GREYSTANES HIGH

SCHOOL

Student Assessment Handbook (revised)

Higher School Certificate

Year 12 2021

Name: …………………………………….

At Greystanes High School we inspire and challenge students to reach their full potential, achieve success and prepare for the future through innovative and dynamic teaching in a safe and supportive

environment.

2

Index

Page

Message from the Principal 3

School Expectations 4

Behaviour Expectations 5 - 6

Promoting Active Learning 7

PBL Classroom Rules 8

PAL Flow Chart 9

Merit Award System 10 - 11

Anti Bullying Policy 12 - 17

School Uniform Policy 18 - 19

SRC / Duke of Edinburgh / Traveling to School 20

School Library 21

Year 12 BYOD Program 22

Plagiarism Policy 23

How to Reference Sources / Write a Bibliography 24

Schedule of Fees - 2020 25

HSC Assessment Policy 26

What are Units? 27

Requirements for the award of the HSC 28

Australian Tertiary Admission Rank 29

Student Responsibilities 30

Frequently Asked Questions 31 - 34

Illness Form - Form A 35

Misadventure/Absence Form 36 - 37

Appeal Form C 38

Information about Sign Out Cards 39 - 40

SUBJECT SELECTION GUIDE 41 - 79

The information provided in this book is accurate as of the October 2020

3

A Message from the Principal I congratulate you on your successful completion of the Preliminary HSC program. I am certain that there have been many challenges, triumphs and positive learning experiences over the last year that place you in good stead for the year ahead.

As you look forward and the goal of achieving a HSC is now within reach, it is now time to stop and reflect. The HSC is an international qualification that can open many doors; to further study at TAFE, University and Private colleges; to traineeships and apprenticeships across a diversity of trades; to the workforce and careers across a multitude of industries. In each of these pathways, there is intense competition for places from others.

At this point many of you may be uncertain as to what pathway you wish to follow. But what is certain, is that at the end of the year, the better your performance in the HSC the more choices that you have available to you. In tackling the HSC at Greystanes High School, we as a staff are committed to supporting you in achieving the best HSC result possible. But this is only one half of the success equation. You also need to be committed to working to the best of your ability throughout the year. Every student is different and with this each student’s ‘best’ is different. But at the end of the year I would like you to be able to say that ‘I gave 100% and I could not have done any better’.

Important ingredients in a successful HSC campaign include;

Establishing clear goals. Attending school everyday. A commitment of time, energy and perseverance to produce quality work. Balance between school, sport, friends and family. Developing productive working partnerships with you teachers. Effective time management in the completion of class and assessment tasks.

To satisfactorily complete the requirements for each HSC course, NESA requires you to;

Apply yourself to your studies to the best of your abilities with diligence and sustained effort. Complete all written assignments, speaking tasks, practical work and tests demonstrating the

achievement of outcomes Perform tasks required for the assessment program in each course in a serious manner.

For this reason it is important that you are familiar with the contents of this booklet. The handbook clearly sets out the rules for the completion of assessment tasks and provides an outline of the assessment program for every subject. Your performance in each assessment task will directly contribute to your final assessment mark in each subject. Importantly, the quality and timely completion of classwork and homework are indicators used by a teacher to determine if you have demonstrated the achievement of course outcomes. Failure to familiarise yourself with the HSC requirements cannot be presented as an excuse.

Just remember ‘those who work hard, get lucky’. I wish you every success in your endeavours.

Grant Sparke

Principal

At Greystanes High School we inspire and challenge students to reach their

full potential, achieve success and prepare for the future through

innovative and dynamic teaching in a safe and supportive environment.

4

School Expectations Greystanes High School provides a safe, secure environment based on respect, trust and support. Students should make the most of the opportunities provided to maximise their learning. If students follow the school rules quality teaching and learning remains the focus at Greystanes High School.

Be responsible by being prepared and on time with all appropriate equipment and being accountable for your actions. Be respectful by speaking and behaving politely and treating other as you would like to be treated. Be an active by participating actively, safely and working to the best of your abilities

What does RESPECT look like? Using appropriate language Leaving others’ belongings alone Waiting your turn to speak Listening to the person who is speaking Keeping the room tidy Looking after the furniture and equipment Putting your hand up to answer or ask a question Using a pleasant tone of voice Being polite, courteous and well mannered What does RESPONSIBILITY look like? Coming prepared to learn and participate in school life Getting organised quickly after you enter the room Completing your work to the best of your ability Staying in your seat Accepting responsibility and consequences if you do the wrong thing Making wise choices Doing your homework – meeting deadlines Using equipment as it is meant to be used What does ACTIVE LEARNING look like? Always doing your best in all aspects of school life Asking questions if you don’t understand Taking part in class discussions and in group work Following safety instructions Learning from your mistakes Revising class work Seeking help from your teacher

5

6

These signs will be found at the relevant places around the school.

(these remind students of expectations in particular areas)

In the PLAYGROUND we:

1. Act safely and responsibly.

2. Respect people and our environment.

3. Avoid conflict and report bullying.

On ASSEMBLY we:

1. Arrive on time and participate responsibly.

2. Behave as a respectful audience.

3. Listen actively.

At the CANTEEN we:

1. Line up responsibly.

2. Speak and behave respectfully.

3. Purchase only for ourself.

In the CORRIDORS and on the STAIRS we:

1. Move safely and promptly.

2. Line up responsibly.

3. Speak and behave respectfully.

In the TOILETS we:

1. Use the facilities responsibly.

2. Take responsibility for our hygiene.

3. Respect the privacy others.

In the BUS BAY and on BUSES we:

1. Act safely and responsibly.

2. Wait our turn respectfully.

3. Follow the directions of teachers and bus drivers.

In the CLASSROOM we:

1. Speak and behave respectfully and follow teacher instructions.

2. Take responsibility for our own behaviour and learning.

At the FEE WINDOW we:

1. Line up responsibly.

2. Speak and behave respectfully.

3. Respect our working environment.

In the OFFICE we:

1. Act responsibly.

2. Speak and behave respectfully.

3. Respect our working environment.

7

ABOVE THE LINE behaviour

= IMMEDIATE TIME OUT

or REMOVAL and REFERRAL

BELOW THE LINE behaviour

= 1st or 2nd CHANCE

or other CONSEQUENCES

Greystanes High School

Promoting Active Learning

Bullying other /repeat Dangerous behaviour

Abusing a staff member or visitor to school

Abusing other students

Being physical aggressive

Being violent or out of control

Leaving the room without permission

Openly defying teachers and other staff

Receiving a 3rd warning in the PAL system

Serious breach or repeated breach of laptop usage contract

Any behaviour that seriously undermines learning or our school values

Being late or unprepared for class

Using inappropriate language – verbal and non-verbal

Using visible/audible inappropriate items e.g. earphones, iPod, mobiles, gum

Disrupting or annoying others

Calling out and talking at the wrong time

Off task or not working

Out of seat without permission

Ignoring staff

Not following reasonable instructions without questioning

Name calling or annoying others

General breach of laptop usage policy

Any behaviour that undermines learning or our school values

8

GR

EY

ST

AN

ES

HIG

H S

CH

OO

L

Po

siti

ve B

ehav

iou

r fo

r L

earn

ing

(P

BL

) C

lass

roo

m R

ule

s:

Res

pec

tfu

l, R

esp

on

sib

le, A

ctiv

e L

earn

ers

will

:

Co

re V

alu

es

Ro

uti

nes

P

roce

du

res

Show

R

espe

ct b

y:

1.

Valu

ing

your

self,

oth

ers

and

your

eq

uipm

ent

To

war

ds

you

rse

lf- 

W

earin

g sc

hool

uni

form

Lo

okin

g cl

ean

and

neat

T

ow

ard

s o

ther

s- 

W

hen

usin

g ve

rbal

(e.

g. u

sing

app

ropr

iate

lang

uag

e) a

nd n

on

-ver

bal f

orm

s of

com

mun

ica

tion

(e.g

. bod

y la

ngua

ge,

faci

al e

xpre

ssio

n an

d to

ne o

f voi

ce).

B

eing

pol

ite a

nd c

onsi

dera

te

To

war

ds

equ

ipm

ent-

C

arin

g fo

r yo

ur,

pee

r’s a

nd th

e sc

hool

’s r

esou

rces

U

sing

equ

ipm

ent

in th

e rig

ht w

ay

and

at th

e rig

ht ti

me

2.

Follo

win

g al

l tea

cher

inst

ruct

ions

Look

at t

he te

ach

er w

hen

the

y ar

e s

peak

ing

Li

sten

to in

stru

ctio

ns a

nd fo

llow

th

em im

med

iate

ly w

ithou

t qu

estio

n or

com

plai

nt. I

f yo

u ar

e un

happ

y w

ith a

ny

inst

ruct

ions

see

you

r te

ache

r or

rel

evan

t Hea

d T

each

er a

t an

appr

opria

te ti

me

3.

Rai

sing

you

r han

d an

d w

aitin

g to

sp

eak

W

ait

patie

ntly

for

the

teac

her

to a

ckno

wle

dge

you

befo

re s

peak

ing,

bor

row

ing

equ

ipm

ent

or le

avin

g yo

ur s

eat

Be

Res

pons

ible

by:

4.

Bei

ng o

n tim

e to

cla

ss

A

rriv

e to

cla

ss w

ithin

3 m

inut

es o

f the

bel

l or

mak

e up

the

time

afte

r th

e le

sson

Li

ne u

p se

nsib

ly o

utsi

de y

our

clas

sroo

m (

if re

quir

ed)

and

ent

er q

uie

tly w

hen

teac

her

inst

ruct

s yo

u to

5.

Com

ing

prep

ared

and

read

y to

pa

rtic

ipat

e fu

lly in

all

less

ons

H

ave

all y

our

book

s, p

ens,

pen

cils

, dia

ry a

nd e

quip

men

t for

spe

cific

cla

sses

suc

h as

cal

cula

tors

, cha

rged

lapt

ops

and

spor

ts e

quip

me

nt

6.

Take

ingo

ut th

e ap

prop

riate

equ

ipm

ent

for y

our c

lass

.

Tak

e ou

t yo

ur b

ook

and

pen

cil c

ase

for

the

less

on. L

eave

all

inap

prop

riate

item

s in

you

r ba

gs a

nd o

ff (if

app

rop

riate

) in

clud

ing

food

, dr

ink,

che

win

g g

um, e

lect

roni

c de

vice

s e.

g. iP

ods,

ear

pho

nes

and

mob

ile p

hone

s.

7.

Goi

ng to

the

toile

t in

your

bre

aks

T

hink

ahe

ad a

nd g

o w

hen

you

have

a b

reak

A

sk p

erm

issi

on if

it is

an

emer

gen

cy b

ut b

e p

repa

red

to c

ompl

ete

mis

sed

wor

k af

ter

clas

s. T

here

are

exc

eptio

ns fo

r kn

own

med

ica

l co

nditi

ons

8.

Bei

ng re

ady

to le

arn

from

the

star

t of

less

ons

P

lace

yo

ur b

ag o

n th

e flo

or b

esid

e y

our

desk

or

the

are

a de

sign

ated

by

your

tea

cher

U

npac

k th

e re

quir

ed e

quip

men

t fo

r th

e le

sson

S

it up

str

aigh

t w

ith b

oth

your

fee

t on

the

floor

9.

Wor

king

to th

e be

st o

f you

r abi

lity

B

e on

task

at a

ll tim

es, a

void

dis

rupt

ing

othe

rs

G

ive

full

atte

ntio

n to

lear

ning

E

ngag

ed a

nd c

onn

ecte

d w

ith y

ou

r le

arni

ng in

all

activ

ities

10.

Rec

ordi

ng y

our h

omew

ork

or re

visi

on

in y

our d

iary

at t

he e

nd o

f the

less

on

B

e pr

epa

red

to r

ecor

d ho

me

wor

k an

d/or

rev

isio

n in

you

r di

ary

W

hen

you

hea

r th

e be

ll lis

ten

for

your

tea

cher

’s in

stru

ctio

ns

E

nsur

e cl

assr

oom

is n

eat a

nd ti

dy (

e.g.

rub

bish

pic

ked

up,

chai

rs tu

cked

in)

and

secu

re (

if ne

cess

ary)

bef

ore

leav

ing

Be

an

Act

ive

Lear

ner b

y:

NO

TE

: If

th

e ro

uti

nes

/pro

ced

ure

s ar

e n

ot

follo

wed

, yo

ur

teac

her

will

fo

llow

th

e P

AL

sys

tem

9

1st chance “What are you doing?” “What should you be do-ing?”

Student chooses to correct behaviour – no further action unless issue is a repeat of late-ness, not coming prepared for class and non-completion of work.

3rd chance 1. Move to

TIMEOUT 2. Complete the

BLUE Timeout Sheet

3. Detention 4. Enter on Sentral

No improve-ment: 1. Sent to fellow

teacher/HT/D 2. Enter on

Sentral 3. Inform HT

place on con-tract

Student chooses to continue to behave poorly – 10 min detention, possible place-ment on behaviour contract

2nd chance “Do you need my help?” “What are you doing is not working.” ‘If you continue to misbehave you will be moved …”

ORANGE CONTRACT 1. Student placed on orange contract when no improvement on yellow contract

i.e. ratings of 3 and 4 given for lesson/s; fast track to orange level. 2. HT conducts interview & negotiates Orange contract rules for 3 lessons. 3. Faculty detention & a letter issued to student and parent (HT supervising) 4. Parent contacted (Letter compulsory and phone contact optional) 5. Teacher must enter on Sentral as Type: Orange-HT.

Improvement 1. Ratings of 1 and 2 required for

3 lessons 2. HT interviews student & Sen-

tral letter home when off con-tract

3. Recorded as COMPLETED Orange-HT on Sentral

Improvement 1. Return to class on Yellow

teacher contract for 3 lessons. 2. Sentral letter home on success-

ful completion 3. Enter COMPLETED Red-HT on

Sentral

RED CONTRACT 1. Student placed on red contract when no improvement on orange contract i.e.

ratings of 3 and 4 given for lesson/s; fast track to orange level. 2. Student withdrawn from regular class for 3 lessons 3. Parent phoned by HT, letter issued to student and posted home and Tues-

day After School Detention issued. 4. Notification to DP & Year Advisor prior to students return to class. DP to is-

sue warning of possible suspension. 5. HT must enter on Sentral as Type: Red-HT

Note: If a student is given two separate timeouts or is removed from class, they will move immediately to the yellow contract system and referral made to HT or DP. Above the line’ behaviour is referred immediately to the Head Teacher or DP. Student is placed on a yellow contract before the next lesson and given detention. Those already on contract will move to the next level.

YELLOW CONTRACT 1. Students given 10 or 15 minute detention (Classroom teacher to supervise) 2. Classroom Teacher issues Yellow contract for 4 lessons 3. Classroom Teacher notifies Year Advisor and DP if student is on 2 or more

subject contracts.

4. Classroom Teacher enters on Sentral as Type: Yellow Teacher (Repeat offenders will recommence on orange level).

Improvement 1. Ratings of 1 and 2 required for

4 lessons 2. Letter sent home when off con-

tract 3. Recorded as COMPLETED-

Yellow Teacher on Sentral

Teacher requests that the student is to follow the rule/s or routine/s. If the student chooses to or continues to disrupt the learning and under-mines our school val-ues…

Repeat behaviour Referred back to DP if similar be-haviour is demonstrated within 2 weeks of completion of yellow contract; possible suspension.

