Elizabeth Macarthur High School
HSC Assessment Booklet
2011
Elizabeth Macarthur High School
HSC 2011
Introduction
Your final year of secondary school has commenced. The Preliminary Course is complete and the Year 12 year starts
day 1 in Term 4. The work that you are now completing goes towards your Higher School Certificate mark.
You are now a Year 12 student.
This booklet is designed to help you to plan for the school assessment component of your Higher School Certificate. It
informs you of all the important rules and regulations, the tasks due, the date and the weighting of each task.
Keep in mind the following:
 School Assessment marks contribute to 50% of your final H.S.C. marks.
 If you cannot sit for an HSC Examination and your reason is accepted by the Board of Studies, your final HSC
mark for that subject will be derived from your assessment mark. A good assessment mark is good insurance.
 Do not miss any assessment tasks. Get each task in on time.
 Each task is due in your class period for that day unless stated otherwise. You must attend all lessons on the
due date.
 Tasks not completed due to illness or a misadventure must be supported by a Doctor’s Certificate and must be
presented to your teacher or the Head Teacher of the affected subject immediately upon your return to
school.
 Be organized. Enter all of your tasks into the calendar included in this booklet and keep in a visible place. Start
your tasks early and work diligently to complete them on time.
 Consult with your teacher. Ensure that you know what is expected of you for each task. Ask for help if you
need it.
We wish you well in your efforts.
Ms. J. Barnier
Principal
Information for Parents and Students Regarding Changes From the Preliminary to HSC Courses
Board of Studies Requirements:
Satisfactory completion of the Preliminary Course or its equivalent is a prerequisite for entry into an HSC Course.
The pattern of study requirements for the granting of an HSC are:
In both the Preliminary and HSC Courses, students must study
 At least 2 units of English
 At least 6 Board Developed units
 At least 4 subjects
 A maximum of 6 units of Science
In addition, students must study at least 12 units in the Preliminary Course and at least 10 units in the HSC Course.
Students may accumulate their HSC over a period of up to 5 years.
Until a student presenting for the HSC has satisfactorily completed courses totaling at least 12 units of Preliminary
Course and 10 units of HSC Course, which satisfy the Board of Studies pattern of study requirements, the student will
not be eligible to receive the award of an HSC. In order to receive an HSC, students must also have:
 Followed the course developed by the Board
 Applied themselves with diligence and sustained effort to set tasks and experiences provided in the course by
the school
 Achieved some or all of the course outcomes
Implications for students:
1. School Organization:
1.1. The Preliminary Course will be completed at the end of Term 3 in Year 11. The HSC Course commence in
Term 4 of Year 11.
1.2. Students, who at the end of the Preliminary Course wish to discontinue 2 units of study, must remain in the
class until the end of the year. After the commencement of the new year, students will spend their teacher free
time working in the library or approved faculty areas. Students are not permitted to spend this time in the
playground.
1.3. Students wishing to change subjects must use an Application to Change Subjects Form. This is used for both
adding and deleting subjects from a student’s curriculum. These forms are available from the Deputy Principal.
2. Student Progress:
2.1. Student progress will be monitored by the Deputy Principal through reviewing students at risk during weeks 5
& 8 of each term.
2.2. Satisfactory completion of all Preliminary Courses allows a student to progress to the HSC Course in Term 4
2.3. If a student is unsatisfactory in one or more of his/her Preliminary Courses, the Principal may allow the student
to progress to the HSC while completing Preliminary Course requirements during Term 4. This is only at the
Principal’s discretion and the student will proceed on a negotiated contract only.
2.4. If a student fails to satisfy Preliminary Course requirements at the end of Term 3, the student may need to vary
his/her study to complete the HSC over more than two years. This pathways approach will be at the discretion
of the Principal.
3. Deputy Principal’s Review of Student Progress
3.1. The Deputy Principal will review student progress in the Preliminary Course and the HSC Course in Weeks 5 &
8 of each term. This review will utilise records of student N-Award Warning letters and the OASIS record of
student attendance.
3.2. At the point of an N-Award Warning being issued, an entry is made to the Unsatisfactory Data Base. Every
student who is issued with an N-Award Warning letter is entered into this data base.
3.3. In Weeks 5 & 8, the Deputy Principal will interview all students at risk of being declared unsatisfactory.
Students will be placed on a contract to complete outstanding tasks and will report back to the Deputy Principal
at the negotiated time.
3.4. A student who fails to meet the requirements of his/her contract may be declared unsatisfactory and be
ineligible to continue within the course
Review of Student Assessment
1. Students may seek a school review of his/her assessment ranking, only if his/her position in the order of merit
differs significantly from expectations based upon feedback from assessment tasks.
2. The review will focus on procedures for determining the assessments, not on the worth of the student’s
performance on individual tasks. If a student feels disadvantaged in some way with regard to a mark obtained
in a particular task, the time to appeal is when the marks are given back not later.
3. The only areas to be considered in the review are:
a. Does the assessment program conform to the Board of Studies requirements in respect to components and
weightings?
b. Has the assessment task sheet been followed and in particular, has the stated values of the task been
maintained?
c. Have there been any computational or clerical errors?
4. Students have a further right of appeal to the Board of Studies, but the only grounds will be that conduct of the
School Review did not conform to the Board’s requirements.
EMHS ~ HSC Unsatisfactory Determination Process ~ 20010-11
1.
2.
3.
4.
5.
6.
7.
8.
Classroom teacher issues N-Award Warning letter for subject concern
Parents/guardians sign and return letter.
Deputy Principal conducts student review in weeks 5 and 8 of Terms 1 & 2- and week 5 of Term 3.
Students with 2 or more N-Award Warnings in a subject identified and interviewed by DP. Student attendance
record is considered at this point also.
Contract for improvement is negotiated.
Parents informed
Contract reviewed, student work checked, marked, teacher feedback given. Task awarded a zero mark.
Student status determined- redeemed or unsatisfactory.
EMHS ~ N-Award Determination Flow Chart
N-Award Warning letter issued
Parents sign & return letter
Student rectifies concern
Student progresses
Student does not rectify concern
Or subsequent concern
N-Award Warning letter 2 issued
DP review conducted
Contract negotiated
Parent Interview
Student rectifies concern
Work complete
Teacher feedback given
Zero awarded
Student does not rectify concern
Work incomplete
Parent Interview, Student
determined as unsatisfactory
No path to HSC- student signs out
or
Post Compulsory Expulsion
Student progresses
N-Determination to BOS
Elizabeth Macarthur High School
Procedures for N-Award
What is an N-Award?
An N-Award is a non-award which is applicable for the School Certificate, Preliminary HSC or HSC. It is an
unsatisfactory determination in a particular course and may affect the awarding of the School Certificate, Preliminary
Course or the Higher School Certificate for a student.
What is the N-Award Warning Letter?
This is an official warning letter supplied by the Board of Studies warning you regarding your progress in a particular
subject. You will receive an N-Award Warning letter if you do not satisfy one or more of the following criteria:
a) Follow the course developed or endorsed by the Board of Studies
b) Applied yourself with diligence and sustained effort
c) Achieved some or all of the course outcomes
What happens when I receive an N-Award Warning Letter?



The official N-Award Warning letter will stipulate the task or issue for which you have been warned and the
date the task was due. The letter will also stipulate a new due date and advice on how to satisfactorily complete
the task. If you do not complete the task by the new due date, your teacher may send another warning letter to
your parents/guardians.
Submitting a task after an official warning letter has been sent does not nullify the initial warning. This warning
remains on your file/record.
It is important for you to be aware that N-Award Warning letters are not task specific, they are subject specific.
Therefore ALL warning letters for that subject accumulate and are numbered as such ie N-Award Warning 1,
Warning 2 etc.
What happens when I receive two or more N-Award Warning letters in one subject?
When you receive two or more N-Award Warning letters for one subject, an N-Award nomination may be made by the
Head Teacher of that subject. The Principal may then notify the Board of Studies who will then make the final decision
on issuing the N-Determination.
What happens when I receive two or more N-Award Warning letters in more than one subject?




At Elizabeth Macarthur High School, we will attempt to assist students to redeem themselves if they are at risk
of being N-Awarded.
Students who have been issued with 2 or more N-Award Warning letters will be interviewed by the Deputy
Principal as part of the school review process.
Students will be placed on a contract specifying the work to be completed and the time frame in which it must
be done. Failure to complete this work may result in the student being N-Awarded or being declared ineligible
for the HSC or Preliminary HSC.
See Deputy Principal’s Review of Student Progress for further information.
What happens when I receive an N-Award?


