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2015-16 HSC Assessment Schedule

HSC Assessment

Junee High School

■ Last updated: October 2015 ■ Principal: Terry Vercoe

■ Phone: (02) 6924 1666 To Dream. To Create. To Succeed.

■ Fax: (02) 6924 1798 Junee High School

■ Email: [email protected] 52 Lydia Street

■ Website: www.junee-h.schools.nsw.edu.au Junee NSW 2663

Junee High School

In this book... INFORMATION FOR SENIOR STUDENTS AND PARENTS/CAREGIVERS .......................................................................................... 3

Student Appeal Form................................................................................................................................................................................................. 6

BIOLOGY ........................................................................................................................................................................................................................... 7

BUSINESS STUDIES ..................................................................................................................................................................................................... 8

CHEMISTRY ..................................................................................................................................................................................................................... 9

COMMUNITY AND FAMILY STUDIES ............................................................................................................................................................. 10

DESIGN AND TECHNOLOGY ............................................................................................................................................................................... 11

ENGLISH: Advanced ................................................................................................................................................................................................ 12

ENGLISH: Standard .................................................................................................................................................................................................. 13

ENGLISH: English Studies ..................................................................................................................................................................................... 14

INDUSTRIAL TECHNOLOGY TIMBER AND FURNITURE PRODUCTS .............................................................................................. 15

HOSPITALITY: KITCHEN OPERATIONS – COMMERCIAL COOKERY ................................................................................................ 17

MATHEMATICS: Mathematics General 1 ..................................................................................................................................................... 18

MATHEMATICS: Mathematics General 2 ..................................................................................................................................................... 19

MATHEMATICS: Mathematics ........................................................................................................................................................................... 20

MODERN HISTORY .................................................................................................................................................................................................. 21

PRIMARY INDUSTRIES ........................................................................................................................................................................................... 22

SENIOR SCIENCE ....................................................................................................................................................................................................... 23

SOCIETY AND CULTURE ........................................................................................................................................................................................ 24

2015/2016 HSC ASSESSMENT SCHEDULE SUMMARY .......................................................................................................................... 25

2015 HSC ASSESSMENT SCHEDULE STUDENT SUMMARY................................................................................................................. 26

Junee High School

INFORMATION FOR SENIOR STUDENTS AND PARENTS/CAREGIVERS

The following material is provided for the information of senior students at Junee High School and their

parents/caregivers regarding HSC Assessment. It is not definitive and reference should be made to school policy

documents for further details.

The information is provided in a question/answer format to highlight the areas and issues about which students and

their parents/caregivers should be aware.

1. What is meant by assessment?

Assessment is the measurement of actual student performance in various tasks. It is not a measure of their

potential performance or an estimate of their general ability.

2. What must I do to have satisfactorily studied a course?

The Board of Studies expects students to have:

(a) followed the course developed or endorsed by the Board; and

(b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in

the course by the school1;

(c) achieved some or all of the course outcomes; and/or

(d) completed all assessment tasks. However, if you fail to seriously attempt assessment tasks worth 50%

or more of the final assessment mark, you will be awarded a zero for that course.

Where a candidate has failed to satisfactorily study a course, the Principal will:

(a) apply a ‘N’ (Non-completion) determination and advise the Board of Studies accordingly. Courses

which were not satisfactorily completed will not be printed on HSC or Result Notices. This may result

in a student being ineligible for the award of a Higher School Certificate.

(b) advise the candidate of the submission and the right of appeal.

3. What happens if I feel I cannot submit an assessment task on time and have a valid reason?

If you feel you have a valid reason for the late submission of an assessment task, then you must approach your

teacher, where possible at least two (2) full school days prior to the due date, giving your reasons in writing.

Your parent or caregiver must sign this note. A time extension may be granted in legitimate cases.

4. What happens if I fail to attempt or submit a task on time without a valid reason?

You will be awarded a zero for that task.

5. What happens if I fail to attempt or submit a task?

If you have a valid reason for a non-attempt, then you will be given the same or a substitute task at a later

date. Where this is not feasible, an estimate may be given after discussion with the Principal or Head Teacher.

If the explanation is not accepted you will be awarded zero for that task.

6. What are valid reasons?

It is up to students to demonstrate that they had a valid reason for the non-attempt or non-submission of an

assessment task. The legitimacy of the reason given will initially be determined by the Head Teacher in

consultation with the class teacher on the basis of fairness to all students in the group.

7. What if I am absent when an assessment task is notified?

It is your responsibility to ask your teacher about any assessment tasks which may have been notified in your

absence. This needs to be done during the first day of your return to school after an absence. It is your

responsibility to refer to the schedule provided.

8. What happens if I know I am going to be absent for an assessment task?

You should notify your teachers at your earliest convenience in writing, where possible. Giving your reasons in

writing must be done at least two (2) full school days prior to the due date. Your parent or caregiver must

sign this note. A time extension may be granted in legitimate cases.

1 This clause will apply to any students who continually hand in class work late, truant or who are absent without justification, as

determined by the NSW Department of Education and Communities.

Junee High School

9. What happens if I am unable to sit for an examination?

If you are going to be absent from an examination (Midcourse or Trial HSC Examinations) you must notify your

class teacher, the Head Teacher of that subject and the Year 11/12 Student Adviser, to make arrangements to

sit for the examination(s) at a later date. You will not be able to sit for the examinations before the due date.

If you are ill, it is necessary to contact the school immediately. A Doctor’s Certificate may be required to cover

an absence from an examination. You must complete the ‘Student Appeal Form’ as soon as you return to

school after your absence. This form is available from Head Teachers and the Deputy Principal.

If you are ill prior to or during the HSC examination period you must obtain a Doctor’s Certificate and contact

the school to obtain a BOS ‘Illness and Misadventure’ Appeal Form.

10. Will my parents or caregiver be informed of any non-attempt?

Yes they will. Any such communication, including official warnings given to you, will be maintained as records.

11. Will my general behaviour throughout the year be taken into account for assessment purposes?

Yes, if it affects your studies or the studies of other students. Your behaviour would affect your ability to meet

the Board requirement that “students apply themselves with diligence and sustained effort.”