No improvement 1.Referral to DP : School behaviour monitor card – supervised by DP or Year

Advisor; possible in-school suspension; classroom teachers to continue PAL system

2.Referral to Student Support Team. 3.Parent interview to develop individual behaviour management plan.

Greystanes High School—PAL Flow Chart

10

Merit Award System  Gold Merits/Gold Pass/Loyalty card/PBL School Values le er are given to students during the school day for demonstra ng the school’s values of respect, responsibility and ac ve learning. The idea is for immediate and frequent reward and recogni on of posi ve behaviour. Some examples of possible posi ve behaviours that could be rewarded‐ Respect ‐Student ‐ puts hand up and answers ques ons ‐ listens a en vely to teacher and other students ‐ is fair and plays by sports rules Responsibility ‐ Student ‐ assists teacher or other students ‐ helps keep room or playground dy ‐ reports bullying or unsafe work environment Ac ve Learning ‐ Student ‐ voluntarily seeks and completes addi onal work ‐ makes a clear effort to improve their understanding ‐ diligently completes class or homework tasks Students will be given blank Gold Merits /Gold Passes/Loyalty Cards. Teachers will sign the relevant core value achieved. Once the Gold Merits /Gold Passes/Loyalty cards have been completely filled, students will hand these to G Block Office where staff will record data and issue a new Gold Merit Card/Gold Pass/Loyalty Card. Green Merit cards are given out to students in recogni on of excellent work/performance (academic based class work, assignments, and exams) or for school service. Green Merits are not meant to be used for behaviour modifica on. Students follow the award system through but are mainly rewarded for academic achievement or effort. These are rewards for Best in class/in cohort/or being on task Achievement at a certain level Personal best a empt in assignment Students then follow the Award System for their Stage up to the Achievement Award. The Achievement and the Bronze Awards will be presented at House Assemblies.

Higher Awards  Silver Award ‐ To gain this award students must have earned 2 Bronze Awards and completed 10 hours of in school community service in a school community program or event (e.g., extra‐curricular ac vity) or external community service (must be nego ated with relevant DP) Gold Award ‐In Stage 4, students must have earned a Silver Award and completed 10 hours internal or external community service. In Stage 5 and 6, students must have earned a Silver Award and completed 10 external hours of community service. 

Silver and Gold awards will be presented at Presenta on Night. Examples of School and Community Service  School service examples ‐ Community Service examples ‐ A log sheet tracking a minimum of 10 hours of service must be completed and signed by an independent person (not family). These sheets can be picked up at G Block office. 

PLEASE NOTE: All merits, Gold Merits, Silver and Bronze awards are valid for two years by stages (e.g. Stage 4, 

Stage 5, and Stage 6). The first two weeks of the year will be a changeover period between stages. Completed Gold Card /Gold Pass/Loyalty Card must be submi ed by the end of Week 2 of the next year. 

Volunteer work

Tutoring

Local spor ng events helper

Helping at a nursing home

Night of Stars performing/assis ng

Deba ng /Public Speaking

Examina on reader/writer

Peer Support

Volunteer ‐ Parent‐Teacher Night helper, Year12

Mocktails waitressing, Hall Crew

11

Sta

ge

6 Y

ear

11 &

12

Sta

ge

5 Y

ear

9 &

10

Sta

ge

4 Y

ear

7 &

8

12

Anti-Bullying Policy Rationale Schools are among the safest places in the community for children and young people. Greystanes High School prides itself on being a safe and supportive school. This policy and its practices are designed to prevent and respond to incidents involving harassment, bullying, as well as aggression and violence as forms of bullying. This school values diversity and works to ensure that all members of the school com-munity feel respected and included and can be confident that they will receive support in the face of any threats to their safety or wellbeing. Positive Behaviour for Learning activities and other school Welfare Programs within the school work to develop positive and respectful relationships with peers and teach-ers and student confidence about their emotional and social skills (Adapted from National Safe School Framework). AIM To make the whole school community aware that bullying behaviour is unacceptable. School should be an enjoyable and safe environment for students and teachers.

This policy is underpinned by the following guiding principles that represent fundamental beliefs about safe, supportive and respectful school communities. THE SCHOOL’S ATTITUDE TO BULLYING Greystanes High School does not tolerate bullying in any form. Every member of the school community has the right to learn and teach in a happy and safe environment.

This belief aligns with the National Safe Schools framework which is based on the overarching vision that “All Australian schools are safe, supportive and respectful teaching and learning communities that promote student wellbeing.”

WHAT IS BULLYING? Bullying consists of deliberate, hurtful behaviour repeated over a period of time by one or more persons who use power inappropriately over another less powerful person or group. Bullying can take the following forms: Verbal (name calling, put downs, threats) Physical (hitting, punching, kicking, scratching, tripping, spitting) Social (ignoring, excluding, ostracising, alienating) Psychological (spreading rumours, stalking, dirty looks, hiding or damaging possessions) WHY DO PEOPLE BULLY?

Entertainment or revenge

Experience power, to prove themselves or impress others

To compensate for perceived failure or lack of friends, to fit in with what others are doing.

Because it is seen as an acceptable, funny or smart thing to do.

CHARACTERISTICS OF A BULLY

High energy levels

Good verbal skills and an ability to talk themselves out of trouble

A high estimation of their own ability

An ability to manipulate individual groups

An enjoyment of conflict and aggression

A delight in getting their own way

The appearance of being popular, but often disliked

May have higher levels of anxiety, stress, depression and self harm

13

Anti-Bullying Policy continued WHO ARE THE VICTIMS?

Often have poor social skills

Lack the confidence to seek help

Don’t have the support of the teacher or classmates who find them unappealing

Blame themselves and believe it is their own fault

Are desperate to ‘fit in’

View is very often reinforced by the attitude of adults in their lives

It is highly unlikely that they will seek help.

STRATEGIES FOR DEALING WITH BULLYING

1. PREVENTION These strategies are designed to enhance the emotional and social health of all students. They develop in students an awareness of the nature of bullying, the consequences, how they can help to reduce it, and what to do if they are bullied.

Build mutual respect and promote safety at school

Deliver a curriculum that promotes and models positive behaviour, health, wellbeing and personal success.

Inclusive Teaching and Learning

Encourage supportive relationships

Transitions

Involve whole school community Programs currently in place at school which address these strategies are:

2. EARLY INTERVENTION Early Intervention strategies target those students who remain personally and socially at risk. It aims to reduce the intensity, severity and duration of risk behaviour by utilising appropriate support programs and treatment.

Assess Risks and Identify Needs

School Based Counselling and Support

Development of Programs to Improve Skills Monitor and Evaluate Student Support Programs

Initiatives currently in place at school which address the

1. PREVENTION PROMOTE RESILIENCE

2. EARLY INTERVENTION DEVELOP RESILENCE

3. INTERVENTION IMPROVE RESILIENCE

4. RESTORE WELL-BEING REBUILD RESILENCE

Peer Support Program SRC House Group

Peer Reading Year 11 Crossroads Course Student Voices Team

Peer Mediation Mentoring Anti-bullying Hand

Counsellor Year 7 PBL Lessons

House Group Leaders School Counsellor

House Group Teachers House Group Programs

Attendance / uniform monitoring Peer Mediation

School’s referral system Tell Them From Me survey

High St. Youth Centre SST meetings

14

3. INTERVENTION Intervention strategies provide students with access to support and provide treatment for those students who experience serious or persistent difficulties.

Referral Procedures for Bullying

Counselling Services

Continuum of support

Monitor and evaluate process The school supports these strategies through:

Code of conduct / School Rules

SST and Welfare Team

House Group Teachers / Leaders

Lines of referral

Counsellor and local Youth Centres 4. RESTORE WELL-BEING Restoring well-being aims to provide appropriate support to students and members of the school community affected by emergency situations or potentially traumatic incidents which may be beyond peoples’ normal coping abilities.

Monitoring and supporting all persons involved in a traumatic incident.

Plan for emergency response

Provide counselling and support

Monitor recovery and evaluate plans. The school supports these strategies by:

House Group

Scripture Coordinators

Internal and external counselling

School emergency policy and procedures

Reviewing and evaluating plans after any implementation.

School ceremonies—Presentation Night, Graduations, Music & Drama Nights

Staff and Faculty Meetings

Year Advisers Social Skill Programs across the school

Anti-Bullying Policy continued

15

ANTI-BULLYING STRATEGIES SPECIFIC TO GREYSTANES HIGH SCHOOL

Who has responsibilities to deal with bullying and harassment? Each group within the school community has a specific role in preventing and dealing with bullying. Parents/Caregivers Report any concerns involving bullying to the school immediately Discuss the issue of bullying with their children (i.e. to understand the bullying behaviour) Support the school in its purpose to create a safe and caring environment Actively work within the school to resolve incidents of bullying behaviour when they occur Support their child to develop positive ways of responding to incidents to bullying Students Implement the strategies of the Anti-bullying Hand Report any incidents of bullying whether personally involved or a witness Make it clear to peers that bullying is not acceptable Develop in consultation with staff strategies to deal with bullying Behave appropriately, respecting individual differences and diversity and work cooperatively with

others Teachers Respond in an appropriate and timely manner to incidents of bullying Model positive and caring relationships including respectful and peaceful ways of resolving con-

flicts by negotiation skills and non-bullying behaviour Teach the values of cooperation and tolerance Respect and in all aspects of their learning support students who may be experiencing bullying Executive Staff/Welfare Leaders Investigate and reports of bullying and act appropriately Support, advise and assists students who are being bullied Consult and discuss problems with parents ensuring confidentiality where necessary Refer serious or repeated bullying to the Senior Executive Record bullying incidents and outcomes on SENTRAL Provide a learning environment in which students and staff are safe at school free from the fear of

bullying, harassment and intimidation What can be done to make the school a peaceful and safe place for all? 1. Prevention Improving the professional learning of staff, parents and caregivers regarding their roles in the re-

porting, intervening and assessing of help and support when incidents of bullying occur Naming and shaming bullying as unacceptable through avenues such as drama presentations,

curriculum work, social skilling and public announcements on assemblies or in newsletters Building the self-esteem and resilience of students through curriculum initiatives, social skills

courses and other welfare activities Promoting and reinforcing consistently a school culture of cooperation, understanding and the

need for positive relationships Facilitating an ethos within students that it’s OK to tell or report incidents of bullying Explicitly teaching the “Anti-Bullying Hand” to all students to give them a series of steps to follow if

they feel they have been bullied.

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Currently students are supported through: Peer Support Program, Peer Mediation, SRC, PDHPE Les-sons, House Group, Mentoring, Year 11 Crossroads Course, Peer Reading, Counsellor, PBL Values and Student Voices Team

2. Early Intervention Ensuring students, their parents and caregivers are proactive in reporting incidents of bullying to

teachers so that appropriate support can be provided to those students involved Identifying students who are personally or socially at risk Developing programs to improve skills dealing with bullies Utilising appropriate school based support programs and treatment to reduce the intensity, severity

and duration of bullying The school currently supports these strategies through: House Group Leaders and Teachers,

Counsellor, SENTRAL, School Referral System, Welfare Staff and Faculty meetings, Tell Them From Me Survey, Community

Information via Facebook

3. Intervention Using the Anti-Bullying Behaviour Contracts as a basis of discussion with the person being bullied

and the student doing the bullying. These sheets are used at the initial interviews where students are counselled as to appropriate behaviour

Recognising the potential for the bullying behaviour to be repeated or recur, the incident will be recorded on SENTRAL to identify patterns of repeat offending.

Monitoring if there is a continuation of the bullying behaviour after the official warning has been issued in the interview. If so disciplinary action will be taken by the Senior Executive. Initially the action could take the form of detention, removal from the playground, peer mediation or an appointment with the school counsellor but suspension and even expulsion may be considered depending on the nature of frequency of the bullying behaviour. The school currently supports these strategies through: School’s Disciplinary Policy PBL Values House Group Leaders and Teachers Lines of referral Counsellor and local support agencies

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Consider using strategies sug-

gested in school programs and initi-

atives

Peer Mediation

Tell the teacher immediately. Stu-dent may also tell

House Group Leader, School

Counsellor, Depu-ty Principal or

Principal. This will depend on the

severity of the bul-lying or if the bully-

ing behaviour is repeated.

Listen and acknowledge the seri-ousness of the report – no matter how trivial

it may first appear

Attempt to resolve the issues with Anti-Bullying Contracts. Record the

details on Sentral

If incident is not resolved; is a repeat offence with no evidence of a change in behaviour; involves cyber-bullying or physical vio-lence, refer immediately to Deputy Principal or Princi-pal. In general a three step sys-tem is used: 1. Student is warned 2. After School Detention is issued with warning of pos-sible suspension letter. 3. Suspension: in some instances this step may apply to first offence.

Do not encourage their child to retaliate

Encourage children to discuss bullying as much as possible.

If their child reports that they are being bullied, encourage them to follow the school’s procedures.

Contact the school, particularly if the child’s efforts to deal with the

bullying do not appear to be working i.e. they continue to be bullied by the same person or

other individuals.

STUDENTS  TEACHERS  PARENTS/GUARDIANS 

Bullying exists at all levels in our society. It has been proven know that the effects of bullying on learning and general adjustment at school can be devastating and far-reaching for the students involved. We trust that the whole school community can share the responsibility for combating bullying whenever and wherev-er it occurs.

PROCEDURE FOR DEALING WITH A BULLYING INCIDENT 

If bullying occurs, the ac ons outlined below should be taken:

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School Uniform Policy

The Parents & Citizens Association, SRC and staff support the wearing of school uniform. The following is the description of the school uniform and jewellery and body piercing guidelines.

All clothing items of the school uniform are available from the School Uniform Shop. The shop is located near the D Block office and is open on Mondays from 7.30am – 10.30am and Tuesdays from 1.00pm to 4.00pm.

The following uniform will be expected to be worn.

All Students Black lace-up leather school shoes with black laces and leather tongue; the welt and all surfaces must be completely black

White skivvy (under shirt if needed)

Bottle green pullover or ‘sloppy joe’ with school badge

Green school jackets (optional)

Tie (optional) – only to be worn with button through shirt

Plain black or Greystanes cap (optional)

School black scarf with logo optional winter uniform

* Beanies, Hoodies and Sweat Bands are not permitted *

Shirts:

Years 7-10

An “ice” coloured shirt with school badge or transfer on pocket available from the school uniform shop. Years 11 and 12

White shirt with school badge White regulation button through shirt (short or long sleeves) with school transfer on pocket

BOYS

Long or short mid grey school trousers (serge or drill) with fly.

No corduroy or external side pockets.

Shorts are not to be longer than knee length.

Plain white ankle length socks.

GIRLS Years 7-10

Bottle green gabardine school skirt.

Bottle green school shorts or slacks.

Plain white ankle length socks.

GIRLS Years 11-12

Green Check Skirt or as above.

PE AND SPORT UNIFORM Black Greystanes sports shorts – Green, white and black Greystanes T-shirt, sports shoes and white socks. Plain black or Greystanes cap (compulsory). Black Greystanes tracksuit pants permitted for BOTH boys and girls Leggings are not permitted as outer wear

Note: The sport uniform may be worn to and from school on a Wednesday in place of the normal school uniform. Students are not permitted to mix and match.