For Preliminary HSC- an N-Award will result in that subject not appearing on your Preliminary HSC
Certificate. Remember, if you do not successfully complete 12 Units, you will not be awarded with the
Preliminary HSC Certificate. This is a pre-requisite for the Higher School Certificate. To move on to the HSC,
you may need to pick up a new Preliminary Course and this may mean taking longer to complete your HSC. If
you are N-Awarded in English, you will not be eligible for the Preliminary Certificate.
For HSC- an N-Award will result in that subject not appearing on your Higher School Certificate. This may also
mean that you will not be awarded an HSC or UAI, depending on how many other courses you successfully
complete. Also, for the HSC, you may be N-Awarded if you do not complete 50% of the assessments within a
course. If you are N-Awarded in English, you will not be eligible for the award of the HSC.
EMHS Appeals Process
Students have access to an appeals process if they feel in any way dissatisfied with the assessment process



Any concerns regarding assessment should firstly be raised informally at the faculty level. Talk with your class
teacher/assessor initially and discuss your concerns. This concern will be overseen by the Head Teacher of the
faculty.
If this informal approach fails to resolve the concerns, a formal appeals process should be commenced. A
formal appeal is made, in writing, to the Principal, outlining the grounds for appeal. This appeal should focus on
the process of assessment and must be lodged within five days of receipt of the assessment result.
If necessary, an appeals panel is convened to review the assessment process and to decide whether or not there
are justifiable grounds for appeal. The panel may call for the student and the assessor to present their views in
person before reaching a decision. The panel will consist of the relevant Head Teacher, Year Adviser, The
Deputy Principal and Principal.
HSC 2011- Frequently Asked Questions:
When Will Assessment Begin?
The school’s Assessment Program will commence at the beginning of Term 4 (in Year 11), and will conclude with the
Trial H.S.C.
How Much Notice Will Be Given of Each Task?
The Calendar of H.S.C. Assessment Tasks provides students with an outline of the schedule of assessment tasks. It is
included within this booklet
Teachers in each subject will provide additional notice at least two weeks prior to the assessment task using the
Elizabeth Macarthur High School standardised assessment proforma.
Where there is sufficient reason for the school to change the assessment date, students will be given adequate notice of
the revised date.
What Happens If You Are Ill or Unable To Complete a Task for Some Reason?
Students are expected to perform all the tasks which are part of their assessment program.
The H.S.C. Assessment will not compensate for factors such as extended illness, misadventure or domestic problems
which might affect the preparation or performance of a student throughout the course.
If a student is absent or unable to complete an assessment task for some valid reason it is the student’s responsibility to
approach the class teacher immediately after the absence to make appropriate arrangements to do the task in the shortest
possible time frame.
A medical certificate must be provided in the case of illness- immediately on the next day of attendance at school.
This should be presented to the Head Teacher of the faculty concerned.
If the Head Teacher and the class teacher consider that the student had sufficient reason (supported by medical
certificate) for not attempting or completing the task, a substitute assessment task will be arranged. Where a student
does not complete the substitute task, a zero mark will be recorded for this task.
Where a student takes the day of the assessment task away from school or arrives late finishing the task, he/she has
deliberately advantaged him/herself over the other students and will be awarded a zero mark.
In exceptional circumstances, where giving a substitute task may be unreasonable, difficult to arrange or not feasible,
the Principal may authorise that an estimate is given for this task.
What If You Hand Your Work In Late?
All assessable tasks have a due date. Late tasks will be awarded a mark of zero.
All tasks awarded zero due to absence etc. will still be marked and feedback will be provided.
Each task is due in your class period for that day unless stated otherwise. You must attend all lessons on the due date.
What If You Know In Advance That You Will Be Absent?
If a student knows that they will be absent with sufficient reason (e.g. a funeral or an operation), then the student should
explain the circumstances in writing before the absence to their class teacher. In this situation a substitute assessment
task may be arranged.
What If You Have Been Absent From School?
Where a student has missed a lesson it is the student’s responsibility to check with the class teacher to see if information
relevant to a forthcoming assessment task has been provided.
How Many Assessment Tasks Must You do?
Students must complete all their H.S.C. Assessment tasks. If students fail to complete assessment tasks that make up
50% or more of the total assessment marks in a course, then the student will be declared ineligible for the award of the
HSC in that subject. All school assessment tasks must be completed.
What Happens When You Hand in an Assessment Task?
Teacher will keep records of work completed or handed in. This will include Examinations where students will
complete an examination attendance slip for each subject.
What Happens If You Hand Work in Late?
Unless a student provides a doctor’s certificate for late submission of an assessment task, a zero will be recorded.
However the teacher will assess the work and provide feedback.
What About Students Who Get Outside Help or Copy Other People’s Work?
A zero penalty will be imposed for copying, plagiarism, cheating or disturbance in an examination.
What If You Do Not Make a Serious Attempt?
If you do not make a serious attempt in an assessment task, or produce irrelevant or offensive material, you will be
awarded a zero mark. Each case will be considered by the teacher in consultation with the Head Teacher.
What is Malpractice?
Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others. It includes,
but is not limited to:
 Copying someone else’s work in part or in whole, and presenting it as their own;
 Using material directly from books, journals, CDs or the internet without reference to the source
 Building on the ideas of another person without reference to the source
 Buying, stealing or borrowing another’s work and presenting it as your own
 Submitting work to which another person such as a parent, coach or subject expert has contributed substantially
 Using words, ideas, designs or the workmanship of others in practical and performance tasks without
appropriate acknowledgement
 Paying someone to write or prepare material for you
 Breaching published school examination rules
 Using non approved aides during an assessment task eg mobile telephones, MP3 players/music devices, nonapproved calculators, pagers, etc.
 Contriving false explanations to explain work not handed in by the due date
 Assisting another student to engage in malpractice
What Happens If you Fail to Complete Tasks Worth 50% or More of Course Assessment Marks?
If a student fails to complete assessment tasks that make up 50% of the total assessment marks in a course, the Principal
will certify that the course has not been satisfactorily studied. The student will be permitted to sit for the H.S.C.
examination in that course, but, unless the student successfully appeals to the Board of Studies the student will be
awarded neither an assessment mark nor an examination mark.
What About Students Who Change Schools or Repeat?
Students who transfer to this school before the final date of H.S.C. entry in Year 12 will be assessed by the school based
on the tasks completed at this school. Information from the student’s previous school may also be taken into account.
In the case of students who transfer to this school between the final date for H.S.C. entry and the date for submission of
H.S.C. assessments, their previous school will provide their assessment.
Students who transfer from interstate or overseas will be assessed on the tasks completed at this school, following a
four-week settling in period.
Students repeating a H.S.C. Course will be given an assessment based on their repeat H.S.C. Course only.
Do You Have a Right to Have Your Rank in a Particular Subject Reviewed or Reconsidered?
After the last H.S.C. examination done by all students at this school, but before the last scheduled H.S.C. examination,
students may ask the school to give them their Order of Merit Card which is provided by the Board of Studies. This
gives the H.S.C. assessment rank of the student for each course attempted.
If the rank in a course varies greatly from a student’s expectations based on feedback from each assessment task, the
student may apply to the Principal for a review of his/her assessment. The application must be received no later than the
second day after the last scheduled H.S.C. examination.
The review will be conducted by a committee comprising:
 The Principal
 Deputy Principal
 Year Adviser
 The Head Teacher
The review will focus on the procedures for determining the assessment mark and will NOT involve reconsideration of
the teacher’s judgment of the student or the worth of a particular assessment task. The review may:




