word response to the following: “While reimagined worlds are quite deliberately fables rather than social realism, the truths they tell, through their insights into humanity, are permanent.” Evaluate this statement in relation to the different realities represented in the texts you have studied. In your response, you must refer to If On A Winter’s Night A Traveller, ONE text of your own choosing and one of the other set text – either “The Left Hand of Darkness” OR Gulliver’s Travels. Your response should examine the key ideas of the elective “Reimagined Worlds” and examine how the texts selected use the reimagined world to deliver the purpose.

TASK INSTRUCTIONS

Students are to write a 1000 – 1200 word critical response that addresses the statement and demonstrates understanding of the elective. The response must refer to two of the set texts, one of which must be If On A Winter’s Night A Traveller. Students can then choose either one of the other set texts – The Left Hand Of Darkness or Gulliver’s Travels BUT NOT BOTH. The response must also have one text of the student’s own choosing.


The response must be emailed to [email protected] by 4pm, Friday 3rd July 2020. It is the responsibility of the student to ensure the email has been sent.



HSC EXTENSION 1 ENGLISH

Marking Criteria: Criteria Marks

• Demonstrates a sophisticated evaluation of the given statement in relation to the different

realties represented in the texts studied.

• Demonstrates sophisticated ability to compose a sustained composition and insightful use

of set texts and own text

• Displays highly developed control of language and form to express complex ideas with

clarity and originality

21- 25

• Demonstrates a substantial evaluation of the given statement in reation to the different

realities in the texts studied

• Demonstrates substantial ability to compose a sustained composition and skilful use of

prescribed and own texts

• Displays effective control of language and form to express complex ideas with clarity

16 - 20

• Demonstrates a sound ability to analyse the given statement in relation to the different

realities represented in the texts studied

• Demonstrates sound ability to compose a coherent composition and appropriate use of

prescribed and own texts

• Displays effective control of language and form to express some complex ideas

11 - 15

• Demonstrates some analysis of the given statement in relation to the different realities

presented in the texts studied

• Writes a composition with some support from the prescribed and own texts

• Displays some control of language and form

6 - 10

• Demonstrates minimal engagement with the question

• Attempts to write a composition with minimal use of the texts

• Displays variable control of language and form

1 -5

Teacher feedback


English - Standard (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Texts and Human

Experiences

Language, Identity and Culture and

Craft of Writing (10%)

Close Study of Literature and Craft of

Writing (10%)

Craft of Writing (5%), Texts and

Human Experiences, Close Study, Language,

identity and Culture


Analytical response

with Reflection

Writing Portfolio

and reflection


Term 4 Week 10

Term 2 Week 1

Term 3 Week 2

Term 3 Week 5-6

EN12-1 EN12-2 EN12-6 EN12-7 EN12-8

EN12-1 EN12-5 EN12-7 EN12-9

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

EN12-1 to EN12-9


10 10 20 10 50

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

10 10 10 20 50

Total 20 20 30 30 100


EN12-1 Independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN12-2 Uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EN12-3 Analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and context and explains effects of meaning

EN12-4 Adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts

EN12-5 Thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments

EN12-6 Investigates and explains the relationships between texts

EN12-7 Explains and evaluates the diverse ways texts can represent personal and public worlds

EN12-8 Explains and assesses cultural assumptions in texts and their effects on meaning

EN12-9 Reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner


COURSE HSC Standard English

TASK NUMBER 2 – Analytical Response and Reflection

TASK WEIGHT 20%

DATE OF NOTIFICATION Week 7, Term 1, Wednesday 11th March, 2020

DUE DATE Week 1, Term 2, Friday 1st May, 2020

OUTCOMES ASSESSED

EN12-1 Independently responds to and composes complex texts for understanding, interpretation, critical analysis,

imaginative expression and pleasure

EN12-5 Thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts

that include considered and detailed information, ideas and arguments

EN12-7 Explains and evaluates the diverse ways texts can represent personal and public worlds

EN12-9 Reflects on, assesses and monitors own learning and refines individual and collaborative processes as an

independent learner

TASK DESCRIPTION

Part One:

Analytical Response 800 – 1000 words

Rob Sitch’s The Castle relies on dialogue to create understanding about identity and culture.

To what extent is this an accurate reflection of your study of Language, Identity and Culture?

Part Two:

(a) Discursive 600 – 800 words

Students are to write a Discursive text in the form of a letter, to the director, Rob Sitch. The letter is to examine

how the student has developed a greater understanding of Language, Identity and Culture. Students are to refer to

the Module taught and their development of understanding.

(b) Reflection 500 words

Students are to write a reflection about their letter and how they have used their understanding of the Module C set

text, “Dear Mrs Dunkley” and the way they have used this knowledge to develop their understanding.

TASK INSTRUCTIONS

• No written feedback will be given on drafts submitted after 3:20pm on Wednesday 8th April, 2020.


• Students are to complete both parts of the Assessment Task and submit the response to

[email protected] and [email protected] by 4pm on Friday 1st May, 2020.

• It will be the responsibility of the student to ensure that the email has been sent correctly.




HSC STANDARD ENGLISH

Marking Criteria: Part One: Analytical Response


• Evaluates effectively the extent to which the statement accurately reflects the prescribed text

• Presents an effective response using relevant, detailed textual knowledge

• Organises, develops and expresses ideas effectively using language appropriate to audience, purpose and

form

17 – 20

• Evaluates competently the extent to which the statement accurately reflects the prescribed text

• Presents a competent response using relevant textual knowledge

• Organises, develops and expresses ideas competently using language appropriate to audience, purpose

and form

13 – 16

• Explains the extent to which the statement accurately reflects the prescribed text

• Presents a response using some textual knowledge

• Organises and expresses ideas adequately using language appropriate to audience, purpose and form

9 – 12

• Describes aspects of the text with some reference to the statement

• Presents a response using limited textual knowledge

• Attempts to organise a response in a limited way

5 – 8

• Attempts to describe aspects of the text

• Attempts to organise a response in an elementary way 1 – 4

Marking Criteria: Part Two: Discursive


• Effectively composes a discursive text that explores student’s development of understanding of

Language, Identity and Culture through the film, “The Castle.”

• Effectively crafts a range of language devices or stylistic features to create an engaging piece of writing

• Demonstrates effective control of language and structure appropriate to audience, purpose, context and

selected form

10 – 12

• Competently composes a discursive text that explores student’s development of understanding of

Language, Identity and Culture through the film, “The Castle.”

• Competently crafts a range of language devices or stylistic features to create an engaging piece of writing

• Demonstrates competent control of language and structure appropriate to audience, purpose, context and

selected form

7 – 9

• Composes a piece of writing that explores some aspect of understanding of Language, Identity and

Culture using some aspects of the film, “The Castle,”

• Uses some language devices or stylistic features to create a piece of writing.

• Demonstrates some control of language and structure appropriate to audience, purpose, context and

selected form

4 – 6

• Attempts to compose a piece of writing that has some relevance to the question.

• Demonstrates limited control of language

1 – 3

Marking Criteria: Part Two: Reflection


• Explains in a detailed and relevant manner how the study of the craft of writing has enabled the creation

of a piece of discursive writing

• Explains in a detailed and relevant manner how language has been used to create an engaging response in

part (a)

• Demonstrates effective control of language

7 – 8

• Explains how the study of the craft of writing has enabled the creation of a piece of discursive writing

• Explains how language has been used to create an engaging response in part (a)

• Demonstrates competent control of language

5 – 6

• Describes some aspects of the craft of writing

• Makes some reference to the piece of writing in part (a)

• Demonstrates some control of language

3 – 4

• Provides some relevant information about the piece of writing in part (a) and/or their study of the craft of

writing 1 – 2


English - Studies (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Texts and Human

Experiences

Digital Worlds: English and the

Web

Texts and Human

Experiences, Digital Worlds

and Playing the Game

All Modules


Visual Representation and Oral Task

Collection of classwork


Term 4 Week 10

Term 2 Week 3

Term 3 Week 2

Term 3 Week 5-6

ES12-2 ES12-3 ES12-6 ES12-9

ES12-10

ES12-1 ES12-3 ES12-5 ES12-6 ES12-7 ES12-9

ES12-10

ES12-1 ES12-2

ES12-4 ES12-6 ES12-10

ES12-1 to ES12-10


15 10 15 10 50

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

10 15 15 10 50

Total 25 25 30 20 100


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


COURSE Year 12 English Studies

TASK NUMBER 2. Visual Representation and Oral Task – English and the Web

TASK WEIGHT 25%

DATE OF NOTIFICATION Term 1, Week 9 - Monday 30th March, 2020

DUE DATE Term 2, Week 3 – Friday 15th May, 2020.