* Students who have represented Sydney West or Combined High Schools may not wear their representative jacket as it is not part of the school uniform.*

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Jewellery and Body Piercing – All Students

No differentiation is made between male and female students with respect to the wearing of jewellery or of body piercing.

The whole issue of enhancement to personal appearance using jewellery, body piercing and other adornments is a matter on which there is a huge range of public opinion. Rather than make definitive rules with regard to all aspects of these matters the School Council, P & C and school staff endorse the following guidelines.

Guidelines

Jewellery is not permitted to be worn at Sport, Industrial Arts, Physical Education, Science classes, or in any other class where the teacher believes a safety or hygiene issue exists.

The wearing of jewellery, use of body piercing and jewellery used with body piercing, or the use of other adornments must not detract from the wearing of school uniform or be of such size or construction or be placed in such a manner as to create a potential safety risk for either the wearer or others.

Students may wear small unobtrusive items that do not detract from the wearing of school uniform or present a potential safety risk.

Large chunky or brightly coloured items are not permitted. (Examples include: spikes, studs, large leather wristbands and chunky rings)

The risk to safety resulting from body piercing and the use of jewellery will be determined based on the location of the piercing and the size and construction of the jewellery.

As these matters are so open to personal interpretation the School Council, the P & C Association and the school staff endorse the school Principal or nominee to be the final and sole judge in the interpreting of these guidelines.

Parents & Citizens Association

As a school community, it is important to us that parents, staff and students work together for the benefit of our students. Parents are encouraged to participate in the Parents & Citizens’ Association that works to support the school. Meetings are held on the second Wednesday of the Month in each School Term at 7.00pm in the school Library.

The Principal and other members of staff and community partners attend these meetings to discuss matters of concern or interest to the school community. The Principal provides an update on programs/events at the school. Teachers attend to share information about the teaching and learning programs and other initiatives and leadership programs.

P & C meet Second

Wednesday of the Month in each School

Term

7.00pm - Library

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Student Representative Council (SRC) The Student Representative Council allows you to voice your opinions concerning the improvement of Greystanes High. The duties of the Council include the organisation of social functions, fund raising for charities, improving the school surroundings and the school community and acting as a forum for communicating ideas between students and school executive.

The Student Representative Council represents you and is here to help you. If there is any matter you would like to have discussed at a Council meeting, feel free to talk with a member of the Council or put your request in the suggestion box located outside the English Staffroom.

All students are encouraged to accept the challenge of student leadership by seeking to be elected to the SRC. You may be the person who can really make a difference to the life of our school.

Duke of Edinburgh

At Greystanes High School, the Duke of Edinburgh Award Scheme operates for students when they reach 14 years of age, generally Year 9.

The award involves four sections; Service, Skills, Physical Recreation and Expeditioning, which on satisfactory completion, leads to an award at either Bronze, Silver or Gold level. The award has been very successful at Greystanes

High School over many years and we have a committed staff who encourage students through all aspects of this exciting and challenging program.

This is a program that develops a student’s independence and skills. It is a program highly regarded by business and industry because it develops the leadership skills of those participating.

Do you live 2 kilometres or more from School?

Free bus transport to and from school each day is available for students

who live a minimum distance from their school - to be eligible for a School

Opal card to pupils must reside MORE than 2.0km straight line distance or 2.9km walking or further.

How to apply?

Application is available online.

Student Safety arriving and departing School.

Parents are requested not to drive into the school grounds or bus bay to “drop off” or “pick up” their child if they have been driven to school.

For pickup it is preferred that you organise a location some distance from the entry to the school to help alleviate congestion or have your child wait inside the school grounds until you arrive for “pick-up”.

h ps://apps.transport.nsw.gov.au/ssts/ h ps://www.opal.com.au/en/about‐opal/opal‐for‐school‐students/

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Greystanes High School Library Our School Library is a multi-functional area that provides an environment that is conducive to Future Focused Learning. The primary aim is to provide a quality service, a variety of resources and recreational activities. Students have access to desktop computers, collabora-tive workspaces, and games (Chess, Putt-Putt Golf, STEM activities). Hours: The library is open from 8 am until 2:50 pm Monday to Friday, except for Wednesday (Before school & lunch) and Friday (Recess 1). Our collection

Fiction Non-Fiction Graphic Novels Picture Books Magazines Reference Websites HSC Collection Careers Collection

The GHS library website provides links and Video tutorials to our Online Collection including: https://sites.google.com/education.nsw.gov.au/greystaneshighschoollibrary/home Oliver Library- Library catalogue World Book Online - Encyclopedia ClickView Online - Access to videos that are aligned with the Australian curriculum. Other items on the GHS library website include infor-mation on how to research effectively; how to write a bib-liography; and how to avoid plagiarism. Students will also find Study Tips, Subject Links and Writing Competitions. Borrowing Students use their Students ID to borrow library items. Books Students are encouraged to continue reading throughout high school. Whole school initiatives such as the NSW Premier's Reading Challenge and Book Week are widely promoted and student participation is encouraged. Stu-dents can borrow over the school holidays. Book Requests The student request box is located on the circulation desk. Students need to write the title and author’s name on the slips provided.

 

 

 

 

 

 

Equipment Students have access to a variety of resources including two computer areas, laptops, iPads, AV equipment, col-our printer/scanner and photocopier. Printing/Photocopying Black & White - 5 cents per page Colour - 50 cents per page Photocopying - 20 cents per page (see library staff for assistance and payment) Print balance can be topped up at the front office. The Learning Centre is a place for students to complete assessments with the support of a teacher on Tuesdays and Thursdays from 3 pm until 4 pm. Year 12 Study Skills during the day Students must sign in at the circulation desk and are ex-pected to be organised and have work to do. Areas 2 & 4 have been allocated for study periods. Expectations The library is a shared learning space, therefore, it is ex-pected that students follow the school’s core values of respect, responsibility and active learning. Library Staff Teacher Librarian: Ms Gordon

Ms Gordon Librarian

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Year 12 BYOD Program

At Greystanes High School there is a mandatory BYOD program for Year 12. This means that all Year 12 students are required to bring a device from home that meets the set of specifications determined by the school. These specifications are available on the school website. Please note in particular the specifications related to wireless compatibility.

Students will use devices in the classroom under the direction of their teachers to complete a range of classwork and learning activities. Student devices may not be used every day in every lesson; the use of the device will depend upon the particular learning activity and will blend with other activities such as reading, writing, discussion, debate, group activities and assessment. However, it is still expected that students bring a fully charged device to school every day. Students will be using Google Classroom for all subjects and their teachers will give them the codes to sign up at the beginning of the course.

All students and parents are required to read and accept the terms of the school BYOD policy agreement and charter before a device can be used at school. This can be found on the school web-site. Note that choosing to bring a personal device to school implies that the student and their parent/carer accept the agreement and charter.

It is important that students and parents are aware of the following essential responsibilities and infor-mation.

Students are responsible for securing and protecting their own devices at school. Students and their parents/caregivers are responsible for arranging their own insurance if desired and should be aware of the policy and warranty conditions for their own device. The school does not accept responsibility for any loss or breakage.

Students are solely responsible for the maintenance and upkeep of their devices. This includes the backing up of data and updating of applications including anti-virus software. Any loss or damage to a device is not the responsibility of the school or Department.

Students’ devices may be confiscated and returned to parents if the school has reasonable grounds to suspect that a device contains data which breaches the BYOD student user agreement. Please ensure that devices used for BYOD do not have parental controls or antivirus software that limit configuration of the following areas: network and connectivity, DNS and Proxy, VPN usage. Any limita-tions in the aforementioned fields can prevent internet access as usage of the DoE proxy is a require-ment for internet usage at school.

Note too that students can download Microsoft and Adobe licensed software for free to use on their school device from: bit.ly/byodsoftware

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PLAGIARISM POLICY

Policy Rationale

With the explosion of information now available to students, it is essential that they learn how to use the ideas and work of others correctly in their own work and become competent with the accepted ways of acknowledging this use.

This policy aims to help students:

understand what plagiarism is,

know the procedures that will be used when plagiarism occurs,

develop strategies to avoid plagiarism including the correct use of referencing.

Definition of Plagiarism

Plagiarism can be deliberate or inadvertent. Plagiarism is a form of cheating and, as such, is serious student misconduct.

Plagiarism usually takes one of three forms:

When students use the ideas, words or work of other students and submit these in an assessment task as their own.

When students use the ideas, words or work from published sources (internet, books, magazines, electronic databases etc) and submit these in an assessment task without acknowledgment.

When students contribute less than their fellow students to a group assignment and then claim an equal share of the marks.

Procedures for Addressing Plagiarism

Where a teacher believes a student has plagiarised, the matter will be reported to the relevant Head Teacher and the student will be notified and given an opportunity to show why they should not be penalised.

The onus will be on the student to show the Head Teacher that the work submitted is entirely their own and not intentional or inadvertent plagiarism. To help establish the originality of their work, a student may be required to provide their notes and/or draft copies to show how they developed their ideas and/or method of expression.

Where a student admits plagiarising or cannot show the work to be their own, a mark of zero will be awarded and the student will be considered to have not achieved the outcome(s) specified in the task.

Student Disclaimer

To help them remember their responsibilities under this policy, students will be required to attach the following disclaimer to all assessable work submitted at Greystanes High School.

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How to Reference Sources / Write a Bibliography

If a student requires the inclusion of Referencing or a Bibliography they can find information on style, method and structural layout by accessing S:\All Students\Library Resources\Writing a bibliography

Glossary of Terms Used In This Policy

Acknowledge: ………...... indicate the source of information given

Bibliography: ………….... a list of books, articles, movies, internet sites or music consulted,

appearing at the end of work submitted

Electronic data base: .. resources such as Encarta, Encyclopedia Britannica and various other

collections of reference materials from CD’ or the internet

Inadvertent: …………....... without intending to or without realising

Misconduct: …………..…. behaviour that is wrong and for which a penalty can be applied

Onus: …………………...…... a duty or responsibility

Reference: …………....….. the method used to indicate the original information source

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Schedule of Fees – 2021 School Contribution

All secondary schools ask parents to contribute so materials not available from the Department of Education may be provided to students. These contributions are necessary to provide the quality education expected by our school community.

General Contribution $95 Senior Students (Years 11 & 12)

$75 Junior Students (Years 7 – 10)

$40 2nd Child

$25 3rd and Subsequent Children

It is expected that all families will be committed to pay their share of the additional costs to ensure quality educational experiences for their child. All students benefit from the additional resources purchased using the school contribution. Families with genuine financial hardship should arrange an appointment with the Principal to arrange a full or partial exemption. Students who receive Centrelink support are expected to use part of their payments to meet the school and subject contribution. This is in line with the Federal Government contract for the provision of the payment.

Schedule of Fees – 2021 HSC (Year 12)

Subject Technology Access fee(all students) $ 65 per year

Construction – VET $ 50 per year

Entertainment – VET $ 70 per year

Metal & Engineering - VET $ 50 per year

**Design & Technology $ 30 per year + cost of material for Major Works

Drama $ 45 per year

Food Technology $ 60 per year

Hospitality - VET - Food and Beverage $130 per year

Hospitality - VET- Kitchen Operations $130 per year

**Industrial Technology – Timber $ 30 per year + cost of material for Major Works

Information Processes & Technology $ 30 per year

Music $ 55 per year

Photography, Video & Digital Imaging $130 per year

Visual Arts $120 per year

**Students in Design & Technology and Industrial Technology, will be required to purchase material at their own cost for their major works.

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HSC Assessment Policy This document is provided as a resource to senior students and parents so there will be an understanding of the student’s responsibility and that of the school. The HSC Assessment Policy is consistent with the guidelines provided by NESA. This policy is designed to provide a measure of achievement for each student, in each course and to report that achievement as a rank order in the course. Assessment procedures vary with each Higher School Certificate course. The Higher School Certificate is assessed in two separate ways;

1. External examination based assessment 2. Internal school based assessment

External Examination Based Assessment Students are assessed through state wide external examinations organised by NESA called the Higher School Certificate Examination. These examinations are conducted during October and November of each year. The results of these examinations are reported on separately for the courses studied by each student for the Higher School Certificate. The raw mark from the external examination (50%) is combined with the school internal assessment mark (50%) to create a final mark out of 100 or 50. Life Skills students, i.e. those on a special program of study for the Higher School Certificate may not be required to sit these external examinations. Internal or School Based Assessment Each course of study will have a series of assessment tasks which have particular weightings for the course. These will take a variety of forms including but not limited to essays, topic tests, exam-inations, research tasks, practical in class assessments and homework. This includes subjects that are externally examined. To be issued a Higher School Certificate, students must have suc-cessfully met requirements in a minimum of 10 units of study in Year 12. Trial HSC Examinations are held in early Term 3. Students will be issued a timetable to notify them of date and time of ex-aminations.

Responsibilities and Procedures Assessment Period Each course of study outlines in detail, the approximate dates and nature of each of its as-sessment tasks. Exact dates for each assessment task will be provided, in writing, at least two weeks prior to the task. Students are expected to sign the assignment notification sheet as proof of task notification. This sheet will be provided by the class teacher. Method of Reporting Two reports will be available throughout the year. Each report will indicate for each course the cumulative assessment rank order, at that stage of the course. At the completion of each task, students will receive the actual raw mark and rank in that task. Students can request their cumulative rank after each task. After the final Higher School Certificate paper, students will be given their rank order within the school group, for each course studied. NESA provides each student a with Student Number. Students use this number to create their own 6 digit PIN. The Student Number and PIN will enable them to access Students Online, where they will find their HSC results. Students must protect this PIN in the same way they would protect any security PIN. Hardships and Welfare Students who find themselves experiencing significant hardship throughout the year and as a result cannot complete the required work to meet course outcomes are to contact the relevant Deputy Principal to discuss their situation. The decision of which work, when it is due and how work will get completed will be up to the discretion of the Deputy Principal. Further paperwork and evidence may be required. Student will need to complete Misadventure/Absence (Form B)and submit to Deputy Principal.

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What are units?

All courses offered for the Higher School Certificate have a unit value. Subjects may have a value of 1 unit or 2 units. Most courses are 2 unit.

Each unit involves class time of approximately 2 hours per week or approximately 3 x 40 periods per week, (60 hours per year). In the HSC each unit has a value of 50 marks. Hence a 2 unit course has a value of 100 marks.

2 units = 4 hours per week or approximately

3 x 80 minutes per week, (120 hours per year)

= 100 marks

The following is a guideline to help you understand the pattern of courses.

2 UNIT COURSE

This is the basic structure for all courses. It has a value of 100 marks.

EXTENSION COURSE

Extension study is available in a number of subjects. Extension courses build on the content of the 2 unit course and carry an additional value of 1 unit. Requiring students to work beyond the standard of the 2 unit course, extension courses are available in English, Mathematics, History, Music, some Languages and VET. Undergraduate university courses will be available in some subjects.

English and Mathematics Extension Courses are available at Preliminary and HSC levels. Students must study the Preliminary extension course in these subjects before proceeding to the two HSC extension courses (Extension 1 and Extension 2). The Extension 2 course requires students to work beyond the standard of the Extension 1 course.