Check that the weightings specified by the subject/school conform to Board of Studies Policy
Check that the weightings used conform to the school’s written policy
Check for computational and clerical errors
Establish if there were anomalous factors to be considered, such as non-attempted tasks, illness/misadventure,
etc.
A report, giving reasons for the decision, will be provided to the student and to the Board of Studies.
Principal’s Certification of Completion of Course Requirements:
To complete a course satisfactorily you must fulfill all requirements of the syllabus, e.g. assignments, practical work,
participation in class. This includes the minimum requirement that a student makes a genuine attempt at assessment
tasks worth more than 50% of the available marks for that course.
You will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence
that you have:
 followed the course developed or endorsed by the Board; and
 applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by
the school; and
 achieved some or all of the course outcomes.
If the Principal determines that the above course completion criteria have not been met, you will be given written
warning in sufficient time to correct any problems regarding your satisfactory completion of course requirements. 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.
You have the right to appeal to the school and then to the Board of Studies against the Principal’s determination. The
Principal will advise you of this right and explain the appeal process.
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.
New
South
Wales
2010-2011
Term 1
Friday, 28 January 2011
-
Friday, 08 April 2011
Term 2
Wednesday, 27 April 2011
-
Friday, 01 July 2011
Term 3
Monday, 18 July 2011
-
Friday, 23 September
TermDates:
2011
Term 4
Monday, 10 October 2011
-
Tuesday, 20 December
2011
From http://www.dest.gov.au/portfolio_department/calendar_dates/school_term_dates_2009
HSC GLOSSARY
Account
Analyse
Apply
Appreciate
Assess
Calculate
Clarify
Compare
Construct
Contrast
Critically
(analyse/
evaluate)
Deduce
Define
Demonstrate
Describe
Discuss
Distinguish
Evaluate
Examine
Explain
Extract
Extrapolate
Identify
Interpret
Investigate
Justify
Outline
Predict
Account for: state reasons for. Report on. Give an account of: narrate a series of events or transactions
Identify components and the relationship between them; draw out and relate implications
Use, utilize, employ in a particular situation
make a judgement about the value of
Make a judgement of value, quality, outcomes, results or size
Ascertain/determine from given facts, figures or information
Arrange or include in classes/categories
Show how things are similar or different
Make; build; put together items or arguments
Show how things are different or opposite
Add a degree or level of accuracy depth, knowledge and understanding, logic,
Questioning, reflection and quality to (analysis/evaluation)
Draw conclusions
State meaning and identify essential qualities
Show by example
Provide characteristics and features
Identify issues and provide points for and/or against
Recognise or note/indicate as being distinct or different from; to note differences between
Make a judgement based on criteria; determine the value of
Inquire into
Relate cause and effect; make the relationships between things evident; provide why and/or how
Choose relevant and/or appropriate details
Infer from what is known
Recognise and name
Draw meaning from
Plan, inquire into and draw conclusions about
Support an argument or conclusion
Sketch in general terms; indicate the main features of
Suggest what may happen based on available information
HSC 2011
Assessment Schedules
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID
Course: HSC Ancient History
HSC COURSE
TASK 1
TASK 2
TASK 3
Cities of Vesuvius: Historical Period:
Source-based research
Research- based in-
Component
Due
Date
Outcomes
TASK 4
class essay
Personality:
Annotated timeline
using key sources
T1 W6
T2 W6
H1.1, H2.1, H3.4,
H4.2, H3.5
H1.1, H2.1, H3.4,
H4.2, H3.6
H1.1, H3.2, H3.4,
H4.2
T4 W8
TASK 5
Ancient
Society:
Source-based
questions
T3 W3
Trial HSC
examination
T2 Exam Period
(2010)
H3.1, H3.3, H3.5,
H4.1, H4.2
H1.1, H2.1H3.1,
H3.3, H3.4, H4.1,
H4.2
5
25
5
5
Knowledge and
understanding of course
content
40
5
5
Source-based skills
20
5
10
Historical inquiry and
research
20
5
Communication of
historical understanding
in appropriate forms
20
5
5
5
5
Totals
100
20
20
15
15
5
5
30
H1.1
describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context
H2.1
explain historical factors and assess their significance in contributing to change and continuity in the ancient world
H3.1
H3.2
H3.3
H3.4
H3.5
H3.6
locate, select and organise relevant information from a variety of sources
discuss relevant problems of sources for reconstructing the past
analyse and evaluate sources for their usefulness and reliability
explain and evaluate differing perspectives and interpretations of the past
analyse issues relating to ownership and custodianship of the past
plan and present the findings of historical investigations, analysing and synthesising information from a range of sources
H4.1
H4.2
use historical terms and concepts appropriately
communicate knowledge and understanding of historical features and issues using appropriate oral and written forms
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID
COURSE
TASK 1 PracticalMaintaining the
Balance
Biology
Outcomes
Components
Weight
Date:
Term 4
Week 7, 2010
H1, H3, H4,
H5, H6, H12,
H13
Skills in planning and
conducting first hand
investigations and in
communicating information
based on these investigations
15%
15%
H1 – H15
Knowledge and understanding,
and skills
15%
H1 – H5, H7,
H9, H13
Skills in communicating and
problem solving
20%
H2 – H5, H11,
H12, H13
H1 – H16
Skills in planning and
conducting investigations and
communicating
15%
Knowledge and understanding
and skills in scientific thinking,
problem solving and in
communicating understanding
and conclusions
35%
Total Marks:
100
TASK 2
Module 1+2 Test
Maintaining the
Balance and
Blueprint of Life
Date:
Term 1
Week 10, 2011
Faculty:Science:
TASK 4
Research TaskBlueprint of Life
TASK 4
Trial HSC
TASK 5
PracticalIn Search of
Better Health
Date:
Term 2
Week 3, 2011
Date:
Term 2
Week 9, 2011
Date:
Term 3
Week 3, 2011
15%
20%
15%
35%
HSC Biology Outcomes
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 biodiversity
H8 evaluates the impact of human 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 attitudes towards both living and non-living components of the environment, ethical behaviour and a desire
for critical evaluation of the consequences of the applications of science
BUSINESS STUDIES
HSC COURSE 2011 ASSESSMENT SHEDULE
BUSINESS
TASK 1
STUDIES
TASK 2
TASK 3
Management and Change Half Yearly Test
Marketing Report
HSC COURSE
TASK 4
Trial HSC
- Man & Change
Employment
Relations
Task
- Marketing
- Financial
Component
Due Date
Outcomes
Wk 3/T1 2011
Wk9/T1 2011
Wk9/T2 2011
Wk3/T3 2011
H3.1,H3.2,H3.3,H5.2,H5.3
H2.1,H5.4
H1.1,H1.2, H2.2
H4.1,H4.2, H5.1
10
5
15
10
10
10
Knowledge & Understanding of
Course content
40
Stimulus based skills
20
Inquiry and Research
20
10
Communicating in appropriate
forms
20
5
5
5
5
Totals
100
25
20
30
25
10
IMPORTANT