OUTCOMES ASSESSED

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 ES12-3 accesses, comprehends and uses information to communicate in a variety of ways 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 ES12-9 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

TASK DESCRIPTION

You have been asked to present a five-minute video (audio/visual) to student in Years 11 and 12 that delivers information about the best use of technology and highlights the importance of responsible digital citizenship. In your presentation you should address the following:

• Why do we use digital technology?

• What types of digital technology exist?

• What is our responsibility as citizens of the digital world?

• How do we trust information online?

• What is instant gratification and how much of a problem is it for people today?

• How do we effectively network online?

• Social media: explain the positives and negatives.

• How can users best protect themselves online?

You must create, record and present an audio-visual representation that covers all of these questions. Keep your audience in mind, therefore your presentation must be well-researched, interesting and professional.

TASK INSTRUCTIONS

To successfully complete the task, students will:

• Record and submit a five-minute audio/visual presentation – the audio and visual must play together and be submitted as one file to Google Classroom

• Submit a transcript of any speech/audio used in their presentation

• Use various sources (studied in class and own research) to back up points made


Students are to upload the following onto Google Classroom by 4:00pm on Friday May 15th:

• A transcript of their speech

• A presentation (audio and visual) The student is responsible for ensuring the presentation is uploaded to Google Classroom.


HSC ENGLISH STUDIES

Marking Criteria


• Presents an effective, informative and skilful oral and written response that critically examines issues relating to the digital world

• Creates a highly engaging visual representation using language (written and visual) consistent with audience, form and purpose

• Demonstrates coherent organisation, effective control of language and clarity of voice suitable for a presentation in the given context.

17 – 20

• Presents an informative and well-developed oral and written response that examines issues relating to the digital world

• Creates an engaging visual representation using language (written and visual) consistent with audience, form and purpose

• Demonstrates good organisation, effective control of language and clarity of voice suitable for a presentation in the given context.

13 - 16

• Presents a sound oral and written explanation of issues relating to the digital world

• Creates a sound visual representation using language (written and visual) consistent with audience, form and purpose

• Demonstrates sound organisation, control of language and clarity of voice suitable for a presentation in the given context.

9 - 12

• Presents a limited oral and written description of issues relating to the digital world

• Creates a limited visual representation using language (written and visual) consistent with audience, form and purpose

• Demonstrates limited organisation, control of language and clarity of voice suitable for a presentation in the given context.

5 – 8

• Does not present to required minimum time

• Creates an elementary visual representation

• Demonstrates poor organisation, control of language and clarity of voice suitable for a presentation in the given context

1 - 4

• Incomplete or non-serious attempt 0


COURSE Year 12 English Studies

TASK NUMBER 3 – Collection of classwork

TASK WEIGHT 30%

DATE OF NOTIFICATION Term 1, Week 9 - Monday 31th March, 2020

DUE DATE Term 3, Week 2 – Friday 31st July 2020.

OUTCOMES ASSESSED

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 A student 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 ES12-4 composes proficient texts in different forms ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner

TASK DESCRIPTION

Portfolio of Work

Students will be required to publish and submit three major pieces of work that reflect the main components

of the Modules taught during the Year 12 English Studies course. The work is to be accompanied by a

reflection.

Students are required to hand in the original piece of work, along with the improved and polished version. There must be clear evidence that the task has been significantly improved. Students must apply the written feedback and publish the task.

Tasks to re-submit include:

• Texts and Human Experiences – Student to choose One Analytical task from the study of Kenneth Slessor’s poetry booklet or the essay.

• English and the Web – Interview report about life before the internet and an information report – minimum of five questions for the interview task required.

• Playing the Game – Persuasive speech from the perspective of a coach motivating a team. Minimum of 500 words.

Reflection:

350 words - Students are to write a reflection about what they have learned in English Studies and how the course has provided insight into the “real” world. Students are to consider what they found challenging and what they enjoyed about the course. Students are to also reflect on how their communication skills have developed.

TASK INSTRUCTIONS

To successfully complete the task, students will:

• Select three sustained pieces of writing and publish these to ensure they communicate effectively to their intended audience. Students must also submit a reflection about what they have learned throughout the course by addressing the dot points in the Task Description


Students are to email the Portfolio to [email protected] by 4pm on Friday 31st July.



HSC ENGLISH STUDIES

Marking Criteria


• Communicates in a skilful manner in a range of text forms, encompassing analytical,

informative, persuasive and creative texts, submitting three drafts and three published

pieces of work

• Skilfully applies feedback to publish sophisticated texts to a high standard

• Composes highly engaging texts using language appropriate to audience, purpose and

form

17 – 20

• Communicates in an effective manner in a range of text forms, encompassing analytical,

informative, persuasive and creative texts, submitting three drafts and three published

pieces of work

• Applies feedback to publish texts to publish texts to an effective standard.

• Composes effective texts using language appropriate to audience, purpose and form

13 - 16

• Communicates in a sound manner in a range of texts, encompassing analytical,

informative, persuasive and creative texts.

• Applies feedback to publish texts to a sound standard.

• Composes texts using adequate language appropriate to audience, purpose and form

9 -12

• Attempts to communicate in a range of texts, which may include analytical, informative,

persuasive and/or creative texts

• Attempts to apply feedback to at least two texts

• Composes texts using some understanding of language appropriate to audience, purpose

and form.

5 - 8

• Demonstrates limited communication skills in written texts

• Limited choice of language

1 -4


HSIE - Ancient History (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Core - Cities of Vesuvius

Ancient Societies - Fall of the

Roman Republic 78

– 31BC

Personalities in their times - Julius Caesar

All Topics

Source based

research

Historical Analysis -

Essay

Research - Annotated Timeline


Term 4 Week 9

Term 2 Week 1

Term 2 Week 8

Term 3 Week 5-6

AH12-6 AH12-7 AH12-8

AH12-1 AH12-4 AH12-6 AH12-7 AH12-9

AH12-1 AH12-3 AH12-5

All outcomes


5 10 10 15 40

Historical skills in the analysis and evaluation of sources and interpretations

5 5 5 5 20

Historical inquiry and research 10 5 5 20

Communication of historical understanding in appropriate forms

5 5 10 20

Total 25 25 20 30 100


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, groups and ideas 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, ideas, movements, events and developments of the ancient world

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


COURSE Ancient History Year 12

TASK NUMBER 2: Fall of the Roman Republic

TASK WEIGHT 25 %

DATE OF NOTIFICATION Monday 30th March, 2020

DUE DATE This task was originally due in Term 1. NEW DUE DATE: 28th April, 2020. (Term 2, Week 1)

OUTCOMES ASSESSED

AH12.1 accounts for the nature of continuity and change in the ancient world AH12.7 discusses and evaluates differing interpretations and representations of the past AH12.4 analyses the different perspectives of individuals and groups in their historical context AH12.9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms AH12.6 analyses and interprets different types of sources for evidence to support an historical account or argument

TASK DESCRIPTION

Historical analysis essay – Fall of the Roman Republic

TASK INSTRUCTIONS

You are to research and prepare a 1200-1500 word historical analysis in the form of an essay which addresses the following question:

“Explain the reasons for the fall of the Roman Republic”. In your answer refer to sources, including the following:

Source 1 Plutarch “Then by means of Trebonius, a tribune, they introduced laws which, according to the agreement , continued Caesar’s provinces for a second term of five years, gave Crassus Syria and the expedition against the Parthians, and to Pompey himself the whole of Africa, both Spains, and four legions;…”

Source 2 Cicero in a letter to Lentulus Spinther in 54BC, writing about Pompey. “I had rejoiced in his success, and as Praetor and Consul came forward to promote it. On his side he had individually helped me with his influence and voice in the Senate”


This will be submitted to Mr Rees via email or hard copy to the school no later than 4pm on the due date. Email: [email protected]


HSC ANCIENT HISTORY

Marking Criteria

CRITERIA MARKS • Provides accurate and detailed information about the evidence and what it reveals in

relation to the question

• Integrates evidence from the source provided and other sources

• Provides a well-structured response

• Uses historical terms and concepts appropriately

21 - 25

• Provides relevant information about the evidence and what it reveals in relation to the question

• Uses evidence from the source provided and other sources

• Provides a structured response

• Uses historical terms and concepts appropriately

15 - 20

• Provides some information about the evidence and/or what it reveals in relation to the question

• Refers to the source provided and may make some reference to other sources

• Provides a response using some historical terms and concepts appropriately

10 -14

• Provides limited information relevant to the question

• May refer to the source provided

• Limited use of historical terms and concepts

5 - 9

• Makes general statements in relation to the question

• May use historical terms and concepts 1 -4


HSIE - Business Studies (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Operations Marketing Human

Resources All Topics

Research Task

Extended Response

Case Study Formal Exam

(Trial HSC)