HSC extension courses in subjects other than English and Mathematics are offered and examined in Year 12 only.

Sport During Year 12, students may continue Sport or undertake private study at home in their HSC examinable year provided they have satisfied the mandatory Sport hours in Year 11 and maintained satisfactory attendance.

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Requirements for the Award of the HSC

If you wish to be awarded the HSC:

You must have satisfactorily completed courses that meet the pattern of study required by NESA for the award of the Higher School Certificate. This includes the completion of the practical, oral or project works required for specific courses and the assessment requirements for each course.

You must sit for and make a serious attempt at the Higher School Certificate examinations.

You must study a minimum of 12 units in the Preliminary course achieving a Record of School Achievement (RoSA) and a minimum of 10 units in the HSC course. Both the Preliminary course and the HSC course must include the following:-

at least 6 units from Board Developed Courses including at least 2 units of a Board Developed Course in English

at least three courses of 2 units value or greater

at least four subjects

At most 6 units of courses in Science can contribute to Higher School Certificate eligibility.

The NESA site, contains all the HSC rules and requirements you will need to know.

School Requirements and Policy

Students at Greystanes High are required to undertake their studies so they optimise their life choices by:

All HSC students will undertake at least 10 units of study at school for the completion of the HSC year.

HSC students are recommended to study a minimum of 12 units for the HSC.

All students are expected to have at least a 95% attendance rate to demonstrate genuine and sustained effort in all course work.

Evidence of genuine illness will be required for students that exceed 10 days absence. The development of a students’ health plan will be required in such situations.

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Australian Tertiary Admission Rank The Australian Tertiary Admission Rank (ATAR) is calculated by the universities Australia wide.

The universities categorise Board Developed Courses as either Category A or Category B. To be eligible for an ATAR, you must satisfactorily complete at least 10 units of Board Developed Courses for which there are formal examinations conducted by NESA. These courses must include at least:

eight units from Category A courses

two units of English

three Board Developed Courses of two units or greater

four subjects

The ATAR will be based on an aggregate of scaled marks in ten units of Board developed courses comprising:

the best two units of English;

the best eight units from the remaining units, subject to the provision that no more than two units of Category B courses be included.

If you do not wish to receive an ATAR, the rest of your courses may be made up from Board Endorsed Courses once you have studied six units from Board Developed Courses.

The top rank using ATAR will be 99.95.

Assessment and Reporting

The HSC reports will provide you with more detailed descriptions of the knowledge, skills and understanding you have attained in each subject.

Teachers are provided with a syllabus package for each course. The packages include the syllabus content which teachers use to develop teaching programs, examination specifications, sample examination papers, sample marking guidelines and a performance scale.

The syllabuses, along with assessment and examination information and a performance scale that will be used to describe your level of achievement, give a clear idea of the standards that are expected.

School-based assessment tasks will contribute to 50% of your HSC mark. Your school assessment mark will be based on your performance in assessment tasks you have undertaken during the course.

The other 50% will come from the HSC examination.

Your HSC mark for 2 unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the minimum standard expected. If you achieve the minimum standard expected in a course you will receive a mark of 50. There will be five performance bands above 50 that correspond to different levels of achievement in knowledge, skills and understanding. The band from 90 – 100 will correspond to the highest level of achievement.

On satisfactory completion of your HSC you will receive a portfolio containing:

The HSC Testamur

The official certificate confirming your achievement of all requirements for the award.

The Record of Achievement

This document lists the courses you have studied and reports the marks and bands you have achieved.

Course Reports

For every HSC Board Developed Course you will receive a Course Report showing your marks, the Performance Scale and the band descriptions for that course.

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Student Responsibilities 1. Assessment tasks must be completed on or by the due date.

Failure to complete a task as required will not be accepted and a zero mark will be awarded unless special conditions apply. The following are requirements.

I. Students must submit or complete the assessment task in the designated lesson on the due date of the task.

II. Tasks may be submitted to the teacher the day before the due date of a hand in assessment task otherwise the Absence from Assessment Task procedure will apply.

III. Students must submit online tasks by the designated time on the due date of the task.

2. All work must be that of the students.

In the case of malpractice (e.g. copying the work of others; providing access for others to copy your work or evidence of direct collaboration on the final task/product), the student/s will be penalised or be awarded a zero. This decision will be made by the Principal/Deputy Principal after consultation with the relevant Head Teacher and class teacher.

3. All course work, not only Assessment Tasks, must be completed.

Students should be aware that the Principal must certify that all courses of study have been satisfactorily studied in the HSC Courses i.e. assignments, homework, course summaries, practical work, essays, topic tests, research etc. Failure to complete course work may place the student’s Higher School Certificate in jeopardy as 10 units of study must be satisfied to be eligible for the Higher School Certificate. N Determination Warning letters will be issued for failure to complete course work. Course work includes class work and homework.

4. Diligence and sustained effort must be demonstrated for all tasks.

Failure to make a diligent attempt at Assessment Tasks totalling in excess of 50% of the available marks will result in the course not appearing on the student’s Record of Student Achievement as they are deemed ineligible in that course through the N Determination process. It may place the award of the Higher School Certificate in jeopardy.

Non-serious or non-genuine attempts at a task will result in a NESA warning letter being issued and the student will be required to redo the task to a standard reflective of their ability. Note: The original mark awarded for the task will stand e.g. 3/15. When re-doing an assessment task, a ‘zero’ mark will be awarded (i.e. the mark becomes 0/15) if the student does not complete the task to a standard reflective of their ability.

In the case of competency based courses, the VET teachers will determine whether the attempts made by the student to complete the course competencies are genuine.

5. Regular school attendance is expected.

Students are required to maintain a satisfactory record of both attendance and application up to and including the final date set by the Department of Education. This reflects that they are applying themselves with diligence and sustained effort to the set tasks and experiences provided in the course. Students are expected to maintain an attendance greater than 85% for the duration of the course unless ill and documentation is provided.

6. Work must be submitted in an appropriate form and according to an acceptable standard.

Students are advised to provide a signature to the teacher on the Assessment Task Receipt Sheet provided by the teacher. For tasks that require electronic submission via Google Classroom, students must Turn In tasks via the tab. Work submitted must show diligence and sustained effort.

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Frequently Asked Questions

What are the notification and receipt systems for assessment tasks? Teachers will provide written notification regarding an assessment task at least 2 weeks prior to the task. In addition, the teacher will place a copy of the task on the Sentral Student and Parent Portal on the day the task is distributed to the class. If a student is away, this electronic notification is the formal notification for the assessment task. Students will sign for receipt of the task on an Assessment Task Register on their return to school. An Assessment Task Register is used by teachers to record student signatures and the date when an assessment task is issued in a course. All students in a course are to sign and date to indicate that they have been notified of an assessment task. The same process is to occur when submitting or completing an in class assessment task. Signing and dating the Assessment Task Register indicates that the teacher has received the task and/or the student has completed the task on the due date. This protects the student in the event that the task becomes lost or misplaced. When should I hand in assessment work? All work should be submitted or completed on the due date. Students not attending school for the full day at assessment time will need to submit a completed Illness (Form A) or Misadventure/Absence (Form B) and appropriately dated support documentation as outlined for known and unknown absenc-es. Students must hand in their work on the due date in the lesson of the subject of the task or at the time specified by the course teacher. Any time after this will be judged to be “not submitted on time”. If there is no lesson on the due date of the assignment task it must be submitted by the end of the school day. Where the absence is due to illness or misadventure is not known in advance students should con-tact the relevant Head Teacher on the day of the task, to let the Head Teacher know that they will not be able to submit or complete a particular assessment task. The completed assessment task should be ready for submission on the day of return to school or the student should be ready to complete an in class task on the first day of their return. What do I do if I cannot hand in or complete an assessment task on time? If a student cannot submit or complete an assessment task at the appropriate time on the due date because of illness, hardship, a serious family incident, school representation, police action or other known absence they may apply to the relevant Head Teacher, using the Illness (Form A) or Misadven-ture/Absence (Form B) for an extension of time or a substitute task. This must be completed within 48 hours of the student returning to school. This also applies to school representation where a Misadven-ture/Absence Form must be provided within 48 hours of return to school. For example; representing the school in sporting events. What if I know I am going to be absent on the due date of an assessment task? Where the absence due to illness or misadventure is known in advance, the Misadventure/Absence(Form B) must be submitted within 48 hours of your return to school. Students enrolled in TAFE courses and/or students involved in school business or represent-ing the school must follow the following: For hand-in tasks, students are to submit the assessment task on the day the task is due or the day before the task is due. For in-class assessment tasks, students need to submit a Misadventure/Absence (Form B) within 48 hours of return to school from the TAFE or school business event. The Form must be signed by the school’s supervising teacher. A new date for completion of the in-class task is to be negotiated with the Head Teacher in consultation with the classroom teacher. Note: The student must be prepared to complete an in-class task on the first day of their return to school. Students who have been sent on alternative courses or work placements arranged by the Transition Coordinator or the Careers Advisor should inform their teacher in advance that they will be on a course and will not be present on the due date of the assessment task. These students must submit the Misadventure/Absence (Form B) minimum of 48 hours prior to the course/work placement and signed by the school’s supervising teacher.

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What if I didn’t know I was going to be absent on the due date of an assessment task? Where the absence due to illness or misadventure is not known in advance students should con-tact the relevant Head Teacher on the day of the task, to let the Head Teacher know that they will not be able to hand in/or complete a particular assessment task. They can do so by contacting the school on 9631 9144. The Head Teacher will explain the Absence from Assessment Task pro-cedure. That is, the Illness (Form A) or Misadventure/Absence Form (Form B), depending on the situation, must be handed in to the relevant Head Teacher within 48 hours of returning to school (including the exam period). A Doctor’s Certificate dated the day of the illness or other official doc-umentation, such as a Police Event Number if an accident or incident warranted police action, a death notice, or funeral order of service must be submitted with Form B as evidence for the ab-sence all dated the day of the assessment was due. If there is hardship in obtaining all relevant information, the form must still be submitted to the relevant Head Teacher, with in the 48 hour pe-riod and a time frame negotiated, between the student and Head Teacher, for when the missing information is to be supplied. The student must hand in their work or be prepared to complete the in-class task on the first day of their return to school. The success of the application will be deter-mined by relevant Head Teacher after assessing whether the student has met the requirements stated within this assessment policy. The student will be informed of their right of appeal if they feel the assessment policy has not been followed

Can I claim computer problems as my reason for not submitting an assessment task on the due date? Technology "problems" are not considered as reasonable grounds for a Misadventure Appeal. This includes issues including computer malfunction or failure, upload failure, printer or USB mal-function or failure. Students are advised to back up their work continuously throughout the completion of the assess-ment task and print off draft copies which could be submitted if all else fails. Backing up work includes emailing work to oneself (e.g. use DEC portal email), saving the work to a USB and backing up the work on the computer’s hard drive as it is progressively completed. How can I appeal a decision made about an absence from assessment? An appeal on the Head Teacher’s decision can only be made to the Principal. This will be done by completing the Appeal Form (Form C) within two weeks of notification that the Ilness (Form A) or Misadventure/Absence (Form B) has been declined. The Appeal Committee consists of the Princi-pal (or nominee) and two Head Teachers other than the Head Teacher dealing with the original illness/misadventure request. The panel convenor, Principal or Principal’s nominee, will co-ordinate the hearing process to examine if the assessment policy has been followed by the teachers and student concerned. The student will be notified verbally of the outcome and a written response on the outcome of the appeal will be provided to the student and a copy sent to the family of the student who ap-pealed. What if I have been unwell or experienced a misadventure and attended school and completed the task but not performed to the best of my ability due to the ill-ness/misadventure? In this event the student must complete a Misadventure/Absence Form (Form B) and submit to the Head Teacher with relevant supporting documentation within 48 hours upon return. The Head Teacher will then determine whether the Misadventure request is upheld and the mark or rank will be reviewed. The Deputy Principal may provide documentation to support illness/misadventure at their discretion. What is the difference between HSC Marks and Australian Tertiary Admission Rank (ATAR)? Parents and students should note the following:-

The average mark, or mean, in the HSC exams is approximately a mark of 70 out of 100 for

33

each 2 unit subject. Both the school reports and HSC results from NESA are reported in HSC marks and not ATAR

rankings. School Assessment Tasks examine a range of skills that are not necessarily tested in the HSC, e.g. oral skills, experimental investigations. Therefore, it may not be valid to expect that assessment marks will directly correspond to marks obtained in HSC examinations. ATAR values are a rank order, not a mark. It is a measure of the percentage of the total candida-

ture of students that the candidate beat. The calculation of the ATAR ranking is based on the num-ber of students that completed the Higher School Certificate. They are ranked in order from 99.95 downward.

University entrance is based on ATAR results not HSC marks. The mean for ATAR calculations is lower. As a result students can expect (in most cases) that

their ATAR will be lower than their HSC marks. Simply averaging school or HSC results will in most cases not give an accurate estimate of ATAR ranking.

ATAR calculations use various established manipulations which affect some courses more than others. This may lead to significant changes in mark values between HSC marks and ATAR val-ues for some courses. There are software programs available which estimates or approximates ATAR scores based upon course results.

What are NESA “N determination” letters? The purpose of these warning letters is to inform the student and their parent/s or carer/s that they are at risk of not meeting NESA requirements for a particular course. It states what is required of them to redeem themselves and satisfy course requirements. The NESA rules state that receiving two or more warning letters may place the award of the Higher School Certificate in jeopardy. What are the NESA course requirements and what are the reasons for which students can receive an “N determination” warning letter? For the Higher School Certificate students are required to: follow the course developed or endorsed by NESA apply themselves with diligence and sustained effort to the set tasks and experiences provided in

the course by the school achieve some or all of the course outcomes. Students who fail to meet these requirements will receive a letter of warning and an opportunity to re-deem their work in order to avoid an “N determination”. The main reasons for issuing such a letter in-clude: failing to complete or attempt assessment tasks or assignment work by the due date and /or

appropriately failing to regularly complete coursework which includes class and homework appropriately.

Additionally it includes practical work. making a non-serious effort to complete assessment tasks, assignment work major examinations

and tests making a non-serious effort to complete course work What do ‘N Determination’ or NESA warning letters mean? The NESA warning letters specifies exactly the tasks the student needs to complete to satisfy course requirements. These tasks must be attended to by the due date on the warning letter and before the NESA cut off date. All students are to be given a chance to redeem themselves. If a student has received at least 2 or more warning letters, and course work remains outstanding or the student has received a zero for 50% or more of their assessment they may be given an ‘N Determi-nation’ in that subject. This means a non-award for a subject, resulting in the course not being included on their Record of School Achievement. If the loss of the course takes the student below the number of units required, i.e. 10 units or if the course is English, then the student may not receive their Higher School Certificate. A meeting would be held with the Principal in such cases.