Your teacher will let you know the details of each task as it arises.
After each task you will be given your raw score and a ranking to indicate your position among all students attempting Business Studies at
Elizabeth Macarthur High School.
Please remember that should work not be completed without an acceptable reason and without prior arrangements with your teacher, a
mark of ZERO will be given.
H1.1 explains the impact of the global business environment on business role and structure
H1.2 critically analyses the role of business in Australia H2.1 describes and analyses business functions and operations and their impact
on business success
H2.2 evaluates processes and operations in global business
H3.2 evaluates the effectiveness of management in the organisation and operations of business and its responsiveness to change
H3.3 analyses the impact of management decision-making on stakeholders
H4.1 critically analyses the social and ethical responsibilities of management
H4.2 evaluates management strategies in response to internal and external factors
H5.1 selects, organises and evaluates information and sources for usefulness and
reliability
H5.2 plans and conducts an investigation into business to present the findings in an appropriate business format H5.3 communicates
business information, ideas and issues, using relevant business terminology and concepts in appropriate forms
H5.4 applies mathematical concepts appropriately in business situations
H2.1 describes and analyses business functions and operations and their impact on business success
ELIZABETH MACARTHUR HIGH- HIGHER SCHOOL CERTIFICATE (HSC) – 2010
Faculty: Life
COURSE
Community & Family
Studies
TASK 1
Independent
Research Project
Outcomes
H4.1
H4.2
Components
Knowledge and
understanding of how the
following impact on
wellbeing:
Weight
Technology
TASK 2
Examination
H1.1, H2.2, H2.3,
H3.1, H4.1, H4.2,
H5.1, H6.2
TASK 3
ICT Assignment
Case Study of
Community Group
TASK 4
Conduct a survey about
parenting and caring
responsibilities -create a
timetable for multiple role
expectations
TASK 5
Trial Examination
H1.1, H2.2, H2.3, H3.1,
H3.3, H5.1
H2.2, H3.2, H4.2, H5.1,
H5.2
H1.1 to H6.2
Date:
Date:
Date:
Date:
Date:
Term 2, Week 3
Term 1, Week 10
Term 2, Week 7
Term 3, Week 7
Term 2, Week 10 &11
40 %
5%
10%
10%
15%
25%
5%
5%
10%
5%
5%
5%
5%
5%
20%
25%
Skills in
processes to meet the needs
of individuals, groups,
families and communities
responsible action to
promote wellbeing.
Knowledge and
understanding about
research, methodology and
skills in researching critical
thinking, analysing and
communicating
Total Marks:
35%
100%
20%
20%
15%
20%
COMMUNITY AND FAMILY STUDIES OUTCOMES
A Student:
H1.1
analyses the effect of resource management on the wellbeing of individuals, groups, families and communities
H2.1
analyses different approaches to parenting and caring relationships
H2.2
evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities
H2.3
critically examines how individual rights and responsibilities in various environments contribute to wellbeing
H3.1
analyses the sociocultural factors that lead to special needs of individuals in groups
H3.2
evaluates networks available to individuals, groups and families within communities
H3.3
critically analyses the role of policy and community structures in supporting diversity
H3.4
critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities
H4.1
justifies and applies appropriate research methodologies
H4.2
communicates ideas, debates issues and justifies opinions
H5.1
proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources
H5.2
develops strategies for managing multiple roles and demands of family, work and other environments
H6.1
analyses how the empowerment of women and men influences the way they function within society
H6.2
formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID - CHEMISTRY
Faculty: Science: Chemistry
Course
Outcomes
Components
H1 – H5, H8,
H9, H10, H
16
Skills in Scientific thinking, problem solving
and in communicating understanding and
conclusions
15
Knowledge and understanding and skills in
scientific thinking, problem solving,
communicating and investigating
20
Knowledge and understanding, skills in
scientific thinking, problem solving,
communicating and investigating
30
H2, H6, H7,
H11- H15
Skills in planning and conducting first hand
investigations and in communicating
information and understanding based on these
investigations
20
H2, H6, H7,
H11- H15
Skills in planning and conducting first hand
investigations and in communicating
information and understanding based on these
investigations
15
H2, H3, H6,
H7 – H10,
H14, H16
H1 – H4, H6
– H11, H13,
H14, H16
Weight
%
Total Marks:
100
100
Task 1
Research
Project
Date:
Term 4
Week 8
2010
Task 2
Module 1 & 2
test
Date:
Term 1
Week 9 – 10
2011
Task 3
Trial HSC
Date:
Term 2
Week 9 - 10
2011
Task 4
First Hand
investigation
Date:
Term 3
Week 3
2011
Task 5
First hand
investigation
Date:
Term 3
Week 7
2011
15
20
30
20
15
EMHS ~ HSC Chemistry Outcomes
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. Describes 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. 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
ELIZABETH MACARTHUR HIGH- HIGHER SCHOOL CERTIFICATE (HSC) – 2010
Faculty: Life
COURSE
Community & Family
Studies
TASK 1
Independent
Research Project
Outcomes
H4.1
H4.2
Components
Knowledge and understanding of
how the following impact on
wellbeing:
Weight
Technology
TASK 2
Examination
H1.1, H2.2, H2.3,
H3.1, H4.1, H4.2,
H5.1, H6.2
TASK 3
ICT Assignment
Case Study of
Community Group
H1.1, H2.2, H2.3, H3.1,
H3.3, H5.1
TASK 4
Conduct a survey
about parenting and
caring
responsibilities create a timetable for
multiple role
expectations
H2.2, H3.2, H4.2, H5.1,
H5.2
TASK 5
Trial Examination
H1.1 to H6.2
Date:
Date:
Date:
Date:
Date:
Term 2, Week 3
Term 1, Week 10
Term 2, Week 7
Term 3, Week 7
Term 2, Week 10 &11
40 %
5%
10%
10%
15%
25%
5%
5%
10%
5%
5%
5%
5%
5%
20%
25%
Skills in
to meet the needs of individuals,
groups, families and communities
ng to take responsible
action to promote wellbeing.
Knowledge and understanding
about research, methodology and
skills in researching critical
thinking, analysing and
communicating
Total Marks:
35%
100%
20%
20%
15%
20%
COMMUNITY AND FAMILY STUDIES OUTCOMES
A Student:
H1.1
analyses the effect of resource management on the wellbeing of individuals, groups, families and communities
H2.1
analyses different approaches to parenting and caring relationships
H2.2
evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities
H2.3
critically examines how individual rights and responsibilities in various environments contribute to wellbeing
H3.1
analyses the sociocultural factors that lead to special needs of individuals in groups
H3.2
evaluates networks available to individuals, groups and families within communities
H3.3
critically analyses the role of policy and community structures in supporting diversity
H3.4
critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities
H4.1
justifies and applies appropriate research methodologies
H4.2
communicates ideas, debates issues and justifies opinions
H5.1
proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources
H5.2
develops strategies for managing multiple roles and demands of family, work and other environments
H6.1
analyses how the empowerment of women and men influences the way they function within society
H6.2
formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments
ECONOMICS
HSC COURSE 2011 ASSESSMENT SHEDULE
The following is a guide for the assessment items to be completed to
assist you in planning your study for the HSC Course in Economics.
Economics
TASK 1
HSC COURSE
Component
TASK 2
Research extended response –In-class
The test
Global Economy
Due Date
Wk 3 T1 2011
TASK 3
TASK 4
Trial HSC
Economic Issues
Research Task
Wk 9-10 T2 2011
Wk 2 T3 20011
5
15
10
10
10
Wk 9 T1 2011
Weight
Knowledge &
Understanding of
course content
40
Stimulus-based skills
20
Inquiry and research
20
10
Communication of
economic
information, ideas
and issues in
appropriate formss
20
5
5
5
5
Totals
100
25
20
30
25
10
10
Outcomes
A student:
H1
demonstrates understanding of economic terms, concepts and relationships
H2
analyses the economic role of individuals, firms, institutions and governments
H3
explains the role of markets within the global economy
H4
analyses the impact of global markets on the Australian and global economies
H5
discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts
H6
analyses the impact of economic policies in theoretical and contemporary Australian contexts
H7
evaluates the consequences of contemporary economic problems and issues on individuals, firms and governments
H8
applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts
H9
selects and organises information from a variety of sources for relevance and reliability.
H10
communicates economic information, ideas and issues in appropriate forms
H11
applies mathematical concepts in economic contexts
H12
works independently and in groups to achieve appropriate goals in set timelines.
ELIZABETH MACARTHUR HIGH SCHOOL
Higher School Certificate 2011
Faculty - English
Course
HSC
Advanced
English
Outcomes
Components
Weight
1, 2, 3, 4, 7,
10, 11, 12,13
Area of Study
40
2, 5, 8, 9, 10
Module A
20
1, 3, 4, 6 , 8
Module B
20
1, 2, 6, 7, 10
Module C
20
Total Marks
100
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
TASK 6
Date:
5/12/09
Date:
Term1
Week 6
Date:
Term 1
Week9
Date:
Term 2
Week 7
Date:
Term 2
Week 9
Date:
Term 3
Week 6
Task
Reading/
Speaking
Task:
Viewing/
Representing
Half-Yearly
Reading/
Writing
Task
Reading/
Writing
Trial HSC
Reading/
Writing
Listening
25
5
15
10
5
15
25
15
10
15
5
5
15
20
15
HSC English (Advanced) Outcomes
1. A student explains and evaluates the effects of different contexts of responders and composers on texts.
2. A student explains relationships among texts.
2A. Advanced only
A student recognises different ways in which particular texts are valued.
3. A student develops language relevant to the study of English.
4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.
5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.
6. A student engages with the details of text in order to respond critically and personally.
7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes,
audiences and contexts.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of
information and ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.
12. A student reflects on own processes of responding and composing.
12A. Advanced only
A student explains and evaluates different ways of responding to and composing text.
13. A student reflects on own processes of learning.
ELIZABETH MACARTHUR HIGH SCHOOL
Higher School Certificate 2011
Faculty - English
COURSE
HSC Extension
English 1
Outcomes
Components
Knowledge and
understanding of complex
texts and of how and why
they are valued
1, 2, 3, 4
1, 2
3, 4
Complex
Analysis
Independent
Investigation
Sustained
Composition
Mark
TASK 1
Weight
25
TASK 3
Date:
Term 1
Week 9
Date:
Term 3
Week 4
Date:
Term 2
Week 9
Task:
Critical Response
Task:
Creative Response
Task:
Trial HSC
10
10
5
5
5
10
50
TASK 2
20
10
5
5
5
5
15
15
HSC English Extension Course 1 Outcomes
1. A student distinguishes and evaluates the values expressed through texts.
2. A student explains different ways of valuing texts.
3. A student composes extended texts.
4. A student develops and delivers sophisticated presentations.
ELIZABETH MACARTHUR HIGH SCHOOL
Higher School Certificate 2011
Faculty - English
COURSE
HSC
EXTENSION ENGLISH 2
Outcomes
Components
TASK 1
Weight Date:
Term 1
Week 2
2009
Task:
Viva Voce
1, 2
1, 2
TASK 2
TASK 3
Date:
Term 2
Week 2
2010
Date:
Term 3
Week 2
2010
Task:
Report
Task:
Draft version
Of the Major Work
Objective 1
Skills in extensive independent investigation
Objective 2
Skills in sustained composition