12. Are there specific behaviours which will affect my assessment?

Yes, any of the following actions will incur a zero mark for any assessment task:

(a) cheating during an assessment task;

(b) copying from another student and claiming that work as your own;

(c) presenting an assignment which is clearly not your own work, which includes work completed by

another individual on your behalf;

(d) allowing other students to copy your work;

(e) copying material with no due acknowledgement;

(f) disrupting2 an assessment task; and/or

(g) truancy or absence from an assessment task without providing a satisfactory explanation.

13. What if I don’t make a serious attempt at an assessment task?

A non-serious attempt will lead to a student being awarded a zero for that task. Non-serious attempts may

result from the attempt being so poor as to be considered non-serious or as a result of the use of derogatory

remarks, obscene language, insufficient evidence of the student’s own work, etc. The Head Teacher, in

consultation with the teacher involved, will determine if the attempt is non-serious.

14. Can I leave an examination or set assessment task prior to the time set for its completion?

No, except with the supervisor’s permission in legitimate emergencies.

15. Am I entitled to a review of my final assessment?

Yes, the school has review procedures to examine legitimate cases. You should first approach the relevant

Head Teacher. If that is not satisfactory then you should see the Deputy Principal. If the matter is still not

resolved then a panel comprising the Principal, a Deputy Principal, the relevant Head Teacher and the Year

Adviser will examine the matter and come to a final decision. This procedure applies to all courses including

Frameworks courses.

16. When may I lodge an appeal against a final HSC assessment?

You have three (3) days from the time you are notified of your final assessment rank in which to lodge a

formal, written appeal, using the ‘Student Appeal Form’. No appeals will be considered after this date. A

’Student Appeal Form’ is available from Head Teachers and the Deputy Principal.

17. Am I entitled to a re-assessment of an individual assessment task?

Yes, if the mark and rank is not what the student expected, then the student may approach his/her teacher for

a re-assessment within two [2] full school days after results have been received.

If illness has affected your performance during the task, you must inform your class teacher (and, in the case

of examinations, the supervising teacher) immediately. A medical certificate may be required.

2 Dependent on the nature of the disruption, only one warning may be given.

Junee High School

If the teacher, in consultation with the Head Teacher, feels there is just cause for re-assessment, then it may

take place. The results of any such re-assessment are final and will not be considered just cause for the re-

assessment of other students.

If you need to appeal a Head Teacher’s decision refer to the answer to Question 16.

18. Will I be warned if my certificate is at risk?

Yes, you will be warned in writing. Your parents or caregiver will be advised and you will be required to

provide a written acknowledgement of the warning.

19. How much warning will I get for each assessment task?

A minimum of two (2) weeks’ notification should be provided prior to any assessment task being given. This

document may be regarded by a teacher of any course as sufficient notice of the due dates and the nature of

upcoming assessment tasks. You should also refer to the answer to question 7. The published dates in this

book should not be altered by a teacher without your being given sufficient notice of the change. A change of

date for a task may be allowed after reference has been made to the overall Assessment Schedule Summary

(p. 7), the School Calendar and consultation with the relevant Head Teacher.

20. What happens if a teacher/faculty wishes to vary the assessment requirements given to you?

This is allowable, as occasionally a task may need to be rescheduled or reset. However, the new date must be

negotiated with the students in that course before it is changed.

21. What feedback will I be given on my performance?

For each task you will be told your assessment and your ranking in that task. You will be informed of your

progressive ranking through the school reports.

22. How do I submit assessment tasks?

It is the responsibility of students to submit work for assessment during normal class time directly to the

teacher or at the time specified by the class teacher. Students and teachers should ensure that receipt of task

is noted.

23. Where can I check the schedule of assessment tasks and/or seek advice?

This booklet sets out the schedule of assessment tasks for all subjects and the relevant features of the school’s

policy for Higher School Certificate Assessment. You should retain it and refer to it if any questions or

problems arise. Teachers, Head Teachers, the School Counsellor, the Deputy Principals and the Principal

should all be able to provide additional advice. A copy of this document is able to be accessed on the school’s

intranet.

24. How does my assessment result affect my final course mark?

The assessment mark is moderated against the student’s performance in the HSC examination. The moderated

assessment mark and examination mark are given equal weight in the determination of the student’s HSC

course mark, which is then used to calculate the ATAR.

Assessment tasks in VET courses are used to determine your achievement of competencies. There is no

correlation between the achievement of competencies in VET courses and the ATAR. The HSC VET examination

marks are recorded on your HSC and may be used to calculate your ATAR.

Assessment tasks in VET courses are used to determine your achievement of competencies. There is no

correlation between the achievement of competencies in VET courses and the ATAR. The HSC VET examination

marks are recorded on your HSC and may be used to calculate your ATAR.

Junee High School

Student Appeal Form Category (please tick one) Appeal due to illness, accident or misadventure

Appeal in relation to the final assessment and/or course rank

Student’s Name: _____________________________________________________________________

Course: ______________________________________________________ Task Number: _________

Nature of Assessment Task: ________________________________________________________________________________________________

Due Date: _____/_____/_____ Class Teacher Name: _________________________________

Reason for Appeal: (state details to support your case (or attach statement)

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________

Medical Certificate is attached: Yes No

Additional information attached: Yes No

____________________________________ ____/____/____ ____________________________________ ____/____/____

Signature of student Date Signature of Teacher Date

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

Head Teacher Recommendation: Reason for decision:

Complete a substitute task ________________________________________________________________

Estimate to be given ________________________________________________________________

No marks to be awarded ________________________________________________________________

Sit or submit the task without penalty ________________________________________________________________

Task to be submitted with penalty ________________________________________________________________

New Due Date: _____/_____/_____

_________________________________ ____/____/____ __________________________________ ____/____/____

Signature of Head Teacher Date Signature of Principal Date

Copies of this form are available from Head Teachers and the Administration Office