34

What are the consequences for post compulsory students (over 17 years) not meeting course requirements or participating in a satisfactory way in their courses? The following consequences apply to students who for whatever reason, do not qualify for a Higher School Certificate. They may be. Required to repeat the course in the following year or repeat all courses/ the whole year Deemed ineligible for a particular course or courses to be included on their Higher School Certificate as a result of an N Determination. Expelled in accordance with the Department of Education policy on Suspension and Expulsion

of School Students Procedures for unsatisfactory participation in learning. Can I appeal my Final Rank Order? Students may appeal to the school if their Rank Order differs significantly from expectations they have from feedback on their Assessment Tasks throughout the course. The review relates only to the student’s Rank Order. An assessment review will only concentrate on the school’s procedures for determining the final assessment rank, i.e. The weightings used in compiling the assessment are those specified by NESA. The marks awarded are consistent with the school’s published Assessment Policy. Any computational or clerical errors which are thought to have occurred. Can I seek clarification for Assessment Task results? Students may request clarification of marks awarded for a particular task. This request must be made at the time the task is returned by the teacher. Assessment task clarification will concentrate on the faculty’s procedures for determining the assessment mark. A teacher’s professional judgement cannot be questioned in relation to the achievement of the criteria. Processes may only be challenged e.g failure to follow school Assessment Policy or NESA assessment policy. What happens if I have transferred from another school or am going to another school? For students arriving at the school between the commencement of the assessment period and the fi-nal date of Higher School Certificate entry, the Principal may request information from the previous school. However, this information will only be used as a guide and will not form part of the assessment mark. This means that the student’s Rank Order for each course will be determined on the basis of tasks which have been completed from the time of arrival of the student at school. Overseas or Interstate Travel The following procedures need to be adopted if students are thinking about taking an overseas or interstate trip with their family. The student must realise that doing this can place their progress into the HSC Course in jeopardy. Any student who is taking leave needs to give the school notice. The Principal can approve up to 100 days leave. More than 100 days leave requires the approval of the Director Educational Leadership. Students in Year 10, 11 and 12 are advised not to take or seek leave. Any plans to travel and miss attending school for a period of time needs to be discussed with the Principal as soon as possible. No student should travel during the HSC Examination period as this leave may not be approved. Procedure for leave application: 1. Collect a copy of the Overseas or Interstate Variation to Studies form from D Block Office. 2. See the Head Teachers of all the subjects you study and ask them to complete the form. 3. Explain to your family the effect the trip will have on your HSC Course results. 4. Get your parent/guardian’s signature on the form after it has been completed. 5. Get your House Group Leader and Year Advisor to sign the forms. 6. Have the exemption form completed by your parents and returned to the Principal. 7. Make an appointment to discuss your proposed absence from school with the Principal. 8. Give your completed forms to the Head Teacher Administration for filing. 9. Complete an Absence from Assessment Task Form if it is known that you are going to miss an

assessment task.

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Illness Form               FORM A  Use this form if student was ill and could not a end/submit assessment task.

SECTION 1‐completed by student/parent

Student's Name: ________________________________________________________ Year Group:_______________

Subject/Course: ___________________________________________________________________________________

Class Teacher:_____________________________________________________________________________________ 

Nature of Assessment Task (eg; test, oral task, prac cal): _________________________________________________

Date of Assessment Task: ______________________

Please explain circumstances of illness

________________________________________________________________________________________________

________________________________________________________________________________________________

Note:

You must submit a Doctors Cer ficate explaining your illness. It must be dated the same day as the assessment task‐ a

backdated cer ficate may not be accepted

Student signature: __________________________________ Date:____________________

Parent/carer/Execu ve:______________________________ Date:____________________

Received by HT:_____________________________________ Date:____________________

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

SECTION 2‐ to be completed by HT 

Name: ______________________

Head Teacher Determina on:

☐ Task to be accepted without penalty

☐ Missed task to be completed on ______________________________________(date)

☐ Alternative task to be completed on ___________________________________(date)

☐ An estimate to be given

☐ A zero mark to be awarded

☐ Extension granted by ________________________________________________(date)

Comments:

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Head Teacher signature:_____________________________________Date:____________________________________

Sec on 3‐ Student acknowledgment

By signing this acknowledgment, I ____________________________________ accept the decision of the Head Teacher.

Student Signature:______________________________ _____Date:__________________________________________

If you disagree with the decision made here and wish to lodge an appeal complete an APPEALS FORM ( C ) and submit

to your Deputy Principal within 48 hours of this decision.

 

 

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Misadventure/Absence Form               FORM B

Use this form if :

Student has submi ed/completed task however there were extenua ng circumstances which have impacted a

student’s performance e.g death in family, vehicle accident etc

An event has happened which has prohibited the student from comple ng the task which was NOT illness eg:

funeral

Student is represen ng the school or a ending work placement/TAFE on the day of scheduled assessment

SECTION 1‐completed by student/parent Student's Name: ___________________________________________________ Year Group: ______________________

Subject/Course: _______________________________ ____________________ Class Teacher: ____________________

Nature of Assessment Task (eg; test, oral task, prac cal): __________________

Date of Assessment Task: ____________________________________________

Please explain the reason for misadventure below

(if student is represen ng school/a ending TAFE please use bo om of form)

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Note:

If a student is seeking misadventure due to hardship or unforeseen circumstances, documenta on must be provided with

this form. For example: death no ce/cer ficate, police report etc.

Student signature: ____________________________________________________ Date: _________________________

Parent/carer/Execu ve:________________________________________________ Date: _________________________

Received by HT:______________________________________________________ Date: __________________________

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

Fill in this part if you are represen ng Greystanes High School and/or a ending work placement/TAFE 

Reason for absence:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Teacher in charge:____________________________________________________ 

Signature:___________________________________________________________   Date: __________________________  

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SECTION 2‐ to be completed by HT 

Name: _____________________________________________________________Subject: _________________________

Head Teacher Determina on:

☐ Task to be accepted without penalty

☐ Missed task to be completed on _____________________________________ (date)

☐ Alternative task to be completed on _______________________________________ (date)

☐ An estimate to be given

☐ A zero mark to be awarded

☐ Extension granted by ___________________________________________________ (date)

Comments:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Head Teacher signature:__________________________________________ Date:_________________________________

Sec on 3‐ Student acknowledgment

By signing this acknowledgment, I ____________________________________ accept the decision of the Head Teacher.

Student Signature:________________________________________________Date:________________________________

If you disagree with the decision made here and wish to lodge an appeal complete the APPEALS FORM and submit within

48 hours of this decision to your Head Teacher or Deputy Principal.

 

 

 

 

 

38

Appeal Form FORM C Greystanes High School

Student’s Name: ____________________________ Subject: ________________________

Outcome of Illness Form or Misadventure/Absence Form from Assessment Task application from the Head Teacher and reason given for decision.

___________________________________________________________________________

___________________________________________________________________________

Copy of Absence from Assessment Task attached. _____________ (Yes/No)

Additional information supporting the appeal attached. _____________ (Yes/No)

Statement by parent and student

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

________________________________(Please attach further information if insufficient space)

Parent/Student Signature:______________________________ Date: _________________

The Appeal Panel consists of Principal (or nominee) and two other executive other than the executive dealing with the original request.

Appeal panel members: ______________________________________________________

___________________________________________________________________________

Decision of Appeal Panel

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

(Please attach further information if insufficient space)

Principal’s Signature: ________________________________ Date: __________________

A copy of the completed form provided to the student.

Original copy filed by Principal/DP.

A copy to original Head Teacher

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INFORMATION ABOUT SIGN-OUT CARD IN YEAR 12 The Sign-Out Card is a privilege given to Year 12 students who have maintained the school’s core values in their senior years. Students who are not issued with the Sign-Out card are provided with a separate Senior Study Area specifically for independent study in the Library. All students may utilise the Library facilities during study periods. Card Issuing Process: Students on probation will not be issued with a sign-out card until they are cleared of probation. Students are to collect and complete the Year 12 Sign-Out Application form and return it to G Block

Office. The Head Teacher Administration will check the eligibility of students for the issue of the Sign-Out

card. (See criteria below). All students are to remain at school Term 1 Week 1 during sport. If they are not trialling or assisting

in sport, they must report to the Library for supervised study time. If a student is late, leaves early or is away, their receipt of the sign-out card may be delayed. The sign-out card may be revoked at any time due to attendance, behaviour and/or

performance issues. Students on extended approved leave or extended sick leave will be reviewed separately.

Round 1: Week 2 Term 1 of the academic year Cards will be issued to Year 12 students who have fulfilled the following requirements:

Students without a sign-out card are to remain at school Term 1 Week 2 during sport. If they are not trialling or assisting in sport, they must report to the Library for supervised study time. Round 2: Week 3 Term 1 of the academic year Cards will be issued to Year 12 students who have fulfilled the following requirements:

Students without a sign-out card are to remain at school Term 1 Week 3 during sport. If they are not trialling or assisting in sport, they must report to the Library for supervised study time.

YEAR ATTENDANCE:

LATES EARLY LEAVERS

EARLY LEAVERS

WEDNEDAYS

Seminar Payments

Probation

YEAR 11 Term 1-3

EQUAL TO OR MORE THAN 85%

Nil Nil Nil Paid Nil

YEAR 12 Term 4

EQUAL TO OR MORE THAN 85%

Nil Nil Nil

YEAR 12 Term 1 W1-2

100% Nil Nil Nil

YEAR ATTENDANCE:

LATES EARLY LEAVERS

EARLY LEAVERS

WEDNESDAYS

Seminar Payments

Probation

YEAR 11 Term 1-3

EQUAL TO OR MORE THAN 85%

NOT MORE THAN 9

NOT MORE THAN 3

NOT MORE THAN 1

Paid Nil

YEAR 12 Term 4

EQUAL TO OR MORE THAN 85%

NOT MORE THAN 3

NOT MORE THAN 1

NOT MORE THAN 1

YEAR 12 Term 1 W1-2

100% Nil Nil Nil

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Round 3: Week 4 Term 1 of the academic year onwards Issue of cards are based on individual interviews with HT Admin and/or relevant Deputy Principal. Payment for seminars must be made. Students on probation must fulfil all conditions when a review occurs.

Conditions of Issue of Sign-Out Cards Student’s attendance records will be reviewed fortnightly. Student must maintain an attendance of greater than 85%. Student must not be late to school more than 3 times in a term. All notified lateness or early leavers

must be supported with evidence. All absences must be supported by valid documentation. Student must not be placed on probation. The sign-out card may be revoked at any time if attendance is not maintained. If a student does not have a sign out card, they are advised not to make appointments (for

example, health services) on Wednesdays after 12pm. Instead all appointments should be made after school hours. For further clarifications, discuss with Head Teacher Administration.

Conditions of Revoking Sign-Out Cards Student will be provided with a date for the review of their Sign-Out privileges by the Head Teacher

Administration. Students without a sign-out card must report to the Library for supervised study time and engage in

constructive revision.

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42

LEARNING AREA COURSE PAGE

English English Standard

English Advanced

English Studies

English Extension 1

English Extension 2

English EALD

43

44

45

46

47

48

Mathematics Mathematics Standard 1

Mathematics Standard 2

Mathematics Advanced

Mathematics Extension 1

Mathematics Extension 2

49

50

51

52

53

Science Investigating Science

Biology

Chemistry

Physics

54

55

56

57

Creative &

Performing Arts

Music 1

Visual Arts

58

59

Human Society & Its Environment Ancient History

Modern History

Business Studies

Economics

Legal Studies

60

61

62

63

64

Technological & Applied Studies Information Processes and Technology

Design and Technology

Engineering Studies

Food Technology

Industrial Technology Timber

65

66

67

68

69

Personal Development, Health and Physical Education

Community and Family Studies

Personal Development, Health and Physical Education

Sport, Lifestyle & Recreation

70

71

72

Vocational Education And Training (VET) Information

73

Vocational Education & Training (VET)

VET Construction

VET Entertainment

VET Hospitality Food & Beverage

74-75

76-77

78-79

Index of Subjects

43

Syllabus Outcomes

EN12-1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EN12-3 analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and context and explains effects on meaning EN12-4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts EN12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments EN12-6 investigates and explains the relationships between texts EN12-7 explains and evaluates the diverse ways texts can represent personal and public worlds EN12-8 explains and assesses cultural assumptions in texts and their effects on meaning EN12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent

English Standard

Task 1 Task 2 Task 3 Task 4

Type of Task Topic Test Multimodal Presentation

Online Essay Trial HSC

Examination

Syllabus Weighting

%

Term 4

Week 8

Term 1

Week 9-10

Term 2

Week 7

Term 3

Weeks 4/5

Knowledge and understanding of course content

50 10 15 10 15

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

50 10 10 15 15

Task Weighting % 100 20 25 25 30

Syllabus Outcomes

EN12-1 EN12-5 EN12-1 EN12-8

EN12-8 EN12-7 EN12-6 EN12-4 EN12-2

EN12-5 EN12-4 EN12-9 EN12-1 EN12-3

EN12-3 EN12-2 EN12-1 EN12-7 EN12-8

Course Components

44

Syllabus Outcomes

EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments EA12-6 Investigates and evaluates the relationships between texts EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner

Task 1 Task 2 Task 3 Task 4

Type of Task Topic Test Multimodal Presentation

Creative Composition

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 8

Term 1

Week 8

Term 2

Week 9-10

Term 3

Weeks 4/5

Knowledge and understand-ing of course content 50 10 15 10 15

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

50 10 10 15 15

Task Weighting % 100 20 25 25 30

Syllabus Outcomes

EA12-1, EA12-2 EA12-3, EA12-5, EA12-6, EA12-7

EA12-2 EA12-3 EA12-4 EA12-5 EA12-7 EA 12-9

EA12-3 EA12-5 EA12-7 EA12-8

EA12-3, EA12-4, EA12-5, EA12-6, EA12-8

Course Components

English Advanced

45

English Studies

 

Syllabus Outcomes

ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts ES12-3 accesses, comprehends and uses information to communicate in a variety of ways ES12-4 composes proficient texts in different forms ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey meaning to different audiences ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-7 represents own ideas in critical, interpretive and imaginative texts ES12-8 understands and explains the relationships between texts ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways In which texts may influence, engage and persuade different audiences ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner

Task 1 Task 2 Task 3 Task 4

Type of Task Topic Test Research Report

Creative Composition

Trial HSC Examination

Syllabus

Weighting

%

Term 4

Week 8

Term 1

Week 9/10

Term 2

Week 7

Term 3

Weeks 4/5

Knowledge and understanding of course content

50 10 15 10 15

Skills in:

• comprehending texts

• communicating ideas

• using language accurately, appropriately and effectively

50 10 10 15 15

Task Weighting % 100 20 25 25 30

Syllabus Outcomes

ES12-1 ES12-5 ES12-8

ES12-2 ES12-4 ES12-6 ES12-7 ES12-9

ES12-4 ES12-7 ES12-9 ES12-10

ES12-3 ES12-5 ES12-9

Course Components

46

Syllabus Outcomes

EE12-1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts EE12-3 independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts EE12-4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts EE12-5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes

English Extension 1

Task 1 Task 2 Task 3

Type of Task

Creative Response with self evaluation

justification

Critical Response with related texts

Trial HSC Examination

(creative + critical)

