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2015-16 HSC Assessment Schedule
HSC Assessment
Junee High School
■ Last updated: October 2015 ■ Principal: Terry Vercoe
■ Phone: (02) 6924 1666 To Dream. To Create. To Succeed.
■ Fax: (02) 6924 1798 Junee High School
■ Email: [email protected] 52 Lydia Street
■ Website: www.junee-h.schools.nsw.edu.au Junee NSW 2663
Junee High School
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In this book... INFORMATION FOR SENIOR STUDENTS AND PARENTS/CAREGIVERS .......................................................................................... 3
Student Appeal Form................................................................................................................................................................................................. 6
BIOLOGY ........................................................................................................................................................................................................................... 7
BUSINESS STUDIES ..................................................................................................................................................................................................... 8
CHEMISTRY ..................................................................................................................................................................................................................... 9
COMMUNITY AND FAMILY STUDIES ............................................................................................................................................................. 10
DESIGN AND TECHNOLOGY ............................................................................................................................................................................... 11
ENGLISH: Advanced ................................................................................................................................................................................................ 12
ENGLISH: Standard .................................................................................................................................................................................................. 13
ENGLISH: English Studies ..................................................................................................................................................................................... 14
INDUSTRIAL TECHNOLOGY TIMBER AND FURNITURE PRODUCTS .............................................................................................. 15
HOSPITALITY: KITCHEN OPERATIONS – COMMERCIAL COOKERY ................................................................................................ 17
MATHEMATICS: Mathematics General 1 ..................................................................................................................................................... 18
MATHEMATICS: Mathematics General 2 ..................................................................................................................................................... 19
MATHEMATICS: Mathematics ........................................................................................................................................................................... 20
MODERN HISTORY .................................................................................................................................................................................................. 21
PRIMARY INDUSTRIES ........................................................................................................................................................................................... 22
SENIOR SCIENCE ....................................................................................................................................................................................................... 23
SOCIETY AND CULTURE ........................................................................................................................................................................................ 24
2015/2016 HSC ASSESSMENT SCHEDULE SUMMARY .......................................................................................................................... 25
2015 HSC ASSESSMENT SCHEDULE STUDENT SUMMARY................................................................................................................. 26
Junee High School
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INFORMATION FOR SENIOR STUDENTS AND PARENTS/CAREGIVERS
The following material is provided for the information of senior students at Junee High School and their
parents/caregivers regarding HSC Assessment. It is not definitive and reference should be made to school policy
documents for further details.
The information is provided in a question/answer format to highlight the areas and issues about which students and
their parents/caregivers should be aware.
1. What is meant by assessment?
Assessment is the measurement of actual student performance in various tasks. It is not a measure of their
potential performance or an estimate of their general ability.
2. What must I do to have satisfactorily studied a course?
The Board of Studies expects students to have:
(a) followed the course developed or endorsed by the Board; and
(b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in
the course by the school1;
(c) achieved some or all of the course outcomes; and/or
(d) completed all assessment tasks. However, if you fail to seriously attempt assessment tasks worth 50%
or more of the final assessment mark, you will be awarded a zero for that course.
Where a candidate has failed to satisfactorily study a course, the Principal will:
(a) apply a ‘N’ (Non-completion) determination and advise the Board of Studies accordingly. Courses
which were not satisfactorily completed will not be printed on HSC or Result Notices. This may result
in a student being ineligible for the award of a Higher School Certificate.
(b) advise the candidate of the submission and the right of appeal.
3. What happens if I feel I cannot submit an assessment task on time and have a valid reason?
If you feel you have a valid reason for the late submission of an assessment task, then you must approach your
teacher, where possible at least two (2) full school days prior to the due date, giving your reasons in writing.
Your parent or caregiver must sign this note. A time extension may be granted in legitimate cases.
4. What happens if I fail to attempt or submit a task on time without a valid reason?
You will be awarded a zero for that task.
5. What happens if I fail to attempt or submit a task?
If you have a valid reason for a non-attempt, then you will be given the same or a substitute task at a later
date. Where this is not feasible, an estimate may be given after discussion with the Principal or Head Teacher.
If the explanation is not accepted you will be awarded zero for that task.
6. What are valid reasons?
It is up to students to demonstrate that they had a valid reason for the non-attempt or non-submission of an
assessment task. The legitimacy of the reason given will initially be determined by the Head Teacher in
consultation with the class teacher on the basis of fairness to all students in the group.
7. What if I am absent when an assessment task is notified?
It is your responsibility to ask your teacher about any assessment tasks which may have been notified in your
absence. This needs to be done during the first day of your return to school after an absence. It is your
responsibility to refer to the schedule provided.
8. What happens if I know I am going to be absent for an assessment task?
You should notify your teachers at your earliest convenience in writing, where possible. Giving your reasons in
writing must be done at least two (2) full school days prior to the due date. Your parent or caregiver must
sign this note. A time extension may be granted in legitimate cases.
1 This clause will apply to any students who continually hand in class work late, truant or who are absent without justification, as
determined by the NSW Department of Education and Communities.
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9. What happens if I am unable to sit for an examination?
If you are going to be absent from an examination (Midcourse or Trial HSC Examinations) you must notify your
class teacher, the Head Teacher of that subject and the Year 11/12 Student Adviser, to make arrangements to
sit for the examination(s) at a later date. You will not be able to sit for the examinations before the due date.
If you are ill, it is necessary to contact the school immediately. A Doctor’s Certificate may be required to cover
an absence from an examination. You must complete the ‘Student Appeal Form’ as soon as you return to
school after your absence. This form is available from Head Teachers and the Deputy Principal.
If you are ill prior to or during the HSC examination period you must obtain a Doctor’s Certificate and contact
the school to obtain a BOS ‘Illness and Misadventure’ Appeal Form.
10. Will my parents or caregiver be informed of any non-attempt?
Yes they will. Any such communication, including official warnings given to you, will be maintained as records.
11. Will my general behaviour throughout the year be taken into account for assessment purposes?
Yes, if it affects your studies or the studies of other students. Your behaviour would affect your ability to meet
the Board requirement that “students apply themselves with diligence and sustained effort.”
12. Are there specific behaviours which will affect my assessment?
Yes, any of the following actions will incur a zero mark for any assessment task:
(a) cheating during an assessment task;
(b) copying from another student and claiming that work as your own;
(c) presenting an assignment which is clearly not your own work, which includes work completed by
another individual on your behalf;
(d) allowing other students to copy your work;
(e) copying material with no due acknowledgement;
(f) disrupting2 an assessment task; and/or
(g) truancy or absence from an assessment task without providing a satisfactory explanation.
