Assessment yr 11a 13 by ST Spyridon College

CONTENTS Assessment Information...................................................................................................... 2 All My Own Work .............................................................................................................. 9 Glossary of Terms ............................................................................................................... 10 2 Unit Courses Ancient History ................................................................................................................. 13 Biology.............................................................................................................................. 15 Business Studies................................................................................................................ 17 Chemistry .......................................................................................................................... 19 Economics ......................................................................................................................... 21 English Advanced ............................................................................................................. 23 English Standard ............................................................................................................... 25 English ESL ...................................................................................................................... 27 English Extension 1 .......................................................................................................... 29 Food Technology .............................................................................................................. 31 Hospitality VET ................................................................................................................ 33 Information Processes and Technology ............................................................................ 34 Information Technology ................................................................................................... 36 Legal Studies..................................................................................................................... 38 General Mathematics ........................................................................................................ 40 Mathematics ...................................................................................................................... 42 Mathematics Extension 1 .................................................................................................. 44 Modern Greek ................................................................................................................... 46 Modern History ................................................................................................................. 48 Music ................................................................................................................................ 50 P.D.H.P.E. ......................................................................................................................... 52 Physics .............................................................................................................................. 54 Serbian Continuers ............................................................................................................ 56 Sports, Lifestyle & Recreation .......................................................................................... 58 Visual Arts ........................................................................................................................ 60

ST SPYRIDON COLLEGE PRELIMINARY

Assessment Handbook

Year 11

2013

1 Unit Board Endorsed Courses Visual Design .................................................................................................................... 62 Attachments Explanation of Absence from a Task ............................................................................... 64 Illness or Misadventure ..................................................................................................... 65 Late Arrival ....................................................................................................................... 66

March, 2013

Year 11 Assessment Handbook March, 2013

ASSESSMENT INFORMATION FOR PARENTS AND STUDENTS To qualify for the Higher School Certificate you must satisfactorily complete a Preliminary pattern of study comprising of at least 12 units and an HSC pattern of study comprising of at least 10 units.

The Preliminary Course Assessment The purpose of internal school assessment is to provide an indication of a student’s attainment, which is based on  a wider coverage of syllabus aims and objectives  measurement throughout the entire course rather than a single point in time. Schools prepare and administer an assessment program in accordance with specifications provided by the Board. These specifications identify the component of the course to be assessed, the Weighting, and the timing of Tasks. Assessment Tasks are designed to measure knowledge, skills and understanding of a wide range of outcomes. These may include Examinations, written assignments, practical activities, fieldwork and projects. The assessment mark will be based on the Tasks outlined in the school’s assessment program, in line with syllabus component Weighting for internal assessment.

Principal’s certification of completion of course requirements (i)

You will be considered to have satisfactorily completed a course if, in the Principal of Senior School’s view, there is sufficient evidence that you have met the following course completion criteria: (a)

followed the course developed or endorsed by the Board; and

(b)

applied yourself with diligence and sustained effort to the set Tasks and experiences provided in the course by the school; and

(c)

achieved some or all of the course outcomes.

(ii)

If the Principal determines that the above course completion criteria are not being met, you will be given written warning in sufficient time to correct any problems regarding your satisfactory completion of course requirements.

(iii)

A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then deem that the student has not met the requirements for that course. Where it is determined that you have not satisfactorily completed a course, you will receive no results in that course. Until you receive results in 12 Preliminary units and 10 HSC units you will not be eligible for the award of a Higher School Certificate.

(iv)

Year 11 Assessment Handbook March, 2013

GENERAL ASSESSMENT INFORMATION RoSAs FOR 2013 YEAR 11 SCHOOL LEAVERS Students who leave school after completing Year 10 but prior to completing the HSC receive a RoSA if they have met the Board’s requirements, or a Transcript of Study. Note that schools are responsible for determining that students meet the requirements to leave school. This year the arrangements for the RoSA apply to Year 11 students as well as Year 10 students (but not Year 12). For Year 11 students in 2013, their RoSA will show the grades they received in Stage 5 courses in 2012 and participation in any Stage 6 Preliminary courses in which they are enrolled at the time of leaving school. Schools can inform the Board at any time of students in Year 11 who leave school, so that their RoSA can be issued. For further information regarding the RoSA, visit the RoSA page on the Board of Studies website SATISFACTORY COMPLETION OF PRELIMINARY COURSE Students must fulfill the following requirements to complete satisfactorily the Preliminary Course: 1. Follow the Course Completion Criteria There must be sufficient evidence that the student has: A. followed the course developed by the Board of Studies; and B. applied themselves with diligence and sustained effort to the set Tasks and experiences provided in the course by the school; and C. achieved some or all of the course outcomes. 2. Complete all School-Based Assessment Tasks Students are required to complete a series of assessment Tasks in each of their courses of study. Assessment Tasks measure a wide range of syllabus outcomes at key points throughout the course, allowing multiple measures and observations to be made of students’ achievements. The Subject Assessment Outlines published in this booklet give the assessment programs for the Preliminary year of each course. The feedback from assessment Tasks has two purposes: 1. to assist in a student’s learning process by providing a formative assessment on each Task Year 11 Assessment Handbook March, 2013

4 2. to provide a summative measure of a student’s overall achievement in each subject at the conclusion of the Preliminary year. A student must fulfil all requirements of the Preliminary year before they can continue to the HSC year. FAILING TO MEET THE REQUIREMENTS OF A PRELIMINARY COURSE A student will be warned, and parent(s) or guardian(s) sent a warning letter, if they are not meeting the requirements in a course. The letter will document what they must do to enable them to meet the requirements satisfactorily. If a first warning letter is not effective, a further warning letter will be sent. If, after two warning letters, the student has not complied with the requirements of those letters they will not be regarded as having satisfactorily completed the course. The Principal will then issue a “Non-Completion of Course” determination. The school may determine that, as a result of absence, the course completion criteria have not been met. The school and the Board of Studies regard absences seriously. STAFF RESPONSIBILITY FOR THE CO-ORDINATION OF ASSESSMENT The Principal Senior School is responsible for the co-ordination of assessment within the school. Students should not absent themselves from a lesson to see the Principal, even if it is to discuss the possibility of dropping that particular subject. The Principal works in conjunction with all Curriculum Leaders. This is to ensure that every student, regardless of the course they are studying, is treated fairly and equitably. STUDENTS’ CONCERNS OR QUERIES In most instances, students should discuss their concerns directly with either their subject teacher or Curriculum Leader. The majority of concerns are resolved at this stage. If particular difficulties arise that cannot be resolved by the subject teacher or Curriculum Leader, the situation is referred to the Year Adviser. The discussion of serious issues will be with the Year Adviser, the Curriculum Leader of the team concerned and the Principal Senior School. TYPES OF ASSESSMENT TASKS There are two types of assessment Tasks: 1. An assessment task that is completed in, or mostly in, class time (in-class assessment task) 2. An assessment task that is completed outside, or mostly outside, school time (takehome assessment task). Unless specifically noted, the procedures in this booklet apply equally to both types of assessment Tasks.

Year 11 Assessment Handbook March, 2013

5 STUDENTS’ RESPONSIBILITIES IN ASSESSMENT TASKS: Examination rules during in-class assessment Tasks During in-class assessment Tasks, students are subject to the school’s Examination rules. If a student fails to observe the Examination rules, they will be referred to the Principal, who will decide whether or not the assessment task will stand. A student who fails to follow the school’s Examination rules may be given zero for the task. Confidentiality of assessment Tasks No student is to divulge or discuss the nature or content of any assessment task until all the classes have completed the task. Should a student be found to have divulged information about an assessment task, they will be referred to the Principal, who will decide whether or not the assessment task will stand. A student who divulges or discusses the nature or content of any assessment task before all the classes have completed the task may be given zero for that task, even if their own work has not been advantaged. Malpractice Students are expected to complete assessment Tasks using their own abilities. Students who get other people to complete work for them, take time off school to complete assessment Tasks, cheat in assessment Tasks or gain other such unfair advantage may be considered to have engaged in malpractice. Students suspected of malpractice will be investigated by the Principal. Students may be interviewed, asked to complete additional or alternative Tasks, and asked to supply supporting statements of the authenticity of their work. Malpractice may result in zero being given for a task. Plagiarism Plagiarism is the passing off another’s ideas and manner of expressing them as one’s own. It is expected that the assessment Tasks that students submit are their own work. Where ideas have been taken from other sources, it is vital that those sources are acknowledged. Students suspected of plagiarising an assessment task will be investigated by the Principal. Students may be interviewed, asked to complete additional or alternative Tasks, and asked to supply supporting statements of the authenticity of their work. Plagiarism may result in zero being given for a task. If any student is unsure about what plagiarism is, they should contact their subject teacher for advice. It is a student’s responsibility to ensure that they understand what constitutes plagiarism, and the consequences. RECEIVING NOTICE OF ASSESSMENT TASKS All classes doing the same assessment task are given the written notice of that assessment TASK on the same day. If a student is absent from class when assessment information is issued, it is their responsibility to get the information, from their teacher. Students are given a minimum two weeks written notice of assessment Tasks. FAULTY ASSESSMENT TASKS Should the situation arise that an assessment task in a particular course fails to discriminate, or is faulty in design or administration, the Principal Senior School will decide on the most appropriate course of action. Year 11 Assessment Handbook March, 2013