Syllabus Weighting

%

Week 10

Term 1

Week 10

Term 2

Week 4/5

Term 3

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

50 15 20 15

Skills in complex analysis, sustained composition and independent investigation

50 15 20 15

Task Weighting % 100 30 40 30

Syllabus Outcomes

EE12-2, EE12-5,

EE12-1, EE12-3,

EE12-4

EE12-1 ,EE12-2, EE12-4, EE12-5

Course Components

47

Syllabus Outcomes

EEX12-1 demonstrates a deep understanding of the dynamic relationship between text, composer, audience and context through the conceptualisation and execution of an extended composition using appropriate mode, medium and technology EEX12-2 strategically and effectively manipulates language forms and features to create a substantial extended composition for a specific purpose, audience and context EEX12-3 applies knowledge, understanding and insight, refined through analysis, interpretation, criticism and evaluation of strategically chosen texts, to shape new meaning in an original composition EEX12-4 undertakes extensive independent investigation to articulate a personal perspective that explores, challenges, speculates or evaluates a significant situation, event or idea EEX12-5 reflects on and evaluates the composition process and the effectiveness of their own published composition

English Extension 2

Task 1 Task 2 Task 3

Type of Task Viva Voce

(Proposal, Action Plan, SWOT Analysis)

(+ Excerpt + Journal)

Literary Review

(Independent Research

Investigation)

(+ Draft + Journal)

Critique of the Creative Writing Process

(Evaluation)

(+ Major Work + Journal)

Syllabus Weighting

%

Week 9

Term 4

Week 10

Term 1

Week 1

Term 3

Skill in extensive independent research 50 15 20 15

Skills in sustained composition 50 15 20 15

Task Weighting % 100 30 40 30

Syllabus Outcomes

EEX12-1, EEX12-4, EEX12-5

EEX12-1, EEX12-2, EEX12-3, EEX12-4

EEX12-1, EEX12-2, EEX12-3, EEX12-4, EEX12-5

Course Components

48

Syllabus Outcomes

EAL12-1A responds to, composes and evaluates a range of complex and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EAL12-1B communicates information, ideas and opinions in a range of familiar and unfamiliar personal, social and academic contexts EAL12-2 uses, evaluates and justifies processes, skills and knowledge necessary for responding to and composing a wide range of texts in different media and technologies EAL12-3 identifies, selects and uses language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts, and analyses and evaluates their effects on meaning EAL12-4 applies and adapts knowledge, skills and understanding of literary devices, language concepts and mechanics into new and different contexts EAL12-5 thinks imaginatively, creatively, interpretively and critically to respond to, represent and evaluate complex ideas, information and arguments in a wide range of texts EAL12-6 investigates and evaluates the relationships between texts EAL12-7 integrates understanding of the diverse ways texts can represent personal and public worlds EAL12-8 analyses and evaluates cultural references and perspectives in texts and examines their effects on meaning EAL12-9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner

English EALD

Task 1 Task 2 Task 3 Task 4

Type of Task Reading and Writing task Topic Test based on

related material and prescribed

text

Speaking and Listening task

using related text and prescribed text

(multimodal presentation)

Focus on Writing Trial HSC

Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 10

Term 2

Week 9

Term 3

Weeks 4/5 Knowledge and understanding of course content

50 15 10 10 15

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

50 10 10 15 15

Task Weighting % 100 25 20 25 30

Syllabus Outcomes

EAL12-1A, EAL12-1B, EAL12-3, EAL12-6

EAL12-2, EN12-5, EN12-7,

EAL12-2,EAL12-3, EAL12-5,EAL12-6, EAL12-7, EAL12-9

EAL12-4, EAL12-5, EAL12-8, EAL12-9

Course

Components

49

Course Objective and Outcomes Student Objective: develop the ability to apply reasoning, and the use of appropriate language, in the

evaluation and construction of arguments and the interpretation and use of models based on mathematical concepts

Related outcomes: a student MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of

familiar and unfamiliar contexts MS1-12-2 analyses representations of data in order to make predictions and draw conclusions Student Objective: develop the ability to use concepts and apply techniques to the solution of problems in

algebra and modelling, measurement, financial mathematics, data and statistics, probability and networks.

Related Outcome: a student: MS1-12-3 interprets results of measurements and calculations and makes judgement 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 Student Objective: develop the ability to use mathematical skills and techniques, aided by appropriate

technology, to organise information and interpret practical situations Related outcomes: a student: MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for

such use Student objective: develop the ability to interpret and communicate mathematics in a variety of written and

verbal forms, including diagrams and graphs.

Mathematics Standard 1

Task 1 Task 2 Task 3 Task 4

Type of Task Assignment Class Test with Summary Sheet

Class Test with Summary

Sheet

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 2

Week 1

Term 2

Week 8

Term 3

Weeks 4/5

Understanding, fluency and communication 50 10 15 10 15

Problem solving, reasoning and justification 50 10 10 15 15

Task Weighting % 100 20 20 30 30

Syllabus Outcomes

MS1-12-1 MS1-12-5 MS1-12-6 MS1-12-9 MS1-12-10

MS1-12-2 MS1-12-3 MS1-12-4 MS1-12-5 MS1-12-7 MS1-12-9 MS1-12-10

MS1-12-2 MS1-12-3 MS1-12-4 MS1-12-7 MS1-12-9 MS1-12-10

All outcomes

Course Components

50

Course Objective and Outcomes. Student Objective: develop the ability to apply reasoning, and the use of appropriate language, in the evaluation

and construction of arguments and the interpretation and use of models based on mathematical concepts

Related outcomes, a student: 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

Student Objective: develop the ability to use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, probability and net-works

Related outcomes, a student: MS2-12-3 interprets the results of measurements and calculations and makes judgements about their rea-

sonableness, 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 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

Student Objective: develop the ability to use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations

Related outcomes, a student: 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 Student Objective: develop the ability to interpret and communicate mathematics in a variety of written and verbal

forms, including diagrams and graphs Related outcomes, a student:

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

Mathematics Standard 2

Task 1 Task 2 Task 3 Task 4

Type of Task Assignment Class Test with Summary Sheet

Class Test with Summary

Sheet

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 5

Term 2

Week 1

Term 2

Week 8

Term 3

Weeks 4/5

Understanding, fluency and communication 50 10 15 10 15

Problem solving, reasoning and justification 50 10 10 15 15

Task Weighting % 100 20 20 30 30

Syllabus Outcomes

MS2-12-1 MS2-12-6 MS2-12-9 MS2-12-10

MS2-12-2 MS2-12-3 MS2-12-4 MS2-12-7 MS2-12-9 MS2-12-10

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

All outcomes

Course Components

51

Mathematics Advanced

Course Components

Task 1 Task 2 Task 3 Task 4

Type of Task Assignment Class Test with Summary Sheet

Class Test with Summary Sheet

Trial HSC Examination

Syllabus Weighting

%

Term 4 Week 8

Term 1 Weeks 8

Term 2 Week 8

Term 3 Weeks 4/5

Understanding, fluency and communication

50 10 15 10 15

Problem solving reasoning and justification

50 10 10 15 15

Task Weighting %

100 20 25 25 30

Syllabus Outcomes

MA12-1, MA12-4, MA12-6 MA12-9 MA12-10

MA12-1, MA12-3 MA12-6, MA12-7 MA12-9, MA12-10

MA12-2, MA12-3 MA12-5 MA12-6 MA12-7 MA12-9 MA12-10

all outcomes

Syllabus Outcomes

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

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

MA12-3 applies calculus techniques to model and solve problems MA12-4 applies the concepts and techniques of arithmetic and geometric sequences and series in the solution of

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

trigonometric graphs MA12-6 applies appropriate differentiation methods to solve problems MA12-7 applies the concepts and techniques of indefinite and definite integrals in the solution of problems MA12-8 solves problems using appropriate statistical processes MA12-9 chooses and uses appropriate technology effectively in a range of contexts, models and applies critical

thinking to recognise appropriate times for such use MA12-10 constructs arguments to prove and justify results and provides reasoning to support conclusions which

are appropriate to the context

52

Mathematics Extension 1

Course Components

Task 1 Task 2 Task 3 Task 4

Type of Task Assignment Class Test with Summary Sheet

Class Test with Summary Sheet

Trial HSC Examination

Syllabus Weighting %

Term 4

Week 9

Term 2

Weeks 1

Term 2

Week 9

Term 3

Weeks 4/5

Understanding, fluency and communication

50 10 15 10 15

Problem solving reasoning and justification

50 10 10 15 15

Task Weighting % 100 20 25 25 30

Syllabus

Outcomes

ME12-5, ME12-6 ME12-7

ME12-6 ,ME12-7 ME12-3 ME12-2 ME12-1

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

all outcomes

Syllabus Outcomes

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

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

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

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

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

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

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

53

Mathematics Extension 2

Course Components

Task 1 Task 2 Task 3 Task 4

Type of Task Assignment with class and home

component.

Class Test with Summary

Sheet

Class Test with Summary

Sheet

Trial HSC Examination

Syllabus Weight-ings %

Term 4

Week 9

Term 1

Weeks 8

Term 2

Week 8

Term 3

Weeks 4/5

Understanding, fluency and communication 50% 10 15 10 15

Problem solving reasoning and justification

50% 10 10 15 15

Task Weightings 100% 20 25 25 30

Syllabus Outcomes MEX12-1 MEX12-2 MEX12-4 MEX12-8

MEX12-1 MEX12-3 MEX12-5 MEX12-8

MEX12-1 MEX12-6 MEX12-7 MEX12-8

All outcomes

Syllabus Outcomes

MEX12-1 understands and uses different representations of numbers and functions to model, prove results and find solutions to problems in a variety of contexts

MEX12-2 chooses appropriate strategies to construct arguments and proofs in both practical and abstract settings

MEX12-3 uses vectors to model and solve problems in two and three dimensions

MEX12-4 uses the relationship between algebraic and geometric representations of complex numbers and complex number techniques to prove results, model and solve problems

MEX12-5 applies techniques of integration to structured and unstructured problems

MEX12-6 uses mechanics to model and solve practical problems

MEX12-7 applies various mathematical techniques and concepts to model and solve structured, unstructured and multi-step problems

MEX12-8 communicates and justifies abstract ideas and relationships using appropriate language, notation and logical argument

54

Syllabus Outcomes INS11/12-1 develops and evaluates questions and hypotheses for scientific investigation INS11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information INS11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information INS11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media INS11/12-5 analyses and evaluates primary and secondary data and information INS11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific

processes INS11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience

or purpose INS12-12 develops and evaluates the process of undertaking scientific investigations INS12-13 describes and explains how science drives the development of technologies INS12-14 uses evidence-based analysis in a scientific investigation to support or refute a hypothesis INS12-15 evaluates the implications of ethical, social, economic and political influences on science

Particular Course Requirements Depth Study: Investigating a manufacture’s claim (8 hours Depth Study & assessed) Fact or Fallacy.

Investigating Science

Task 1 Task 2 Task 3 Task 4

Type of Task Skills & data processing

Secondary sourced

research task

Depth Study Report &

Practical Test

Trial HSC Examination

Date of Task Term 4

Week 10

Term 1

Week 6

Term 2

Week 8

Term 3

Weeks 4/5

Syllabus Weighting

%

20

20

30

30

Skills in working scientifically 60 15 15 20 20

Knowledge and understanding of course Content

40 5 5 10 20

Task Weighting % 100 20 20 30 30

Syllabus Outcomes

INS11/12-1 INS11/12-2 INS11/12-3 INS11/12-4 INS11/12-5 INS11/12-7 INS12-12

INS11/12-4 INS11/12-7 INS12-13

INS11/12-1 INS11/12-2 INS11/12-5 INS11/12-6 INS11/12-7 INS12-14 INS11/12-3 INS11/12-4

All outcomes

Course Components

55

Syllabus Outcomes

Biology

Task 1 Task 2 Task 3 Task 4

Type of Task Topic Test Heredity

Depth Study

(Research task)

Epidemiology

Essay Extended Response

Trial HSC Examination

Date of Task Term 4

Week 7

Term 1

Week 7

Term 2

Week 6

Term 3

Weeks 4/5 Syllabus

Weighting

%

20

30

20

30

Skills in working scientifically

60 15 25 10 10

Knowledge and understanding of course content

40 5 5 10 20

Task Weighting % 100 20 30 20 30

Syllabus Outcomes

BIO11/12-6 BIO12-12 BIO12-13

BIO11/12-1 BIO11/12-2 BIO11/12-3 BIO11/12-4 BIO11/12-14 BIO11/12-7

BIO11/12-5 BIO11/12-6 BIO11/12-7 BIO12-15

All outcomes

Course Components

BIO11/12-1 develops and evaluates questions and hypotheses for scientific investigation BIO11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11/12-5 analyses and evaluates primary and secondary data and information BIO11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes BIO11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose 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 Particular Course Requirements

Excursion: Museum of Diseases in Term 2 Week 9 for Depth Study

56

Syllabus Outcomes CH11/12-1 develops and evaluates questions and hypotheses for scientific investigation CH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information CH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information CH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media CH11/12-5 analyses and evaluates primary and secondary data and information CH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes CH11/12-7 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 model 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 Particular Course Requirements Excursion: Western Sydney University Term 2 for Depth Study

Chemistry

Task 1 Task 2 Task 3 Task 4

Type of Task Skills and data processing

Practical Examination

Depth study excursion and

research

Trial HSC Examination

Date of Task Term 4

Week 10

Term 1

Weeks 9

Term 2

Week 7- 10

Term 3

Weeks 4/5

Syllabus Weighting

%

20

20

30

30

Skills in working scientifically

60 15 25 10 10

Knowledge and understanding of course content

40 5 5 15 15

Task Weighting % 100 20 20 30 30

Syllabus Outcomes

CH11/12-1 CH11/12-4 CH11/12-5 CH11/12-6 CH11/12-7 CH12-12

CH11/12-2 CH11/12-4 CH12-5 CH12-13 CH11/12-3

CH11/12-3 CH11/12-4 CH11/12-7 CH12-15 CH11/12-5

All outcomes

Course Components

57

Physics

Task 1 Task 2 Task 3 Task 4

Type of Task Practical Test Advanced Mechanics

Depth Study DC Motor

Electromag-netism

Secondary Sources

Trial HSC Examination

Date of Task Term 4

Week 9

Term 2

Week 1-4

Term 2

Week 9

Term 3

Weeks 4/5

Syllabus Weighting

%

20

30

20

30

Skills in working scientifi-cally 60 10 20 15 15

Knowledge and under-standing of course con-tent

40 10 10 5 15

Task Weighting % 100 20 30 20 30

Syllabus

Outcomes

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

PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7 PH11/12-13

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

All outcomes

Course Components

Syllabus Outcomes 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 Particular Course Requirements Depth Study: Depth Study

58

Music 1

Course Components

Task 1 Task 2 Task 3 Task 4

Type of Task Viva Voca & Elective 1

Composition & Elective 2

Aural Paper & Elective 3

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 8/9

Term 2

Week 8-10

Term 3

Weeks 4/5

Performance 10 10

Composition 10 10

Musicology 10 10

Aural 25 10 15

Elective 1 15 10 5

Elective 2 15 10 5

Elective 3 15 10 5

Task Weighting % 100 20 20 20 40

Syllabus

Outcomes

H1 - H8 Depending on Electives

H1 - H8 Depending on Electives

H1 - H8 Depending on Electives

H1- H8 Depending on Electives

Syllabus Outcomes H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an

ensemble H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cul-

tural 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 perfor-

mance 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

59

Syllabus Outcomes H1 initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions H2 applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work H3 demonstrates an understanding of the frames when working independently in the making of art H4 selects and develops subject matter and forms in particular ways as representations in art-making H5 demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work H7 applies their understanding of practice in art criticism and art history H8 applies their understanding of the relationships among the artist, artwork, world and audience H9 demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art H10 constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