Junee High School

BIOLOGY

Topic Task Weight Due date Outcomes Areas of

Learning

Maintaining A

Balance

Performing a skills test 20 Term 4

Week 8

H1,H2, H5, H11, H12, H13, H14 1, 2, 3

Blueprint of Life Planning and performing

a practical task

20 Term 1

Week 5

H11, H12, H13, H14, H15 1, 2, 3, 4

Towards Better

Health

Process task 20 Term 2

Week 2

H1, H3, H2, H5, H9, H11, H12

H13, H14

1, 3, 4

Option:

Communication

Secondary sources

investigation and report

20 Term 2

Week 8

H1, H3, H4, H5, H12, H13, H14 2, 3, 4

Trial HSC Examination 20 Term 3

Week 4

H1 to H16 1, 2, 3, 4

Outcomes

A student:

Areas of Learning:

A student:

H1 evaluates how major advances in scientific understanding and

technology have changed the direction or nature of scientific thinking

H2 analyses the ways in which models, theories and laws in biology have

been tested and validated

H3 assesses the impact of particular advances in biology on the

development of technologies

H4 assesses the impacts of applications of biology on society and the

environment

H5 identifies possible future directions of biological research

H6 explains why the biochemical processes that occur in cells are related to

macroscopic changes in the organism

H7 analyses the impact of natural and human processes on bio-diversity

H8 evaluates the impact of human activity on the interactions of organisms

and their environment

H9 describes the mechanisms of inheritance in molecular terms

H10 describes the mechanisms of evolution and assesses the impact of

human activity on evolution

H11 justifies the appropriateness of a particular investigation plan

H12 evaluates ways in which accuracy and reliability could be improved in

investigations

H13 uses terminology and reporting styles appropriately and successfully to

communicate information and understanding

H14 assesses the validity of conclusions from gathered data and information

H15 explains why an investigation is best undertaken individually or by a

team

H16 justifies positive values about and attitudes towards both the living and

non-living components of the environment, ethical behaviour and a

desire for a critical evaluation of the consequences of the applications of

science

1 understands knowledge and

key concepts of biology and

applies these to related

models, theories and laws

2 uses scientific method to

explain investigations of

biology concepts and

presents data in appropriate

forms

3 selects and uses appropriate

reporting styles to

communicate the history

and an understanding of

biology concepts

4 links the concepts of biology

to society and their own

experiences

Junee High School

BUSINESS STUDIES


Learning

Operations Business Report 15 Term 4

Week 9

H1, H2, H3, H4, H5

H6, H8, H9

1, 2, 5, 6, 7, 8

Finance Stimulus skill questions using

financial ratios

20 Term 1

Week 7

H2, H3, H4, H5, H6

H7, H8, H9

1, 3, 4, 6, 7, 8

All topics Mid-Course Examination 20 Term 1

Week 10

H2, H3, H4, H5, H6

H8, H9, H10

1, 2, 3, 4, 5, 6,

Marketing Research and critical thinking

activities of case studies

15 Term 2

Week 7

H1, H2, H3, H4, H5

H6, H8, H9

1, 2, 3, 4, 5, 6

All topics Trial HSC Examination 30 Term 3

Week 4

H2, H3, H4, H5, H6

H8, H9, H10

1, 2, 3 ,4, 5, 6,

Outcomes

A student:

Areas of Learning:

A student:

H1 critically analyses the role of business in Australia and globally

H2 evaluates management strategies in response to changes in

internal and external influences

H3 discusses the social and ethical responsibilities of

management

H4 analyses business functions and processes in large and global

businesses

H5 explains management strategies and their impact on

businesses

H6 evaluates the effectiveness of management in the

performance of businesses

H7 plans and conducts investigations into contemporary

business issues

H8 organises and evaluates information for factual and

hypothetical business situations

H9 communicates business information, issues and concepts in

appropriate formats

H10 applies mathematical concepts appropriately in business

situations

1 analyses the role of business and the

management response to

internal/external environmental

changes.

2 discusses the social and ethical

responsibilities of management

3 analyses business functions in large

and global businesses

4 explains management strategies,

impacts and effectiveness in business

performance

5 evaluates information for actual and

hypothetical business situations

6 applies mathematical concepts to

business situations

7 conducts investigations into business

issues

8 communicates business information,

ideas and issues using business

terminology and concepts

Junee High School

CHEMISTRY

Topic Task Weight Due date Outcomes Areas of Learning

Production of

materials

Secondary sources

investigation and report

20 Term 4

Week 6

H1, H5, H12, H13, H14 1, 2, 3

Acidic

environment

Planning and

performing a firsthand

investigation

20 Term 1

Week 3

H11, H12, H13, H14

H15

1, 2, 3, 4, 5

Midcourse

Examination

15 Term 1

Week 10

H1-H16 1, 3, 4, 5

Chemical

monitoring

Planning, performing

and reporting on a first-

hand investigation

20 Term 2

Week 8

H2, H9, H11, H12, H13

H14

2, 3, 5


Week 4

H1-H16 1, 3, 4, 5

Outcomes

A student:

Areas of Learning

A student:

H1 evaluates how major advances in scientific understanding and technology have

changed the direction or nature of scientific thinking

H2 analyses the ways in which models, theories and laws in chemistry have been

tested and validated

H3 assesses the impact of particular advances in chemistry on the development of

technologies

H4 assesses the impacts of applications of chemistry on society and the

environment

H5 identifies possible future directions of chemical research

H6 explains reactions between elements and compounds in terms of atomic

structures and periodicity

H7 describes the chemical basis of energy transformations in chemical reactions

H8 assesses the range of factors which influence the type and rate of chemical

reactions

H9 describes and predicts reactions involving carbon compounds

H10 analyses stoichiometric relationships



investigations




H15 explains why an investigation is best undertaken individually or by a team

H16 demonstrates and justifies positive values about and attitude towards both the

living and non-living components of the environment, ethical behaviour and a

desire for critical evaluation of the consequences of the applications of science

(Not for assessment)