DEALING WITH SITUATIONS ARISING REGARDING ASSESSMENT TASKS Students should deal with particular situations in the following ways: REQUESTING LEAVE OF ABSENCE ON THE DAY OF AN ASSESSMENT TASK Should special circumstances arise requiring a student to be absent on the day of an assessment task, they should write to the Curriculum Leader requesting leave of absence, outlining the reason for the absence and attaching supporting evidence. The Curriculum Leader, in consultation with the Principal, will consider the request and advise the students of their decision. If the reason for the absence is accepted, a substitute task or extension of time will be given, whichever is more appropriate. REQUESTING AN EXTENSION OF TIME FOR AN ASSESSMENT TASK Should special circumstances arise requiring a student to need an extension of time to complete an assessment task, they should write to the Principal requesting an extension of time, outlining the reason for the request and attaching supporting evidence. The Principal, will consider the request and advise the student of their decision. An extension of time can only be granted in advance of the due date. Assessment Tasks handed in late will not be accepted, even if accompanied by a letter requesting an extension. LATE ARRIVAL ON THE DAY OF AN ASSESSMENT TASK Students must attend all timetabled lessons on the day of an assessment Task. This is to ensure that no student is advantaged by using school time to work on an assessment Task. If a student arrives late on the day of an assessment task they must advise their assessment subject teacher, complete the assessment task, and then complete a “Late Arrival on Day of Assessment task” form and send it to the Principal. Failure to report a late arrival or complete the “Late Arrival on Day of Assessment task” may result in zero being given for the task. Copies of the forms are available from the Principal’s office. The Principal, in conjunction with the Curriculum Leader, will decide whether or not the assessment task will stand, and inform the student of the decision. ABSENCE ON THE DAY OF AN IN-CLASS ASSESSMENT TASK A student who is absent on the day of an in-class assessment task must contact the School on the morning of the Task then collect an “Explanation of Absence from a task ” form from the Year Adviser or the Principal Senior School as soon as they return to school. They must complete this form and return it to the Curriculum Leader. Supporting evidence, such as a medical certificate, must be attached to the form. The Curriculum Leader, in consultation with the Principal, will advise the students of their decision regarding the missed assessment task. In general, the only acceptable absences from assessment Tasks are those due to illness, supported by a doctor’s certificate. If the reason for the absence is accepted, a substitute task or extension of time will be given (whichever, in the Curriculum Leader’s opinion, is more appropriate). Two days’ notice is given by the school for substitute Tasks. Year 11 Assessment Handbook March, 2013

7 A student who misses an assessment task without a genuine reason, supported by written evidence, will be given zero. A vacation is not considered an acceptable absence from an assessment task. ABSENCE ON THE DAY OF A HAND-IN ASSESSMENT TASK If a student is away from school on the day a hand-in TASK is due, it is their responsibility to arrange for someone to fax, email or deliver their work to the school office by 9am on that day. In the case of an oral presentation students should send a copy of their preparation notes. Work delivered to the school office should be marked ‘Assessment’ and have the name of the teacher clearly written on it. The student should also ring the School to confirm how their Task will be delivered. ILLNESS/MISADVENTURE ON THE DAY OF AN ASSESSMENT TASK If a student feels well enough to do a task, but believes that circumstances occurring immediately prior to or on the day of an assessment task, and which were beyond their control, may diminish their result in that task, they should: 1. inform the relevant Teacher and/or Curriculum Leader prior to commencement or submission of the task 2. sit for or submit the assessment task 3. complete an Illness/Misadventure Appeal Form and hand it to the Curriculum Leader. The circumstances will be considered by the Principal and the student will be informed of the decision regarding the assessment task. LONG-TERM ILLNESS There is no provision for students who have lost preparation time due to long-term illness (such as glandular fever, asthma etc). If, however, there is evidence of a flare-up at the time an assessment task is due, students should follow the procedure for ‘Illness/Misadventure on the day of an Assessment task’. Chronic illness is not in itself an acceptable reason for requesting special consideration. LATE SUBMISSION OF AN ASSESSMENT TASK Unless a student has requested, and had approved, an extension of time prior to the due date of an assessment task, an assessment task handed in late will not be accepted and a zero mark will be recorded. If a student has only partly completed an assessment task by the due date, they should hand in the incomplete task, including any supporting material (for example research notes), to be marked. QUERYING THE RESULT OF AN ASSESSMENT TASK If, on return of their assessment task, a student considers that a mistake has been made in the marking of the assessment, it is their responsibility to discuss their concern immediately Year 11 Assessment Handbook March, 2013

8 either with their subject teacher or Curriculum Leader. If the matter cannot be resolved, the Curriculum Leader will refer the problem to the Principal for consideration. Any disputes over an individual task must be resolved at the time the task is returned. There is no provision for students to seek a review of a teacherâ&#x20AC;&#x2122;s judgment at a later date. DISABILITY PROVISIONS The College makes every attempt to meet the needs of every student in a similar way to the Board of Studies in Examination conditions. For students with special needs this might include a writer, reader, additional time or separate supervision. If you wish to discuss whether special Examination provisions apply to you contact the Careers/Student Welfare Adviser or Principal. Any application to the Board of Studies for disability provision must be submitted by the school. This is because the school is required to provide specific information regarding the difficulties a student may experience in a classroom or Examination situation. IMPORTANT WEBSITES St Spyridon College: Board of Studies: Assessment and Reporting Centre University Admission Centre:

Mrs A. Katsogiannis Principal Senior School

Year 11 Assessment Handbook March, 2013

www.stspyridon.nsw.edu.au www.boardofstudies.nsw.edu.au www.arc.boardofstudies.nsw.edu.au/ www.uac.edu.au

Common Grade Scale for Preliminary Courses The Common Grade Scale shown below will be used to report student achievement in the Preliminary Stage 6 year in all NSW schools. The Common Grade Scale describes performance at each of five grade levels. A The student demonstrates extensive knowledge of content and understanding of course concepts, and applies highly developed skills and processes in a wide variety of contexts. In addition the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information. B The student demonstrates thorough knowledge of content and understanding of course concepts, and applies well-developed skills and processes in a variety of contexts. In addition the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information. C The student demonstrates sound knowledge of content and understanding of course concepts, and applies skills and processes in a range of familiar contexts. In addition the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner. D The student demonstrates a basic knowledge of content and understanding of course concepts, and applies skills and processes in some familiar contexts. In addition the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner. E The student demonstrates an elementary knowledge of content and understanding of course concepts, and applies some skills and processes with guidance. In addition the student demonstrates elementary skills in recounting information and communicating ideas.

Year 11 Assessment Handbook March, 2013

HSC: All My Own Work

The HSC: All My Own Work program is designed to help Higher School Certificate students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies. The program has been developed as part of the NSW Government's Respect and Responsibility strategy and complements other approaches such as brochures for teachers, students and parents and strengthened student and teacher declarations for the HSC. The HSC: All My Own Work program is integrated with other NSW syllabuses and programs. The program is designed to be delivered flexibly as self-paced learning modules. The program's content is divided into five modules: 1. 2. 3. 4. 5.

Scholarship Principles and Practices Acknowledging Sources Plagiarism Copyright Working with others

Each module contains:      

Information and advice on the module focus questions Quiz questions Summary Frequently Asked Questions (FAQs) Link to a glossary Links to relevant websites.

There is a Sitemap available if you wish to see a more detailed view of how the site is organised, and a Program Guide with detailed information on how to use the program.