Visual Arts

Course Components

Task 1 Task 2 Task 3 Task 4

Type of Task Body of work +VAD

BOW + VAD + Submitted

Essay

Body of work +VAD

Trial HSC Examination and Body Of

Work

Syllabus Weighting

%

Term 1 Week 3

Term 2 Week 1

Term 2 Week 9

Term 3 Week 4/5

Art Criticism and Art History

50 25% 25%

Art Making

50 10% 10% 15% 15%

Task Weighting %

100 10 35 15 40

Syllabus Outcomes

H1, H2, H3, H4

H7, H8, H9, H10

H4, H5,H6 H1 - H10

60

Syllabus Outcomes AH12-1 accounts for the nature of continuity and change in the ancient world AH12-2 proposes arguments about the varying causes and effects of events and developments AH12-3 evaluates the role of historical features, individuals and groups in shaping the past AH12-4 analyses the different perspectives of individuals and groups in their historical context AH12-5 assess the significance of historical features, people, places, events and developments of the ancient world AH12-6 analyses and interprets different types of sources for evidence to support an historical account 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

Ancient History

Task 1 Task 2 Task 3 Task 4

Type of Task Pompeii and Herculaneum

Essay Historical Period

Historical Analysis

Personality in their Time

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 8

Term 1

Week 5

Term 2

Week 6

Term 3

Weeks 4/5

Knowledge and understanding of course content

40 10 30

Historical skills in the analysis and evaluation of sources and interpretations

20 10 10

Historical inquiry and research 20 5 10 5

Communication of historical understanding in appropriate forms

20 10 10

Task Weighting % 100 25 20 25 30

Syllabus Outcomes

AH 1, 2, 6, 8, 9 AH 3, 4, 6, 7 AH 4, 5, 8, 9, 10 All outcomes

Course Components

61

Syllabus Outcomes 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 and groups in shaping the past MH12-4 Analyses the different perspectives of individuals and groups in their historical context MH12-5 Assess the significance of historical features, people, places, events and developments of the modern world MH12-6 Analyses and interprets different types of sources for evidence to support an historical account 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

Modern History

Task 1 Task 2 Task 3 Task 4

Type of Task Source Analysis

Core Study: Power and Authority Authority

Historical Analysis

National Study

Essay

Peace and Conflict

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 6

Term 2

Week 6

Term 3

Weeks 4/5

Knowledge and understanding of course content

40 10% 30%

Historical skills in the analysis and evaluation of sources and interpretations

20 10% 10%

Historical inquiry and research 20 10% 5% 5%

Communication of historical understanding in appropriate forms

20 10% 10%

Task Weighting % 100 20% 25% 25% 30%

Syllabus Outcomes MH3,4, 6,7 MH 3,4,5,6,8 MH 1,2,5,9 All

Course Components

62

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

Business Studies

Task 1 Task 2 Task 3 Task 4

Type of Task Case Study Research and

Extended Response

Stimulus Based Task

In Class Test Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 9

Term 2

Week 9

Term 3

Weeks 4/5

Knowledge and understanding of course content

40 5 10 25

Stimulus Based Skills

20 10 10

Inquiry and Research

20 10 10

Communication of business information, ideas and issues in appropriate forms

20 15 5

Task Weighting % 100 20 25 25 30

Syllabus Outcomes H1.2, H2.1 H3.2, H3.3 H4.1, H4.2 H5.1, H5.2

H1, H2 H3, H4 H5, H9

H1, H5 H6, H8 H9

H1 - H10.

Course Components

63

Syllabus Outcomes H1 demonstrates understanding of economic terms, concepts and relationship H2 analyses the economic role of individuals, firms, institutions and governments H3 explains the role of markets within the global economy H4 analyses the impact of global markets on the Australian and global economies H5 discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts H6 analyses the impact of economic policies in theoretical and contemporary Australian contexts H7 evaluates the consequences of contemporary economic problems and issues on individuals, firms and governments. H8 applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts H9 selects and organises information from a variety of sources for relevance and reliability H10 communicates economic information, ideas and issues in appropriate forms H11 applies mathematical concepts in economic contexts H12 works independently and in groups to achieve appropriate goals in set timelines

Economics

Task 1 Task 2 Task 3 Task 4

Type of Task Research Essay The Global Economy

Australia’s Place in the

Global Economy

Economic Issues

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 9

Term 2

Week 10

Term 3

Weeks 4/5

Knowledge and understanding of course content 40 10 30

Stimulus Based Skills 20 20

Inquiry and Research 20 10 5 5

Communication of business information, ideas and issues in appropriate forms

20 15 5

Task Weighting % 100 25 20 25 30

Syllabus Outcomes H1, H3, H9, H10, H12

H1, H2, H3, H7, H9, H10, H11

H1, H2, H10, H4, H7, H10

H3, H4, H5, H6, H7, H8

Course Components

64

Syllabus Outcomes

H1 identifies and applies legal concepts and terminology

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

H3 analyses the operation of domestic and international legal systems

H4 evaluates the effectiveness of the legal system in addressing issues

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

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

H7 evaluates the effectiveness of the law in achieving justice

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

H9 communicates legal information using well-structured and logical arguments H10 analyses differing perspectives and interpretations of legal information and issues

Legal Studies

Task 1 Task 2 Task 3 Task 4

Type of Task Case Study Crime

Human Rights Task

Family Law Task - research

essay

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 9

Term 2

Week 7

Term 3

Weeks 4/5

Knowledge and understanding

40 10 5 5 20

Analysis and Understanding 20 5 5 5 5

Inquiry and Research 20 5 5 10

Communication of legal information, ideas and issues in appropriate forms

20 5 5 5 5

Task Weighting % 100 25 20 25 30

Syllabus Outcomes

H1, H4, H5, H6, H7, H8, H9

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

H3, H4, H5, H6, H7, H8, H9, 10

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

Course Components

65

Course Components

Task 1 Task 2 Task 3 Task 4

Type of Task Project Management

Research Task Project & Topic Test

Trial HSC Examination

Syllabus Weighting %

Term 4

Week 8

Term 2

Week 1

Term 2

Week 8

Term 3

Weeks 4/5

Knowledge and understanding of course content

60 10 20 10 20

Knowledge and skills in the design and development of Information Systems

40 10 5 15 10

Task Weighting % 100 20 25 25 30

Syllabus Outcomes H1.1, H1.2, H3.2, H5.2, H3.1, H4.1, H6.1

H1.1, H1.2, H2.1, H2.2, H5.1, H6.2, H7.1

H3.1, H3.2 H4.1, H6.1

H1.1, H1.2, H2.1, H2.2, H3.2, H5.1, H6.2

Information Processes and Technology

Syllabus Outcomes H1.1 applies an understanding of the nature and function of information technologies to a specific practical situation H1.2 explains and justifies the way in which information systems relate to information processes in a specific context H2.1 analyses and describes a system in terms of the information processes involved H2.2 develops solutions for an identified need which address all of the information processes H3.1 evaluates the effect of information systems on the individual, society and the environment H3.2 demonstrates ethical practice in the use of information systems, technologies and processes H4.1 proposes ways in which information systems will meet emerging needs H5.1 justifies the selection and use of appropriate resources and tools to effectively develop and manage projects H5.2 assesses the ethical implications of selecting and using specific resources and tools H6.1 analyses situations, identifies a need and develops solutions H6.2 selects and applies a methodical approach to planning, designing or implementing a solution H7.1 implements effective management techniques H7.2 uses methods to thoroughly document the development of individual and/or group Projects

66

Syllabus Outcomes H1.1 critically analyses the factors affecting design and the development and success of design projects H1.2 relates the practices and processes of designers and producers to the major design project H2.1 explains the influence of trends in society on design and production H2.2 evaluates the impact of design and innovation on society and the environment H3.1 analyses the factors that influence innovation and the success of innovation H3.2 uses creative and innovative approaches in designing and producing H4.1 identifies a need or opportunity and researches and explores ideas for design development and production of the major design project H4.2 selects and uses resources responsibly and safely to realise a quality major design project H4.3 evaluates the processes undertaken and the impacts of the major design project H5.1 manages the development of a quality major design project H5.2 selects and uses appropriate research methods and communication techniques H6.1 justifies technological activities undertaken in the major design project through the study of industrial and commercial practices H6.2 critically assesses the emergence and impact of new technologies, and the factors affecting their development.

Design and Technology

Task 1 Task 2 Task 3 Task 4

Type of Task MDP Project proposal

Case Study

Major Project & Folio

Trial HSC Examination

Syllabus Weighting

%

Term 4

Weeks 7

Term 1

Weeks 8/9

Term 2

Week 9

Term 3

Weeks 4/5

Knowledge and understanding of course content

40 5 10 5 20

Knowledge and skills in designing, managing, producing and evaluating a major design project

60 10 10 30 10

Task Weighting % 100 15 20 35 30

Syllabus Outcomes H1.1, H3.1 H3.2, H4.1 H4.2, H5.1 H5.2

H1.1, H1.2 H2.2, H3.1 H6.2

H1.1, H3.1 H3.2, H4.1 H4.2, H5.1 H5.2

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

Course Components

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Engineering Studies Task 1 Task 2 Task 3 Task 4

Type of Task Civil Structures Engineering

Report

Personal + Public

Transport Topic Test

Aeronautical Engineering

Report

Trial HSC Examination

Syllabus Weighting %

Term 4 Weeks 9

Term 1 Week 8

Term 2 Weeks 8

Term 3 Weeks 4/5

Knowledge and understanding of course content

60 10 20 10 20

Knowledge and skills in re-search, problem solving and communication related to engi-neering practice

40 15 5 10 10

Task Weighting % 100 25 20 25 30

Syllabus Outcomes

H1.1, H2.2, H5.1, H5.2, H6.2

H1.2, H2.1, H2.2, H3.2, H5.1,

H2.1, H2.2, H3.1, H6.1, H6.2

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

Course Components

Syllabus Outcomes H1.1 describes the scope of engineering and critically analyses current innovations H1.2 differentiates between properties of materials and justifies the selection of materials, components and processes in engineering H2.1 determines suitable properties, uses and applications of materials in engineering H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports H3.3 develops and uses specialised techniques in the application of graphics as a communication tool H4.1 investigates the extent of technological change in engineering H4.2 applies knowledge of history and technological change to engineering- based problems H4.3 appreciates social, environmental and cultural implications of technological change in engineering and applies them to the analysis of specific problems H5.1 works individually and in teams to solve specific engineering problems and in the preparation of engineering reports H5.2 selects and uses appropriate management and planning skills related to engineering H6.1 demonstrates skills in research and problem-solving related to engineering H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering

68

Food Technology

Task 1 Task 2 Task 3 Task 4

Type of Task Australia Food Industry

Food Manufacture

Food Product Development

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 9

Term 1

Week 9

Term 2

Weeks 8

Term 3

Weeks 4/5

Knowledge and understanding of course content

40 10 10 5 15

Knowledge and skills in the designing, researching, analysing and evaluating

30 10 10 10

Task Weighting % 100 20 15 35 30

Syllabus Outcomes

H1.2, H1.4, H3.1, H3.2

H1.1 H4.2

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

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

Course Components

Skills in experimenting with and preparing food by applying theoretical concepts

30 25 5

Syllabus Outcomes H1.1 explains manufacturing processes and technologies used in the production of food products H1.2 examines the nature and extent of the Australian food industry H1.3 justifies processes of food product development and manufacture in terms of market, technological and environmental considerations H1.4 evaluates the impact of food manufacture on the individual, society and environment H2.1 evaluates the relationship between food, its production, consumption, promotion and health H3.1 investigates operations of one organisation within the Australian food industry H3.2 independently investigates contemporary food issues H4.1 develops, prepares and presents food using product development processes H4.2 applies principles of food preservation to extend the life of food and maintain safety. H5.1 develops, realises and evaluates solutions for a range of food situations

69

Industrial Technology Timber

Task 1 Task 2 Task 3 Task 4

Type of Task Folio 1st Submission

Student supplies timber

Industry Study Report and Topic

Test

Major Project Presentation and Folio Submission

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 5

Term 2

Week 1

Term 2

Week 9

Term 3

Weeks 4/5

Knowledge and understanding of course content

40 20 20

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

60 15 5 30 10

Task Weighting % 100 15 25 30 30

Syllabus Outcomes

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

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

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

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

Course Components

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

70

Syllabus Outcomes

H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.1 analyses different approaches to parenting and caring relationships H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.2 evaluates networks available to individuals, groups and families within communities H3.3 critically analyses the role of policy and community structures in supporting diversity H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

Community And Family Studies

Task 1 Task 2 Task 3 Task 4

Type of Task Independent Research Project

Research task and in class essay

Extended Response

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 10

Term 1

Week 7

Term 2

Week 7

Term 3

Weeks 4/5

Knowledge and understanding 40 10 10 20

Skills in critical thinking, research methodology analysing and communicating

60 20 15 15 10

Task Weighting % 100 20 25 25 30

Syllabus Outcomes

H4.1, H4.2 H1.1 H2.2 H3.1 H3.2 H5.1

H2.2, H5.2, H6.1, H2.3

H1.1-H6.2

Course Components

71

Syllabus Outcomes

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

H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 analyses the determinants of health and health inequities

H4 argues the case for the new public health approach to health promotion 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

PD/H/PE

Task 1 Task 2 Task 3 Task 4

Type of Task

Written Report In Class Essay Extended

Responses Trial HSC

Examination

Syllabus Weighting %

Term 4

Week 8

Term 1

Week 8

Term 2

Week 8

Term 3

Weeks 4/5

Knowledge and understanding 40 10 5 5 20

Skills in critical thinking, research analysis and critical thinking

60 10 20 20 10

Task Weighting % 100 20 25 25 30

Syllabus Outcomes H8, H13, H16, H17 H1, H2, H5, H15, H16

H7, H8, H10, H16 H1-H7

Course Components

72

Syllabus Outcomes H1.1 applies the rules and conventions that relate to participation in a range of physical activities H1.2 explains the relationship between physical activity, fitness and healthy lifestyle H1.3 demonstrates ways to enhance safety in physical activity H1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia H1.5 critically analyses the factors affecting lifestyle balance and their impact on health status H1.6 describes administrative procedures that support successful performance outcomes H2.1 explains the principles of skill development and training H2.2 analyses the fitness requirements of specific activities H2.3 selects and participates in physical activities that meet individual needs, interests and abilities H2.4 describes how societal influences impact on the nature of sport in Australia H2.5 describes the relationship between anatomy, physiology and performance H3.1 selects appropriate strategies and tactics for success in a range of movement contexts H3.2 designs programs that respond to performance needs H3.3 measures and evaluates physical performance capacity H3.4 composes, performs and appraises movement H3.5 analyses personal health practices H3.6 assesses and responds appropriately to emergency care situations H3.7 analyses the impact of professionalism in sport H4.1 plans strategies to achieve performance goal H4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context H4.3 makes strategic plans to overcome the barriers to personal and community health H4.4 demonstrates competence and confidence in movement contexts recognises the skills and abilities required to adopt roles that support health, safety and physical activity H5.1 accepts responsibility for personal and community health H5.2 willingly participates in regular physical activity H5.3 values the importance of an active lifestyle H5.4 values the features of a quality performance H5.5 strives to achieve quality in personal performance

Sport, Lifestyle & Recreation

Task 1 Task 2 Task 3 Task 4

Type of Task

Resistant Training Aquatics Games and

Sports Applications

Trial HSC Examination

Syllabus Weighting

%

Term 4

Week 8

Term 1

Week 8 Ongoing

Term 3

Weeks 4/5

Knowledge and understanding 50 15 10 25

Skills 50 5 10 35

Task Weighting % 100 20 20 35 25

Syllabus Outcomes H1.2. H1.3, H1.5, H2.1, H2.2, H2.3, H2.5, H3.1, H3.2, H3.4, H4.2, H4.4 H4.5

H1.1, H1.3, H2.2, H2.3, H3.1, H3.3 H3.4, H3.6 H4.1, H4.2 H4.4, H4.5

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

H1.1 – H5.5

Course Components

73

VOCATIONAL EDUCATION AND TRAINING PUBLIC SCHOOLS NSW, MACQUARIE PARK RTO 90222

Vocational Education and Training (VET) Courses

Public Schools NSW, Macquarie Park RTO 90222 is accredited as a Registered Training Organisation (RTO) to de-liver and assess VET qualifications to secondary students. By enrolling in a VET qualification in NSW Public Schools Macquarie Park RTO 90222, you are choosing to partici-pate in a program of study that will give you the best possible direction towards a nationally recognised qualification. To receive the AQF VET qualification Certificate I, II or III, students must meet the assessment requirements of the Industry Training Package (http://training.gov.au). Students will also be expected to complete all requirements relevant to the HSC and adhere to the requirements of NESA. When a student achieves a unit of competency it is signed off by a qualified assessor. To achieve the qualifi-cation students must be deemed competent in all units of competency. Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or Rec-ord of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed by the NSW Educational Standards Authority (NESA) and are based on National Training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These qualifi-cations are widely recognised by industry, employers and tertiary training providers and will assist students to move to various education and training sectors and employment.