1 understands

knowledge and key

concepts of

chemistry and applies

these to related

models, theories and

laws

2 uses scientific

method to explain

investigations of

chemistry concepts

and presents data in

appropriate forms

3 selects and uses

appropriate reporting

styles to

communicate the

history and

understanding of

chemistry

4 links the concepts of

chemistry to society

and own experiences

5 evaluates accuracy

and reliability of

practical and

theoretical

investigations

http://web3.newcastle-h.schools.nsw.edu.au/junee-h/mod/assign/view.php?id=187

http://web3.newcastle-h.schools.nsw.edu.au/junee-h/mod/assign/view.php?id=187

Junee High School

COMMUNITY AND FAMILY STUDIES


Learning

Parenting and Caring Essay 20 Term 4

Week 8

H1, H2, H3, H4

H9, H10

1, 2

Research Methodology Independent Research

Project

20 Term 1

Week 6

H9, H10 4

Groups In Context Report 15 Term 2

Week 6

H1, H3, H4, H5

H6, H7, H10,

H11, H14

3, 2

Social Impact of

Technology

Case Study 25 Term 3

Week 2

All 1, 2, 3, 4


Week 4

H8, H10, H11

H13, H14

3

Outcomes

A student:

Areas of Learning

A student:

1. analyses the effect of resource management on the wellbeing of

individuals, groups, families and communities

2. analyses different approaches to parenting and caring relationships

3. evaluates strategies to contribute to positive relationships and the

wellbeing of individuals, groups, families and communities

4. critically examines how individual rights and responsibilities in various

environments contribute to wellbeing

5. analyses the sociocultural factors that lead to special needs of individuals

in groups

6. evaluates networks available to individuals, groups and families within

communities

7. critically analyses the role of policy and community structures in

supporting diversity

8. critically evaluates the impact of social, legal and technological change

on individuals, groups, families and communities

9. justifies and applies appropriate research methodologies

10. communicates ideas, debates issues and justifies opinions

11. proposes management strategies to enable individuals and groups to

satisfy their specific needs and to ensure equitable access to resources

12. develops strategies for managing multiple roles and demands of family,

work and other environments

13. analyses how the empowerment of women and men influences the way

they function within society

14. formulates strategic plans that preserve rights, promote responsibilities

and establish roles leading to the creation of positive social

environments

1. proposes resource management

and management strategies to

attain set goals

2. formulates plans to create a

positive social environment

3. examines societal factors which

influence the wellbeing of

individuals, groups, families and

the community

4. justifies and applies appropriate

research methodologies to

situations of investigation

Junee High School

DESIGN AND TECHNOLOGY


Learning

Knowledge and Skills in

Innovation

Major Design Project

Proposal and

Presentation

20 Term 4

Week 7

H4.1, H4.2 1, 3

Innovation Case Study 20 Term 1

Week 7

H2, H3.1, H3.2, H6.2 2, 4

Designing and Producing Written report 20 Term 2

Week 4

H4.3, H5.2, H6.1 2, 3, 4

Management Plan for

Major Design

Project/Advertising

20 Term 3

Week 4

H1.1, H1.2, H2.1

H2.2, H3.1, H6.1

1, 2, 4


Week 4

H5.1, H5.2 2,3

Outcomes

A student:

Areas of Learning

A student:

H1.1 critically analyses the factors affecting design and the development and

success of design projects.

1. applies the design process to

produce products and solve

problems

2. is aware of emerging

technologies and understands

the link between, innovation

society and the environment

3. manages the development and

production of a design project

4. applies the design process to

produce products and solve

problems

5. uses a variety of research

techniques to show

development and modifications

6. manages the development and

production of a design project

7. uses a variety of research

techniques to show

development and modifications

8. is aware of emerging

technologies and understands

the link between, innovation

society and the environment

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

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

and relates these to industrial and commercial practices

H.6.2 critically assesses the emergence and impact of new technologies, and

the factors affecting their development

Junee High School

ENGLISH: Advanced


Learning

Area of Study

Discovery

Listening

Speaking 15

15

Term 4 Week 8

Term 2 Week 8

H1, H2, H4, H5

H6, H9

1, 2, 3, 4, 5, 6

Module A

Intertextual

Perspectives

Representing 15 Term 1 Week 8 H6, H8, H12

H12A, H13

3, 4, 6

Midcourse Examination Reading and writing Term 1 Week 10 H1, H2, H3, H4

H5, H6, H7, H8

H9, H10

1, 2, 3, 4, 5,

Module B

Critical Study Writing 15 Term 2 Week 6 H2, H2A, H7

H10, H11, H3

2, 3, 5, 6

Module C

Representing people and

politics

Reading 15 Term 3 Week 2 H3, H4, H5

H12A

2, 6

Reading

Writing Trial Examination 10

15

Term 3 Week 4 H1, H2, H3, H4,

H5, H6, H7, H8

H9, H10

1, 2, 3, 4, 5,

Outcomes

A student:

Areas of Learning

A student:

H1. explains and evaluates the effects of different contexts of responders and

composers on texts

H2. explains relationships among texts

H2A. recognises different ways in which particular texts are valued

H3. develops language relevant to the study of English

H4. explains and analyses the ways in which language forms and features and

structures of texts shape meaning and influence responses

H5. explains and evaluates the effects of textual forms, technologies and their

media of production on meaning

H6. engages with the details of text on order to respond critically and personally

H7. adapts and synthesises a range of textual features to explore and communicate

information, ideas and values, for a variety of purposes, audiences and contexts

H8. articulates and represents own ideas in critical, interpretive and imaginative

texts from a range of perspectives

H9. evaluates the effectiveness of a range of processes and technologies for various