Term 4 Week 9

Term 2 Week 2

Term 2 Week 10

Term 3 Week 5-6

H1, H2, H4, H5, H9

H3, H5, H7, H9

H5, H7, H8, H9

H1 to H10


5 10 10 15 40

Stimulus based skills 5 10 5 20

Inquiry and research 10 10 20

Communication of business information, ideas and issues in appropriate forms

5 5 10 20

Total 15 30 25 30 100

HSC outcomes – The student:

H1 critically analyses the role of business in Australia and globally

H2 evaluates management strategies in response to changes in internal and external influences

H3 discusses the social and ethical responsibilities of management

H4 analyses business functions and processes in large and global businesses

H5 explains management strategies and their impact on businesses

H6 evaluates the effectiveness of management in the performance of businesses

H7 plans and conducts investigations into contemporary business issues

H8 organises and evaluates information for actual and hypothetical business situations

H9 communicates business information, issues and concepts in appropriate formats

H10 applies mathematical concepts appropriately in business situations


COURSE Year 12 Business Studies

TASK NUMBER 2

TASK WEIGHT 30%

DATE OF NOTIFICATION Monday 30th March 2020

DUE DATE This task was originally due in Term 1. NEW DUE DATE: Wednesday 6th May, 2020. (Term 2, Week 2)

OUTCOMES ASSESSED

H3 – discusses the social and ethical responsibilities of management H5 – explains management strategies and their impact on businesses

H7 – plans and conducts investigations into contemporary business issues

H9 - communicates business information, issues and concepts in appropriate formats

TASK DESCRIPTION

You are required to complete the following extended response question at home. (This task is now to be done as a research based question, NOT and exam question)

Referring to the stimulus and at least 2 other business, explain how an understanding of the influences on marketing contribute to business success. In your answer you will be assessed on how well you: ■ demonstrate knowledge and understanding relevant to the question ■ apply relevant business case studies and contemporary business issues and uses the stimulus provided ■ communicate using relevant business terminology and concepts ■ present a sustained, logical and cohesive response “The expected length of response will be around six pages of an examination writing booklet (approximately 800 words)” Board of Studies, Assessment and Reporting in Business Studies Stage 6.

TASK INSTRUCTIONS

• You will answer the extended response question above


This will be submitted to Mrs Neilson via email or hard copy to the school no later than 4pm on the due date. Email: [email protected]

Jerseys-R-Us is a manufacturer of football jerseys that supplies to a range of schools and sports teams.

Management is concerned about negative comments in the media about some legal and ethical

aspects of its marketing.


HSC BUSINESS STUDIES Marking Criteria

Criteria Marks

• Clearly explains how an understanding of the influences on marketing contribute to business success. • Applies relevant case studies and contemporary business issues and uses the stimulus provided • Presents a sustained, logical and cohesive response and communicates clearly using relevant business terminology and concepts

17–20

• Explains how an understanding of the influences on marketing contribute to business success. • Uses relevant case studies and contemporary business issues and uses the stimulus provided • Presents a logical and cohesive response using relevant business terminology and concepts

13–16

• Provides characteristics and features of marketing influences. • Makes reference to case study/studies and/or contemporary business issues and/or stimulus provided • Communicates using relevant business terminology and concepts

9–12

• Sketches marketing influences in general terms • May make reference to case study/studies and/or contemporary business issues and/or stimulus provided • Communicates using some business terminology and concepts

5–8

• Makes limited reference to Marketing • May identify a case study/studies • Uses basic business terminology

1-4


HSIE - Geography (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Ecosystems at Risk

Geographic Skills

Urban Places All topics

Research Extended

Response + Fieldwork

Skills Test

In class Extended

Response + Fieldwork


Term 4 Week 9

Term 2 Week 4

Term 3 Week 1

Term 3 Week 5-6

Fieldwork: Stockton

Sand Dunes (Compulsory)

Term 4, Week 8

Fieldwork: Newcastle

Urban (Compulsory)

Term 2, Week 8

H2, H8, H9, H10, H13

H10, H11, H3, H5, H9, H10, H11, H12, H13

H1, H4, H6, H7, H12, H13


10 10 10 10 40

Geographical tools and skills 5 5 10 20

Geographical inquiry and research, including fieldwork

10 5 5 20

Communication of geographical information, ideas and issues in appropriate forms

5 5 10 20

Total 25 20 25 30 100

HSC Course Outcomes – The student:

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

H2 explains the factors which place ecosystems at risk and the reasons for their protection

H3 analyses contemporary urban dynamics and applies them in specific contexts

H4 analyses the changing spatial and ecological dimensions of an economic activity

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change

H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world

H8 plans geographical inquiries to analyse and synthesise information from a variety of sources

H9 evaluates geographical information and sources for usefulness, validity and reliability

H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples

H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms


COURSE Year 12 Geography 2020

TASK NUMBER Assessment Task 2

TASK WEIGHT 20%


DUE DATE This task was originally due in Term 1. NEW DUE DATE: Tuesday 19th May, 2020. (Term 2, Week 4)

OUTCOMES ASSESSED

• H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

• H11 applies mathematical ideas and techniques to analyse geographical data

TASK DESCRIPTION

For this task you will undertake an online skills test using a stimulus booklet that is posted to students prior to the task. The task will consist of: 30 x multiple choice 30 Marks 2 x short response 20 Marks Total: 50 Marks The skills to be assessed in the short response:

• Fieldwork methods • Flow diagrams

TASK INSTRUCTIONS

Questions will be based on a stimulus booklet and other stimulus material as well as your own knowledge on the Ecosystems at Risk Unit, geographic skills and fieldwork activities undertaken. You will be required to login to Google Classroom and access the test via Google Forms. A practice test will be available from Week 2, it strongly advised that you access this prior to the test to ensure you understand how to use the platform correctly. (If for some reason you ae unable to do this online, please send Mr Christensen an email to let him know that you will need a hard copy). You are allowed to use in the test:

• Board approved calculator • Ruler • Protractor • String • Coloured pencils • Magnifying glass


This will be submitted to Mr Christensen Google Forms (or hard copy to the school if requested) no later than 4pm on the due date.

Email: [email protected]


HSIE - Legal Studies (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Human Rights

Crime Contemporary

Issue All topics

ICT submission

Essay Research Formal Exam

(Trial HSC)

Term 4 Week 10

Term 2 Week 2

Term 2 Week 10

Term 3 Week 5-6

H3, H4, H5, H6, H7, H8,

H9, H10

H1, H2, H3, H4, H5, H6,

H7, H9

H3, H4, H5, H6, H7, H8, H9,

H10

H1 to H10


10 10 10 20 40

Analysis and Evaluation 10 10 20

Inquiry and research 10 10 20

Communication of Legal information, issues and ideas in appropriate forms

10 10 20

Total 20 30 20 30 100

HSC course outcomes – A student:

H1 identifies and applies legal concepts and terminology

H2 describes and explains key features of and the relationship between Australian and international law

H3 analyses the operation of domestic and international legal systems

H4 evaluates the effectiveness of the legal system in addressing issues

H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

H6 assesses the nature of the interrelationship between the legal system and society

H7 evaluates the effectiveness of the law in achieving justice

H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents

H9 communicates legal information using well-structured and logical arguments

H10 analyses differing perspectives and interpretations of legal information and issues.


COURSE Legal Studies - HSC

TASK NUMBER TASK 2 – Crime Essay

TASK WEIGHT 30%


DUE DATE NEW DUE DATE: Friday 8th May, 2020. (Term 2, Week 2)

OUTCOMES ASSESSED

H1 – Identifies and applies legal concepts and terminology H2- describes and explains features of the relationship between Australian and International Law H3 – Analyses the operation and international legal system H4 – evaluates the effectiveness of the legal system in addressing issues H5 – explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change H6 – assess the nature of the relationship between the legal system and society H7 – evaluates the law in achieving justice H9 – communicates legal information using well- structured and logical argument

TASK DESCRIPTION

Essay to be prepared at home and submitted via email.

TASK INSTRUCTIONS

THE TASK Students are required to write a response of approx. 600 words for each of the following questions:

Question 1

To what extent has criminal law reform been effective in achieving justice?

Question 2

To what extent do criminal processes and institutions address the issues of compliance and non –

compliance?

Question 3

To what extent does the criminal justice system resolve the tensions between the community interests

and the rights of victims and offenders? Include in a discussion on the criminal trial process

Responses will be emailed to Mrs Middlebrook by 4pm on the Due Date.