13. What if I don’t make a serious attempt at an assessment task?
A non-serious attempt will lead to a student being awarded a zero for that task. Non-serious attempts may
result from the attempt being so poor as to be considered non-serious or as a result of the use of derogatory
remarks, obscene language, insufficient evidence of the student’s own work, etc. The Head Teacher, in
consultation with the teacher involved, will determine if the attempt is non-serious.
14. Can I leave an examination or set assessment task prior to the time set for its completion?
No, except with the supervisor’s permission in legitimate emergencies.
15. Am I entitled to a review of my final assessment?
Yes, the school has review procedures to examine legitimate cases. You should first approach the relevant
Head Teacher. If that is not satisfactory then you should see the Deputy Principal. If the matter is still not
resolved then a panel comprising the Principal, a Deputy Principal, the relevant Head Teacher and the Year
Adviser will examine the matter and come to a final decision. This procedure applies to all courses including
Frameworks courses.
16. When may I lodge an appeal against a final HSC assessment?
You have three (3) days from the time you are notified of your final assessment rank in which to lodge a
formal, written appeal, using the ‘Student Appeal Form’. No appeals will be considered after this date. A
’Student Appeal Form’ is available from Head Teachers and the Deputy Principal.
17. Am I entitled to a re-assessment of an individual assessment task?
Yes, if the mark and rank is not what the student expected, then the student may approach his/her teacher for
a re-assessment within two [2] full school days after results have been received.
If illness has affected your performance during the task, you must inform your class teacher (and, in the case
of examinations, the supervising teacher) immediately. A medical certificate may be required.
2 Dependent on the nature of the disruption, only one warning may be given.
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If the teacher, in consultation with the Head Teacher, feels there is just cause for re-assessment, then it may
take place. The results of any such re-assessment are final and will not be considered just cause for the re-
assessment of other students.
If you need to appeal a Head Teacher’s decision refer to the answer to Question 16.
18. Will I be warned if my certificate is at risk?
Yes, you will be warned in writing. Your parents or caregiver will be advised and you will be required to
provide a written acknowledgement of the warning.
19. How much warning will I get for each assessment task?
A minimum of two (2) weeks’ notification should be provided prior to any assessment task being given. This
document may be regarded by a teacher of any course as sufficient notice of the due dates and the nature of
upcoming assessment tasks. You should also refer to the answer to question 7. The published dates in this
book should not be altered by a teacher without your being given sufficient notice of the change. A change of
date for a task may be allowed after reference has been made to the overall Assessment Schedule Summary
(p. 7), the School Calendar and consultation with the relevant Head Teacher.
20. What happens if a teacher/faculty wishes to vary the assessment requirements given to you?
This is allowable, as occasionally a task may need to be rescheduled or reset. However, the new date must be
negotiated with the students in that course before it is changed.
21. What feedback will I be given on my performance?
For each task you will be told your assessment and your ranking in that task. You will be informed of your
progressive ranking through the school reports.
22. How do I submit assessment tasks?
It is the responsibility of students to submit work for assessment during normal class time directly to the
teacher or at the time specified by the class teacher. Students and teachers should ensure that receipt of task
is noted.
23. Where can I check the schedule of assessment tasks and/or seek advice?
This booklet sets out the schedule of assessment tasks for all subjects and the relevant features of the school’s
policy for Higher School Certificate Assessment. You should retain it and refer to it if any questions or
problems arise. Teachers, Head Teachers, the School Counsellor, the Deputy Principals and the Principal
should all be able to provide additional advice. A copy of this document is able to be accessed on the school’s
intranet.
24. How does my assessment result affect my final course mark?
The assessment mark is moderated against the student’s performance in the HSC examination. The moderated
assessment mark and examination mark are given equal weight in the determination of the student’s HSC
course mark, which is then used to calculate the ATAR.
Assessment tasks in VET courses are used to determine your achievement of competencies. There is no
correlation between the achievement of competencies in VET courses and the ATAR. The HSC VET examination
marks are recorded on your HSC and may be used to calculate your ATAR.
Assessment tasks in VET courses are used to determine your achievement of competencies. There is no
correlation between the achievement of competencies in VET courses and the ATAR. The HSC VET examination
marks are recorded on your HSC and may be used to calculate your ATAR.
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Student Appeal Form Category (please tick one) Appeal due to illness, accident or misadventure
Appeal in relation to the final assessment and/or course rank
Student’s Name: _____________________________________________________________________
Course: ______________________________________________________ Task Number: _________
Nature of Assessment Task: ________________________________________________________________________________________________
Due Date: _____/_____/_____ Class Teacher Name: _________________________________
Reason for Appeal: (state details to support your case (or attach statement)
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
Medical Certificate is attached: Yes No
Additional information attached: Yes No
____________________________________ ____/____/____ ____________________________________ ____/____/____
Signature of student Date Signature of Teacher Date
……………………………………………………………………………………………………...........................................................................................................