25
5
10
10
25
5
5
15
Total Marks:
50
10
15
25
HSC English Extension Course 2 Outcomes
1. A student develops and presents an extended composition that demonstrates depth, insight, originality and skills in independent investigation.
2. A student reflects on and documents own process of composition.
ELIZABETH MACARTHUR HIGH SCHOOL
Higher School Certificate 2011
Faculty - English
Course
HSC
Standard
English
Outcomes
Components
Weight
1, 2, 3, 4, 7,
10, 11, 12,13
Area of Study
40
2, 5, 8, 9, 10
Module A
20
1, 3, 4, 6 , 8
Module B
20
1, 2, 6, 7, 10
Module C
20
Total Marks
100
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
TASK 6
Date:
5/12/09
Date:
Term1
Week 6
Date:
Term 1
Week9
Date:
Term 2
Week 7
Date:
Term 2
Week 9
Date:
Term 3
Week 7
Task
Speaking/
Reading
25
Task:
Viewing/
Representing
Half-Yearly
Reading
writing
5
Task
Reading/
Writing
Trial HSC
Reading/
Writing
10
Listening
15
5
15
5
25
15
10
15
5
15
20
15
HSC English (Standard) Outcomes
1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.
2. A student demonstrates understanding of the relationships among texts.
3. A student develops language relevant to the study of English.
4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.
5. A student analyses the effect of technology and medium on meaning.
6. A student engages with the details of text in order to respond critically and personally.
7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes,
audiences and contexts.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
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 into sustained and logical argument for a range of purposes and audiences.
11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.
12. A student reflects on own processes of responding and composing.
13. A student reflects on own processes of learning.
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2010 – ASSESSMENT GRID
Faculty: TAS – Technology and Applied Studies
COURSE:
FOOD TECHNOLOGY
Outcomes
Task 4 - H1.1, H1.2,
H1.3, H1.4, H3.1,
H4.2
Task 5 - H2.1, H3.2,
H5.1
Task 1 - H1.1
Task 3 - H1.2, H3.1
Task 2 - H1.3, H4.1
Task 1 - H4.2
Task 3 - H1.4
Components
Knowledge and
understanding of food
technology
Skills in researching,
analysing and
communicating food issues
Skills in experimenting with
and preparing food by
applying theoretical
concepts
Skills in designing,
implementing and
evaluating solutions to food
situations
Total Marks:
Weight
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
Food
Manufacture
Research
Task
Food Product
Development
Task
Australian
Food Industry
Research
Task
Trial HSC
Contemporary
Nutrition
Issues
Task
Date:
Date:
Date:
Date:
Date:
Week 9
Term 4
2010
Final Part:
Week 10
Term 1
Week 7
Term 2
Weeks
9&10
Term 2
Week 5
Term 3
10
10
20%
30%
15
30%
10
5
10
5
20%
20%
30
5
20%
100%
20%
30%
10%
FOOD TECHNOLOGY OUTCOMES
A student:
H1.1
explains manufacturing processes and technologies used in the production of food products
H1.2
examines the nature and extent of the Australian food industry
H1.3
justifies processes of food product development and manufacture in terms of market, technological and environmental considerations
H1.4
evaluates the impact of the operation of an organisation within the Australian Food Industry on the individual, society and environment
H2.1
evaluates the relationship between food, its production, consumption, promotion and health
H3.1
investigates operations of one organisation within the Australian food industry
H3.2
independently investigates contemporary nutrition issues
H4.1
develops, prepares and presents food using product development processes
H4.2
applies principles of food preservation to extend the life of food and maintain safety
H5.1
develops, realises and evaluates solutions to a range of food situations
ELIZABETH MACARTHUR HIGH SCHOOL CERTIFICATE –
Faculty: LANGUAGES
COURSE:
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
FRENCH
BEGINNERS
Outcomes:
Components:
Weight:
Date:
05/03
Date:
15/03
Writing
3.1, 3.2, 3.3, 3.4
Writing
20
2.1, 2.2, 2.4, 2.6
Listening
30
1.1, 1.2, 1.3, 1.4
Speaking
20
2.1, 2.3, 2.5, 2.6
.
Reading
30
Total Marks:
100%
Date:
25/03
Listening
Speaking
Date:
12/04
Reading
10
Trial
HSC
10
15
15
10
10
Date:
Term 3
15
10
10
15
15
15
50
YEAR 12 OUTCOMES
Objectives
Interacting
Understanding Texts
Producing Texts
Outcomes
A student:
1.1
establishes and maintains communication in French
1.2
manipulates linguistic structures to express ideas effectively in French
1.3
1.4
2.1
sequences ideas and information
applies knowledge of the culture of French-speaking communities to interact
appropriately
understands and interprets information in texts using a range of strategies
2.2
conveys the gist of and identifies specific information in texts
2.3
2.4
summarises the main points of a text
draws conclusions from or justifies an opinion about a text
2.5
identifies the purpose, context and audience of a text
2.6
identifies and explains aspects of the culture of French-speaking communities in
texts
produces texts appropriate to audience, purpose and context
3.1
3.2
3.3
3.4
structures and sequences ideas and information
applies knowledge of diverse linguistic structures to convey information and express
original ideas in French
applies knowledge of the culture of French-speaking communities to the production
of texts.
Higher School Certificate 2011- Information Processes and Technology
Faculty- TAS – Computing Studies
Outcomes
Component
H2.1, H2.2, H6.1, H6.2
H1.1, H1.2, H2.1, H3.1
H 5.2
Information
Systems and
Database
Communication
Systems
H6.1, H6.2, H7.1, H7.2
Project Work
H1.1,H2.1,H2,2,H4.1,H6.1,H6.2
H7.1,H7.2
H1.1, H3.1, H4.2, H5.1,
H6.1, H7.2
Weight
15
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
Information
Systems and
Database
Option Topic 2
Decision
Support
Systems
Class Tests A
&B
Trial
Examinations
Option 4Multimedia
Systems
Date: Term 2
Week 8
Date: Weeks
4&5 Term 3
Date: Term1
Week 8
10
15
15
Decision Support
Systems
15
10
Multimedia
Systems
15
100
10
Date: Week
6 – Term 4
5
40
Total Marks:
Date: Exam
Week
25
10
5
5
5
15
5
15
5
10
25
25
HSC OUTCOMES
H1.1 Applies and explains an understanding of the nature and function of information technologies to a specific practical situation.
H1.2 Explains and justifies the way in which information systems relate to information processes in a specific context.
H2.1 Analyses and describes a system in terms of the information processes involved.
H2.2 Develops and explains solutions for an identified need which address all of the information processes.
H3.1 Evaluates and discusses the effect of information systems on the individual, society and the environment.
H3.2 Demonstrates and explains ethical practice in the use of information systems, technologies and processes.
H4.1 Proposes and justifies ways in which information systems will meet emerging needs.
H5.1 Justifies the selection and use of appropriate resources and tools to effectively develop and manage projects.
H5.2 Assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices.
H6.1 Analyses situations, identifies needs, proposes and then develops solutions.
H6.2 Selects, justifies and applies methodical approaches to planning, designing or implementing solutions.
H7.1 Implements and explains effective management techniques.
H7.2 Uses methods to thoroughly document the development of individual and team projects.
ELIZABETH MACARTHUR HIGH- HIGHER SCHOOL CERTIFICATE (HSC) – 20010/2011
Faculty: Technological
COURSE:
HOSPITALITY
Sequence
Unit Code
Unit Title
SITHCCC0
02A
Present food *
Yr 11,
T4
SITHCCC0
06A
Prepare appetizers and salads
Yr 11,
T4
SITHIND0
01A
Develop and update hospitality
industry knowledge *
Yr 12,
T1
Participate in environmentally
SITXENV001A
sustainable work practices *
Yr 12,
T1
SITHCCC
004A
Clean and maintain kitchen
premises *
Yr 12,
T1
SITHCCC
005A
Use basic methods of cookery *
SITHCCC
Prepare stocks, soups and
Yr 12 ,
T2
& Applied Studies / VET
TASK 1
TASK 2
Appetizers
and salads
Scenario
Written
Assignment
Observation
Industry
knowledge
Written
Assignment Case
Study Internet
Research
Date: 2010
Weeks 8-9
Term 1 2011
Date: 2011
Week 1, Term2
X
TASK 3
Half Yearly
TASK 4
Main Courses
Observation
and written
assignment
Date: 2011
End Term 1beginning
Term 2
Date: 2011
Week 8-9 Term
2
TASK 5
Working with
others
Written
Assignment &
Test, Role Play,
Oral presentation
Date:2011
Week 6
Term 3
TASK 6
Trial HSC
Examination
Date: 2011
Weeks 10-11
Term 2
X
X
Yr 12
Workplace
ment
Term 4
2010
Staggered
throughout
the term.
X
X
X
X
X
X
X
X
X
X
X
X
008A
sauces
Yr 12,
T2
X
SITXCOM
001A
Work with colleagues and
customers *
Yr 12,
T3
X
SITXCOM
002A
Work in a socially diverse
environment *
Yr 12,
T3
X
LEGAL STUDIES HSC COURSE 2011
ASSESSMENT SCHEDULE
LEGAL STUDIES
Task 1
Task 2
Task 3
Task 4
HSC COURSE
Topic Test:
Research/
Trial HSC Exam
Extended Response :
Crime
Presentation:
Family/Consumers
Human Rights Issue
Component
Due
Date
Week 3/Term 1
2011
Week 9/Term 1
2011
Week 9-10/Term 2
2011
Week 4/Term 3
2011
Outcomes
-
H1, H5, H6
H3, H7, H8, H9
H1, H4
H1, H2, H4
Knowledge &
Understanding
60
20
25
15
Research
20
15
Communication
20
10
5
5
Totals
100
25
30
25
20
5
A student:
H1. identifies and applies legal concepts and terminology
H2. describes and explains key features of and the relationship between Australian and international law
H3. analyses the operation of domestic and international legal systems
H4. evaluates the effectiveness of the legal system in addressing issues
H5. explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and
responding to change
H6. assesses the nature of the interrelationship between the legal system and society
H7. evaluates the effectiveness of the law in achieving justice
H8. locates, selects, organises, synthesises and analyses legal information from a variety of sources including
legislation, cases, media, international instruments and documents
H9. communicates legal information using well-structured and logical arguments
H10. analyses differing perspectives and interpretations of legal information and issues.
MODERN HISTORY
HSC Course 2011 ASSESSMENT SCHEDULE
MODERN
HISTORY
HSC COURSE
Component
TASK 1
TASK 2
World War One
Due
Date
Outcomes
TASK 3
TASK 4
TASK 5
Wk 9/T4 2010
National Study
Germany
Wk 8/T1 2011
Personality- Albert
Speer
Wk 6/T2 2011
Conflict in the
Pacific
Wk 1/T3 2011
Source Analysis
In-class Essay
Structured Response
Research Essay
H1.1, H2.1,H3.3,
H3.4, H4.1
H1.1, H3.1,H3.2, H3.4,
H3.5, H4.2
H1.2, H2.1, H3.2 H4.2
H2.1, H3.3, H3.5,
H4.2
H1.1,
H1.2,H2.1,H
3.3,
H3.4,H4.1,H
4.2
10
10
5
20
5
10
Knowledge & Understanding of
Course content
Source – based skills
40
5
20
10
Historical Inquiry and Research
20
Communication of Historical
understanding in appropriate
forms
20
Totals
100
Trial HSC
Term 2
Exam Wks
10
15
10
5
20
15
20
30
H1.1
H1.2
H3.2
H3.3
H3.4
H3.5
H4.1
H4.2
describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies
analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies
locate, select and organise relevant information from different types of sources
analyse and evaluate sources for their usefulness and reliability
explain and evaluate differing perspectives and interpretations of the past
plan and present the findings of historical investigations, analysing and synthesising information from different types of sources
use historical terms and concepts appropriately
communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID
Course: General Mathematics Year 12
COURSE
General Mathematics
Outcomes
Components
Weight
Knowledge and skills
65
Applications
35
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
Topic Test
Project
Topic Test
Trial HSC
Topic Test
Week 6 Term 1, 2011
Week 10 Term 1,
2011
Week 7 Term 4,2010
10
Week 10 T 2. 2011
Week 4 Term 3, 2011
15
30
10
15
5
10
5
15
20
40
15
H1 – H11
Total Marks:
100
10
HSC Course General Mathematics Outcomes