This will be submitted to Mrs Middlebrook via email or hard copy to the school no later than 4pm on the due date. Email: [email protected]


HSC LEGAL STUDIES Marking Criteria: Question 1

Criteria Marks

• Demonstrates an extensive understanding of how law reform has been effective for achieving justice

• Makes an informed judgement of the extent to which law reform is necessary to achieve justice

• Integrates relevant examples such as legislation, cases, media, international instruments and documents

• Presents a sustained, logical and cohesive answer to the question using relevant legal terminology and concepts

13-15

• Demonstrates a substantial understanding of how law reform has been effective for achieving justice

• Makes a judgement (explicitly or implicitly) of the extent to which law reform is necessary to achieve justice

• Uses relevant examples such as legislation, cases, media, international instruments and documents

• Presents a logical and cohesive answer to the question using relevant legal terminology and concepts

10-12

• Demonstrates an understanding of how law reform has been effective for achieving justice

• Attempts to make a judgement of the extent to which law reform is necessary to achieve justice

• Makes some reference relevant examples such as legislation, cases, media, international instruments and documents

• Presents a structured answer to the question using relevant legal terminology and concepts

7-9

• Demonstrates limited knowledge of how law reform has been effective for achieving justice

• Makes general statements of how law reform is necessary to achieve justice

• Makes limited reference to examples such as legislation, cases, media, international instruments and documents

• Uses some relevant legal terminology

4-6

• Writes in general terms about crime and law reform

• May include reference to legislation, cases, media, international instruments and documents

• Uses legal terminology

1-3

Marking Criteria: Question 2

Criteria Marks

• Demonstrates an extensive knowledge of criminal processes and institutions

• Makes an informed judgement using criteria about the extent to which criminal processes and institutions address issues of compliance and non-compliance



13-15

• Demonstrates a substantial understanding knowledge of criminal processes and institutions

• Makes a judgement (explicitly or implicitly) about the extent to which criminal processes and institutions address issues of compliance and non-compliance



10-12

• Demonstrates some knowledge of criminal process and institutions

• Attempts to make a judgement of the extent to which criminal processes and institutions address issues of compliance and non-compliance



7-9


• Demonstrates limited knowledge of criminal processes and institutions

• Makes general statements about compliance and non- compliance



4-6

• Writes in general terms about criminal processes and institutions



1-3

Marking Criteria: Question 3

Criteria Marks

• Clearly demonstrates an extensive understanding of the legal issues relevant to the criminal justice process including the criminal trial process

• Makes an informed judgement about the effectiveness in resolving the tensions between community interests and the rights of victims and offenders



13-15

• Demonstrates a substantial understanding of the legal issues relevant to the criminal justice process including the criminal trial process

• Makes a judgement about the effectiveness in resolving the tensions between community interests and the rights of victims and offenders



10-12

• Demonstrates some knowledge of the legal issues relevant to the criminal justice process including the criminal trial process

• Attempts to make a judgement about the effectiveness in resolving the tensions between community interests and the rights of victims and offenders



7-9

• Demonstrates limited knowledge the legal issues relevant to the criminal justice process



4-6

• Writes in general terms about the criminal justice process



1-3


HSIE - Modern History (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Power & Authority in the Modern World 1919-

1946

National Studies – Japan

Peace & Conflict – Conflict in

Europe 1935-1945

All Topics

Source Analysis

Historical Analysis - Essay

Research and Presentation

Formal Exam

(Trial HSC)

Term 4 Week 9

Term 2 Week 2

Term 2 Week 8

Term 3 Week 5-6

MH12-2 MH12-5 MH12-6

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

MH12-1 MH12-3 MH12-4 MH12-6 MH12-7 MH12-9

MH12-3 MH12-4 MH12-5 MH12-7 MH12-9


5 5 15 15 40

Historical skills in the analysis and evaluation of sources and interpretations

10 5 5 20

Historical inquiry and research

5 10 5 20

Communication of historical understanding in appropriate forms

10 10 20

Total 20 20 30 30 100

HSC course outcomes – A student:

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

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


COURSE Stage 6 Modern History (HSC)

TASK NUMBER 2

TASK WEIGHT 20%


DUE DATE NEW DUE DATE: Monday 4th May, 2020. (Term 2, Week 2)

OUTCOMES ASSESSED

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 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.

TASK DESCRIPTION

You are to research and prepare a 1200-1500 word historical analysis which addresses the following question: Evaluate the role and significance of individuals, groups and political parties in the decline of democracy and

rise of militarism in Japan during the 1920s and 1930s. You will be assessed on how well you:

• Demonstrate historical knowledge and understanding relevant to the question, making a clear judgement.

• Identify, research and incorporate historical knowledge to support your argument.

• Communicate ideas and information using historical terms and concepts appropriately.

• Present a sustained, logical and cohesive response.

TASK INSTRUCTIONS

This task is to be completed outside of regular face-to-face lessons. You are to submit your historical analysis as a typed word document (hard copy) that follows a formal essay structure, and demonstrates thorough research. Your research must be undertaken from a wide variety of sources to construct an essay of between 1200 and 1500 words. You will need to refer to a range of primary and secondary sources in your historical analysis. You MUST include a bibliography of all relevant sources and a plan of your research. You may submit ONE draft to your teacher for general feedback. (3 things you did well, 3 things to improve)


This will be submitted to Mrs Judd via email no later than 4pm on the due date. Email: [email protected]


HSC MODERN HISTORY Marking Criteria

Criteria Marks

• Presents a sustained, logical and cohesive response using appropriate historical terms and concepts.

• Presents a comprehensive and reasoned judgement about the role and significance of individuals, groups and political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s

• Demonstrates extensive and accurate historical knowledge and understanding relevant to the question

• Supports the response with relevant evidence and interpretation

• Provides an extensive bibliography

21-25

• Provides detailed, relevant and accurate historical knowledge and uses appropriate historical terms and concepts

• Presents a reasoned judgement about the role and significance of individuals, groups and political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s

• Demonstrates well-developed historical knowledge and understanding relevant to the question

• Supports the response with relevant evidence and/or interpretation

• Provides a thorough bibliography

16-20

• Provides adequate, relevant and accurate historical knowledge incorporating some historical terms and concepts

• Presents a judgement about role and significance of individuals, groups and/or political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s

• Demonstrates sound historical knowledge and understanding

• Supports the response with evidence and/or interpretation

• Provides a sound bibliography

11-15

• Presents a cohesive response using some appropriate historical terms and concepts

• Demonstrates some knowledge and/or understanding of the role and significance of individuals, groups and/or political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s

• May support the response with evidence and/or interpretation

• Provides limited bibliography

6-10

• Communicates using some historical terms and/or concepts

• Attempts to produce a descriptive response which may be of little relevance to the role of individuals, groups and/or political parties in Japan during the 1920s and 1930s

• May be brief and/or disjointed

• No bibliography provided.

1-5


Maths - Extension 1 (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Proof, Vectors

Statistics, Trigonometric

Functions Calculus

Vectors, Recall of all

topics

Limited Scope Test

Assignment Limited Scope

Test Formal Exam

(Trial HSC)

Term 4 Week 10

Term 2 Week 3

Term 2 Week 10

Term 3 Week 5-6

ME12-1 ME12-2 ME12-6 ME12-7

ME12-3 ME12-5 ME12-6 ME12-7

ME12-1 ME12-4 ME12-6 ME12-7

All

Understanding, fluency and

communication 12 11 12 15 50

Problem solving, reasoning and

justification

12 11 12 15 50

Total 24 22 24 30 100


ME12-1 applies techniques involving proof or calculus to model and solve problems

ME12-2 applies concepts and techniques involving vectors and projectiles to solve problems

ME12-3 applies advanced concepts and techniques in simplifying expressions involving compound angles and solving trigonometric equations

ME12-4 uses calculus in the solution of applied problems, including differential equations and volumes of solids of revolution

ME12-5 applies appropriate statistical processes to present, analyse and interpret data

ME12-6 chooses and uses appropriate technology to solve problems in a range of contexts

ME12-7 evaluates and justifies conclusions, communicating a position clearly in appropriate mathematical forms


COURSE Mathematics Extension 1

TASK NUMBER 2

TASK WEIGHT 22%

DATE OF NOTIFICATION 30-3-2020

DUE DATE 13-5-2020

OUTCOMES ASSESSED

ME12-1 applies techniques involving proof or calculus to model and solve problems

ME12-2 applies concepts and techniques involving vectors and projectiles to solve

problems

ME12-3 applies advanced concepts and techniques in simplifying expressions

involving compound angles and solving trigonometric equations

ME12-4 uses calculus in the solution of applied problems, including differential

equations and volumes of solids of revolution

ME12-5 applies appropriate statistical processes to present, analyse and interpret

data

ME12-6 chooses and uses appropriate technology to solve problems in a range of

contexts

ME12-7 evaluates and justifies conclusions, communicating a position clearly in

appropriate mathematical forms

TASK DESCRIPTION

This task was originally due in Term 1, Week 11. It is the same task “Assignment on Statistics and Trigonometic

Functions” but now has a new date of completion.

TASK INSTRUCTIONS

1. Approved calculators may be used

2. Show all necessary working

3. Complete all the questions of the assignment.


A DIGITAL copy (e-mailed to class teacher) or HARD COPY to be handed in by Wednesday 13th May 2020 no later than 4pm.