Board Developed VET courses are classified as Category B subjects and ONLY ONE may contribute to the calcula-tion of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination after they have completed a minimum of 4 Preliminary and/or HSC units.

Board Developed VET courses have specified workplace requirement and include 70 hours of industry specific man-datory work placement or simulated workplace hours at school as specified by NESA.

Board Endorsed VET Courses count towards the HSC or RoSA but do not have HSC examinations and therefore do not count in the calculations of the ATAR. Some Board Endorsed VET Courses have mandatory industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills) and what they know (the knowledge) that will equip them in the workplace. Students who have successfully achieved competency will have the skills and knowledge to complete workplace activities in a range of different situations and environments, to an industry standard of performance expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based on performance standards that have been set by industry.

Students will receive documentation showing any competencies achieved for the VET course undertaken (Transcript).

Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator, VET Teacher or Careers Adviser before choosing the course to ensure they are fully aware of the requirements and that the course is suitable for their individual needs, knowledge and skills.

General VET Course Informa on to Schools 2020

74

Course: Construction (240 indicative hours) Board Developed Course Number: 26201

Total of 4 units of credit – Preliminary and/or HSC Category B status for Australian Tertiary Admission Rank (ATAR)

The CPC20211 Certificate II in Construction Pathways is accredited for the HSC and provides students with the opportunity to obtain this nationally rec-ognised vocational qualification. This is known as dual accreditation.

By enrolling in a VET qualification in NSW Public Schools Macquarie Park RTO 90222, you are choosing to participate in a program of study that will give you the best possible direction towards a nationally recognised qualification. To receive this AQF VET qualification, students must meet the assessment requirements of the CPC08 Construction, Plumbing and Services Training Package (Release 9.4) (https://training.gov.au/Training/Details/CPC08).You will also be expected to complete all requirements relevant to the HSC and adhere to the requirements of NESA.

CPC20122 Certificate II in Construction Pathways Units of Competency

6 Core CPCCOHS2001A Apply OHS requirements, policies and procedures in the

construction industry CPCCCM1012A Work effectively and sustainably in the construction

industry CPCCCM1013A Plan and organise work CPCCCM1013A Conduct workplace communication CPCCCM1015A Carry out measurements and calculations CPCCCM2001A Read and interpret plans and specifications 6 Electives CPCCCA2002B Use carpentry tools and equipment-Group B

6 Electives (cont.) CPCCCA2011A Handle carpentry materials-Group B CPCCCM2006B Apply basic levelling procedures-Group H CPCCCO2013A Carry out concreting to simple forms-Group H CPCCJN2001A Assemble components-Group F CPCCJN2002B Prepare for offsite manufacturing processes-Group F Additional units required to attain an HSC credential in this course CPCCCA2003A Erect and dismantle formwork for footings and slabs on the

ground CPCCCM2005B Use construction tools and equipment #CPCCWHS1001 Prepare to work safely in the construction industry

#Successful completion CPCCWHS1001 Prepare to work safely in the construction industry will lead to a General Construction Induction Card (White Card) issued by SafeWork NSW. This is a legal requirement before entering a construction site across Australia. Students may apply for Recognition of Prior Learning (RPL) and/or Credit Transfer provided suitable evidence is submitted.

Pathways to Industry Skills gained in this course transfer to other occupations. Working in the construction industry involves:

communication problem-solving teamwork initiative and enterprise

Examples of occupations in the construction industry Builder shopfitter and joiner bricklayer

Mandatory course requirements to attain an HSC credential in this course Students must complete a minimum of 70 hours work placement over two years to practise and extend their learning.

Admission Requirements To enrol in CPC20211 Certificate II in Construction Pathways, students require the physical ability to safely carry out manual activities such as lifting, carrying and shifting loads of materials and climbing, use construction tools and equipment and safely work with a variety of construction materials. This is an inherent skill requirement for the units of competency. Prior to enrolment, students will be advised individ-ually of the suitability of this course. Reasonable adjustments and support are available for all students. There will be out of class homework, research activities, and assignments.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. When a student achieves a unit of competency it is signed off by the assessor. Complaints and Appeals Students may lodge an appeal about assessment or any other decisions through the VET teacher. Optional HSC examination for ATAR purposes The optional Higher School Certificate Examination is independent of the competency based assessment undertaken during the course and has no impact of the eligibility of the student to receive this AQF qualification.

Course consumables: $50 Course contributions are made to cover the ongoing costs of consumables and materials used as part of this course and are paid to the school. If you are unable to make contributions or are experiencing financial difficulty, please contact your school. Refunds: Students who exit the course before completion may be eligible for a partial refund of fees. The amount of the refund will be pro-rata, dependent upon the time the student has been enrolled in the course. Please discuss any matters relating to refunds with your school

A school-based traineeship is available in this course. For more information contact the school’s Careers Adviser.

Exclusions: VET course exclusions can be confirmed with the school.

Construction Pathways Course Descriptors 2020 Public Schools NSW, Macquarie Park RTO 90222

QUALIFICATION: CPC20211 Certificate II in Construction Pathways The information may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time with minimum disruption or disadvantage

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76

Course: Entertainment Industry (240 indicative hours) Board Developed Course Number: 26401

Total of 4 units of credit – Preliminary and/or HSC Category B status for Australian Tertiary Admission Rank (ATAR)

The CUA30415 Statement of Attainment towards Certificate III in Live Production and Services is accredited for the HSC and provides students with the opportunity to obtain this nationally recognised vocational qualification. This is known as dual accreditation.

By enrolling in a VET qualification in NSW Public Schools Macquarie Park RTO 90222, you are choosing to participate in a program of study that will give you the best possible direction towards a nationally recognised qualification. To receive this AQF VET qualification, students must meet the assessment requirements of the CUA Creative Arts and Culture Training Package (Release 3.0) (https://training.gov.au/Training/Details/CUA). You will also be expected to complete all requirements relevant to the HSC and adhere to the requirements of NESA.

CUA30415 Statement of Attainment towards Certificate III in Live Production and Services

4 Core CPCCOHS1001A Work safely in the construction industry CUAIND301 Work effectively in the creative arts industry CUAWHS302 Apply work health and safety practices SITXCCS303 Provide service to customers 8 Electives CUASOU301 Undertake live audio operations Group A CUALGT301 Operate basic lighting Group A

8 Electives (cont) CUASTA301 Assist with production operations for live performances Grp A CUAVSS302 Operate vision systems Group A MEM18002B Use power tools/hand held operations Other CUASOU306 Operate sound reinforcement systems Group A CUASMT301 Work effectively backstage during performances Group A CUASTA202 Assist with bump in and bump out of shows Group C N. B. Additional competencies (2 core and 1 elective) are required to achieve the full qualification. Refer to Specialisation Course Descriptor.

Students may apply for Recognition of Prior Learning (RPL) and/or Credit Transfer provided suitable evidence is submitted

Pathways to Industry Skills gained in this course transfer to other occupations. Working in the entertainment industry involves: Lighting and sound operations Audio visual operations

Set and props construction and staging Creative projects

Examples of occupations in the Entertainment Industry Technical Assistant (Productions) Sound Technician

Assistant venue technician Follow spot operator

Special Effects Assistant

Mandatory course requirements to attain a HSC credential in this course Students must complete a minimum of 70 hours work placement over two years to practise and extend their learning.

Admission Requirements To enrol in CUA30415 Statement of Attainment towards Certificate III in Live Production, students who are interested in lighting, sound, staging, set design and dealing with patrons would be suited to this course. Prior to enrolment, students will be advised individually of their suitability. Reasonable adjustments and support are available for all students. There will be out of class homework, research activities, as-signments and students will be involved in performances and productions.

Competency-Based Assessment: Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of com-petency. When a student achieves a unit of competency it is signed off by the qualified assessor. Complaints and Appeals: Students may lodge an appeal about assessment or any other decisions through the VET teacher. Optional HSC examination for ATAR purposes: The optional Higher School Certificate Examination is independent of the competency based assessment undertaken during the course and has no impact of the eligibility of the student to receive this AQF qualification.

Course consumables: $110 Course contributions are made to cover the ongoing costs of consumables and materials used as part of this course and are paid to the school. If you are unable to make contributions or are experiencing financial difficulty, please contact your school. Refunds: Students who exit the course before completion may be eligible for a partial refund of fees. The amount of the refund will be pro-rata, dependent upon the time the student has been enrolled in the course. Please discuss any matters relating to refunds with your school

A school-based traineeship is available in this course. For more information, contact the school’s Careers Adviser.

Exclusions: VET course exclusions can be confirmed with the school.

Entertainment Industry Course Descriptor 2020 Public Schools NSW, Macquarie Park RTO 90222

QUALIFICATION: CUA30415 Statement of Attainment towards Certificate III in Live Production and Services

The information may change due to Training Package and NSW Education Standards Authority (NESA) updates. Notification of variations will be made in due time with minimum disruption or disadvantage

Public Schools Macquarie Park RTO 90222 Entertainment Industry Course Descriptor 202020

77

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HSC Examinable Units of Competency

78

Hospitality Course Descriptor 2020 Public Schools NSW, Macquarie Park RTO 90222

QUALIFICATION: SIT 20316 Certificate II in Hospitality The information may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time with minimum disruption or disadvantage

Course: Hospitality (240 indicative hours) Board Developed Course Number: 26511

Total 4 of units of credit – Preliminary and/or HSC Category B status for Australian Tertiary Admission Rank (ATAR)

The SIT 20316 Certificate II in Hospitality is accredited for the HSC and provides students with the opportunity to obtain this nationally recognised vocational qualification. This is known as dual accreditation.

By enrolling in a VET qualification in NSW Public Schools Macquarie Park RTO 90222, you are choosing to participate in a program of study that will give you the best possible direction towards a nationally recognised qualification. To receive this AQF VET qualification, students must meet the assessment requirements of the SIT Tourism, Travel and Hospitality Training Package (Release 2) (http://training.gov.au).You will also be ex-pected to complete all requirements relevant to the HSC and adhere to the requirements of NESA.

SIT 20316 Certificate II in Hospitality Units of Competency

6 Core SITXWHS001 Participate in safe work practices BSBWOR203 Work effectively with others SITHIND002 Source and use information on the hospitality industry SITXCCS003 Interact with customers SITHIND003 Use hospitality skills effectively SITXCOM002 Show social and cultural sensitivity 6 Electives SITXFSA001 Use hygienic practices for food safety; Group A

SITHFAB005 Prepare and serve espresso coffee; Group B SITHFAB007 Serve food and beverage; Group B SITXFSA002 Participate in safe food handling practices; Group B SITHFAB004 Prepare and serve non-alcoholic beverages; Group B SITHCCC003 Prepare and present sandwiches; Group B Additional units required to attain an HSC credential in this course SITHCCC001 Use food preparation equipment SITXCOM001 Source and present information Group B BSBSUS201 Participate in environmentally sustainable work practices Group B

Students may apply for Recognition of Prior Learning (RPL) and/or Credit Transfer provided suitable evidence is submitted.

Pathways to Industry Skills gained in this course transfer to other occupations. Working in the hospitality industry involves:

Supporting and working with colleagues to meet goals and provide a high level of customer service

Prepare for front of house service, manage resources, preparing and serving a range of food and beverages

Examples of occupations in the Hospitality Industry Café Attendant Food and Beverage Attendant Barista

Mandatory course requirements to attain a HSC credential in this course Students must complete a minimum of 70 hours work placement over two years to practise and extend their learning.

Admission Requirements To enrol in SIT 20316 Certificate II in Hospitality, students should be interested in working in a hospitality environment preparing and serving food and beverages to customers. They should be able to lift and carry equipment and use hand held and larger commercial equipment. This is an inherent skill re-quirement for the units of competency. Prior to enrolment, students will be advised individually of the suitability of this course. Reasonable adjustments and support are available for all students. Students may be required to participate in after-hours school events and functions. There will be out of class home-work, research activities and assignments.

Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out tasks to industry standard. Students will be progressively assessed as ‘competent’ or ‘not yet competent’ in individual units of competency. When a student achieves a unit of competency it is signed off by the quali-fied assessor. To achieve the qualification above, students must be deemed competent in all units of competency. Complaints and Appeals Students may lodge an appeal about assessment or any other decisions through the VET teacher. Optional HSC examination for ATAR purposes The optional Higher School Certificate Examination is independent of the competency based assessment undertaken during the course and has no impact of the eligibility of the student to receive this AQF qualification.

Course consumables: $150 Course contributions are made to cover the ongoing costs of consumables and materials used as part of this course and are paid to the school. If you are unable to make contributions or are experiencing financial difficulty, please contact your school. Refunds: Students who exit the course before completion may be eligible for a partial refund of fees. The amount of the refund will be pro-rata, dependent upon the time the student has been enrolled in the course. Please discuss any matters relating to refunds with your school

A school-based traineeship is available in this course. For more information contact the school’s Careers Adviser.

Exclusions: VET course exclusions can be confirmed with the school.

Public Schools Macquarie Park RTO 90222 Hospitality Food and Beverage Course Descriptor 2020

79

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HSC Examinable Units of Competency