H1: appreciates the importance of mathematics in her/his own life and its usefulness in contributing to society
H2: integrates mathematical knowledge and skills from different content areas in exploring new situations
H3: develops and tests a general mathematical relationship from observed patterns
H4: analyses representations of data in order to make inferences, predictions and conclusions
H5: makes predictions about the behaviour of situations based on simple models
H6: analyses two-dimensional and three-dimensional models to solve practical and mathematical problems
H7: interprets the results of measurements and calculations and makes judgments about reasonableness
H8: makes informed decisions about financial situations
H9: develops and carries out statistical processes to answer questions which she/he and others have posed
H10: solves problems involving uncertainty using basic principles of probability
H11: uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID
Course: 2 Unit Mathematics Year 12
COURSE
2 Unit Mathematics
Outcomes
H1-H9
TASK 1
TASK 2
TASK 3
TASK 4
TASK 5
Topic test
Topic Test
Project
Trial HSC
Topic Test
Components
Weight
Week 6 Term 4, 2010
Week 10 Term 1,
2011
Week 5 Term 2, 2011
Knowledge and skills
80
10
15
10
30
Applications – reasoning,
interpretation, communication
20
5
5
10
20
15
40
Total Marks:
100
10
Week 9/10 T 2. 2011
HSC Course Mathematics Outcomes