Maths - Standard 1 (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Budgeting and Household

Expenses, Scale Drawings,

Investment

Depreciation and Loans, Right Angled Triangles

Simultaneous Equations, Statistical

Investigation Process,

Bivariate Data Analysis,

Networks and Paths

Rates, Recall of all topics

Limited Scope Test


Test Formal Exam

(Trial HSC)

Term 4 Week 10

Term 1 Week 8

Term 2 Week 10

Term 3 Week 5-6

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

MS1-12-3, MS1-12-4, MS1-12-5,

MS1-12-9, MS1-12-10

MS1-12-1, MS1-12-2, MS1-12-6, MS1-12-7, MS1-

12-8, MS1-12-9, MS1-

12-10

All




justification 13 8 17 12 50

Total 26 16 34 24 100


MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS1-12-2 analyses representations of data in order to make predictions and draw conclusions

MS1-12-3 interprets the results of measurements and calculations and makes judgements about their reasonableness

MS1-12-4 analyses simple two-dimensional and three-dimensional models to solve practical problems

MS1-12-5 makes informed decisions about financial situations likely to be encountered post-school

MS1-12-6 represents the relationships between changing quantities in algebraic and graphical forms

MS1-12-7 solves problems requiring statistical processes

MS1-12-8 applies network techniques to solve network problems

MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use

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


Maths – Standard 2 (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Budgeting and Household Expenses, Rates and

Ratio, Introduction of

Networks

Non-Right-Angled

Trigonometry, Investments, Depreciation and Loans,

Simultaneous Linear

Equations, Critical Path

Analysis, Annuities, Non-Linear

Relationships

The Normal Distribution,

Bivariate Data Analysis, Recall

of all topics

Limited Scope Test


Test Formal Exam

(Trial HSC)

Term 4 Week 10

Term 2 Week 1

Term 2 Week 10

Term 3 Week 5-6

MS11-2 MS11-5 MS11-6 MS11-9

MS11-10 MS2-12-3 MS2-12-4 MS2-12-8 MS2-12-9

MS2-12-10

MS2-12-3 MS2-12-4 MS2-12-5 MS2-12-9

MS2-12-10

MS2-12-1 MS2-12-2 MS2-12-5 MS2-12-6 MS2-12-7 MS2-12-9

MS2-12-10

All

Understanding, fluency and communication

13 8 16 13 50

Problem solving, reasoning and justification

12 8 17 13 50

Total 25 16 33 26 100


MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS2-12-2 analyses representations of data in order to make inferences, predictions and draw conclusions

MS2-12-3

interprets the results of measurements and calculations and makes judgements about their reasonableness, including the degree of accuracy and the conversion of units where appropriate

MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical problems

MS2-12-5 makes informed decisions about financial situations, including annuities and loan repayments

MS2-12-6 solves problems by representing the relationships between changing quantities in algebraic and graphical forms

MS2-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the correlation of bivariate data

MS2-12-8 solves problems using networks to model decision-making in practical problems

MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use

MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response


COURSE Mathematics Standard 2

TASK NUMBER 2

TASK WEIGHT 16%

DATE OF NOTIFICATION 30.3.2020

DUE DATE 29.4.2020

OUTCOMES ASSESSED

MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and

construct arguments in a range of familiar and unfamiliar contexts

MS2-12-2 analyses representations of data in order to make inferences, predictions and draw

conclusions

MS2-12-3 interprets the results of measurements and calculations and makes judgements

about their reasonableness, including the degree of accuracy and the conversion

of units where appropriate

MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical

problems

MS2-12-5 makes informed decisions about financial situations, including annuities and loan

repayments

MS2-12-6 solves problems by representing the relationships between changing quantities in

algebraic and graphical forms

MS2-12-7 solves problems requiring statistical processes, including the use of the normal

distribution and the correlation of bivariate data

MS2-12-8 solves problems using networks to model decision-making in practical problems MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and

applies critical thinking to recognise appropriate times and methods for such use

MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions,

communicating a position clearly to others and justifying a response

TASK DESCRIPTION

This task was originally due in Term 1, Week 11. It is the same task “Assignment on Financial Mathematics and

Non-right-angled Trigonometry” but now has a new date of completion

TASK INSTRUCTIONS



3. Complete the assignment as per instruction on the task.


A DIGITAL copy (e-mailed to class teacher) or HARD COPY to be handed in by Wednesday 29th April 2020 no later than 4pm.


Mathematics - Advanced (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Financial Mathematics,

Functions/ Trigonometric

Functions, Calculus

Calculus (Derivatives

and Integration)

Calculus, Financial

Mathematics, Statistical Analysis

Statistical Analysis,

Recall of all topics

Limited Scope Test

Limited Scope Test

Assignment Formal Exam

(Trial HSC)

Term 4 Week 10

Term 2 Week 3

Term 2 Week 10

Term 3 Week 5-6

MA12-1 MA12-2 MA12-3 MA12-4 MA12-5 MA12-6 MA12-7 MA12-9

MA12-10

MA12-1 MA12-3 MA12-5 MA12-6 MA12-7 MA12-9

MA12-10

MA12-2 MA12-3 MA12-4 MA12-6 MA12-7 MA12-8 MA12-9

MA12-10

All




justification 13 13 12 12 50

Total 26 26 24 24 100


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

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

MA12-3 applies calculus techniques to model and solve problems

MA12-4 applies the concepts and techniques of arithmetic and geometric sequences and series in the solution of problems

MA12-5 applies the concepts and techniques of periodic functions in the solution of problems involving trigonometric graphs

MA12-6 applies appropriate differentiation methods to solve problems

MA12-7 applies the concepts and techniques of indefinite and definite integrals in the solution of problems

MA12-8 solves problems using appropriate statistical processes

MA12-9 chooses and uses appropriate technology effectively in a range of contexts, models and applies critical thinking to recognise appropriate times for such use

MA12-10 constructs arguments to prove and justify results and provides reasoning to support conclusions which are appropriate to the context


COURSE Mathematics Advanced

TASK NUMBER 2

TASK WEIGHT 26%

DATE OF NOTIFICATION 30-3-2020

DUE DATE 14-5-2020

OUTCOMES ASSESSED

MA12-1 uses detailed algebraic and graphical techniques to critically construct,

model and evaluate arguments in a range of familiar and unfamiliar

contexts

MA12-2 models and solves problems and makes informed decisions about financial

situations using mathematical reasoning and techniques

MA12-3 applies calculus techniques to model and solve problems

MA12-4 applies the concepts and techniques of arithmetic and geometric

sequences and series in the solution of problems

MA12-5 applies the concepts and techniques of periodic functions in the solution of

problems involving trigonometric graphs

MA12-6 applies appropriate differentiation methods to solve problems

MA12-7 applies the concepts and techniques of indefinite and definite integrals in

the solution of problems

MA12-8 solves problems using appropriate statistical processes

MA12-9 chooses and uses appropriate technology effectively in a range of contexts,

models and applies critical thinking to recognise appropriate times for such use

MA12-10 constructs arguments to prove and justify results and provides reasoning to

support conclusions which are appropriate to the context

TASK DESCRIPTION

This task was set for Week 11, Term 1 2020. It has now been moved to Thursday 14th May, 2020 (Term 2,

Thursday Week 3) and will still be a limited scope test on Calculus involving Derivatives and Integration.

TASK INSTRUCTIONS




PDHPE - CAFS (HSC) Assessment Schedule – 2019/2020 – version 2

Component


IRP Groups in Context

Parenting & Caring

Trial Exam

Independent Research Project

Research / Portfolio

Scenarios Formal Exam

(Trial HSC)

Term 4 Week 9

Term 2 Week 1

Term 2 Week 9

Term 3 Week 5-6

H4.1 H4.2

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

H1.1 H2.2 H3.2 H3.4

H1.1 to H6.2


5 10 5 20 40

Skills in critical thinking, research methodology, analysing and communicating

15 15 20 10 60

Total 20 25 25 30 100


H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

H2.1 analyses different approaches to parenting and caring relationships

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups

H3.2 evaluates networks available to individuals, groups and families within communities

H3.3 critically analyses the role of policy and community structures in supporting diversity

H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 develops strategies for managing multiple roles and demands of family, work and other environments

H6.1 analyses how the empowerment of women and men influences the way they function within society

H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments


COURSE Community and Family Studies (HSC)

TASK NUMBER 2: Groups in Context

TASK WEIGHT 25 %

DATE OF NOTIFICATION 31/3/2020 (Term 1, Week 10)

DUE DATE 30/4/2020 (Term 2, Week 1)

OUTCOMES ASSESSED

H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.3 critically analyses the role of policy and community structures in supporting diversity H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

TASK DESCRIPTION

Students demonstrate understanding of issues relating to Aboriginal and Torres Strait Islander (ATSI) people.