Year 11 Assessment Handbook March, 2013

11 Skip to content

New South Wales Government

A Glossary of Key Words (HSC) Syllabus OUTCOMES, objectives, performance bands and Examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to Examination and assessment TASKs.

Account

Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions

Analyse

Identify COMPONENT and the relationship between them; draw out and relate implications

Apply

Use, utilise, employ in a particular situation

Appreciate

Make a judgement about the value of

Assess

Make a judgement of value, quality, OUTCOMES, results or size

Calculate

Ascertain/determine from given facts, figures or information

Clarify

Make clear or plain

Classify

Arrange or include in classes/categories

Compare

Show how things are similar or different

Construct

Make; build; put together items or arguments

Contrast

Show how things are different or opposite

Year 11 Assessment Handbook March, 2013

12 Critically (analyse/evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)

Deduce

Draw conclusions

Define

State meaning and identify essential qualities

Demonstrate

Show by Example

Describe

Provide characteristics and features

Discuss

Identify issues and provide points for and/or against

Distinguish

Recognise or note/indicate as being distinct or different from; to note differences between

Evaluate

Make a judgement based on criteria; determine the value of

Examine

Inquire into

Explain

Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract

Choose relevant and/or appropriate details

Extrapolate

Infer from what is known

Identify

Recognise and name

Interpret

Draw meaning from

Investigate

Plan, inquire into and draw conclusions about

Justify

Support an argument or conclusion

Outline

Sketch in general terms; indicate the main features of

Predict

Suggest what may happen based on available information

Propose

Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall

Present remembered ideas, facts or experiences

Recommend

Provide reasons in favour

Recount

Retell a series of events

Summarise

Express, concisely, the relevant details

Synthesise

Putting together various elements to make a whole

Year 11 Assessment Handbook March, 2013

ASSESSMENT OUTLINES

Year 11 Assessment Handbook March, 2013

ANCIENT HISTORY Assessment Schedule COMPONENTS

Knowledge and understanding of course content

TASK 1

TASK 2

TASK 3

TASK 4

Mid Term 1

Late Term 2

Mid Term 3

Term 3, Week 9 (Exam week )

Written Response

Source skills Research on Case studies

Historical Investigation

Examination

Reconstructing the past

Case Studies

Student choice of topic

P3.1, P3.2, P3.3, P3.5

P1.1, P2.1, P3.1, P3.2, P3.3, P3.6

P1.1, P3.1, P3.5, P3.6, P4.2

Source-based skills

WEIGHTINGS

P1.1, P2.1, P3.1, P3.3, P3.4, P4.1 25

Historical inquiry and research

Communication of historical understanding in appropriate forms

Marks

100

Year 11 Assessment Handbook March, 2013

ANCIENT HISTORY Outcomes

Outcomes: A student develops the skills to: P1.1 describe and explain the contribution of key people, groups, events, institutions, societies and sites within the historical context P2.1 identify historical factors and explain their significance in contributing to change and continuity in the ancient world P3.1 locate, select and organise relevant information from a variety of sources P3.2 identify relevant problems of sources in reconstructing the past P3 3 comprehend sources and analyse them for their usefulness and reliability P3.4 identify and account for differing perspectives and interpretations of the past P3.5 discuss issues relating to ownership and custodianship of the past P3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources P4.1 use historical terms and concepts appropriately P4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

Year 11 Assessment Handbook March, 2013

BIOLOGY Assessment Schedule COMPONENTS

Knowledge and understanding of:  the history, nature, and practice of biology, applications and uses of biology and their implications for society and the environment, and current issues, research and developments in biology  cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution Skills in:  planning and conducting first-hand investigations  gathering and processing first-hand data  gathering and processing relevant information from secondary sources Skills in:  communicating information and understanding  develop scientific thinking and problemsolving techniques  working individually and in teams Year 11 Assessment Handbook March, 2013

WEIGHTING

TASK 1 Term 1 Field Study Report

TASK 2 Term 2 Practical Examination

TASK 3 Term 3 Presentation

TASK 4 Term 3 Yearly Examination

P2, P7, P8, P11, P12, P13, P14, P15

P2, P6, P11, P12, P13, P14, P15

P1, P3, P10, P12, P13, P14

P1,P2, P3, P4, P5, P6, P7, P8, P9, P10, P13, P14

Week7

Week 8

Week 5

Week 8

40%

30%

100%

20%

25%

30%

BIOLOGY Outcomes

Prescribed Focus Area

Objectives Students will develop knowledge and understanding of: 1 the history of biology 2 the nature and practice of biology 3 applications and uses of biology 4 implications of biology for society and the environment

Domain: Values & Attitudes

Domain: Skills

Domain: Knowledge

5 current issues, research and developments in biology 6 cell ultrastructure and processes 7 biological diversity 8 environmental interactions 9 mechanisms of inheritance

Preliminary Course Outcomes A student: P1 outlines the historical development of major biological principles, concepts and ideas P2

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

assesses the impact of particular technological advances on understanding in biology

describes applications of biology which affect society or the environment

describes the scientific principles employed in particular areas of biological research

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

describes the range of organisms in terms of specialisation for a habitat

analyses the interrelationships of organisms within the ecosystem

explains how processes of reproduction ensure continuity of species

10 biological evolution

P10 identifies and describes the evidence for evolution

planning investigations

P11 identifies and implements improvements to investigation plans

conducting investigations

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

13 communicating information and understanding

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology

14 developing scientific thinking and problem-solving techniques

P14 draws valid conclusions from gathered data and information

15 working individually and in teams

P15 implements strategies to work effectively as an individual or as a team member

16 themselves, others, learning as a lifelong process, biology and the environment

P16 demonstrates positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

Year 11 Assessment Handbook March, 2013

BUSINESS STUDIES Assessment Schedule COMPONENT

TASK 1

TASK 2

TASK 3

TASK 4

Media file and Business Report P2,P7,P9

Research and in-class essay P4,P5,P8

Business plan for an SME

Yearly Examination

P4,P8,P9

P1,P2,P3,P4,P5,P6, P10

Late Term 1

Mid Term 2

Early Term 3

Late Term 3

WEIGHTING

Knowledge & understanding of course content Stimulus-based skills Inquiry & research Communication of business information, ideas and issues in appropriate forms

5 10 5

5 5

5 5 5

20 20 20

Marks

100

Year 11 Assessment Handbook March, 2013

BUSINESS STUDIES Outcomes A student: P1 P2 P3 P4 P5 P6 P7 P8 P9 P10

discusses the nature of business, its role in society and types of business structure explains the internal and external influences on businesses describes the factors contributing to the success or failure of small to medium enterprises assesses the processes and interdependence of key business functions examines the application of management theories and strategies analyses the responsibilities of business to internal and external stakeholders plans and conducts investigations into contemporary business issues evaluates information for actual and hypothetical business situations communicates business information and issues in appropriate formats applies mathematical concepts appropriately in business situations

Year 11 Assessment Handbook March, 2013

CHEMISTRY Assessment Schedule COMPONENTS

TASK 1

TASK 2

TASK 3

TASK 4

Weighting

RESEARCH ASSIGNMENT TERM 1 2013 (Week 8) P3, P4, P5, P13, P14

HALF YEARLY EXAM TERM 2 2013 (Week 6) P1, P2, P3, P4, P5, P6, P7, P8, P9, P10

PRACTICAL TEST

YEARLY EXAM

TERM 3 2013 (Week 3) P2, P8, P11, P12, P13, P14, P15

TERM 3 2013 (Week 9) P2, P3,P4, P6, P7, P8, P9, P10, P11, P12, P13, P14, P15

100

Knowledge and understanding of:  the history, nature, and practice of Chemistry, applications and uses of Chemistry and their implications for society and the environment, and current issues, research and developments in Chemistry  atomic structure and periodic table, energy, chemical reactions, carbon chemistry, stoichiometry Skills in:  planning and conducting first-hand investigations  gathering and processing first-hand data  Gathering and processing relevant information from secondary sources Skills in:  communicating information and understanding  develop scientific thinking and problemsolving techniques  working individually and in teams TOTAL % Year 11 Assessment Handbook March, 2013

Domain: Values & Attitudes

Domain: Skills

Domain: Knowledge

Prescribed Focus Area

CHEMISTRY Objectives Students will develop knowledge and understanding of: 1. the history of chemistry