learning purposes, including the investigation of organization of information

and ideas

H10. analyses and synthesises information and ideas into sustained and logical

argument for a range of purposes, audiences and contexts

H11. draws upon the imagination to transform experience and ideas into text

demonstrating control of language

H12. reflects on own processes of responding and composing

H12A. explains and evaluates different ways of responding to and composing texts

H13. reflects upon own processes of learning

1. uses language

effectively in

composition and

analyses how language

forms and features

make meaning

2. analyses and

synthesises information

and ideas into a

sustained and logical

response

3. composes a wide range

of analytical, personal

and imaginative texts

4. responds to a wide

range of texts critically,

analytically,

imaginatively and

interpretively

5. explains the

relationship among

texts and the different

ways these texts are

valued

6. reflects upon own

processes of learning

Junee High School

ENGLISH: Standard


Learning

Area of Study

Discovery

Speaking

Listening

15

15

Term 4 ,Week 8

Term 2 ,Week 8

H1, H2, H4, H6

H9, H13

1, 2, 3, 4, 5, 6

Module A

Distinctively Visual

Reading 15 Term 1, Week 7 H4, H5, H6, H7

H10

1, 2, 3, 4, 5

Midcourse Examination Reading and

writing

Term 1, Week 10 H1, H2, H3, H4,

H5, H6, H7, H8

H9, H10

1, 2, 3, 4, 5

Module C

Texts and Society

Exploring Transitions

Viewing and

Representing

15 Term 2, Week 4 H2, H3, H4, H7

H10

1, 2, 3, 5, 7

Module B

Close Study of Text

Writing 15 Term 3, Week 2 H6, H8, H11, H12

H13

4, 6

Reading and Writing Trial HSC

Examination

25 Term 3, Week 4 H1, H2, H3, H4

H5, H6, H7, H8

H9, H10

1, 2, 3, 4, 5

Outcomes

A student:

Areas of Learning

A student:

H1 demonstrates understanding of how relationships between composer

responder, text and context shape meaning

H2 demonstrates understanding of the relationship among texts

H3 develops language relevant to the study of English

H4 describes and analyses the ways that language forms and features, and

structures of texts shape meaning and influence responses

H5 analyses the effect of technology and medium on meaning

H6 engages with the details of text in order to respond critically and

personally

H7 adapts and synthesises a range of textual features to explore and

communicate information, ideas and values, for a variety of purposes

audiences and contexts

H8 articulates and represents own ideas in critical, interpretive and

imaginative texts from a range or perspectives

H9 assesses the appropriateness of a range or processes and technologies in

the investigation and organisation of information and ideas

H10 analyses and synthesises information and ideas into sustained and logical

argument for a range of purposes and audiences

H11 draws upon the imagination to transform experiences and ideas into text,

demonstrating control of language

H12 reflects on own processes of responding and composing

H13 reflects upon own processes of learning

1. uses language effectively in

composition and

understands how language

forms and features make

meaning

2. evaluates and synthesises

information and ideas into a

sustained response

3. composes a wide range of

texts for a variety of

audiences, purposes and

contexts

4. responds critically,

imaginatively and

interpretively to a wide range

of texts

5. understands the relationships

among texts

6. reflects on own learning

Junee High School

ENGLISH: English Studies


Learning

English and family life:

Part of the family

Group - 5

Reading and listening -

10

Knowledge - 10

25

Term 4

Week 10

H1.1, H2.3, H3.2

H4.1

1, 2, 4

Mandatory unit:

We are Australians

PowerPoint Presentation

Knowledge - 10

Reading - 10

Use language - 10

30 Term 1

Week 11

H1.4, H2.1, H2.3

H3.2, H4.1,

1, 2, 3, 4

English and the

experience of travel

Travel Blog

Individual - 10

Research - 10

Reading – 10

30 Term 3

Week 2

H1.1, H2.2, H3.1

H3.2, H4.2

1, 2, 3, 4

Knowledge - 10

Using language – 5


Week 4

H1.2, H1.3, H2.1

H2.2, H3.1

1, 2, 3

Outcomes

A student:

Areas of Learning

A student:

H1.1 analyses extended and short texts in a range of forms to gain knowledge,

understanding and appreciation of how English is used to convey meaning

H1.2 explains the ideas and values of the texts

H1.3 explains how language and other techniques are used to convey meaning in

extended and short texts in a range of forms

H1.4 produces a range of texts that demonstrate knowledge, understanding and

skills gained in conveying meaning through language and other techniques

H2.1 comprehends sustained written, spoken and multi-modal texts at an

appropriate level to enrich their personal lives and to provide a sound basis

for current and future education, careers and citizenship

H2.2 demonstrates further development of skills in expression in English at an

appropriate level of accuracy and fluency to enrich their personal lives and

to provide a sound basis for current and future education, careers and

citizenship

H2.3 demonstrates skills in using language conventions of a variety of textual

forms, including literary texts, informative texts and texts used in vocational

contexts

H3.1 recognises a range of purposes for and contexts in which language is used

and selects appropriate text forms, vocabulary, style and tone when writing

and speaking for those purposes

H3.2 recognises a range of audiences and selects appropriate text forms,

vocabulary, style and tone when writing and speaking for those audiences

H4.1 plans and organises, to complete tasks or projects, both individually and

collaboratively

H4.2 works effectively, both as an individual and within a group, to research,

select, organise and communicate information and ideas related to a variety

of topics

1. develops and

demonstrates an

understanding of texts

and how they are

written to convey

meaning

2. develops and

demonstrates skills in

reading, listening and

viewing and in writing,

speaking and

representing

3. uses language

effectively and for a

range of purposes,

audiences and contexts

4. works independently or

in a group

Junee High School

INDUSTRIAL TECHNOLOGY TIMBER AND FURNITURE PRODUCTS


Learning

Industry Study

Major Project (Design,

management and

Communication

Industry Related

Manufacturing Technology

Major Project

Component 1 20 Term 4

Week 8 H1.1, H1.2, H1.3

H3.1, H3.2, H3.3

H4.2, H4.3, H5.1

H5.2, H6.1, H7.1

H7.2

1,3,4,5,8

Industry Study


management and

Communication

Industry Related


Major Project

Component 2 20 Term 1

Week 10 H1.2, H2.1, H3.1

H3.2, H3.3, H4.2

H4.3, H5.1, H5.2

H6.2

2,3,4,5,6,7

Content Covered from HSC

Units Mid-Course Exam 20 Term 1

Week 10 H1.1, H1.2, H1.3

H3.1, H3.2, H3.3

H4.2, H4.3, H5.1

H5.2, H6.1, H6.2

H7.1, H7.2

1,2,3,4,5,6,7,8

Content covered from HSC

units

Trial HSC

Examination 20 Term 3

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

H2.1, H3.1, H3.2

H3.3, H4.1, H4.2

H4.3, H5.1, H5.2

H6.1, H6.2, H7.1

H7.2

1,2,3,4,5,6,7,8

Industry Study


management and

Communication

Industry Related


Major Project

Component 3

20% Term 3

Week 5

H1.2, H1.3, H2.1

H3.2, H3.3, H4.1

H4.2, H4.3, H5.2

H6.2,

2,3,4,5,6,7

Outcomes

A student:

Areas of Learning

A student:

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

H1.2 identifies appropriate equipment, production and manufacturing techniques

and describes the impact of new and developing technologies in industry

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

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

equipment maintenance techniques

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

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

H3.3 applies and justifies design principles effectively through the production of

a Major Project

H4.1 demonstrates competence in a range of practical skills appropriate to the

Major Project

H4.2 explores the need to outsource appropriate expertise where necessary to

complement personal practical skills

1 Describe the

management and

organisation of a business

in the Timber Industry.