TASK INSTRUCTIONS

Students are to address each of the following part in relation to Aboriginal and Torres Strait Islander (ATSI) people.

1. Examine one government policy/legislation (not covered in class) and evaluate its role in ensuring equity of ATSI people. [5 marks] (1 page)

2. Explore one example of what ATSI people have done (as a group) to try to improve community attitudes (not covered in class), and assess the impact this has had on the wellbeing of the group. [5 marks] (1 page)

3. Outline how one community organisation (not covered in class) advocates for ATSI people and describe the positive influence it can have on community attitudes. [5 marks] (1 page)


Students are to submit the task via email, by 4pm on Thursday the 30th April 2020 (Term 2 Week 1). Tasks should be emailed to: [email protected]


HSC COMMUNITY AND FAMILY STUDIES Marking Criteria

1. Examine one government policy/legislation (not covered in class) and evaluate its role in ensuring equity of ATSI

people. [5 marks] (1 page)

Mark Description

5 ✓ Outstanding, detailed, clear examination of one government policy or legislation (not covered in class)

✓ Excellent detailed evaluation of the role the policy/legislation has had in ensuring equity of ATSI people

3 – 4 ✓ Fair-Good examination of one government policy or legislation (not covered in class) ✓ Good evaluation of the role the policy/legislation has had in ensuring equity of ATSI

people

1 – 2 ✓ Basic examination of one government policy or legislation (not covered in class) ✓ Basic evaluation of the role the policy/legislation has had in ensuring the equity of

ATSI people

0 ✓ Did not attempt this section OR No relevant/correct information

2. Explore one example of what ATSI people have done (as a group) to try to improve community attitudes (not covered in

class), and assess the impact this has had on the wellbeing of the group. [5 marks] (1 page)

Mark Description

5 ✓ Correct identification and an excellent exploration of one example of what ATSI people have done to try to improve community attitude (not covered in class)

✓ Excellent assessment of the impact this has on wellbeing of the group.

3 – 4 ✓ Correct identification and a fair-good exploration of one example of what ATSI people have done to try to improve community attitude (not covered in class)

✓ Fair-good assessment of the impact this has on wellbeing of the group.

1 – 2 ✓ Identification and some exploration of one example of what ATSI people have done to try to improve community attitude (not covered in class)

✓ Basic assessment of the impact this has on wellbeing of the group.


3. Outline how one community organisation (not covered in class) advocates for ATSI people and describe the positive

influence it can have on community attitudes. [5 marks] (1 page)

Mark Description

5 ✓ Excellent outline of how one community organisation (not covered in class) advocated for ATSI people

✓ Excellent description of the positive influence it can have on community attitudes

3 – 4 ✓ Fair-good outline of how one community organisation (not covered in class) advocated for ATSI people

✓ Fair-good description of the positive influence it can have on community attitudes

1 – 2 ✓ An outline of how one community organisation (not covered in class) advocated for ATSI people

✓ Basic description of the positive influence it can have on community attitudes



PDHPE - PDHPE (HSC) Assessment Schedule – 2019/ 2020 – version 2

Component


Health Priorities

in Australia

Factors Affectin

g Performance

Health of Young People

All Topics

Research & Analysis Evaluation Report

Formal Exam

(Trial HSC)

Term 4 Week 8

Term 1 Week 6

Term 2 Week 7

Term 3 Week 5-6

H1, H2, H3, H4, H14, H15, H16

H7, H8, H16, H17

H2, H15 All


10 10 5 15 40

Skills in critical thinking, research, analysis and communicating 20 15 15 10 60

Total 30 25 20 25 100

HSC Course Outcomes – A student:

H1 describes the nature and justifies the choice of Australia’s health priorities

H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk

H3 analyses the determinants of health and health inequities

H4 argues the case for health promotion based on the Ottawa Charter

H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1)

H7 explains the relationship between physiology and movement potential

H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity

H9 explains how movement skill is acquired and appraised

H10 designs and implements training plans to improve performance

H11 designs psychological strategies and nutritional plans in response to individual performance needs

H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)

H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)

H14 argues the benefits of health-promoting actions and choices that promote social justice

H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all

H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts

H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation


Please note: highlighted outcomes are applicable to the topics we study HSC Outcomes - A student:

1.1 applies the rules and conventions that relate to participation in a range of physical activities

1.2 explains the relationship between physical activity, fitness and healthy lifestyle

1.3 demonstrates ways to enhance safety in physical activity

1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia

1.5 critically analyses the factors affecting lifestyle balance and their impact on health status

1.6 describes administrative procedures that support successful performance outcomes

2.1 explains the principles of skill development and training

2.2 analyses the fitness requirements of specific activities

2.3 selects and participates in physical activities that meet individual needs, interests and abilities

2.4 describes how societal influences impact on the nature of sport in Australia

2.5 describes the relationship between anatomy, physiology and performance

3.1 selects appropriate strategies and tactics for success in a range of movement contexts

3.2 designs programs that respond to performance needs

3.3 measures and evaluates physical performance capacity

3.4 composes, performs and appraises movement

3.5 analyses personal health practices

3.6 assesses and responds appropriately to emergency care situations

3.7 analyses the impact of professionalism in sport

4.1 plans strategies to achieve performance goal

4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context

4.3 makes strategic plans to overcome the barriers to personal and community health

4.4 demonstrates competence and confidence in movement contexts

4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity

PDHPE - SLR 2-unit (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Aquatics

Social Perspective of

Games & Sport

Resistance Training

Games & Sports

Application II

In class practical, Bronze module

Research

Program Design

Video Analysis

Term 4 Weeks 1- 9

Term 1 Week 6

Term 2 Week 5

Term 3 Week 2

1.3, 3.1, 3.6, 4.4, 4.5

1.4, 2.4, 3.7, 4.5

2.1, 2.2, 2.5, 3.2

1.1, 1.3, 3.1, 4.1

Knowledge and understanding 10 15 15 10 50

Skills 15 10 10 15 50

Total 25 25 25 25 100


Science - Biology (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Heredity Genetic Change Infectious

Disease All Modules

Modelling task Depth study Practical task Formal Exam

(Trial HSC)

Term 4 Week 8

Term 2 Week 1

Term 2 Week 7

Term 3 Week 5-6

BIO 12-3 BIO 12-4 BIO 12-6 BIO 12-7

BIO 12-12

BIO 12-1 BIO 12-2 BIO 12-3 BIO 12-4 BIO 12-5 BIO 12-6 BIO 12-7

BIO 12-13

BIO 12-1 BIO 12-2 BIO 12-3 BIO 12-4 BIO 12-5 BIO 12-7

BIO 12-14

BIO 12-1 BIO 12-2 BIO 12-3 BIO 12-4 BIO 12-5 BIO 12-6 BIO 12-7

BIO 12-12 BIO 12-13 BIO 12-14 BIO 12-15

Skills in Working Scientifically

15 20 15 10 60


5 10 5 20 40

Total 20 30 20 30 100


BIO12-1 develops and evaluates questions and hypotheses for scientific investigation

BIO12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

BIO12-3 conducts investigations to collect valid and reliable primary and secondary data and information

BIO 12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

BIO12-5 analyses and evaluates primary and secondary data and information

BIO12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

BIO12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

BIO12-12 explains the structures of DNA and analyses the mechanisms of inheritance and how processes of reproduction ensure continuity of species

BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change

BIO12-14 analyses infectious disease in terms of cause, transmission, management and the organism’s response, including the human immune system

BIO12-15 explains non-infectious disease and disorders and a range of technologies and methods used to assist, control, prevent and treat non-infectious disease


COURSE H.S.C. Biology

TASK NUMBER 2

TASK WEIGHT 30%


DUE DATE 01/05/2020 (Term 2, Week 1)

OUTCOMES ASSESSED

• BIO12-1 develops and evaluates questions and hypotheses for scientific investigation

• BIO12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

• BIO12-3 conducts investigations to collect valid and reliable primary and secondary data and information

• BIO 12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

• BIO12-5 analyses and evaluates primary and secondary data and information

• BIO12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

• BIO12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

• BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change

TASK DESCRIPTION

Students will devise a bioethical question and will design and carry out a secondary source investigation to collect appropriate information to form an opinion about the answer to their question. Students will record their progress in a log book and present information in a podcast. Both the log book and podcast will be submitted for marking. A detailed marking rubric and some suggestions of topics and questions will be provided with this notification.

TASK INSTRUCTIONS

• Choose a biotechnology that interests you to study e.g. cloning.

• Develop a question around the ethical use of this technology e.g. Should humans be allowed to clone themselves for the purpose of organ harvesting?

• Research your chosen topic to make an informed opinion about the societal impacts and the ethics surrounding the topic.

• Complete all planning and data collection in a log book.