Preliminary Course Outcomes

2. the nature and practice of chemistry

P2. applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry

3. applications and uses of chemistry

P3. assesses the impact of particular technological advances on understanding in chemistry

4. implications for society and the environment

P4. describes applications of chemistry which affect society or the environment

5. current issues, research and developments

P5. describes the scientific principles employed in particular areas of research in chemistry

6. atomic structure, the periodic table and bonding

7. energy

P7. describes chemical changes in terms of energy inputs and outputs

8. chemical reactions

P8. describes factors that influence the type and rate of chemical reactions

9. carbon chemistry

P9. relates the uses of carbon to the unique nature of carbon chemistry

10. stoichiometry

P10. applies simple stoichiometric relationships

11. planning investigations

P11. identifies and implements improvements to investigation plans

12. conducting investigations

P12. discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

13. communicating information and understanding

P13. identifies appropriate terminology and reporting styles to communicate information and understanding

14. developing scientific thinking and problem-solving

P14. draws valid conclusions from gathered data and information

15. working individually

P15. implements strategies to work effectively as an individual or as a member of a team

and in teams

16. themselves, others, learning as a lifelong process, chemistry and the environment

Year 11 Assessment Handbook March, 2013

A student: P1. outlines the historical development of major principles, concepts and ideas in chemistry

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

P16. demonstrates positive values about, and attitude towards, both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

CLASSICAL GREEK Assessment Schedule COMPONENT

Translation Objective: 1 Outcomes: 1.1, 1.2, 1.3 Grammar Objectives: 1 & 2 Outcomes: 1.1, 1.2, 1.3 2.1, 2.2, 2.3 Comment on Text Objectives: 2 & 3 Outcomes: 2.1, 2.2, 2.3 3.1, 3.2 Unseen Translation Objective: 1 Outcomes: 1.1, 1.2, 1.3 Marks

Year 11 Assessment Handbook March, 2013

TASK 1 Term 1 Week 7

TASK 2 Term 2 Half Yearly Exam Week 7

TASK 3 Term 3 Yearly Exam

WEIGHTING

100

Table of Objectives and Outcomes for Year 11 Classical Greek Objectives: Students will: 1. Understand seen and unseen texts written in Classical Greek

2. understand the linguistic and literary features and the cultural references in prescribed Classical Greek texts

3. understand the prescribed text as a work of literature in terms of the author’s purpose

Year 11 Assessment Handbook March, 2013

Outcomes: The Student: 1.1 applies knowledge of vocabulary and grammar to read and understand a Classical Greek text 1.2 infers the meaning of unfamiliar words or phrases – from their cognates, from common patterns of word formation and from context 1.3 translates passages of Classical Greek into English 2.1 identifies and/or explains grammatical features in the text 2.2 identifies stylistic features characteristic of the text and explains their literary effects 2.3 identifies and explains the cultural, historical and religious references in the text 3.1 identifies and explains the ideas, beliefs, practices and arguments presented in the text in the context of the culture in which it was produced 3.2 evaluates the effectiveness of the text in achieving its purpose.

DRAMA Assessment Schedule TASK

COURSE CONTENT

Improvisation, Playbuilding, Acting

2 3

Elements of Production Theatrical Traditions and Performance Styles Elements of Production Improvisation, Playbuilding, Acting Theatrical Traditions and Performance Styles Improvisation, Playbuilding, Acting Theatrical Traditions and Performance Styles Elements of Production

Year 11 Assessment Handbook March, 2013

OUTLINE OF TASK Group Devised Performance/ Log Book Design Concept Performance: 10% Production Element/ Log Book Group Devised Performance/ Log Book Yearly Examination

COMPONENTS

WEIGHTING

DATE

P1.1 P1.2 P1.3 P1.5 P1.6 P1.7 P1.8 Making: 15% P2.1 P2.3 P2.4 P2.6 P3.3 P3.4 Performing: 10% Critically Studying: 5% Critically Studying: 5% P1.4 P1.7 P2.2P2.6 P3.1

30%

Term 1 Week 8

P1.1 P1.2 P1.3 P1.4 P1.5 P1.6 Making: 10% P1.7 P1.8 P2.1 P2.2P2.3 P2.4 P2.5 Performing: 10% Critically Studying: 5%

25%

Term 2 Week 2 Term 2 Week 9

P1.1 P1.2 P1.3 P1.5 P1.6 Making: 15% P1.7 P1.8 P2.3 P2.4 Performing: 10% Critically Studying: 5%

30%

Term 3 Week 7

10%

Term 3 Week 9/10

Critically Studying: 10%

OUTCOMES ASSESSED

P1.4 P2.1 P2.6 P3.1 P3.2 P3.3 ,P3.4.

DRAMA Outcomes P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles P1.2 explores ideas and situations, expressing them imaginatively in dramatic form P1.3 demonstrates performance skills appropriate to a variety of styles and media P1.4 understands, manages and manipulates theatrical elements and elements of production, using them perceptively and creatively P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts to performance P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action P1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the process of collaboration P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole P2.1 understands the dynamics of actor-audience relationship P2.2understands the contributions to a production of the playwright, director, dramaturg, designers, front-of-house staff, technical staff and producers P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic action P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and design elements and performance spaces P2.5 understands and demonstrates the commitment, collaboration and energy required for a production P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the performances of others P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles, structures and techniques P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and movements P3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest.Â

Year 11 Assessment Handbook March, 2013

ECONOMICS COMPONENT

TASK 1 Media file: key problems and issues in economics for individuals, firms and governments

Knowledge and understanding of course content

Assessment Schedule TASK 2 TASK 3

Communication of economic information, ideas and issues in appropriate forms Marks Year 11 Assessment Handbook March, 2013

WEIGHTING

Half Yearly (multiple choice and extended response): the nature and role of markets in the Australian economy

Yearly Examination

Start of term 3 P1, P4, P6, P7 P8, P9, P10, P12

Research and report: industry investigation- the role of business and the nature of change within an industry End of term 1 P1, P2, P5, P9, P10, P12

Mid-term 2 P1, P2, P3, P5, P6, P7, P8, P10, P11

End of term 3 P1, P2, P3, P4, P5, P6, P7, P8, P10, P11

Stimulus based skills Inquiry and research

TASK 4

100

ECONOMICS Outcomes A student: P1 demonstrates understanding of economic terms, concepts and relationships P2 explains the economic role of individuals, firms and government in an economy P3 describes, explains and evaluates the role and operation of Markets P4 compares and contrasts aspects of different economies P5 analyses the relationship between individuals, firms, institutions and government in the Australian economy P6 explains the role of government in the Australian economy P7 identifies the nature and causes of economic problems and issues for individuals, firms and governments P8 applies appropriate terminology, concepts and theories in economic contexts P9 selects and organises information from a variety of sources for relevance and reliability P10 communicates economic information, ideas and issues in appropriate forms P11 applies mathematical concepts in economic contexts P12 works independently and in groups to achieve appropriate goals in set timelines

Year 11 Assessment Handbook March, 2013

ENGLISH ADVANCED Assessment Schedule

COMPONENT

Timing Outcomes Syllabus Component AOS Electives

Area of study

TOTAL

Year 11 Assessment Handbook March, 2013

TASK 2 Speaking Critical Study Mid Term2 3, 4, 8, 10, 12, 13

1. Critical Study of text 2. Novel into film

Marks Language Mode

TASK 1 Reading Writing AOS Late Term 1 1, 2, , 4, 5, 6, 7, 8, 10, 12a 30

TASK 4 Examination

Late Term 3 1, 4,

Late Term 3 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 10 40 15

30 Listening Speaking Reading Writing Viewing/ Representing

TASK 3 Listening task Novel into Film

100

10 15 15

15 15 25 30 15

100

15 15 15 15

WEIGHTING

ENGLISH ADVANCED Outcomes 1. 2. 3. 4.

A student describes and explains the relationships between composer, responder, text and context in particular texts. A student describes and explains relationships among texts. A student develops language relevant to the study of English. A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses.