2 Describes safe work

practices and uses them

individually and in team

situations

3 Sketches, produces and

interprets drawings in the

production of projects

4 Applies research and

problem-solving skills

Junee High School

H4.3 critically applies knowledge and skills related to properties and

characteristics of materials/components

H5.1 selects and uses communication and information processing skills

H5.2 examines and applies appropriate documentation techniques to project

management

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

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

environment

H7.2 analyses the impact of existing, new and emerging technologies of the

focus industry on society and the environment

5 Demonstrates

appropriate design

principles in the production

of projects

6 Demonstrates

competency in a range of

skills using relevant

equipment, machinery and

processes

7 Identifies and explains the

principles of quality and

quality control

8 Identifies the impact of a

related industry on the

social and physical

environment

Junee High School

HOSPITALITY: KITCHEN OPERATIONS – COMMERCIAL COOKERY

Tourism and Hospitality Curriculum Framework courses are competency based courses. To achieve an Australian

Qualified Frameworks (AQF) Certificate or Statement a student must be assessed as competent.

This means that a student’s performance is judged against a prescribed standard not against the performance of other

participants. Assessment of competence involves the assessment of skills and knowledge combined. This is assessed

throughout a unit or by an end of unit assessment task either in class or in the workplace.

The HSC Examination is optional. Students indicate during Year 12 whether they intend to attempt the examination.

The examination has no impact on a student’s eligibility for AQF qualifications.

Task Date

Unit Competency tests and assessments Ongoing

Work Placement (compulsory) To be advised

Trial HSC Examination Term 3, 4

CODE UNIT OF COMPETENCY CODE UNIT OF COMPETENCY

COMPULSORY UNITS ELECTIVES

BSBWOR203B Work effectively with others SITHIND201 Source and use information on the

hospitality industry

SITXFSA101 Use hygienic practices for food

safety SITHCCC204

Produce vegetable, fruit, egg and

farinaceous dishes

SITXWHS101 Participate in safe work practices SITXFSA201 Participate in safe food handling

procedures

SITXINV202 Maintain the quality of perishable

items SITHFAB204 Prepare and serve espresso coffee

SITHCCC101 Use food preparation equipment SITHFAB203 Prepare and serve non-alcoholic

beverages

SITHCCC201 Produce dishes using basic

methods of cookery

SITHCCC207 Use cookery skills effectively

SITHKOP101 Clean kitchen premises and

equipment

Junee High School

MATHEMATICS: Mathematics General 1 The assessment component for each task will be weighted 50% for the use of concepts, skills and techniques to solve

mathematical problems and interpret practical situations and 50% for the application of reasoning and communication

in appropriate forms to construct mathematical arguments and to interpret and use mathematical models.

Task Weighting Due date Outcomes Areas of

Learning

Open Book Test 20 Term 4

Week 6

MG1H-3, MG1H-9, MG1H-10 1, 4

Midcourse Examination 20 Term 1

Week 10

MG1H-1, MG1H-2, MG1H-3,

MG1H-6, MG1H-7, MG1H-9

3, 4, 5, 6

Personal Research Usage 25 Term 2

Week 9

MG1H-1, MG1H-2, MG1H-3,

MG1H-4, MG1H-5, MG1H-7,

MG1H-9, MG1H-10

1, 2, 3, 4, 5

Assignment 35 Term 3

Week 5

MG1H-1, MG1H-3, MG1H-4,

MG1H-5, MG1H-9, MG1H-10

1, 2, 3, 4, 5, 6

Outcomes

A student:

Areas of Learning

A student:

MG1H-1 uses mathematics and statistics to evaluate and construct

arguments in a range of familiar contexts

MG1H-2 analyses representations of data in order to make predictions

MG1H-3 makes predictions about everyday situations based on simple

mathematical models

MG1H-4 analyses simple two-dimensional and three-dimensional models

to solve practical problems

MG1H-5 interprets the results of measurements and calculations and

makes judgements about reasonableness, including the

conversion to appropriate units

MG1H-6 makes informed decisions about financial situations likely to be

encountered post-school

MG1H-7 develops and carries out simple statistical processes to answer

questions posed

MG1H-8 solves problems involving uncertainty using basic counting

techniques

MG1H-9 chooses and uses appropriate technology to organise information

from a range of practical and everyday contexts

MG1H-10 uses mathematical argument and reasoning to evaluate

conclusions drawn from other sources, communicating a position

clearly to others

MG1H-VA appreciates the importance of mathematics in everyday life and its

usefulness in contributing to society

1. uses appropriate

technology effectively to

assist in the solution of

problems

2. applies the concepts of

length, area and volume to

practical applications

3. interprets, analyses and

displays data

4. uses algebraic skills to solve

real and abstract problems

5. applies knowledge of

financial concepts to real-

life situations

6. understands and applies

knowledge and skills to

common probability

concepts

Junee High School

MATHEMATICS: Mathematics General 2 The assessment component for each task will be weighted 50% for the use of concepts, skills and techniques to solve

mathematical problems and interpret practical situations and 50% for the application of reasoning and communication

in appropriate forms to construct mathematical arguments and to interpret and use mathematical models.