• Prepare a podcast about your chosen topic. In your podcast you need to include: o Your bioethical question o An introduction to the topic o An analysis of the societal implications (good and bad) o A statement about your opinion o An explanation of the ethical beliefs that led to your opinion

• Submit your log book, podcast and a complete reference list in APA format, with an evaluation of the resources used.


Final Submission of the completed assessment will be through email by Friday the 1st May at 4:00 pm. The email address to use for submission is: [email protected]



HSC BIOLOGY Marking Criteria

Criteria Marks

0 1 2 3 4 5

Podcast:

Inquiry

question (BIO

12-1)

Question is not

included or is

not related to a

bioethical issue

Identified

question is from

the provided list

of suggestions

Identified

question is related

to suggested list

of biotechnologies

OR is not a

specific bioethical

issue

Identified

question

identifies an

appropriate

biotechnology

and a relevant

bioethical issue

Podcast:

Introduction

(BIO 12-13)

Explanation of

relevant

biotechnology

and its

applications is

missing or is

incorrect

Describes the

relevant

biotechnology OR

identifies relevant

applications of the

biotechnology

Provides a clear

description of the

relevant

biotechnology

AND identifies

relevant

applications

Provides a clear

and concise

explanation of

how the

relevant

biotechnology

works and any

relevant

applications

Podcast:

Societal

implications

(BIO 12-13)

Societal

implications

not addressed

Outlines the

impact of the

biotechnology on

society including

at least TWO

benefits AND/OR

disadvantages

Outlines the

impact of the

biotechnology on

society including

at least TWO

benefits AND at

least TWO

disadvantages

Analyses

societal

implications of

the

biotechnology

including at

least ONE

benefit AND

ONE

disadvantage

Analyses

societal

implications of

the

biotechnology

including at

least TWO

benefits AND

ONE

disadvantage

OR at least

ONE benefit

AND TWO

disadvantages

Analyses

societal

implications of

the

biotechnology

including at

least TWO

benefits AND

TWO

disadvantages

Podcast:

Opinion (BIO

12-6)

Opinion not

stated

Answer to the

question is clearly

stated with

appropriate

justification

Podcast:

Ethical

considerations

(BIO 12-13)

Ethical

considerations

are missing or

not relevant to

the question

Ethical

considerations

required to answer

the question are

identified (Only

one side of the

argument

included)

Ethical

considerations

required to answer

the question are

discussed (only

one side of the

argument is

included)

Ethical

considerations

required to

answer the

question are

identified (both

sides of the

argument)

Ethical

considerations

required to

answer the

question are

discussed (both

sides of the

argument)

Podcast:

Inclusion of

data (BIO 12-4)

No inclusion of

data

Information/data

is used in some

aspects to support

arguments

Information/data

is well integrated

to support

arguments

Podcast: Use

of appropriate

language (BIO

12-7)

Incorrect

information is

included OR

language is

inappropriate

for the

audience

Podcast is brief

AND/OR difficult

to follow with

little to no

metalanguage

apparent

Uses appropriate

language often for

a specific

audience but

contains some

language that is

difficult to follow

Uses

appropriate

language

proficiently for

a specific

audience

PODCAST TOTAL /21

Reference list:

Format

(BIO 12-3)

Reference list

is missing

There is a

reference list that

contains all

sources of

information used.

There is a

reference list that

contains all

sources of

information used.

There is a

reference list

that contains all

sources of

information


The sources are

incorrectly

referenced

The sources are

referenced with a

few mistakes and

inconsistencies

used. Sources

are consistently

correctly

referenced with

almost no

mistakes

Reference list:

Evaluation

(BIO 12-5)

Evaluation of

secondary

sources missing

Provides a

comment as to the

validity AND/OR

reliability of the

secondary sources

used OR provides

a weak evaluation

Provides an

evaluation of the

secondary sources

used, but is

missing some

aspects.

Provides a

well-developed

evaluation of

the secondary

sources used,

including

validity and

reliability

REFERENCE LIST TOTAL /6

Log book:

Research

(BIO 12-3)

No evidence of

reading

Evidence of

limited reading in

conducting the

investigation

Evidence of much

wider reading in

conducting the

investigation

Log book:

Choice of

information

(BIO 12-4)

Reliability of

information is

not evident

Evidence that the

chosen

information is

reliable

Evidence that the

information

chosen is relevant

AND reliable

Log book:

Development

of question

(BIO 12-1)

There is no

evidence of

evaluating or

modifying the

question

There is minimal

evidence of how

the bioethical

question has been

evaluated, revised

or modified after

initial research

There is strong

evidence of how

the bioethical

question has been

evaluated, revised

or modified after

initial research

Log book:

Planning (BIO

12-2)

Insufficient

evidence of

planning

Evidence of

appropriate

planning prior to

carrying out

research

Limited evidence

of initial planning

for the

investigation

AND changes to

the investigation

plan throughout

the research

Significant

evidence of

initial planning

for the

investigation

AND changes

to the

investigation

plan throughout

the research

LOG BOOK TOTAL /9

TOTAL /36


Bioethical Research Ideas for Depth

• Head-transplants were attempted on monkeys in the 1970s. Should medical research

that attempts to conduct head-transplants in humans be allowed?

• Technology exists to sequence entire human genomes relatively quickly. This can

predict a number of traits in an individual. Should babies have their genomes

sequenced at birth?

• Increasing numbers of couples are finding that they have fertility issues. Should tax

money be used by the government to pay for fertility treatments?

• There is the potential to create an artificial uterus in which to grow human embryos.

Should scientific research seek to create an artificial human uterus?

• Vaccines are medical preventions given to individuals to teach their immune system

to fight diseases. Should governments make vaccination compulsory for children?

• CRISPR-Cas9 is a genetic technology that allows specific DNA sequences to be

targeted and modified. Should medical research be conducted to attempt to develop

techniques using CRIPSR-Cas9 to fix genetic diseases in embryos?


Science - Chemistry (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Module 5 Module 6 Module 7 Module 5,6,7,8

Research Task Practical Task Depth Study Formal Exam

(Trial HSC)

Term 4 Week 8

Term 1 Week 8

Term 2 Week 8

Term 3 Week 5-6

CH12-2 CH12-3 CH12-4 CH12-5 CH12-7

CH12-12

CH12-1 CH12-2 CH12-4 CH12-6 CH12-7

CH12-13

CH12-1 CH12-3 CH12-4 CH12-6 CH12-7

CH12-14

CH12-2 CH12-3 CH12-4 CH12-5 CH12-6 CH12-7

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


10 20 20 10 60

Knowledge and Understanding

10 5 5 20 40

Total 20 25 25 30 100


CH12-1 develops and evaluates questions and hypotheses for scientific investigation

CH12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

CH12-3 conducts investigations to collect valid and reliable primary and secondary data and information

CH12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

CH12-5 analyses and evaluates primary and secondary data and information

CH12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

CH12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

CH12-12 explains the characteristics of equilibrium systems, and the factors that affect these systems

CH12-13 describes, explains and quantitatively analyses acids and bases using contemporary models

CH12-14 analyses the structure of, and predicts reactions involving, carbon compounds

CH12-15 describes and evaluates chemical systems used to design and analyse chemical processes


Science - Physics (HSC) Assessment Schedule – 2019/2020 – version 2

Component


Advanced Mechanics/ Modelling Appliances

Electromagnetism Nature of

Light All topics

Practical Task

Depth Study

Research Task

Formal Exam

(Trial HSC)

Term 4 Week 7

Term 1 Week 7

Term 2 Week 4

Term 3 Week 6

PH12-12 PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-6

PH12-13 PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-5 PH11/12-6 PH11/12-7

PH12-14 PH11/12-2 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7

PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7 PH12-12 PH12-13 PH12-14 PH12-15

Knowledge and Understanding of course content

5 10 5 20 40


20 15 15 10 60

Total 25 25 20 30 100


PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation

PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information

PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information

PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

PH11/12-5 analyses and evaluates primary and secondary data and information

PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

PH12-12 describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field, in particular, the projectile motion of particles

PH12-13 explains and analyses the electric and magnetic interactions due to charged particles and currents and evaluates their effect both qualitatively and quantitatively

PH12-14 describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world

PH12-15 explains and analyses the evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and relates these to the development of the current model of the atom


COURSE HSC Physics

TASK NUMBER 3

TASK WEIGHT 20 %


DUE DATE Term 2 Week 4 Friday 22 May

OUTCOMES ASSESSED

PH 12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information

PH 12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.

PH 12-5 Analyses and evaluates primary and secondary data and information

PH 12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

PH 12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose

PH 12-14 Describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world.


Final Submission of the completed assessment will be through email by Friday the 22 May at 4:00 pm. The email address to use for submission is: [email protected] The assessment instructions and marking rubric will be sent with more information.

TASK DESCRIPTION

Students will complete a research task within Nature of Light. A support package will be released before Term 2. This will include detailed instructions, scaffold, and marking criteria. You will need to conduct a secondary source evaluation, and produce a report detailing how the model of light has changed from a classical model to a quantum model. Including key researchers and their contributions to these models/theories.