Preliminary English (Advanced) Outcomes

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

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



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



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

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas. 10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts. 11. A student draws upon the imagination to transform experience into text. 12. A student reflects on own processes of responding and composing. 12A. Advanced Only A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts 13. A student reflects on own processes of learning

Year 11 Assessment Handbook March, 2013

ENGLISH STANDARD Assessment Schedule COMPONENT

Timing Outcomes Syllabus Component AOS Electives

Area of study

Year 11 Assessment Handbook March, 2013

TASK 2 Speaking Critical Study

TASK 3 Listening task Novel into Film

TASK 4 Examination

Mid Term 2 3, 4, 6, 7, 8, 12, 13

Late Term 3 1 4, 5,

Late Term 3 1, 2, 3, 4, 5, 6, 7, 10, 10

1. Critical Study of text 2. Novel into film

Marks Language Mode

TASK 1 Reading Writing AOS Late Term 1 1, 2, 5, 6, 8, 9, 10, 11 30

30 Listening Speaking Reading Writing Viewing/ Representing TOTAL

100

10 15 15

15 15 25 30 15

100

15 15 15 15 30

WEIGHTING

ENGLISH STANDARD Outcomes

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

A student identifies and describes relationships among texts.

A student develops language relevant to the study of English.

A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.

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

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

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

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

A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts. 11. A student draws upon the imagination to transform experience into text. 12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.

Year 11 Assessment Handbook March, 2013

ENGLISH EXTENSION 1 Assessment Schedule

COMPONENT

TASK 1

TASK 2

TASK 3

WEIGHTING

In class prepared oral presentation

In class prepared critical and creative responses

End of Preliminary Examination

Mid - late Term 1

Late Term 2

Late Term 3

Outcomes 1, 2, 3,4

Outcomes 1, 2, 3, 4

Outcomes 1, 2, 3,4

Knowledge ad understanding of complex text and how and why they are valued

Skills in:

o Complex analysis o Sustained composition o Independent investigation Marks Year 11 Assessment Handbook March, 2013

ENGLISH EXTENSION 1 Outcomes English (Extension) Objectives Preliminary English (Extension) Outcomes Students will develop 1. A student understands how and why texts are valued in and appropriated knowledge and understanding of into a range of contexts. how and why texts are valued. Students will develop skills in extensive independent investigation.

2. A student develops skills in independent investigation involving particular texts and their manifestations in various forms, and within particular cultural contexts.

Students will develop skills in sustained composition.

3. A student develops skills in sustained composition in a range of modes and media for different audiences and purposes.

Year 11 Assessment Handbook March, 2013

ENGLISH ESL Assessment Schedule COMPONENT

TASK 1 Elective 1

TASK 2 TASK 3 Area of study

TASK 4 Elective 2

TASK 5 Examination

Timing

Late Term 1 Speakin g Listenin g 3, 4, 8, 9, 12

Mid Term 2

Late Term 2 Viewing Speaking

Early Term 3 Reading Writing Speaking

Late Term 3 Reading Writing Listening

1,2, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14

5, 7, 8, 9, 11

1,2, 4, 5, 11, 12, 13, 4

1,2, 4, 5, 6, 7, 8, 9, 10, 11

Outcomes Syllabus Component

Task Weighting Language Mode

MARKS Year 11 Assessment Handbook March, 2013

Elective 1 A new country AOS Transition Elective 2 Craft of language

20 20

20 Listening Speaking Reading Writing Viewing/ Representing

10 10

100

20 20 20 25 15

20 5

10 10

5 5 10

5 5

15 20

WEIGHTING

100

ENGLISH ESL Outcomes 1.

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

A student identifies and describes relationships among texts.

A student demonstrates understanding of cultural reference in texts.

A student develops language relevant to the study of English.

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

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

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

A student uses a variety of textual forms appropriately, for different purposes, audiences and contexts, in all modes.

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

10.

A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

11.

A student analyses and synthesises information and ideas from a range of texts in a range of modes and media.

12.

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

13.

A student reflects on own processes of responding and composing.

14.

A student reflects on own processes of learning of English.

Syllabus Components Common Content 60 Electives 1 20 Elective 2 20

Year 11 Assessment Handbook March, 2013

Modalities Listening 20 Speaking 20 Reading 20 Writing 25 Viewing/Representing 15

FOOD TECHNOLOGY Assessment Schedule Component

Knowledge and understanding about food availability and food selection, nutrition and food quality Research, analysis and communication Experimentation and preparation Design, implementation and evaluation Marks

Year 11 Assessment Handbook March, 2013

Task 1 Case Study and Practical Food Availability and Selection Term 1 Wk 7 P1.1,P1.2, P4.2 P4.3, P3.2,

Task 2 Survey and Oral Nutrition

Task 3 Half Yearly Examination Written Paper

Task 4 Practical Design Task Food Quality

Task 5 Yearly Examination Written paper

Term 2 Wk 8 P2.1, P3.1, P3.2, P4.3, P5.1

Term 2 Wk 6 P1.1, P1.2, P2.1

Term 3 Wk 7 P3.2, P4.1, P4.4 P2.2

Term 3 Wk 9 P1.1, P1.2,P2.1, P2.2, P3.1, P4.4 15

5 5

10 5

5 15 10

Weighting

30 20 20

100

FOOD TECHNOLOGY Outcomes

P1.1 Identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods P1.2 Accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors P2.1 Explains the role of food nutrients in human nutrition P2.2 Identifies and explains the sensory characteristics and functional properties of food P3.1 Assesses the nutrient value of meals/diets for particular individuals and groups P3.2 Presents ideas in written, graphic and oral form using computer software where appropriate P4.1 Selects appropriate equipment, applies suitable techniques, and utilizes safe and hygienic practices when handling food P4.2 Plans, prepares and presents foods which reflect a range of the influences on food selection P4.3 Selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and groups P4.4 Applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products P5.1 Generates ideas and develops solutions to a range of food situations

Year 11 Assessment Handbook March, 2013

GEOGRAPHY Assessment Schedule COMPONENT

Knowledge & understanding of course content Geographical tools and skills Geographical Inquiry & research, including fieldwork Communication of geographical information, ideas and issues in appropriate forms Marks

Year 11 Assessment Handbook March, 2013

TASK 1 Research and in class essay P1,P2,P3,P 4,P5

TASK 2 Skills Test

TASK 3 SGP

P8,P9,P10 ,P11,P12

Mid Term 1 5

Mid Term 2 5

P7,P8,P9, P10,P11,P 12 Late Term 3 10

5 5

TASK 4 Yearly Examinatio n P1,P2,P3,P4 ,P5,P6,P8,P 9,P10 Late Term 3

WEIGHTING

5 10

20 20

100

GEOGRAPHY Outcomes P1 differentiates between spatial and ecological dimensions in the study of geography P2 describes the interactions between the four components which define the biophysical environment P3 explains how a specific environment functions in terms of biophysical factors P4 analyses changing demographic patterns and processes P5 examines the geographical nature of global challenges confronting humanity P6 identifies the vocational relevance of a geographical perspective P7 formulates a plan for active geographical inquiry P8 selects, organises and analyses relevant geographical information from a variety of sources P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical inquiries P10 applies mathematical ideas and techniques to analyse geographical data P11 applies geographical understanding and methods ethically and effectively to a research project P12 communicates geographical information, ideas and issues using appropriate written and/or oral, cartographic and graphic forms

Year 11 Assessment Handbook March, 2013

HOSPITALITY VET Estimate Schedule

Components/ Competencies

SITXOHS002A Follow workplace hygiene SITXOHS001A Follow health, safety and security procedures SITHCCC001A Organise and prepare food SITXCOM001A Work with colleagues and customers SITCXOM002A Work in a socially diverse environment SITHCCC002A Present food SITHCCC002A Clean and maintain kitchen premises SITHCCC005A Use basic methods of cookery

Year 11 Assessment Handbook March, 2013

Competency Term 1 Competency Assessments  √

Competency Term 2 Competency Assessments

√ √

Task 1 Term 2 Half Yearly Examination

Competency Term 3 Competency Assessments

Task 2 Term 3 Yearly Examination

Competency Term 4 Competency Assessments

40% √ 60%

√ √

√

√ √ √

√

Year 11 Assessment Handbook March, 2013

INFORMATION PROCESSES & TECHNOLOGY Assessment Schedule

COMPONENT

WEIGHTING

TASK 1 Term 1

TASK 2 Term 2

TASK 3 Term 3

TASK 4 Term 3

Project 1

Half Yearly Examination P1.1, P1.2, P2.1, P2.2, P3.1, P4.1, P6.1

Project 2 P1.1, P1.2, P5.1, P6.1, P6.2, P7.2

Yearly Examination P1.1, P1.2, P2.1 P2.2, P3.1, P4.1, P5.1, P6.1, P6.2, P7.1, P7.2