Head Teacher Recommendation: Reason for decision:
Complete a substitute task ________________________________________________________________
Estimate to be given ________________________________________________________________
No marks to be awarded ________________________________________________________________
Sit or submit the task without penalty ________________________________________________________________
Task to be submitted with penalty ________________________________________________________________
New Due Date: _____/_____/_____
_________________________________ ____/____/____ __________________________________ ____/____/____
Signature of Head Teacher Date Signature of Principal Date
Copies of this form are available from Head Teachers and the Administration Office
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BIOLOGY
Topic Task Weight Due date Outcomes Areas of
Learning
Maintaining A
Balance
Performing a skills test 20 Term 4
Week 8
H1,H2, H5, H11, H12, H13, H14 1, 2, 3
Blueprint of Life Planning and performing
a practical task
20 Term 1
Week 5
H11, H12, H13, H14, H15 1, 2, 3, 4
Towards Better
Health
Process task 20 Term 2
Week 2
H1, H3, H2, H5, H9, H11, H12
H13, H14
1, 3, 4
Option:
Communication
Secondary sources
investigation and report
20 Term 2
Week 8
H1, H3, H4, H5, H12, H13, H14 2, 3, 4
Trial HSC Examination 20 Term 3
Week 4
H1 to H16 1, 2, 3, 4
Outcomes
A student:
Areas of Learning:
A student:
H1 evaluates how major advances in scientific understanding and
technology have changed the direction or nature of scientific thinking
H2 analyses the ways in which models, theories and laws in biology have
been tested and validated
H3 assesses the impact of particular advances in biology on the
development of technologies
H4 assesses the impacts of applications of biology on society and the
environment
H5 identifies possible future directions of biological research
H6 explains why the biochemical processes that occur in cells are related to
macroscopic changes in the organism
H7 analyses the impact of natural and human processes on bio-diversity
H8 evaluates the impact of human activity on the interactions of organisms
and their environment
H9 describes the mechanisms of inheritance in molecular terms
H10 describes the mechanisms of evolution and assesses the impact of
human activity on evolution
H11 justifies the appropriateness of a particular investigation plan
H12 evaluates ways in which accuracy and reliability could be improved in
investigations
H13 uses terminology and reporting styles appropriately and successfully to
communicate information and understanding
H14 assesses the validity of conclusions from gathered data and information
H15 explains why an investigation is best undertaken individually or by a
team
H16 justifies positive values about and attitudes towards both the living and
non-living components of the environment, ethical behaviour and a
desire for a critical evaluation of the consequences of the applications of
science
1 understands knowledge and
key concepts of biology and
applies these to related
models, theories and laws
2 uses scientific method to
explain investigations of
biology concepts and
presents data in appropriate
forms
3 selects and uses appropriate
reporting styles to
communicate the history
and an understanding of
biology concepts
4 links the concepts of biology
to society and their own
experiences
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BUSINESS STUDIES
Topic Task Weight Due date Outcomes Areas of
Learning
Operations Business Report 15 Term 4
Week 9
H1, H2, H3, H4, H5
H6, H8, H9
1, 2, 5, 6, 7, 8
Finance Stimulus skill questions using
financial ratios
20 Term 1
Week 7
H2, H3, H4, H5, H6
H7, H8, H9
1, 3, 4, 6, 7, 8
All topics Mid-Course Examination 20 Term 1
Week 10
H2, H3, H4, H5, H6
H8, H9, H10
1, 2, 3, 4, 5, 6,
Marketing Research and critical thinking
activities of case studies
15 Term 2
Week 7
H1, H2, H3, H4, H5
H6, H8, H9
1, 2, 3, 4, 5, 6
All topics Trial HSC Examination 30 Term 3
Week 4
H2, H3, H4, H5, H6
H8, H9, H10
1, 2, 3 ,4, 5, 6,
Outcomes
A student:
Areas of Learning:
A student:
H1 critically analyses the role of business in Australia and globally
H2 evaluates management strategies in response to changes in
internal and external influences
H3 discusses the social and ethical responsibilities of
management
H4 analyses business functions and processes in large and global
businesses
H5 explains management strategies and their impact on
businesses
H6 evaluates the effectiveness of management in the
performance of businesses
H7 plans and conducts investigations into contemporary
business issues
H8 organises and evaluates information for factual and
hypothetical business situations
H9 communicates business information, issues and concepts in
appropriate formats
H10 applies mathematical concepts appropriately in business
situations
1 analyses the role of business and the
management response to
internal/external environmental
changes.
2 discusses the social and ethical
responsibilities of management
3 analyses business functions in large
and global businesses
4 explains management strategies,
impacts and effectiveness in business
performance
5 evaluates information for actual and
hypothetical business situations
6 applies mathematical concepts to
business situations
7 conducts investigations into business
issues
8 communicates business information,
ideas and issues using business
terminology and concepts
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CHEMISTRY
Topic Task Weight Due date Outcomes Areas of Learning
Production of
materials
Secondary sources
investigation and report
20 Term 4
Week 6
H1, H5, H12, H13, H14 1, 2, 3
Acidic
environment
Planning and
performing a firsthand
investigation
20 Term 1
Week 3
H11, H12, H13, H14
H15
1, 2, 3, 4, 5
Midcourse
Examination
15 Term 1
Week 10
H1-H16 1, 3, 4, 5
Chemical
monitoring
Planning, performing
and reporting on a first-
hand investigation
20 Term 2
Week 8
H2, H9, H11, H12, H13
H14
2, 3, 5
Trial HSC Examination 25 Term 3
Week 4
H1-H16 1, 3, 4, 5
Outcomes
A student:
Areas of Learning
A student:
H1 evaluates how major advances in scientific understanding and technology have
changed the direction or nature of scientific thinking
H2 analyses the ways in which models, theories and laws in chemistry have been
tested and validated
H3 assesses the impact of particular advances in chemistry on the development of
technologies
H4 assesses the impacts of applications of chemistry on society and the
environment
H5 identifies possible future directions of chemical research
H6 explains reactions between elements and compounds in terms of atomic
structures and periodicity
H7 describes the chemical basis of energy transformations in chemical reactions
H8 assesses the range of factors which influence the type and rate of chemical
reactions
H9 describes and predicts reactions involving carbon compounds
H10 analyses stoichiometric relationships
H11 justifies the appropriateness of a particular investigation plan
H12 evaluates ways in which accuracy and reliability could be improved in
investigations
H13 uses terminology and reporting styles appropriately and successfully to
communicate information and understanding
H14 assesses the validity of conclusions from gathered data and information
H15 explains why an investigation is best undertaken individually or by a team
H16 demonstrates and justifies positive values about and attitude towards both the
living and non-living components of the environment, ethical behaviour and a
desire for critical evaluation of the consequences of the applications of science
(Not for assessment)
1 understands