TASK INSTRUCTIONS

The assessment has been modified. This modification is moving the task from Term 2 week 2 to Term 2 Week 4. This was done to ensure adequate teaching and learning time leading up to the student’s assessments.



TAS – Construction Pathways

Student Competency Assessment Schedule 2019/2020 – version 2

Note: This is correct as at 20/09/19 and is subject to change by the RTO.

Assessment Events for Certificate II in Construction Pathways CPC20211

Event 3 Event 4 Event 5 Half Yearly

Examination*

TBC

Work Placement

* TBC

HSC Trial Examination

Concreting

Basic Levelling

Construction Major

project Holistic

Date: 26/06/20 Week: 9 Term 2


Date: 19/9/20 Week: 9 Term: 3

Date: Week: Term:

Date: Week: Term: 1

Date: Week: Term:

Date: Week: 5-6 Term: 3

Code Unit of Competency

CPCCCM2006A Apply Basic Levelling Procedures

X

CPCCC02013A Carry out concreting to simple forms

X

CPCCCN2005A CPCCCA2003A

Use construction tools and equipment *Any additional units as determined by assessment Erect and dismantle form work for slabs on ground

X

CPCCCM1012A CPCCCM1013A CPCCCM1015A CPCCCM2001A CPCCOHS2001A

Works effectively and sustainably Plan and organize work Carry out measurements and calculations Read and interpret plans and specifications Apply OHS requirements, policies and procedures

CPCCCM1014A Conduct workplace

communication

X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Construction Pathways CPC20211 or a Statement of Attainment towards a Certificate II in Construction Pathways CPC20211

The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA/ reporting requirements.

*Selected units only to be confirmed by your teacher.

The assessment components in this course are competency based. This means that students need to demonstrate that they have

gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet

competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. This means a course

mark is not allocated.


COURSE Construction Pathways

TASK NUMBER 3a- Concrete

TASK WEIGHT N/A

DATE OF NOTIFICATION 31/3/2020 (Originally issued 9/3/2020)

DUE DATE 26/6/2020 (Note postponed from 27/3/2020)

OUTCOMES ASSESSED

CPCCCO2013A- Concreting to simple forms

TASK DESCRIPTION

As per Tamworth RTO Training and Assessment Tool (Previously issued 9/3/2020)

TASK INSTRUCTIONS

Complete theory tasks and practical tasks described in the assessment tool


Theory tasks are to be submitted as per requirements listed in the assessment tool. These are to be submitted on or before the due date. Practical tasks will be assessed as a group activity on a date to be advised by your teacher.


COURSE Construction Pathways

TASK NUMBER 3b- Formwork for footings and slabs

TASK WEIGHT N/A

DATE OF NOTIFICATION 31/3/2020 (Originally issued 9/3/2020)

DUE DATE 26/6/2020 (Note postponed from 27/3/2020)

(

OUTCOMES ASSESSED

CPCCCO2003A- Erect and dismantle formwork for footings and slabs on ground

TASK DESCRIPTION

As per Tamworth RTO Training and Assessment Tool (Previously issued 9/3/2020)

TASK INSTRUCTIONS

Complete theory tasks and practical tasks described in the assessment tool


Theory tasks are to be submitted as per requirements listed in the assessment tool. These are to be submitted on or before the due date. Practical tasks will be assessed as a group activity on a date to be advised by your teacher.


TAS - ITT (HSC) Assessment Schedule – 2019 / 2020 – version 2

Component


Major Project Industry

Study Major Project

All Topics

Project proposal

Report Project &

Folio

Formal Exam

(Trial HSC)

Term 4 Week 7

Term 1 Week 8

Term 2 Week 8

Term 3 Week 5-6

H3.1, H3.2, H4.2, H5.2

H1.1, H5.1, H7.1

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

H6.2

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

H7.2


15 25 40

Knowledge and skills in the design, management, communication and production of a major project

20 40 60

Total 20 15 40 25 100

HSC Outcomes- A student:

H1.1 investigates industry through the study of businesses in one focus area

H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry

H1.3 identifies important historical developments in the focus area industry

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

H3.1 demonstrates skills in sketching, producing and interpreting drawings

H3.2 selects and applies appropriate research and problem-solving skills

H3.3 applies and justifies design principles through the production of a Major Project

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

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

H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components

H5.1 selects and uses communication and information processing skills

H5.2 examines and applies appropriate documentation techniques to project management

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

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

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


TAS – Metals & Engineering



Assessment Events for Certificate I in Engineering MEM10105

Event 4 Event 5 Event 6 Event 7 Half Yearly

Examination*

TBC

Work Placemen

t * TBC

HSC Trial Examination

* TBC

Technical

Drawing

Work with

others

Manual Productio

n

Quality systems

and procedure

s



Date: 29/6/20 Week:10 Term: 2


Date: Week: Term: 1

Date: Week: Term:

Date: Week: 5-6 Term: 3

Code Unit of Competency

MEM09002B

Interpret technical drawing X

MEM16007A

Work with others in a manufacturing, engineering or related environment

X

MEM03001B

Perform manual production assembly

X

MEM03003B

Perform sheet and plate assembly

X

MEM15024A

Apply quality procedures X

MEM15002A

Apply quality systems X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate I in Engineering MEM10105 or a Statement of Attainment towards a Certificate I in Engineering MEM10105

The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA/reporting requirements.

*Selected units only to be confirmed by your teacher.

The assessment components in this course are competency based. This means that students need to demonstrate that they have

gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet

competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. This means a course

mark is not allocated.


TAS – Primary Industries



Assessment Events for Certificate II in Agriculture AHC20116

Event 1 Event 2 Event 3 Event 4 Event 5 Event Event

Cluster 9 Fencing

Cluster 2 Working in Industry

Cluster 4 Chemicals

Cluster 5 Livestock Cluster

Cluster 8 Feeding and Watering Livestock

Work Placement 2

Trial HSC Examination






Date: Week: Term: TBC

Date: TBC Week:5/6 Term: 3

Cluster Code Unit of Competency

Cluster 9 Fencing

AHCINF202 AHCINF201

Install, maintain and repair farm fencing Carry out basic electric fencing

X

Cluster 2 Working in Industry

AHCWRK204 AHCWRK205

Work effectively in the industry Participate in workplace communications

X

Cluster 4 Chemicals

AHCCHM201 AHCPMG201

Apply chemicals under supervision Treat weeds

X

Cluster 5 Livestock Cluster

AHCLSK202 AHCLSK205 AHCLSK204 AHCLSK206

Care for health and welfare of animals Handle livestock using basic techniques Carry out regular livestock observation Identify and mark livestock

X

Cluster 8 Feeding and Watering Livestock

AHCLSK211 AHCLSK209

Provide feed for livestock Monitor water supplies

X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Agriculture (AHC20116) or a Statement of Attainment towards a Certificate II in Agriculture (AHC20116).

The exam event will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA reporting requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they

have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as

“not yet competent” or “competent’. In some cases, other descriptive words may be used leading up to “competent”. This means a

course mark is not allocated.


COURSE Certificate II Agriculture Primary Industries

TASK NUMBER Event No. 2

TASK WEIGHT N/A (Competency Based Training and Assessment Tool)


DUE DATE Wednesday 24th June 2020 – (Week 9 Term 2)

OUTCOMES ASSESSED

AHCWRK204 – Work effectively in Industry

ACHWRK205 – Participate in workplace communications

TASK DESCRIPTION

Sixteen Page Training and Assessment Tool Set by the Tamworth RTO.

Task 1 – Work in the Industry

Section 1 – Industry related Questions

Section 2- Word Matching

Section 3 – Time and task management

Section 4 – Workplace behaviours

Task 2 – Workplace Communication

Various Questions

TASK INSTRUCTIONS

Task to be completed in class time.


Important Notes:

1. Please be aware this offer of extension applies for the above task that you may have already submitted.

2. If you have already submitted your task it will be marked and your overall result deemed ‘Competent’ or ‘Not Yet

Competent’ as per normal marking guidelines and procedures.

3. You will be provided with this feedback before the end of Term 1 2020.

4. If you are deemed ‘Not Yet Competent’ your task will be scanned and reissued to you with clear instructions

regarding any deficiencies in your response/s to a question or questions.

5. Any resubmissions can be scanned and emailed back to Mr Lawrence by or prior to the adjusted due date. Email:

[email protected]

6. Alternatively, you may wish to return the task directly to Mr Lawrence on your return to school, if COVID-19

pandemic is over.

COVID-19 update · Musicology Core Viva Voce, Elective 1 Aural Core Electives 2 and 3, Aural Core Performance Core Electives 1,2,3 Aural Core Term 4 Week 9 Term 1 Week 7-8 Term 3

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