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
Week 4 Term 3, 2011
15
15
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID
Course: Extension Mathematics Year 12
COURSE
Extension Mathematics
Outcomes
HE1-HE7
TASK 1
TASK 2
TASK 3
TASK 4
Topic test
Topic Test
Trial HSC
Topic Test
Components
Weight
Week 9 Term 4, 2010
Week 10 Term 1, 2011
Week 9/10 T 2. 2011
Week 4 Term 3, 2011
Knowledge and skills
80
10
20
35
15
Applications – reasoning,
interpretation, communication
20
5
15
20
50
Total Marks:
100
10
15
HSC Course Extension Mathematics Outcomes







HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics
HE2 Uses inductive reasoning in the construction of proofs
HE3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic
motion, or exponential growth and decay.
HE4 Uses the relationship between functions, inverse functions and their derivatives
HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement
HE6 Determines integrals by reduction to a standard form through a given substitution
HE7 Evaluates mathematical solutions to problems and communicates them in appropriate form
Year 12 PDHPE 2011 Assessment Grid
Component
Task 1
Core 1
Task 2
Core 2
Task 3
Option 1
Task
description
Ottawa Charter
literature review
Viva Voce Factors affecting
performance
Due date
Week 9
Term 4
Week 8
Term 1
Week 8
Term 2
H1-H5
H7-H11
H13
10
10
5
10
5
40
5
5
5
10
5
30
5
20
5
20
5
15
5
25
10
20
30
100
Gala Day
Sports Medicine
Outcomes
Knowledge and understanding of:
 Factors that affect health
 The way the body moves
Skills in:
 Influencing personal and community health
 Taking action to improve participation and
performance in physical activity
Skills in critical thinking, research and analysis
Marks
Task 4
Core 1, Core2, Option 1
Task 5
Option 2
Trial
HSC
examination
Training Program Improving
performance
Week 9/10
Term 2
H1-H5, H7-H11,
H13-H17
Week 6
Term 3
H8, H10
Year 12 PDHPE 2011 Course Objectives and Outcomes
Objectives
HSC Course Outcomes
A student develops:
A student:
• knowledge and
understanding of
the factors that
affect health
H1 describes the nature and justifies the choice of Australia’s health priorities
• a capacity to
exercise influence
over personal and
community health
outcomes
H4 argues the case for health promotion based on the Ottawa Charter
• knowledge and
understanding
about the way the
body moves
H7 explains the relationship between physiology and movement potential
• an ability to take
action to improve
participation and
performance in
physical activity
H10 designs and implements training plans to improve performance
• an ability to apply
the skills of critical
thinking, research
and analysis
H14 argues the benefits of health-promoting actions and choices that promote social justice
H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk
H3 analyses the determinants of health and health inequities
H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health
priorities
H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1)
H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity
H9 explains how movement skill is acquired and appraised
H11 designs psychological strategies and nutritional plans in response to individual performance needs
H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)
H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option
3)
H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all
H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts
H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe
participation
ELIZABETH MACARTHUR HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE 2011 – ASSESSMENT GRID - PHYSICS
Faculty: Science
TASK 1
First Hand
Investigation
Outcomes
Components
H2, H6, H9,
H11, H12, H13,
H14, H15
Skills in planning and conducting first hand investigations
and in communicating information and understanding
based on these investigations. Skills in gathering and
processing relevant information from secondary sources
H1, H3, H7, H9,
H12, H13
Skills in planning and conducting first hand investigations
and in communicating information and understanding
based on these investigations
15%
H6, H7, H9,
H10,
Knowledge and understanding and skills in scientific
thinking, problem solving, communicating and
investigating.
15%
Skills in communicating information and understanding.
Skills in gathering and processing relevant information
from secondary sources
20%
H4, H5, H9,
H14, H16
H2, H3, H6, H7,
H8, H9, H10
Knowledge and understanding, skills in scientific thinking,
problem solving, communicating and investigating
Total Marks
Weight Date:
2010 Term 4,
Week 8.
20%
30%
100
TASK 2
First Hand
Investigation
Date:
2011 Term 1,
Week 5.
TASK 3
Module
1&2 Quiz
TASK 4
Secondary
Source Task
Date:
2011 Term
1 Week 10.
Date:
2011 Term 2,
Week 6.
TASK 5
Trial
HSC
Exam
Date:
2011
Term 2
Week 910.
20%
15%
15%
20%
30%
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 physics have been tested and validated
H3. Assesses the impact of particular advances in physics on the development of technologies
H4. Assesses the impacts of applications of physics on society and the environment
H5. Identifies possible future directions of physics research
H6. Explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity
H7. Explains the effects of energy transfers and energy transformations
H8. Analyses wave interactions and explains the effects of those interactions
H9. Explains the effects of electric, magnetic and gravitational fields
H10. Describes the nature of electromagnetic radiation and matter in terms of the particles
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 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
ELIZABETH MACARTHUR HIGH SCHOOL – YEAR 12PDI
Faculty: Visual Arts
Photographic and Digital Media
Course:
TASK 1
COURSE
12PDI
Outcomes
Components
Weight
M1, M2,
M3, M6
Art Making
30%
Ch1, Ch2,
Ch5
Critical/
Historical
20%
M5, M4,
M6
Art Making
30%
Ch2, Ch 3,
Ch4
Critical/
Historical
20%
Total Marks:
100%
Term 1
Date Due:
Term 4
2009
TASK 2
TASK 3
TASK 4
Date Due:
Week 8, Term 1
2010
Date Due:
Week 8,Term 3
2010
Date Due:
Week10, Term 2
BOW 1
Written Task 1
(Response)
BOW 2
Written Task 1
(ICT)
Term 2
Video Module:
V6 Temporal Accounts
Term 3
Wet Photography Module:
WP4 Manipulated Forms
General
Individual/Collaborative Project
Mandatory Module: Occupational Health and Safety (this will be completed by you intermittently throughout the course.)
Primary Industries
Assessment Schedule
240 HSC Course - 2011
Components
Weighting
Task 1
Risk Assessment
Report.
Term 1, Week 8
Follow O, H & S
procedures
Core Unit
Working With Livestock
Elective Unit
Growing a vegetable
crop
Elective Unit
Don’t Fence Me in
Task 2
Farm Visit, Show
report, Keeping
records
Term 2, Week 8
Task 3
Research &
Practical Report
Task 4
Build a Fence.
Task 5
Yearly Exam
Term 6, Week 8
Term 3, Week 8
End Term 3
20 %
20 %
10 %
Core Unit
25 %
25 %
Informal assessment will also continually occur to assess the level of competency in the units of work.
ELIZABETH MACARTHUR HIGH SCHOOL CERTIFICATE 2011 – SENIOR SCIENCE
COURSE
Senior Science
Outcomes
Components
Weight
H1-H4, H13, H14
Skills in communicating
and problem solving
20%
H10, H12, H14
evaluates ways in which
investigations and
reliability of data
accuracy and reliability
gathered from first- could
be improved in
hand investigations and
investigations
Skills in planning and
conducting first hand
investigations and in
communicating
information based on
these investigations
Knowledge and
understanding and skills
in scientific thinking,
problem solving and in
communicating,
understanding and
conclusions
Skills in communicating
and problem solving
20%
H2, H8, H11,
H12, H13, H14,
H15
H1-H16
H1-H4, H13, H14
Total Marks:
TASK 1
Research project
TASK 2
Module 1 & 2 Quiz
Date:
Week 8 Term 4
2009
20%
Date:
Week 9/10
Term 1
TASK 3
First hand
investigation
Date:
Week 2
Term 2
TASK 4
Trial HSC
Date:
Week 9
Term 2
TASK 5
Research
project
Date:
Week 2
Term 3
20%
20%
20%
20%
20%
20%
20%
100%
20%
20%
20%
20%
20%
ELIZABETH MACARTHUR HIGH SCHOOL CERTIFICATE – Sport,
Lifestyle and Recreation
Faculty: PD/H/PE
TASK 1
Course: Sport, Lifestyle and Recreation
Aquatics
Outcomes
Components
1.1,1.3, 2.2, 3.1, 3.6,
4.4, 4.5
Aquatics participation,
technique correction,
theory and rescue scenarios
Teaching a sport/skills to
classmates
1.1,1.3, 2.1, 2.2, 3.1,
3.2, 4.2, 4.5
Participation in sporting
1.1,1.3, 2.1, 3.2, 4.1,
games and peer assessment
4.4
of skills
Total Marks:
Weight
Wks 5-9
Term 4
30
30
40
TASK 2
TASK 3
Games &
Sports
Sports
Coaching Applications
Wks 5-8
Wks 5-8
Term 1
Term 3
40
30
100
30
30
40
30
OUTCOMES - Sport, Lifestyle and Recreation
7.1
Table of Objectives and Outcomes
Objectives
Students will develop:
1.
knowledge and understanding of
the factors that influence health
and participation in physical
activity
2.
knowledge and understanding of
the principles and processes
impacting on the realisation of
movement potential
3.
the ability to analyse and
implement strategies that
promote health, physical activity
and enhanced performance
4.
a capacity to influence the
participation and performance of
self and others.
5.
a lifelong commitment to an
active, healthy lifestyle and the
achievement of movement
potential
Outcomes
A student:
1.1 applies the rules and conventions that relate to participation in a range of physical activities
1.2 explains the relationship between physical activity, fitness and healthy lifestyle
1.3 demonstrates ways to enhance safety in physical activity
1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia
1.5 critically analyses the factors affecting lifestyle balance and their impact on health status
1.6 describes administrative procedures that support successful performance outcomes
2.1 explains the principles of skill development and training
2.2 analyses the fitness requirements of specific activities
2.3 selects and participates in physical activities that meet individual needs, interests and abilities
2.4 describes how societal influences impact on the nature of sport in Australia
2.5 describes the relationship between anatomy, physiology and performance
3.1 selects appropriate strategies and tactics for success in a range of movement contexts
3.2 designs programs that respond to performance needs
3.3 measures and evaluates physical performance capacity
3.4 composes, performs and appraises movement
3.5 analyses personal health practices
3.6 assesses and responds appropriately to emergency care situations
3.7 analyses the impact of professionalism in sport
4.1 plans strategies to achieve performance goal
4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context
4.3 makes strategic plans to overcome the barriers to personal and community health
4.4 demonstrates competence and confidence in movement contexts
4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity
Values and Attitudes
5.1 accepts responsibility for personal and community health
5.2 willingly participates in regular physical activity
5.3 Values the importance of an active lifestyle
5.4 values the features of a quality performance
5.5 strives to achieve quality in personal performance
Fees, Charges & Refunds for VET subjects
The following charges apply to VET courses at Elizabeth Macarthur High School:
VET Course:
Charges:
Hospitality
Food Fees – $90 (Year 11) and $75 (Year 12)
Hire of Toolkit - $10 per year
Hire of Chef’s Uniform – $15 per year
Purchase Price of Toolkit – $75
Purchase Price of Chef’s Uniform - $70
Primary Industries
$100 - Year 11
$70 - Year 12
(This includes bus travel and entries fees to various farms)
Metal & Engineering
$70 per year
Construction
$95 over 2 years (includes Workcover fees for certification
of green cards and Royal Life Saving course. Costs for
individual project materials are also included)
`
Students who are experiencing financial difficulty are not excluded from entry to VET courses. These students are encouraged to seek
Student Assistance from the Principal.
The Head Teacher in charge of each VET course calculates refunds. This is done on a case-by-case basis and is dependent on the proportion of
the school year that the student has completed. For example; a Year 11 student who leaves school at the end of Term 2 would be entitled to a
50% refund as they have only completed 50% of the course.
School Appeals & Grievances
Students and their parents may appeal the decisions made by their teachers regarding their competence, accreditation of units or attainment of a
credential. Students who wish to appeal any of these decisions should follow the following steps.
Student / Parent discusses concerns
with classroom teacher
resolved
unresolved
Student / Parent places appeal in writing (using
standard proforma) and submits this to the Head
Teacher or VET
Co-ordinator who then makes a determination
unresolved
resolved
Student appeals to School Appeals Panel. A further
resolved
determination is made.
unresolved
Appeal to Board of Studies
resolved
School Archiving
Each individual VET teacher keeps a grey archive box for each of his or her VET classes. These archive boxes are purchased through the
administration budget by the VET Co-ordinator. Copies of the following documents are stored in the archives boxes for each student:



All Workplacement documentation
All eBOS records
Competency records
At the end of each calendar year, each archive box is brought to the central storage room for archiving. Each box is clearly labelled with the
relevant year and ICF. Documents are kept for seven years before being disposed of.
VET staff and the VET co-ordinator access records as the need arises, such as in the case of another school requesting that evidence be
forwarded.
Recognition of Prior Learning (RPL)
Individual VET teachers are required to consider any applications for RPL that students may wish to make. Students fill out the appropriate form,
which they then submit to their teacher. The teacher makes a determination after examining the evidence and provides feedback to the student.
Examples of situations when students may seek RPL include:


A student may seek RPL for Workplacement due to the experience they have had in the course of their employment. The student must obtain
written verification from their employer and attach this to their application. The form that used in this case is the Student Placement Record
(see attached).
A student may seek RPL for units within VET courses that they have already been accredited with from another site within the RTO or from
within another RTO. Teachers are required to uphold the determination made by other assessors. The form that is used in this case is the
SWS Region – Vocational Education Student Application for RPL form (see attached).
Collection of Student Surveys
Satisfaction surveys are completed annually, usually towards the end of Term 3. These are distributed to individual VET teachers by the VET
co-ordinator who then collects them and returns them as a bulk bundle to the RVEC.
Early exit surveys are carried out by the VET co-ordinaor. Each student who leaves the school is required to complete a clearance form. All VET
students are required to see the VET co-ordinator who only signs them out after they have completed the early exit survey. These are collated
and returned to the RVEC at the end of the year.
Post school destination surveys are carried out by mail in the New Year following each cohort’s departure from the school.
School Emergency Contact Details
Staff are required to provide telephone contact details for emergency purposes while students are on Work Placement. The current system
involves staff noting that the school switch may be contacted between the hours of 8am and 4pm. Between 4pm and 8am as well as on
weekends, parents are expected to act as the emergency contact.
Each student is provided with a DET “Workplacement Student Contact Card for Emergency Procedures” on which they can record the school’s
contact details for emergency contact during business hours. This card also allows them to record their parent or carer’s details for emergency
contact
out
of
business
hours.
(See
attached).
Timetable Structure
Elizabeth Macarthur High School has a timetable that runs on a fortnightly cycle. There are five periods in the school day and each period runs for
approximately one hour. There are no double periods.
Some VET subjects, such as Primary Industries are offered off line. This means that students study this course after school hours for 3 hours
each Tuesday instead of throughout the fortnight as is the traditional method.
Hospitality runs all classes throughout the cycle as normal, except that one major practical lesson per fortnight is run in a either a Period 1 or
Period 5 timeslot, allowing students to either come in early or remain behind at school. Through this arrangement, students are able to use a twohour session for their practical work. In lieu of the time of their own that has been given up, students then receive one hour off during the cycle
that would otherwise be a Hospitality period. This is usually a Period 1 or 5 timeslot, which means students may sign in late or leave early for the
day.
Other VET subjects, such as Construction and Metals & Engineering, run throughout the regular timetable.
All Stage 6 subjects are allocated either seven or eight periods per fortnightly cycle. If a class has had seven periods per cycle during the
Preliminary year, they will have eight during Year 12 and vice versa.
TVET occurs on Mondays and Tuesdays at both Macquarie Fields and Campbelltown TAFE campuses.
VET Management Structure
The VET team is comprised of all delivering and non-delivering VET teachers within the school as well as one member of the school’s senior
executive:
VET Team Members
Position
Justina Barnier
Principal
Jenny Lawrence
VET Co-ordinator
Hospitality Teacher
Nicolet Westerhof
Assistant VET Co-ordinator
Primary Industries Teacher
Wendy Arraiza
Hospitality Teacher
Lyn Robilliard
Hospitality Teacher
Jacqueline Vickery
Hospitality Teacher
Leanne Mann
Hospitality Teacher
Brendan McMurdo
ConstructionTeacher
Ram Naidu
Metals & Engineering Teacher
VET Team Meetings occur twice per term. One meeting is held at lunchtime and the other is an extended meeting and held after school hours on
a Monday from 3.30pm (please refer to attached meeting schedule).
VET Staff Qualifications
VET Teachers
ICF
Qualifications
Jenny
Lawrence
Hospitality


Wendy Arraiza
Hospitality


Lyn Robilliard
Hospitality


Jacqueline
Vickery
Hospitality


Leanne Mann
Hospitality


Nicolet
Westerhof
Primary Industries


Brendan
McMurdo
Construction




Ram Naidu
Metals & Engineering


Certificate II in Hospitality (Operations)
Certificate IV in Workplace Training &
Assessment
Certificate II in Hospitality (Operations)
Certificate IV in Workplace Training &
Assessment
Certificate II in Hospitality (Operations)
Certificate IV in Workplace Training &
Assessment
Certificate II in Hospitality (Operations)
Certificate IV in Workplace Training &
Assessment
Certificate II in Hospitality (Operations)
Certificate IV in Workplace Training &
Assessment
Primary Industries – General Agriculture
Certificate IV in Workplace Training &
Assessment
TAFE Statement in General Construction
Ohs Induction in NSW WorkCover
no.03493
Construction - General
Certificate IV in Workplace Training &
Assessment
Statement of Attainment in Furnishing
STEP
TAFE Statement in Engineering Services
Basic Skills Development
Certificate IV in Workplace Training &
Assessment
Assessment Advice to Parents & Students
Staff at Elizabeth Macarthur High School have recently changed our assessment schedules. Previously, each contained information
outlining the dual accredited nature of courses in terms of AQF assessment as well as HSC assessment. Each ICF used an identical
assessment information sheet that described the range of tasks that could be seen as assessable items as it had been felt that all practical
experiences enabled students to demonstrate their competence and in this way, they were all viewed as assessment tasks.
After evaluation, it has been decided that we would make the information provided to students and parents about assessment in VET courses
more explicit. The result has been the development of tasks aligned to each unit.
It should be noted that there will still be further refining of our assessment schedules in order to make them more consistent in appearance
between each ICF. The entire school has developed a new proforma for use with all assessment tasks in Year 7 –12 and the use of this in VET
subjects will assist us in our goal of streamlining the appearance of our schedules. Also, we are trying to reduce the number of formal
assessment tasks in some subject by linking the assessment of some units together.
School Work Ready Preparation Program
Annually, the school holds a Work Ready Seminar for all Year 11 VET students. This is an opportunity for all VET students to come together
irrespective of the framework course they are enrolled in. Students are removed from class for approximately two hours and are addressed by
each of the following speakers:
1. School Principal or Deputy Principal about the importance of Workplacement within the Preliminary Certificate and HSC.
2. Representative from MWLP - About the expectations of students, their rights and responsibilities and the general procedures to be
followed regarding workplacement.
3. An industry representative(s) - this is dependent on the number of students enrolled in each ICF. IF there are only a few students enrolled
in one framework, a speaker may not be sought from that field.
4. VET Co-ordinator about school based procedures relating to workplacement
Additionally to this Work Ready Program, individual teachers will carry out further activities within their own classrooms. This will involve
supporting students with MWLP paperwork, especially as each round of offers is conducted and also when placement paperwork is being
prepared. Teachers are also expert at encouraging students into placements that best suit their needs such as choosing a high paced work
environment for a very competent student and a calmer, more sedate host business for a less confident or able student. These activities are
supported by the VET co-ordinator with each VET teacher and also with the Head Teachers of those staff.