P1.1, P2.1

Introduction to Information Skills and Systems Tools for Information Systems Developing Information Systems

20 %

50 %

30 % 100%

Year 11 Assessment Handbook March, 2013

INFORMATION PROCESSES & TECHNOLOGY Outcomes

P1.1

describes the nature of information processes and information technology

P1.2

classifies the functions and operations of information processes and information technology

P2.1

identifies and describes the information processes within an information system

P2.2

recognises and explains the interdependence between each of the information processes

P3.1

identifies and describes social and ethical issues

P4.1

describes the historical development of information systems and relates these to current and emerging technologies

P5.1

selects and ethically uses computer based and non-computer based resources and tools to process information

P6.1

analyses and describes an identified need

P6.2

generates ideas, considers alternatives and develops solutions for a defined need

P7.1

recognises, applies and explains management and communication techniques used in individual and team-based project work

P7.2

uses and justifies technology to support individuals and teams

Year 11 Assessment Handbook March, 2013

LEGAL STUDIES Assessment Schedule

COMPONENT

Knowledge and understanding of course content Research Communication Marks

Year 11 Assessment Handbook March, 2013

TASK 1 The Legal System: Annotated media file

TASK 3 Law in Practice: In-class essay

TASK 4 Examination

Term 1 Week 8

TASK 2 Individual and the law: Research and written task Term 2 Week 6

Term 3

P1, P2, P3, P4, P6, P8

P1, P4, P6, P8, P9

P2, P4, P5, P6, P8, P9, P10

Term 3 Examination Week 9 P1, P2, P3, P4, P5, P6, P7, P9, P10 30

5 5 15

5 5 25

10 10 30

20 20 100

Week 5

WEIGHTING

LEGAL STUDIES Outcomes

A student: P1. identifies and applies legal concepts and terminology P2. describes the key features of Australian and international law P3. describes the operation of domestic and international legal systems P4. discusses the effectiveness of the legal system in addressing issues P6. explains the nature of the interrelationship between the legal system and society P7. evaluates the effectiveness of the law in achieving justice P8. locates, selects and organises legal information from a variety of sources including legislation, cases, media, international instruments and documents P9. communicates legal information using well- structured responses P10. accounts for differing perspectives and interpretations of legal information and issues

Year 11 Assessment Handbook March, 2013

GENERAL MATHEMATICS TASK 1

TASK 2

TASK 3

Term 1 Week 9

Term 2 Week 5

Term 3 Week 9

Class Test

Half Yearly

Yearly TOTAL

COMPONEN TS

WEIGHTINGS Concept, Skills and techniques Reasoning and communication TOTAL OUTCOMES ASSESSED BY THE TASK

15%

20%

50%

10%

20%

50%

25% MGP-2, MGP-3, MGP-6, MGP-7, MGP-9

35% MGP-3, MGP-4, MGP-5, MGP-8

40% MGP-1, MGP-2, MGP-3, MGP-6, MGP-7, MGP-9, MGP-10

100%

Note The objectives of the course are grouped into two components, for assessment purposes. Component Description Use of concepts, skills and techniques to solve mathematical problems in a wide range of practical contexts i.e. Concepts, skills  Recalling mathematical terminology and concepts and techniques  Identifying the nature of mathematical problems from practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use Reasoning and mathematical models i.e. communication  interpreting information from practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments to solve familiar and unfamiliar problems

Year 11 Assessment Handbook March, 2013

GENERAL MATHEMATICS Objectives Students will 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 and statistical concepts use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, and probability

Preliminary Mathematics General Outcomes A student: MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems MGP-2 represents information in symbolic, graphical and tabular form

MGP-3 represents the relationships between changing quantities in algebraic and graphical form MGP-4 performs calculations in relation to two-dimensional and three-dimensional figures MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of relevant units MGP-6 models financial situations relevant to the studentâ&#x20AC;&#x2122;s current life using appropriate tools MGP-7 determines an appropriate form of organisation and representation of collected data MGP-8 performs simple calculations in relation to the likelihood of familiar events MGP-9 use mathematical skills and techniques, aided by appropriate uses appropriate technology to organise information from a limited range of practical and everyday contexts technology, to organise information and interpret practical situations MGP-10 interpret and communicate justifies a response to a given problem using appropriate mathematical terminology mathematics in a variety of written and verbal forms, including diagrams and statistical graphs

Year 11 Assessment Handbook March, 2013

MATHEMATICS (2 UNIT) Assessment Schedule TASK 1 Term 1

TASK 2 Term 2

TASK 3 Term 3

Week 9 Class Test

Week 6 Half Yearly

Week 9 Yearly TOTAL

COMPONENTS

WEIGHTINGS Concept, Skills and techniques Reasoning and communication TOTAL OUTCOMES ASSESSED BY THE TASK

10%

20%

50%

10%

15%

25%

50%

20% P3, P4, P5

35% P4, P5, P6, P7

45% P2 – P8

100%

Notes: 1. The objectives of the course are grouped into two components, for assessment purposes. Component Description Concepts, skills Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts i.e. and techniques  Recalling mathematical terminology and concepts  Identifying the nature of mathematical problems from theoretical and practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Reasoning and Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use communication mathematical models i.e.  interpreting information from theoretical and practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments and proofs to solve familiar and unfamiliar problems • evaluating methods of solution in terms of efficiency and breadth of application, and recognising limitations to the validity of solutions. 2. Up to 20% of the internal (school-based) assessment mark submitted to the Board of Studies for the Mathematics course may be based on the Preliminary course.

Year 11 Assessment Handbook March, 2013

MATHEMATICS Objectives

Preliminary Outcomes

Students will develop:

A student:

 appreciation of the scope, usefulness, beauty and elegance of mathematics

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

 the ability to reason in a broad range of mathematical contexts

P2 provides reasoning to support conclusions which are appropriate to the context

 skills in applying mathematical techniques to the solution of practical problems

P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

 understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

P5 understands the concept of a function and the relationship between a function and its graph P6 relates the derivative of a function to the slope of its graph P7 determines the derivative of a function through routine application of the rules of differentiation

 the ability to interpret and communicate mathematics in a variety of forms

Year 11 Assessment Handbook March, 2013

P8 understands and uses the language and notation of calculus

MATHEMATICS EXTENSION 1 Assessment Schedule TASK 1 Term 1 Week 9 Class Test

TASK 2 Term 2 Week 5 Half Yearly

TASK 3 Term 3 Week 9 Yearly TOTAL

COMPONEN TS

WEIGHTINGS Concept, Skills and techniques Reasoning and communication TOTAL

15%

20%

50%

10%

20%

50%

25%

35%

40%

100%

OUTCOMES ASSESSED P4, P5, P5, P6, P7, P3, P4, P5, BY THE TASK PE3, PE6 P8, PE5, PE6 PE2 – PE6 Notes: 1. The objectives of the course are grouped into two components, for assessment purposes. Component Description Concepts, skills Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts i.e. and techniques  Recalling mathematical terminology and concepts  Identifying the nature of mathematical problems from theoretical and practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Reasoning and Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use communication mathematical models i.e.  interpreting information from theoretical and practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments and proofs to solve familiar and unfamiliar problems • evaluating methods of solution in terms of efficiency and breadth of application, and recognising limitations to the validity of solutions. 2. Internal (or school-based) assessment for the Mathematics Extension 1 course can be based on the entire Mathematics Extension 1 course (both Preliminary and HSC courses). Year 11 Assessment Handbook March, 2013

MATHEMATICS EXTENSION 1 Mathematics Extension 1 Objectives

Preliminary Outcomes Mathematics

Preliminary Outcomes Mathematics Extension 1

Students will develop:

A student:

appreciation of the scope, usefulness, beauty and elegance of mathematics

P1 demonstrates confidence in using mathematics to PE1appreciates the role of mathematics in the solution of practical problems obtain realistic solutions to problems

the ability to reason in a broad range of mathematical contexts

P2 provides reasoning to support conclusions which are appropriate to the context

PE2uses multi-step deductive reasoning in a variety of contexts

skills in applying mathematical techniques to the solution of practical problems

PE3solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

P5understands the concept of a function and the relationship between a function and its graph P6relates the derivative of a function to the slope of its graph P7 determines the derivative of a function through routine application of the rules of differentiation

PE4uses the parametric representation together with differentiation to identify geometric properties of parabolas