knowledge and key
concepts of
chemistry and applies
these to related
models, theories and
laws
2 uses scientific
method to explain
investigations of
chemistry concepts
and presents data in
appropriate forms
3 selects and uses
appropriate reporting
styles to
communicate the
history and
understanding of
chemistry
4 links the concepts of
chemistry to society
and own experiences
5 evaluates accuracy
and reliability of
practical and
theoretical
investigations
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COMMUNITY AND FAMILY STUDIES
Topic Task Weight Due date Outcomes Areas of
Learning
Parenting and Caring Essay 20 Term 4
Week 8
H1, H2, H3, H4
H9, H10
1, 2
Research Methodology Independent Research
Project
20 Term 1
Week 6
H9, H10 4
Groups In Context Report 15 Term 2
Week 6
H1, H3, H4, H5
H6, H7, H10,
H11, H14
3, 2
Social Impact of
Technology
Case Study 25 Term 3
Week 2
All 1, 2, 3, 4
All topics Trial HSC Examination 20 Term 3
Week 4
H8, H10, H11
H13, H14
3
Outcomes
A student:
Areas of Learning
A student:
1. analyses the effect of resource management on the wellbeing of
individuals, groups, families and communities
2. analyses different approaches to parenting and caring relationships
3. evaluates strategies to contribute to positive relationships and the
wellbeing of individuals, groups, families and communities
4. critically examines how individual rights and responsibilities in various
environments contribute to wellbeing
5. analyses the sociocultural factors that lead to special needs of individuals
in groups
6. evaluates networks available to individuals, groups and families within
communities
7. critically analyses the role of policy and community structures in
supporting diversity
8. critically evaluates the impact of social, legal and technological change
on individuals, groups, families and communities
9. justifies and applies appropriate research methodologies
10. communicates ideas, debates issues and justifies opinions
11. proposes management strategies to enable individuals and groups to
satisfy their specific needs and to ensure equitable access to resources
12. develops strategies for managing multiple roles and demands of family,
work and other environments
13. analyses how the empowerment of women and men influences the way
they function within society
14. formulates strategic plans that preserve rights, promote responsibilities
and establish roles leading to the creation of positive social
environments
1. proposes resource management
and management strategies to
attain set goals
2. formulates plans to create a
positive social environment
3. examines societal factors which
influence the wellbeing of
individuals, groups, families and
the community
4. justifies and applies appropriate
research methodologies to
situations of investigation
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DESIGN AND TECHNOLOGY
Topic Task Weight Due date Outcomes Areas of
Learning
Knowledge and Skills in
Innovation
Major Design Project
Proposal and
Presentation
20 Term 4
Week 7
H4.1, H4.2 1, 3
Innovation Case Study 20 Term 1
Week 7
H2, H3.1, H3.2, H6.2 2, 4
Designing and Producing Written report 20 Term 2
Week 4
H4.3, H5.2, H6.1 2, 3, 4
Management Plan for
Major Design
Project/Advertising
20 Term 3
Week 4
H1.1, H1.2, H2.1
H2.2, H3.1, H6.1
1, 2, 4
All topics Trial HSC Examination 20 Term 3
Week 4
H5.1, H5.2 2,3
Outcomes
A student:
Areas of Learning
A student:
H1.1 critically analyses the factors affecting design and the development and
success of design projects.
1. applies the design process to
produce products and solve
problems
2. is aware of emerging
technologies and understands
the link between, innovation
society and the environment
3. manages the development and
production of a design project
4. applies the design process to
produce products and solve
problems
5. uses a variety of research
techniques to show
development and modifications
6. manages the development and
production of a design project
7. uses a variety of research
techniques to show
development and modifications
8. is aware of emerging
technologies and understands
the link between, innovation
society and the environment
H1.2 relates the practices and processes of designers and producers to the
major design project
H2.1 explains the influence of trends in society on design and production
H2.2 evaluates the impact of design and innovation on society and the
environment
H3.1 analyses the factors that influence innovation and the success of
innovation
H3.2 uses creative and innovative approaches in designing and producing
H4.1 identifies a need or opportunity and researches and explores ideas for
design development and production of the major design project
H4.2 selects and uses resources responsibly and safely to realise a quality
major design
H4.3 evaluates the processes undertaken and the impacts of the major design
project
H5.1 manages the development of a quality major design project
H5.2 selects and uses appropriate research methods and communication
techniques
H6.1 justifies technological activities undertaken in the major design project
and relates these to industrial and commercial practices
H.6.2 critically assesses the emergence and impact of new technologies, and
the factors affecting their development
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ENGLISH: Advanced
Topic Task Weight Due date Outcomes Areas of
Learning
Area of Study
Discovery
Listening
Speaking 15
15
Term 4 Week 8
Term 2 Week 8
H1, H2, H4, H5
H6, H9
1, 2, 3, 4, 5, 6
Module A
Intertextual
Perspectives
Representing 15 Term 1 Week 8 H6, H8, H12
H12A, H13
3, 4, 6
Midcourse Examination Reading and writing Term 1 Week 10 H1, H2, H3, H4
H5, H6, H7, H8
H9, H10
1, 2, 3, 4, 5,
Module B
Critical Study Writing 15 Term 2 Week 6 H2, H2A, H7
H10, H11, H3
2, 3, 5, 6
Module C
Representing people and
politics
Reading 15 Term 3 Week 2 H3, H4, H5
H12A
2, 6
Reading
Writing Trial Examination 10
15
Term 3 Week 4 H1, H2, H3, H4,
H5, H6, H7, H8
H9, H10
1, 2, 3, 4, 5,
Outcomes
A student:
Areas of Learning
A student:
H1. explains and evaluates the effects of different contexts of responders and
composers on texts
H2. explains relationships among texts
H2A. recognises different ways in which particular texts are valued
H3. develops language relevant to the study of English
H4. explains and analyses the ways in which language forms and features and
structures of texts shape meaning and influence responses
H5. explains and evaluates the effects of textual forms, technologies and their
media of production on meaning
H6. engages with the details of text on order to respond critically and personally
H7. adapts and synthesises a range of textual features to explore and communicate
information, ideas and values, for a variety of purposes, audiences and contexts
H8. articulates and represents own ideas in critical, interpretive and imaginative
texts from a range of perspectives
H9. evaluates the effectiveness of a range of processes and technologies for various
learning purposes, including the investigation of organization of information
and ideas
H10. analyses and synthesises information and ideas into sustained and logical
argument for a range of purposes, audiences and contexts
H11. draws upon the imagination to transform experience and ideas into text
demonstrating control of language
H12. reflects on own processes of responding and composing
H12A. explains and evaluates different ways of responding to and composing texts
H13. reflects upon own processes of learning
1. uses language
effectively in
composition and
analyses how language
forms and features
make meaning
2. analyses and
synthesises information
and ideas into a