Learning

Algebra 15 Term 4

Week 6

MG2H-3, MG2H-9, MG2H-10 1, 4


Week 10

MG2H-1, MG2H-2, MG2H-3, MG2H-6,

MG2H-8, MG2H-9, MG2H-10

3, 4, 5, 6, 7

Measurement Task 25 Term 2

Week 9

MG2H-4, MG2H-5, MG2H-10 1, 2, 4


Week 4

MG2H-1, MG2H-2, MG2H-3, MG2H-6,

MG2H-8, MG2H-9, MG2H-10

2, 3, 4, 5, 6, 7

Outcomes

A student:

Areas of Learning

A student:

MG2H-1 uses mathematics and statistics to evaluate and construct

arguments in a range of familiar and unfamiliar contexts

MG2H-2 analyses representations of data in order to make inferences,

predictions and conclusions

MG2H-3 makes predictions about situations based on mathematical models,

including those involving cubic, hyperbolic or exponential functions

MG2H-4 analyses two-dimensional and three-dimensional models to solve

practical problems, including those involving spheres and

non-right-angled triangles

MG2H-5 interprets the results of measurements and calculations and makes

judgements about reasonableness, including the degree of

accuracy of measurements and calculations and the conversion to

appropriate units

MG2H-6 makes informed decisions about financial situations, including

annuities and loan repayments

MG2H-7 answers questions requiring statistical processes, including the use

of the normal distribution, and the correlation of bivariate data

MG2H-8 solves problems involving counting techniques, multistage events

and expectation

MG2H-9 chooses and uses appropriate technology to locate and organise

information from a range of contexts

MG2H-10 uses mathematical argument and reasoning to evaluate conclusions

drawn from other sources, communicating a position clearly to

others, and justifies a response

MG2H-VA appreciates the importance of mathematics in everyday life and its

usefulness in contributing to society

1. uses appropriate

technology effectively to

assist in the solution of

problems

2. applies the concepts of

length, area and volume to

practical applications which

may include trigonometry

3. interprets, analyses and

displays data

4. uses algebraic skills to solve

real and abstract problems

5. performs arithmetic

operations within consumer

mathematics

6. understands and applies

knowledge and skills to

common probability

concepts

7. applies knowledge of

financial situations to

practical scenarios

Junee High School

MATHEMATICS: Mathematics The summative assessment will be weighted 50% for the use of concepts, skills and techniques to solve mathematical

problems and interpret practical situations and 50% for the application of reasoning and communication in

appropriate forms to construct mathematical arguments and to interpret and use mathematical models.


Learning

Open Book Test * 15 Term 4

Week 6

H1, H2, H4, H5, H9 1, 2


Week 10

H1, H2, H4, H5, H6

H7

1, 2, 3, 4, 5, 6

7, 8

Assignment 25 Term 2

Week 8

H1, H2, H3, H4, H5

H8, H9

3, 7, 8


Week 4

H1, H2, H3, H4, H5

H6, H7, H8, H9

1, 2, 3, 4, 5, 6

7, 8

* The Open Book Test requires preparation in the form of written summary sheet on one A4 page, which must be

submitted for assessment at least one day before the class task.

Outcomes

A student:

Areas of Learning

A student:

H1 seeks to apply mathematical techniques to problems

in a wide range of practical contexts

H2 constructs arguments to prove and justify results

H3 manipulates algebraic expressions involving

logarithmic and exponential functions

H4 expresses practical problems in mathematical terms

based on simple given models

H5 applies appropriate techniques from the study of

calculus, geometry, probability, trigonometry and

series to solve problems

H6 uses the derivative to determine the features of the

graph of a function

H7 uses the features of a graph to deduce information

about the derivative

H8 uses techniques of integration to calculate areas and

volumes

H9 communicates using mathematical language,

notation, diagrams and graphs

1. applies the rules of differentiation and basic

integration

2. applies appropriate calculus techniques to

solve practical problems

3. uses appropriate techniques of trigonometry

to solve problems

4. manipulates algebraic expressions involving

logarithmic and exponential functions

5. uses appropriate techniques of probability to

solve problems

6. calculates terms and sums for arithmetic and

geometric series and applies these to practical

situations

7. applies deductive reasoning to prove and

justify results

8. applies appropriate algebraic techniques to

simplify expressions or solve equations and

problems

Junee High School

MODERN HISTORY


Learning

Core WW1 Source analysis

Knowledge and understanding 5,

Source skills 10

15 Term 4

Week 10

H1.1, H1.2,

H3.3, H3.4, H4.1

1, 3, 4, 5

National Study

Germany 1919-1936

Research and in-class essay

Historical inquiry and research 10

Communication 5

15 Term 1

Week 7

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

H3.2, H4.2

1, 2, 3, 4, 5

Mid-course

Examination

Knowledge and understanding of

course content

Term 1

Week 10

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

H3.3 H3.4, H4.1,

H4.2

1, 2, 4, 5, 6

Personality

Albert Speer

Perspectives and Interpretations

Knowledge and understanding 10

Communication 10

20 Term 2

Week 5

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

H3.4 H3.5, H4.2

1, 3, 4, 6

International Study

Conflict in the Pacific

Research and Presentation

Knowledge and understanding 5

Historical investigation 10

Communication 5

20 Term 3

Week 2

H2.1, H3.3, H3.5,

H4.2

1, 2, 3, 6

Knowledge and

understanding 20

Source skills 10


Week 4

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

H3.3 H3.4, H4.1,

H4.2

1, 2, 4, 5, 6

Outcomes

A student:

Areas of Learning

A student:

H1.1 describes the role of key features, issues, individuals, groups and

events of selected twentieth-century studies

H1.2 analyses and evaluates the role of key features, issues, individuals,

groups and events of selected twentieth-century studies

H2.1 explains forces and ideas and assesses their significance in

contributing to change and continuity during the twentieth

century

H3.1 asks relevant historical questions

H3.2 locates, selects and organises relevant information from different

types of sources

H3.3 analyses and evaluates sources for their usefulness and reliability

H3.4 explains and evaluates differing perspectives and interpretations

of the past

H3.5 plans and presents the findings of historical investigations,

analysing and synthesising information from different types of

sources

H4.1 uses historical terms and concepts appropriately

H4.2 communicates a knowledge and understanding of historical

features and issues, using appropriate and well-structured oral

and written forms

1. Identifies, analyses and evaluates

the contribution of key people and

events

2. Explains factors that contribute to

change and continuity

3. Selects, organises and evaluates

sources to plan and complete

historical enquiries

4. Identifies and assesses significant

historiographical issues

5. Uses key historical terms, themes

and concepts

6. Communicates using appropriate

forms

Junee High School

PRIMARY INDUSTRIES The Primary Industries Curriculum Framework course is a competency based course. To achieve an Australian Quality

Framework (AQF) Certificate or Statement a student must be assessed as competent.