P8understands and uses the language and notation of calculus

PE6makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

the ability to interpret and communicate mathematics in a variety of forms

Year 11 Assessment Handbook March, 2013

A student:

PE5determines derivatives which require the application of more than one rule of differentiation

54 Mathematics Extension 1 Objectives

Preliminary Outcomes

Students will develop:

A student:

 appreciation of the scope, usefulness, beauty and elegance of mathematics

PE1 appreciates the role of mathematics in the solution of practical problems

 the ability to reason in a broad range of mathematical contexts

PE2 uses multi-step deductive reasoning in a variety of contexts

 skills in applying mathematical techniques to the solution of practical problems

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

 understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas

 the ability to interpret and communicate mathematics in a variety of forms

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

Year 11 Assessment Handbook March, 2013

PE5 determines derivatives which require the application of more than one rule of differentiation

Year 11 Assessment Handbook March, 2013

MODERN GREEK Assessment Schedule COMPONENT

TASK 1 Term 1 Week 7

TASK 2 Term 2 Half Yearly Exam

TASK 3 Term 3 Week 6

TASK 4 Term 3 Yearly Exam

WEIGHTING

Speaking Objectives: 1 & 4 Outcomes: 1.1, 1.2, 1.3, 1.4, 4.1

Listening & Responding

20 30

Objective: 3 Outcomes: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Reading & Responding

40 20

Objectives: 1 & 3 Outcomes: 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

Writing

Objective: 2 Outcomes: 2.1, 2.2, 2.3

Marks

Year 11 Assessment Handbook March, 2013

100

MODERN GREEK Outcomes Table of Objectives and Outcomes for Modern Greek Year 11 Continuers Course Objectives The student will: 1. exchange information, opinions and experiences in Modern Greek

2. express ideas through the production of original texts in Modern Greek

2.1 applies knowledge of language structures to create original text 2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information

3. analyse, process and respond to texts that are in Modern Greek

3.1 conveys the gist of texts and identifies specific information 3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from language and context

4. understand aspects of the language and culture of Greekspeaking communities

4.1 recognises and employs language appropriate to different social contexts 4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture

Year 11 Assessment Handbook March, 2013

MODERN HISTORY Assessment Schedule COMPONENT

TASK 1

TASK 2

TASK 3

TASK 4

Mid Term 1

Late Term 2

Mid Term 3

Term 3 Week 9 (Exam week )

Research and inclass essay

Source analysis

Historical investigation

Examination

The Boxer Rebellion

Decline and Fall of the Romanovs

Student choice of topic

P1.1, P2.1, P3.2, P3.5, P4.2

P1.1, P2.1, P3.2, P3.3, P3.4, P3.5

P1.2, P3.1, P3.2, P3.5, P4.2

P1.1, P1.2, P2.1, P3.3, P3.4, P4.1, P4.2

Knowledge and understanding of content Source-based skills

Historical inquiry and research

Communication of historical understanding in appropriate forms

Marks

Year 11 Assessment Handbook March, 2013

WEIGHTING

100

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

Year 11 Assessment Handbook March, 2013

MUSIC Assessment Schedule

COMPONENT

TASK 1 Viva Voce presentation representing current topic

TASK 2 Compositional activity representing current topic

Term 1, Week 7

P5, P7 Composition Musicology

TASK 4 WEIGHTING Written responses based on concepts of Music

Term 1, Week 9

TASK 3 Two performance pieces on instrument or voice representing current topic Term 2, Week 9

P2, P3, P5, P8

P1, P5, P9

P4, P6, P7

Aural

Performance Marks

Year 11 Assessment Handbook March, 2013

Term 3, Yearly Examination Week

25 25

100

MUSIC Outcomes P1

performs music that is characteristic of the topics studied

observes, reads, interprets and discusses simple musical scores characteristic of topics studied improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources reflecting the cultural and historical contexts studied recognises and identifies the concepts of music and discusses their use in a variety of musical styles comments on and constructively discusses performances and compositions

P3 P4 P5 P6 P7 P8 P9 P10 P11

Year 11 Assessment Handbook March, 2013

observes and discusses concepts of music in works representative of the topics studied understands the capabilities of performing media, explores and uses current technologies as appropriate to the topics studied identifies, recognises, experiments with and discusses the use of technology in music performs as a means of self-expression and communication demonstrates a willingness to participate in performance, composition, musicology and aural activities demonstrates a willingness to accept and use constructive criticism

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION Assessment Schedule COMPONENT

TASK 1

TASK 2

TASK 3

TASK 4

First Aid scenarios

Research Ottawa Charter

Half-Yearly Examination

Yearly Examination

Week 6 Term 1

Week 2 Term 2

Week 6 Term 2

Week 9 Term 3

P 6, P12, P15, P16,

P1-P6, P7-P11, P15-P17

P1-P6, P15-P16

P1-P11, P12, P15-P17

Skills in critical thinking, research and analysis 5

Marks

100

Knowledge and understanding of 

factors that affect health



the way the body moves

Skills in: 

WEIGHTING

influencing personal and community health



taking action to improve participation and performance in physical activity.

Year 11 Assessment Handbook March, 2013

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION Outcomes Preliminary Core 1: Better Health for Individuals P1 identifies and examines why individuals give different meanings to health P2 explains how a range of health behaviours affect an individual’s health P3 describes how an individual’s health is determined by a range of factors P4 evaluates aspects of health over which individuals can exert some control P5 describes factors that contribute to effective health promotion P6 proposes actions that can improve and maintain an individual’s health P15 forms opinions about health-promoting actions based on a critical examination of relevant information P16 uses a range of sources to draw conclusions about health and physical activity concepts.

Preliminary Core 2: The Body in Motion P7 explains how body systems influence the way the body moves P8 describes the components of physical fitness and explains how they are monitored P9 describes biomechanical factors that influence the efficiency of the body in motion P10 plans for participation in physical activity to satisfy a range of individual needs P11 assesses and monitors physical fitness levels and physical activity patterns P16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation.

Preliminary Option 1: First Aid P6 proposes actions that can improve and maintain an individual’s health P12 demonstrates strategies for the assessment, management and prevention of injuries in first aid settings P15 forms opinions about health-promoting actions based on a critical examination of relevant information P16 uses a range of sources to draw conclusions about health and physical activity concepts.

Preliminary Option 3: Fitness Choices P5 describes factors that contribute to effective health promotion P6 proposes actions that can improve and maintain an individual’s health P10 plans for participation in physical activity to satisfy a range of individual needs P15 forms opinions about health-promoting actions based on a critical examination of relevant information P16 uses a range of sources to draw conclusions about health and physical activity concepts P17 analyses factors influencing movement and patterns of participation

Year 11 Assessment Handbook March, 2013

PHYSICS Assessment Schedule COMPONENTS

WEIGHTING

TASK 1 Term 1 Research Assignment P1, P2, P3, P4, P5, P6, P13, P14 Week 8

TASK 2 Term 2 Half Yearly Examination P1, P2, P4, P7, P9, P11, P12, P14 Week 6

TASK 3 Term 2 Practical Test

TASK 4 Term 3 Yearly Examination

P11 – P15

P1 – P15

Week 6

Examination Week

Knowledge and understanding of:  the history, nature, and practice of physics, applications and uses of physics and their implications for society and the environment, and current issues, research and developments in physics  kinematics and dynamics, energy, waves, fields and matter Skills in planning and conducting firsthand investigations and in communicating information and understanding based on these investigations Skills in scientific thinking, problemsolving, and in communicating understanding and conclusions

Year 11 Assessment Handbook March, 2013

40%

30%

100%

25%

20%

10 25%

30%

PHYSICS

Domai n: Values & Attitu

Domain: Skills

Domain: Knowledge

Prescribed Focus Area

Outcomes Objectives Students will develop knowledge and understanding of : 1. the history of physics

Preliminary Course Outcomes

2. the nature and practice of physics

P2. applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physics

3. applications and uses of physics

P3. assesses the impact of particular technological advances on understanding in physics

4. implications for society and the environment

P4. describes applications of physics which affect society or the environment

5. current issues, research and developments in physics

P5. describes the scientific principles employed in particular areas of research in physics

6. kinematics and dynamics

P6. describes the forces acting on an object which causes changes in its motion

7. energy

P7. describes the effects of energy transfers and energy transformations

8. waves

P8. explains wave motions in terms of energy sources and the oscillations produced