sustained and logical
response
3. composes a wide range
of analytical, personal
and imaginative texts
4. responds to a wide
range of texts critically,
analytically,
imaginatively and
interpretively
5. explains the
relationship among
texts and the different
ways these texts are
valued
6. reflects upon own
processes of learning
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ENGLISH: Standard
Topic Task Weight Due date Outcomes Areas of
Learning
Area of Study
Discovery
Speaking
Listening
15
15
Term 4 ,Week 8
Term 2 ,Week 8
H1, H2, H4, H6
H9, H13
1, 2, 3, 4, 5, 6
Module A
Distinctively Visual
Reading 15 Term 1, Week 7 H4, H5, H6, H7
H10
1, 2, 3, 4, 5
Midcourse Examination Reading and
writing
Term 1, Week 10 H1, H2, H3, H4,
H5, H6, H7, H8
H9, H10
1, 2, 3, 4, 5
Module C
Texts and Society
Exploring Transitions
Viewing and
Representing
15 Term 2, Week 4 H2, H3, H4, H7
H10
1, 2, 3, 5, 7
Module B
Close Study of Text
Writing 15 Term 3, Week 2 H6, H8, H11, H12
H13
4, 6
Reading and Writing Trial HSC
Examination
25 Term 3, Week 4 H1, H2, H3, H4
H5, H6, H7, H8
H9, H10
1, 2, 3, 4, 5
Outcomes
A student:
Areas of Learning
A student:
H1 demonstrates understanding of how relationships between composer
responder, text and context shape meaning
H2 demonstrates understanding of the relationship among texts
H3 develops language relevant to the study of English
H4 describes and analyses the ways that language forms and features, and
structures of texts shape meaning and influence responses
H5 analyses the effect of technology and medium on meaning
H6 engages with the details of text in order to respond critically and
personally
H7 adapts and synthesises a range of textual features to explore and
communicate information, ideas and values, for a variety of purposes
audiences and contexts
H8 articulates and represents own ideas in critical, interpretive and
imaginative texts from a range or perspectives
H9 assesses the appropriateness of a range or processes and technologies in
the investigation and organisation of information and ideas
H10 analyses and synthesises information and ideas into sustained and logical
argument for a range of purposes and audiences
H11 draws upon the imagination to transform experiences and ideas into text,
demonstrating control of language
H12 reflects on own processes of responding and composing
H13 reflects upon own processes of learning
1. uses language effectively in
composition and
understands how language
forms and features make
meaning
2. evaluates and synthesises
information and ideas into a
sustained response
3. composes a wide range of
texts for a variety of
audiences, purposes and
contexts
4. responds critically,
imaginatively and
interpretively to a wide range
of texts
5. understands the relationships
among texts
6. reflects on own learning
Junee High School
Page 14
ENGLISH: English Studies
Topic Task Weight Due date Outcomes Areas of
Learning
English and family life:
Part of the family
Group - 5
Reading and listening -
10
Knowledge - 10
25
Term 4
Week 10
H1.1, H2.3, H3.2
H4.1
1, 2, 4
Mandatory unit:
We are Australians
PowerPoint Presentation
Knowledge - 10
Reading - 10
Use language - 10
30 Term 1
Week 11
H1.4, H2.1, H2.3
H3.2, H4.1,
1, 2, 3, 4
English and the
experience of travel
Travel Blog
Individual - 10
Research - 10
Reading – 10
30 Term 3
Week 2
H1.1, H2.2, H3.1
H3.2, H4.2
1, 2, 3, 4
Knowledge - 10
Using language – 5
Trial HSC Examination 15 Term 3
Week 4
H1.2, H1.3, H2.1
H2.2, H3.1
1, 2, 3
Outcomes
A student:
Areas of Learning
A student:
H1.1 analyses extended and short texts in a range of forms to gain knowledge,
understanding and appreciation of how English is used to convey meaning
H1.2 explains the ideas and values of the texts
H1.3 explains how language and other techniques are used to convey meaning in
extended and short texts in a range of forms
H1.4 produces a range of texts that demonstrate knowledge, understanding and
skills gained in conveying meaning through language and other techniques
H2.1 comprehends sustained written, spoken and multi-modal texts at an
appropriate level to enrich their personal lives and to provide a sound basis
for current and future education, careers and citizenship
H2.2 demonstrates further development of skills in expression in English at an
appropriate level of accuracy and fluency to enrich their personal lives and
to provide a sound basis for current and future education, careers and
citizenship
H2.3 demonstrates skills in using language conventions of a variety of textual
forms, including literary texts, informative texts and texts used in vocational
contexts
H3.1 recognises a range of purposes for and contexts in which language is used
and selects appropriate text forms, vocabulary, style and tone when writing
and speaking for those purposes
H3.2 recognises a range of audiences and selects appropriate text forms,
vocabulary, style and tone when writing and speaking for those audiences
H4.1 plans and organises, to complete tasks or projects, both individually and
collaboratively
H4.2 works effectively, both as an individual and within a group, to research,
select, organise and communicate information and ideas related to a variety
of topics
1. develops and
demonstrates an
understanding of texts
and how they are
written to convey
meaning
2. develops and
demonstrates skills in
reading, listening and
viewing and in writing,
speaking and
representing
3. uses language
effectively and for a
range of purposes,
audiences and contexts
4. works independently or
in a group
Junee High School
Page 15
INDUSTRIAL TECHNOLOGY TIMBER AND FURNITURE PRODUCTS
Topic Task Weight Due date Outcomes Areas of
Learning
Industry Study
Major Project (Design,
management and
Communication
Industry Related
Manufacturing Technology
Major Project
Component 1 20 Term 4
Week 8 H1.1, H1.2, H1.3
H3.1, H3.2, H3.3
H4.2, H4.3, H5.1
H5.2, H6.1, H7.1
H7.2
1,3,4,5,8
Industry Study
Major Project (Design,
management and
Communication
Industry Related
Manufacturing Technology
Major Project
Component 2 20 Term 1
Week 10 H1.2, H2.1, H3.1
H3.2, H3.3, H4.2
H4.3, H5.1, H5.2
H6.2
2,3,4,5,6,7
Content Covered from HSC
Units Mid-Course Exam 20 Term 1
Week 10 H1.1, H1.2, H1.3
H3.1, H3.2, H3.3
H4.2, H4.3, H5.1
H5.2, H6.1, H6.2
H7.1, H7.2
1,2,3,4,5,6,7,8
Content covered from HSC
units
Trial HSC
Examination 20 Term 3
Week 4 H1.1, H1.2, H1.3
H2.1, H3.1, H3.2
H3.3, H4.1, H4.2
H4.3, H5.1, H5.2
H6.1, H6.2, H7.1
H7.2
1,2,3,4,5,6,7,8
Industry Study
Major Project (Design,
management and
Communication
Industry Related
Manufacturing Technology
Major Project
Component 3
20% Term 3
Week 5
H1.2, H1.3, H2.1
H3.2, H3.3, H4.1
H4.2, H4.3, H5.2
H6.2,
2,3,4,5,6,7
Outcomes
A student:
Areas of Learning
A student:
H1.1 investigates industry through the study of businesses in one focus area
H1.2 identifies appropriate equipment, production and manufacturing techniques
and describes the impact of new and developing technologies in industry
H1.3 identifies important historical developments in the focus area industry
H2.1 demonstrates proficiency in the use of safe working practices and workshop
equipment maintenance techniques
H3.1 demonstrates skills in sketching, producing and interpreting drawings
H3.2 selects and applies appropriate research and problem-solving skills
H3.3 applies and justifies design principles effectively through the production of
a Major Project
H4.1 demonstrates competence in a range of practical skills appropriate to the
Major Project
H4.2 explores the need to outsource appropriate expertise where necessary to
complement personal practical skills
1 Describe the
management and
organisation of a business
in the Timber Industry.