This means that a student’s performance is judged against a prescribed standard not against the performance of other

participants. Assessment of competence involves the assessment of skills and knowledge combined. This is assessed

throughout a unit or by an end of unit assessment task either in class or in the workplace.

The HSC Examination is optional. Students indicate during Year 12 whether they intend to attempt the examination.

The examination has no impact on a student’s eligibility for AQF qualifications.

Task Date

Unit Competency tests and assessments Ongoing

Work Placement (compulsory) To be advised

Trial HSC Examination Term 3, Week 4

CODE UNIT OF COMPETENCY CODE UNIT OF COMPETENCY

COMPULSORY ELECTIVES

AHCOHS201A Participate in OHS processes AHCMOM203A Operate basic machinery and

equipment

AHCWRK209A Participate in environmentally

sustainable work practices

AHCMOM202A Operate tractors

AHCWRK204A Work effectively in the

industry

AHCLSK205A Handle livestock using basic

techniques

AHCCHM201A Apply chemicals under

supervision

AHCWRK205A Participate in workplace

communications

AHCWRK201A Observe and report on

weather

AHCLSK204A Carry out regular livestock

observation

AHCLSK202A Care for health and welfare of

livestock

HLTFA301B Provide basic first aid (by credit

transfer only)

AHCINF202A Install, maintain and repair fencing

AHCPMG201A Treat weeds

AHCLSK206A Identify and mark livestock

AHCINF201A Carry out basic electric

fencing operations

AHCMOM212A Operate quad bikes (credit

transfer)

AHCMOM201A Operate two-wheel

motorbikes (credit transfer)

Junee High School

SENIOR SCIENCE


Learning

Lifestyle Chemistry Performing a skills

test

20 Term 4

Week 7

H1, H5, H12, H13, H14 1, 2, 3

Bionics Secondary sources

investigation

20 Term 1

Week 5

H1, H3, H4, H5, H8, H9,

H13

1, 2, 3, 4

Midcourse

Examination

15 Term 1

Week 10

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

H7, H8, H9, H10, H11,

H12, H13, H14, H15, H16

1, 3, 4

Option: Disasters DVD Assessment:

Bushfires

15 Term 2

Week 8

H1, H3, H4, H5, H12,

H13, H14

2, 3, 4

All topics Trial HSC

Examination

30 Term 3

Week 4

H1-H16 1, 2, 3, 4

Outcomes

A student:

Areas of Learning

A student:

H1 discuss advances in scientific understanding and technology that have

changed the direction or nature of scientific thinking

H2 applies the processes that are used to test and validate models, theories and

laws, to investigations

H3 assesses the contribution of scientific advances to the development of

technologies

H4 assesses the impacts of applications of science on society and the

environment

H5 describes possible future directions of scientific research

H6 describes uses of the Earth’s resources

H7 identifies effects of internal and external environmental changes on the

human body

H8 relates the properties of chemicals to their use

H9 relates the structure of body organs and systems to their function

H10 discusses ways in which different forms of energy and energy transfers and

transformations are used



investigations




H15 explains why an investigation is best undertaken individually or by a team

H16 demonstrates and justifies their positive values about and attitudes towards

both the living and non-living components of the environment, ethical

behaviour and a desire for a critical evaluation of the consequences of the

applications of science (Not assessed in tasks shown)

1 understands knowledge

and key concepts of

science and applies these

to related models,

theories and laws

2 uses scientific method to

explain investigations of

science concepts and

presents data in

appropriate forms

3 selects and uses the

appropriate reporting

styles to communicate

the history and

understanding of

concepts

4 links the concepts of

science to society and

their own experiences

Junee High School

SOCIETY AND CULTURE

Topic Task Weight Due date Syllabus

Outcomes

(H)

Areas of

learning

Depth Study 1 Presentation & Report 25 Term 4

Week 9

H1, H2, H3,

H4, H7, H9,

H10

1, 3, 4, 5

Social and Cultural

Continuity and Change /

Research Methods

Short answer /

extended response

25 Term 1

Week 9

H1, H2, H3,

H5, H6, H8,

H9

1, 2, 3, 4

Depth Study 2 Extended response (in

class)

25 Term 2

Week 9

H1, H2, H3,

H4, H7, H9,

H10

1, 3, 4, 5

All topics Trial HSC examination 25 Term 3

Week 4

H1, H2, H3,

H5, H9, H10

1, 2, 3, 4, 5

Note: The completion of a personal interest project (PIP) is a pre-requisite of completing this course.

Outcomes

A student:

Areas of Learning

A student:

H1 evaluates and effectively applies social and cultural concepts

H2 explains the development of personal, social and cultural

identity

H3 analyses relationships and interactions within and between

social and cultural groups

H4 assesses the interaction of personal experience and public

knowledge in the development of social and cultural literacy

H5 analyses continuity and change and their influence of

personal and social futures

H6 evaluates social and cultural methods for appropriateness to

specific research

H7 selects, organises, synthesises and analyses information from

a variety of sources for usefulness, validity and bias

H8 uses planning and review strategies to conduct ethical social

and cultural research that is appropriate for tasks ranging

from the simple to the complex

H9 applies complex course language and concepts appropriate

for a range of audiences and contexts

H10 communicates complex information, ideas and issues using

appropriate written, oral and graphic forms

1. Analyses relationships and interactions

within and between social and cultural

groups

2. Differentiates between, and applies, the

methods of social and cultural research

3. Utilises cultural awareness and

acceptance in research

4. Investigates reasons for continuity and

change

5. Applies course language and concepts

in appropriate written, oral and

graphic form

Junee High School

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Junee High School

2015/2

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Junee High School

HSC Assessment - Home - Junee High School HSC Assessment Schedule HSC Assessment Junee High School...

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