9. fields

P9. describes the relationship between force and potential energy in fields

10. matter

P10. describes theories and models in relation to the origins of matter and relates these to the forces involved

11. planning investigations

P11. identifies and implements improvements to investigation plans

12. conducting investigations

P12. discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

13. communicating information and understanding

P13. identifies appropriate terminology and reporting styles to communicate information and understanding in physics

14. developing scientific thinking and problem-solving techniques

P14. draws valid conclusions from gathered data and information

15. working individually and in teams

P15. implements strategies to work effectively as an individual or as a member of a team

16. themselves, others, learning as a lifelong process, physics and the environment

Year 11 Assessment Handbook March, 2013

A student : P1. outlines the historical development of major principles, concepts and ideas in physics

SERBIAN CONTINUERS Assessment Schedule

COMPONENT

TASK 1 Term 1 Week 7

TASK 2 Term 2 Half Yearly Exam

TASK 3 Term 3 Week 6

WEIGHTING

100

Speaking Objectives: 1 & 4 Outcomes: 1.1, 1.2, 1.3, 1.4, 4.1

Listening & Responding Objective: 3 Outcomes: 3.1, 3.2, 3.3, 3.4,

Reading & Responding Objectives: 1 & 3 Outcomes: 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4

Writing Objective: 2 Outcomes: 2.1, 2.2, 2.3

Marks

Year 11 Assessment Handbook March, 2013

SERBIAN Outcomes Table of Objectives and Outcomes for Year 11 Continuers Course Serbian Objectives The student will: 1. exchange information, opinions, and experiences in Serbian 2. express ideas through the production of original texts in Serbian 3. analyse, process, and respond to texts that are in Serbian 4. understand aspects of the language and culture of Serbian-speaking communities

Year 11 Assessment Handbook March, 2013

Outcomes The student: 1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas on known topics 1.4 reflects on aspects of past, present and future experience 2.1 applies knowledge of language structures to create original text 2.2 describes, narrates and reflects on real or imaginary experiences in the past, present or future 2.3 organises and sequences ideas and information 3.1 identifies and conveys the gist, main points, supporting points and detailed items of specific information 3.2 infers point of view, attitudes or emotions from language and context 3.3 summarises, interprets and evaluates information 3.4 compares and contrasts aspects of texts 4.1 recognises and employs language appropriate to different social contexts 4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture

VISUAL ARTS Assessment Schedule COMPONENT

Artmaking Art Criticism and Art History Weighting

TASK 1 Body of Work and related case study~ Completed works, investigations of artmaking practice evident in VAPD including experiments with materials, written reflections & explanations, research about related artistâ&#x20AC;&#x2122;s practice, works under development Week 5 Term 2 P1, P2, P3, P4, P5, P6 P7, P8, P9, P10 25

Year 11 Assessment Handbook March, 2013

TASK 2 Half-Yearly Exam ~ Art criticism and art history

Examination week Term 2 P7, P8, P9, P10

TASK 3 TASK 4 Body of Work and related Yearly Exam case study ~ completed works, ~ Art criticism and art VAPD, documentation of history works & works in progress, oral or written presentation about intentions connecting studentâ&#x20AC;&#x2122;s conceptual practice to the conceptual framework and the frames. Week 10 Examination week Term 3 Term 3 P1, P2, P3, P4, P5, P6 P7, P8, P9, P10 P7, P8, P9, P10 25

WEIGHTING

50%

30%

20%

30%

20%

100%

VISUAL ARTS Outcomes

Content Practice Conceptual framework Frames Representation Conceptual strength and meaning Resolution Practice Conceptual framework Frames Representation

Year 11 Assessment Handbook March, 2013

Outcomes A student: P1: explores the conventions of practice in artmaking P2: explores the roles and relationships between the concepts of artist, artwork, world and audience P3: identifies the frames as the basis of understanding expressive representation through the making of art P4: investigates subject matter and forms as representations in artmaking P5: investigates ways of developing coherence and layers of meaning P6: explores a range of material techniques in ways that support artistic intentions P7: explores the conventions of practice in art history and art criticism P8: explores the roles and relationships between concepts of artist, artwork, world and audience through critical and historical investigations of art P9: identifies the frames as the basis of exploring different orientations to critical and historical investigations of art P10: explores ways in which significant art histories, critical narratives and other documentary accounts of the visual arts can be constructed

VISUAL DESIGN Assessment Schedule COMPONENT

WEIGHTING

TASK 1 Term 2 Unit: Through the Looking Glass Field: Wet Photography Module: WP1 Introduction to Wet Photography

TASK 2 Term 3 Unit: Capturing Light Field: Wet Photography Module: WP2 Developing a Point of View

Photographs/ Portfolio Week 4

Photographs/ Portfolio Week 9

Task Outcomes M1, M2, M3, M4, M5, M6, CH1, CH2, CH3, CH4, M1, M2, M3, M4, M5, M6, CH1, CH5 CH2, CH3, CH4, CH5 Designing and Making

70%

Critical and Historical Studies

30%

Total

100%

50%

Year 11 Assessment Handbook March, 2013

VISUAL DESIGN Outcomes Outcomes to be assessed: A student: M1: generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or digital practice M2: explores concepts of artist/photographer, still and moving works, interpretations of the world and audience response, in their making of still and/or moving works M3: investigates different points of view in the making of photographs and/or videos and/or digital images M4: generates images and ideas as representations/simulations in the making of photographs and/or videos and/or digital images M5: develops different techniques suited to artistic intentions in the making of photographs and/or videos and/or digital images M6: takes into account issues of occupational health and safety in the making of photographs and/or videos and/or digital works CH1: generates in their critical and historical practice ways to interpret and explain photography and/or video and/or digital imaging CH2:

investigates the roles and relationships among the concepts of artist, work, world and audience in critical and historical investigations

CH3: CH4:

distinguishes between different points of view and offers interpretive accounts in critical and historical studies explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of photography and/or video and/or digital imaging recognises how photography and/or video and/or digital imaging are used in various fields of cultural production

CH5

Year 11 Assessment Handbook March, 2013

EXPLANATION OF ABSENCE FROM A TASK STUDENT’S NAME:_________________________________________________DATE:__________ COURSE NAME:________________________________TEACHER:__________________________ DATE OF ASSESSMENT TASK:_____________________________________ ASSESSMENT TASK:________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ EXPLANATION FOR ABSENCE FROM TASK: (Wherever possible, evidence (e.g. medical) is required) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Signed:___________________________ (Parent) Signed:___________________________ (Student) CURRICULUM LEADER:____________________________________________DATE:__________ (Signature) ---------------------------------------------------------------------------------------------------------------------------PRINCIPAL SENIOR SCHOOL ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ DATE:____________________________ DATE STUDENT INFORMED:________________________________________

Year 11 Assessment Handbook March, 2013

ILLNESS OR MISADVENTURE The student who believes that circumstances occurring immediately prior to or on the day of an assessment ask, and which were beyond his/her control, may diminish his/her result in that TASK should complete this form and give it to the Principal Senior School. There can be no consideration for:     

General difficulties in preparation or general loss of preparation time Loss of study time or facilities Long-term illness Matters that could have been avoided by the student Other commitments (such as attendance at a sporting or cultural event)

Student’s name:___________________________________ Assessment TASK affected:______________________________________________________ Date of assessment TASK:_______________________________________________________ Describe how the illness or misadventure you have suffered has affected your performance in the assessment TASK. You must attach independent evidence of the illness or misadventure (medical certificate, counsellor report etc). ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Student’s signature:

Principal’s Decision:

Year 11 Assessment Handbook March, 2013

Parent’s signature:

LATE ARRIVAL ON DAY OF ASSESSMENT TASK NAME:__________________________________________________DATE:____________________ COURSE BEING ASSESSED:_______________________________TEACHER:________________ TIME OF ARRIVAL AT SCHOOL_______________________OR MISSED PERIOD____________ PERIOD(S) IN WHICH ASSESSMENT TOOK PLACE/WAS DUE___________________________ REASON FOR LATE ARRIVAL AT SCHOOL OR PERIOD MISSED_________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Signed:_________________________ (Parent) Signed:_________________________ (Student) Curriculum Leader:_______________________________________________Date:_______________ (Signature) PRINCIPAL’S DECISION: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ DATE:____________________________________ DATE STUDENT INFORMED:________________________

Year 11 Assessment Handbook March, 2013