2 Describes safe work
practices and uses them
individually and in team
situations
3 Sketches, produces and
interprets drawings in the
production of projects
4 Applies research and
problem-solving skills
Junee High School
Page 16
H4.3 critically applies knowledge and skills related to properties and
characteristics of materials/components
H5.1 selects and uses communication and information processing skills
H5.2 examines and applies appropriate documentation techniques to project
management
H6.1 evaluates the characteristics of quality manufactured products
H6.2 applies the principles of quality and quality control
H7.1 explains the impact of the focus area industry on the social and physical
environment
H7.2 analyses the impact of existing, new and emerging technologies of the
focus industry on society and the environment
5 Demonstrates
appropriate design
principles in the production
of projects
6 Demonstrates
competency in a range of
skills using relevant
equipment, machinery and
processes
7 Identifies and explains the
principles of quality and
quality control
8 Identifies the impact of a
related industry on the
social and physical
environment
Junee High School
Page 17
HOSPITALITY: KITCHEN OPERATIONS – COMMERCIAL COOKERY
Tourism and Hospitality Curriculum Framework courses are competency based courses. To achieve an Australian
Qualified Frameworks (AQF) Certificate or Statement a student must be assessed as competent.
This means that a student’s performance is judged against a prescribed standard not against the performance of other
participants. Assessment of competence involves the assessment of skills and knowledge combined. This is assessed
throughout a unit or by an end of unit assessment task either in class or in the workplace.
The HSC Examination is optional. Students indicate during Year 12 whether they intend to attempt the examination.
The examination has no impact on a student’s eligibility for AQF qualifications.
Task Date
Unit Competency tests and assessments Ongoing
Work Placement (compulsory) To be advised
Trial HSC Examination Term 3, 4
CODE UNIT OF COMPETENCY CODE UNIT OF COMPETENCY
COMPULSORY UNITS ELECTIVES
BSBWOR203B Work effectively with others SITHIND201 Source and use information on the
hospitality industry
SITXFSA101 Use hygienic practices for food
safety SITHCCC204
Produce vegetable, fruit, egg and
farinaceous dishes
SITXWHS101 Participate in safe work practices SITXFSA201 Participate in safe food handling
procedures
SITXINV202 Maintain the quality of perishable
items SITHFAB204 Prepare and serve espresso coffee
SITHCCC101 Use food preparation equipment SITHFAB203 Prepare and serve non-alcoholic
beverages
SITHCCC201 Produce dishes using basic
methods of cookery
SITHCCC207 Use cookery skills effectively
SITHKOP101 Clean kitchen premises and
equipment
Junee High School
Page 18
MATHEMATICS: Mathematics General 1 The assessment component for each task will be weighted 50% for the use of concepts, skills and techniques to solve
mathematical problems and interpret practical situations and 50% for the application of reasoning and communication
in appropriate forms to construct mathematical arguments and to interpret and use mathematical models.
Task Weighting Due date Outcomes Areas of
Learning
Open Book Test 20 Term 4
Week 6
MG1H-3, MG1H-9, MG1H-10 1, 4
Midcourse Examination 20 Term 1
Week 10
MG1H-1, MG1H-2, MG1H-3,
MG1H-6, MG1H-7, MG1H-9
3, 4, 5, 6
Personal Research Usage 25 Term 2
Week 9
MG1H-1, MG1H-2, MG1H-3,
MG1H-4, MG1H-5, MG1H-7,
MG1H-9, MG1H-10
1, 2, 3, 4, 5
Assignment 35 Term 3
Week 5
MG1H-1, MG1H-3, MG1H-4,
MG1H-5, MG1H-9, MG1H-10
1, 2, 3, 4, 5, 6
Outcomes
A student:
Areas of Learning
A student:
MG1H-1 uses mathematics and statistics to evaluate and construct
arguments in a range of familiar contexts
MG1H-2 analyses representations of data in order to make predictions
MG1H-3 makes predictions about everyday situations based on simple
mathematical models
MG1H-4 analyses simple two-dimensional and three-dimensional models
to solve practical problems
MG1H-5 interprets the results of measurements and calculations and
makes judgements about reasonableness, including the
conversion to appropriate units
MG1H-6 makes informed decisions about financial situations likely to be
encountered post-school
MG1H-7 develops and carries out simple statistical processes to answer
questions posed
MG1H-8 solves problems involving uncertainty using basic counting
techniques
MG1H-9 chooses and uses appropriate technology to organise information
from a range of practical and everyday contexts
MG1H-10 uses mathematical argument and reasoning to evaluate
conclusions drawn from other sources, communicating a position
clearly to others
MG1H-VA appreciates the importance of mathematics in everyday life and its
usefulness in contributing to society
1. uses appropriate
technology effectively to
assist in the solution of
problems
2. applies the concepts of
length, area and volume to
practical applications
3. interprets, analyses and
displays data
4. uses algebraic skills to solve
real and abstract problems
5. applies knowledge of
financial concepts to real-
life situations
6. understands and applies
knowledge and skills to
common probability
concepts
Junee High School
Page 19
MATHEMATICS: Mathematics General 2 The assessment component for each task will be weighted 50% for the use of concepts, skills and techniques to solve
mathematical problems and interpret practical situations and 50% for the application of reasoning and communication
in appropriate forms to construct mathematical arguments and to interpret and use mathematical models.
Task Weighting Due date Outcomes Areas of
Learning
Algebra 15 Term 4
Week 6
MG2H-3, MG2H-9, MG2H-10 1, 4
Midcourse Examination 25 Term 1
Week 10
MG2H-1, MG2H-2, MG2H-3, MG2H-6,
MG2H-8, MG2H-9, MG2H-10
3, 4, 5, 6, 7
Measurement Task 25 Term 2
Week 9
MG2H-4, MG2H-5, MG2H-10 1, 2, 4
Trial HSC Examination 35 Term 3
Week 4
MG2H-1, MG2H-2, MG2H-3, MG2H-6,
MG2H-8, MG2H-9, MG2H-10
2, 3, 4, 5, 6, 7
Outcomes
A student:
Areas of Learning
A student:
MG2H-1 uses mathematics and statistics to evaluate and construct
arguments in a range of familiar and unfamiliar contexts
MG2H-2 analyses representations of data in order to make inferences,
predictions and conclusions
MG2H-3 makes predictions about situations based on mathematical models,
including those involving cubic, hyperbolic or exponential functions
MG2H-4 analyses two-dimensional and three-dimensional models to solve
practical problems, including those involving spheres and
non-right-angled triangles
MG2H-5 interprets the results of measurements and calculations and makes
judgements about reasonableness, including the degree of
accuracy of measurements and calculations and the conversion to
appropriate units
MG2H-6 makes informed decisions about financial situations, including
annuities and loan repayments
MG2H-7 answers questions requiring statistical processes, including the use
of the normal distribution, and the correlation of bivariate data
MG2H-8 solves problems involving counting techniques, multistage events
and expectation
MG2H-9 chooses and uses appropriate technology to locate and organise
information from a range of contexts
MG2H-10 uses mathematical argument and reasoning to evaluate conclusions
drawn from other sources, communicating a position clearly to
others, and justifies a response
MG2H-VA appreciates the importance of mathematics in everyday life and its
usefulness in contributing to society
1. uses appropriate
technology effectively to
assist in the solution of
problems
2. applies the concepts of
length, area and volume to
practical applications which
may include trigonometry
3. interprets, analyses and
displays data
4. uses algebraic skills to solve
real and abstract problems
5. performs arithmetic
operations within consumer
mathematics
6. understands and applies
knowledge and skills to
common probability
concepts
7. applies knowledge of
financial situations to
practical scenarios
Junee High School
Page 20
MATHEMATICS: Mathematics The summative assessment will be weighted 50% for the use of concepts, skills and techniques to solve mathematical
problems and interpret practical situations and 50% for the application of reasoning and communication in
appropriate forms to construct mathematical arguments and to interpret and use mathematical models.
Task Weighting Due date Outcomes Areas of
Learning
Open Book Test * 15 Term 4
Week 6
H1, H2, H4, H5, H9 1, 2
Midcourse Examination 25 Term 1
Week 10
H1, H2, H4, H5, H6
H7
1, 2, 3, 4, 5, 6
7, 8
Assignment 25 Term 2
Week 8
H1, H2, H3, H4, H5
H8, H9
3, 7, 8
Trial HSC Examination 35 Term 3
Week 4
H1, H2, H3, H4, H5
H6, H7, H8, H9
1, 2, 3, 4, 5, 6
7, 8
* The Open Book Test requires preparation in the form of written summary sheet on one A4 page, which must be
submitted for assessment at least one day before the class task.
Outcomes
A student:
Areas of Learning
A student:
H1 seeks to apply mathematical techniques to problems
in a wide range of practical contexts
H2 constructs arguments to prove and justify results
H3 manipulates algebraic expressions involving
logarithmic and exponential functions
H4 expresses practical problems in mathematical terms
based on simple given models
H5 applies appropriate techniques from the study of
calculus, geometry, probability, trigonometry and
series to solve problems
H6 uses the derivative to determine the features of the
graph of a function
H7 uses the features of a graph to deduce information
about the derivative
H8 uses techniques of integration to calculate areas and
volumes
H9 communicates using mathematical language,
notation, diagrams and graphs
1. applies the rules of differentiation and basic
integration
2. applies appropriate calculus techniques to
solve practical problems
3. uses appropriate techniques of trigonometry
to solve problems
4. manipulates algebraic expressions involving
logarithmic and exponential functions
5. uses appropriate techniques of probability to
solve problems
6. calculates terms and sums for arithmetic and
geometric series and applies these to practical
situations
7. applies deductive reasoning to prove and
justify results
8. applies appropriate algebraic techniques to
simplify expressions or solve equations and
problems
Junee High School
Page 21
MODERN HISTORY
Topic Task Weight Due date Outcomes Areas of
Learning
Core WW1 Source analysis
Knowledge and understanding 5,
Source skills 10
15 Term 4
Week 10
H1.1, H1.2,
H3.3, H3.4, H4.1
1, 3, 4, 5
National Study
Germany 1919-1936
Research and in-class essay
Historical inquiry and research 10
Communication 5
15 Term 1
Week 7
H1.2, H2.1, H3.1,
H3.2, H4.2
1, 2, 3, 4, 5
Mid-course
Examination
Knowledge and understanding of
course content
Term 1
Week 10
H1.1, H1.2, H2.1,
H3.3 H3.4, H4.1,
H4.2
1, 2, 4, 5, 6
Personality
Albert Speer
Perspectives and Interpretations
Knowledge and understanding 10
Communication 10
20 Term 2
Week 5
H1.1, H3.1, H3.2,
H3.4 H3.5, H4.2
1, 3, 4, 6
International Study
Conflict in the Pacific
Research and Presentation
Knowledge and understanding 5
Historical investigation 10
Communication 5
20 Term 3
Week 2
H2.1, H3.3, H3.5,
H4.2
1, 2, 3, 6
Knowledge and
understanding 20
Source skills 10
Trial HSC Examination 30 Term 3
Week 4
H1.1, H1.2, H2.1,
H3.3 H3.4, H4.1,
H4.2
1, 2, 4, 5, 6
Outcomes
A student:
Areas of Learning
A student:
H1.1 describes the role of key features, issues, individuals, groups and
events of selected twentieth-century studies
H1.2 analyses and evaluates the role of key features, issues, individuals,
groups and events of selected twentieth-century studies
H2.1 explains forces and ideas and assesses their significance in
contributing to change and continuity during the twentieth
century
H3.1 asks relevant historical questions
H3.2 locates, selects and organises relevant information from different
types of sources
H3.3 analyses and evaluates sources for their usefulness and reliability
H3.4 explains and evaluates differing perspectives and interpretations
of the past
H3.5 plans and presents the findings of historical investigations,
analysing and synthesising information from different types of
sources
H4.1 uses historical terms and concepts appropriately
H4.2 communicates a knowledge and understanding of historical
features and issues, using appropriate and well-structured oral
and written forms
1. Identifies, analyses and evaluates
the contribution of key people and
events
2. Explains factors that contribute to
change and continuity
3. Selects, organises and evaluates
sources to plan and complete
historical enquiries
4. Identifies and assesses significant
historiographical issues
5. Uses key historical terms, themes
and concepts
6. Communicates using appropriate
forms
Junee High School
Page 22
PRIMARY INDUSTRIES The Primary Industries Curriculum Framework course is a competency based course. To achieve an Australian Quality
Framework (AQF) Certificate or Statement a student must be assessed as competent.
This means that a student’s performance is judged against a prescribed standard not against the performance of other
participants. Assessment of competence involves the assessment of skills and knowledge combined. This is assessed
throughout a unit or by an end of unit assessment task either in class or in the workplace.
The HSC Examination is optional. Students indicate during Year 12 whether they intend to attempt the examination.
The examination has no impact on a student’s eligibility for AQF qualifications.
Task Date
Unit Competency tests and assessments Ongoing
Work Placement (compulsory) To be advised
Trial HSC Examination Term 3, Week 4
CODE UNIT OF COMPETENCY CODE UNIT OF COMPETENCY
COMPULSORY ELECTIVES
AHCOHS201A Participate in OHS processes AHCMOM203A Operate basic machinery and
equipment
AHCWRK209A Participate in environmentally
sustainable work practices
AHCMOM202A Operate tractors
AHCWRK204A Work effectively in the
industry
AHCLSK205A Handle livestock using basic
techniques
AHCCHM201A Apply chemicals under
supervision
AHCWRK205A Participate in workplace
communications
AHCWRK201A Observe and report on
weather
AHCLSK204A Carry out regular livestock
observation
AHCLSK202A Care for health and welfare of
livestock
HLTFA301B Provide basic first aid (by credit
transfer only)
AHCINF202A Install, maintain and repair fencing
AHCPMG201A Treat weeds
AHCLSK206A Identify and mark livestock
AHCINF201A Carry out basic electric
fencing operations
AHCMOM212A Operate quad bikes (credit
transfer)
AHCMOM201A Operate two-wheel
motorbikes (credit transfer)
Junee High School
Page 23
SENIOR SCIENCE
Topic Task Weight Due date Outcomes Areas of
Learning
Lifestyle Chemistry Performing a skills
test
20 Term 4
Week 7
H1, H5, H12, H13, H14 1, 2, 3
Bionics Secondary sources
investigation
20 Term 1
Week 5
H1, H3, H4, H5, H8, H9,
H13
1, 2, 3, 4
Midcourse
Examination
15 Term 1
Week 10
H1, H2, H3, H4, H5, H6,
H7, H8, H9, H10, H11,
H12, H13, H14, H15, H16
1, 3, 4
Option: Disasters DVD Assessment:
Bushfires
15 Term 2
Week 8
H1, H3, H4, H5, H12,
H13, H14
2, 3, 4
All topics Trial HSC
Examination
30 Term 3
Week 4
H1-H16 1, 2, 3, 4
Outcomes
A student:
Areas of Learning
A student:
H1 discuss advances in scientific understanding and technology that have
changed the direction or nature of scientific thinking
H2 applies the processes that are used to test and validate models, theories and
laws, to investigations
H3 assesses the contribution of scientific advances to the development of
technologies
H4 assesses the impacts of applications of science on society and the
environment
H5 describes possible future directions of scientific research
H6 describes uses of the Earth’s resources
H7 identifies effects of internal and external environmental changes on the
human body
H8 relates the properties of chemicals to their use
H9 relates the structure of body organs and systems to their function
H10 discusses ways in which different forms of energy and energy transfers and
transformations are used
H11 justifies the appropriateness of a particular investigation plan
H12 evaluates ways in which accuracy and reliability could be improved in
investigations
H13 uses terminology and reporting styles appropriately and successfully to
communicate information and understanding
H14 assesses the validity of conclusions from gathered data and information
H15 explains why an investigation is best undertaken individually or by a team
H16 demonstrates and justifies their positive values about and attitudes towards
both the living and non-living components of the environment, ethical
behaviour and a desire for a critical evaluation of the consequences of the
applications of science (Not assessed in tasks shown)
1 understands knowledge
and key concepts of
science and applies these
to related models,
theories and laws
2 uses scientific method to
explain investigations of
science concepts and
presents data in
appropriate forms
3 selects and uses the
appropriate reporting
styles to communicate
the history and
understanding of
concepts
4 links the concepts of
science to society and
their own experiences
Junee High School
Page 24
SOCIETY AND CULTURE
Topic Task Weight Due date Syllabus
Outcomes
(H)
Areas of
learning
Depth Study 1 Presentation & Report 25 Term 4
Week 9
H1, H2, H3,
H4, H7, H9,
H10
1, 3, 4, 5
Social and Cultural
Continuity and Change /
Research Methods
Short answer /
extended response
25 Term 1
Week 9
H1, H2, H3,
H5, H6, H8,
H9
1, 2, 3, 4
Depth Study 2 Extended response (in
class)
25 Term 2
Week 9
H1, H2, H3,
H4, H7, H9,
H10
1, 3, 4, 5
All topics Trial HSC examination 25 Term 3
Week 4
H1, H2, H3,
H5, H9, H10
1, 2, 3, 4, 5
Note: The completion of a personal interest project (PIP) is a pre-requisite of completing this course.
Outcomes
A student:
Areas of Learning
A student:
H1 evaluates and effectively applies social and cultural concepts
H2 explains the development of personal, social and cultural
identity
H3 analyses relationships and interactions within and between
social and cultural groups
H4 assesses the interaction of personal experience and public
knowledge in the development of social and cultural literacy
H5 analyses continuity and change and their influence of
personal and social futures
H6 evaluates social and cultural methods for appropriateness to
specific research
H7 selects, organises, synthesises and analyses information from
a variety of sources for usefulness, validity and bias
H8 uses planning and review strategies to conduct ethical social
and cultural research that is appropriate for tasks ranging
from the simple to the complex
H9 applies complex course language and concepts appropriate
for a range of audiences and contexts
H10 communicates complex information, ideas and issues using
appropriate written, oral and graphic forms
1. Analyses relationships and interactions
within and between social and cultural
groups
2. Differentiates between, and applies, the
methods of social and cultural research
3. Utilises cultural awareness and
acceptance in research
4. Investigates reasons for continuity and
change
5. Applies course language and concepts
in appropriate written, oral and
graphic form
Junee High School
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Junee High School
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