New 2020 Y11 Assess Booklet

Senior Assessment Booklet
PRELIMINARY HSC 2020

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Contents
Senior Assessment Booklet 1
Contents 3
2020 Preliminary Assessment Procedures 4
Year 11 Assessment Calendar ‐ 2020 10
Ancient History‐ Preliminary HSC 2020 Assessment Schedule 12
Biology‐ Preliminary HSC 2020 Assessment Schedule 14
Business Studies‐ Preliminary HSC 2020 Assessment Schedule 16
Chemistry‐ Preliminary HSC 2020 Assessment Schedule 18
Community & Family Studies‐ Preliminary HSC 2020 Assessment Schedule 20
Dance‐ Preliminary HSC 2020 Assessment Schedule 22
Design & Technology‐ Preliminary HSC 2020 Assessment Schedule 24
Drama‐ Preliminary HSC 2020 Assessment Schedule 26
Earth and Environmental Science‐ Preliminary HSC 2020 Assessment Schedule 28
Economics‐ Preliminary HSC 2020 Assessment Schedule 30
Engineering Studies‐ Preliminary HSC 2020 Assessment Schedule 32
English Advanced‐ Preliminary HSC 2020 Assessment Schedule 34
English Extension 1‐ Preliminary HSC 2020 Assessment Schedule 36
English Standard‐ Preliminary HSC 2020 Assessment Schedule 38
Food Technology‐ Preliminary HSC 2020 Assessment Schedule 40
French Continuers‐ Preliminary HSC 2020 Assessment Schedule 42
Geography‐ Preliminary HSC 2020 Assessment Schedule 44
German Beginners‐ Preliminary HSC 2020 Assessment Schedule 46
German Continuers‐ Preliminary HSC 2020 Assessment Schedule 48
Industrial Technology‐ Preliminary HSC 2020 Assessment Schedule 50
Information Processes & Technology‐ Preliminary HSC 2020 Assessment Schedule 52
Japanese Beginners‐ Preliminary HSC 2020 Assessment Schedule 54
Japanese Continuers‐ Preliminary HSC 2020 Assessment Schedule 56
Legal Studies‐ Preliminary HSC 2020 Assessment Schedule 58
Mathematics Advanced‐ Preliminary HSC 2020 Assessment Schedule 60
Mathematics Extension 1‐ Preliminary HSC 2020 Assessment Schedule 62
Mathematics Standard‐ Preliminary HSC 2020 Assessment Schedule 64
Modern History‐ Preliminary HSC 2020 Assessment Schedule 66
Music 1‐ Preliminary HSC 2020 Assessment Schedule 68
Music 2‐ Preliminary HSC 2020 Assessment Schedule 70
PDHPE‐ Preliminary HSC 2020 Assessment Schedule 72
Physics‐ Preliminary HSC 2020 Assessment Schedule 74
Society & Culture‐ Preliminary HSC 2020 Assessment Schedule 76
Software Design & Development‐ Preliminary HSC 2020 Assessment Schedule 78
Textiles and Design‐ Preliminary HSC 2020 Assessment Schedule 80
VET Entertainment‐ Preliminary HSC 2020 Assessment Schedule 82
VET Hospitality‐ Preliminary HSC 2020 Assessment Schedule 84
Visual Arts‐ Preliminary HSC 2020 Assessment Schedule 86
* VET Subject Assessment Schedules at the back of the booklet

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PRELIMINARY HIGHER SCHOOL CERTIFICATE ASSESSMENT PROCEDURES
Summary of General Considerations
The Preliminary Higher School Certificate assesses if you are satisfactory in each NESA developed course or
NESA Endorsed Course studied. As well as assessing whether you are satisfactory, VET courses assess your
competency towards a Level II Certificate.
The assessment will be based on tasks set by the school during Terms 1 to 3. The assessment procedure is
devised to:
(i) Provide teachers and students with an indication of individual performances.

(ii) Give an indication of likely success in the HSC in 2020.
(iii) Provide a grade (A-E) against the performance band descriptors
Your Preliminary Higher School Certificate will only record those courses in which you satisfy course
requirements. You MAY NOT be eligible to study a course for the Higher School Certificate if you are deemed
unsatisfactory in its Preliminary course.
The Assessments
1. Assessments will be compiled progressively. They are intended to provide an indication of a student’s
attainments based upon:
(a) a wider range of syllabus outcomes than can be measured by a single exam; and
(b) measures and observations obtained throughout the course, rather than from a single exam.
2. Final assessment marks will reflect a variety of components depending upon the requirements of each
course. These assessment components are usually the skills and knowledge which students are expected
to acquire. The student’s success in mastering the components is measured by his/her performance in the
assessment tasks set. An assessment task may be designed to test a single component or a number of
components in combination.
3. The assessment components will not all necessarily have the same importance or weighting. (See the
individual subject schedules).
4. Assessment tasks will have different marking schemes.
Course Assessment Schedules
Each faculty has prepared an assessment schedule for each of the courses it offers. With the exception of VET
courses, these schedules provide the following information:
a. the outcomes to be assessed; the components which are to be assessed (knowledge, skills etc);
b. the weighting of the components;
c. the specific tasks which make up the assessment schedule;
d. the times at which the tasks will be administered; and
e. the number of tasks for each subject – there are three compulsory assessment tasks for each subject. Some
subjects may include one non-assessable task in the schedule which will be reported on.
Details for VET course Assessment schedules are described elsewhere.
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Timing of assessment tasks
Subject Assessment Schedules set out the approximate timing for each task; your class teacher will advise
you of the precise timing with suitable notice before the task is to be completed, and will, at the same time,
inform you of the nature of the task and the topic areas to be assessed. In addition, there will be a “task-
free” period of one week before the Preliminary examinations in Term 3.
It is the student’s responsibility to be alert to the notification of tasks. In case of absences from school,
students will need to check with their teachers upon their return if they have missed any notifications of
upcoming tasks.
All tasks, excluding examinations, will be issued on gold paper.
Completion of tasks
The NSW Education Standards Authority (NESA) hopes that, through the process of continuing assessment, it
will be able to reward sustained effort on the part of senior students and sample a wider (and, therefore, more
accurate) range of student attainments. Sound performances in assessment tasks also helps to prepare
students for the actual HSC which will modify their school assessment. It should be realised that the assessment
program places a responsibility upon students to complete the assessment tasks.
At Freshwater Senior Campus, the following policies towards missed tasks have been determined.
1. Students who complete all aspects of the assessment task and submit it on or before the due date are
eligible for the full mark allocated for the task.
2. Students who attend an assessment task which is to be completed at school are eligible for the full mark
allocated for the task.
3. Students who fail to submit an assessment task by the due date may be given zero if they have no valid
reason.
4. Students who fail to attend an assessment task which is to be completed at school may be given zero if
they have no valid reason.
5. Students who fail to submit an assessment task by the due date, but who have a valid reason (such as
sickness or approved leave validated by appropriate documentation) will be allocated an extension of time.
These students are eligible for the full mark allocated to the task if they complete the task by the new date.
Please note: You must submit the task on the day you return to school.
6. Students who fail to attend an assessment task which is to be completed at school, but who have a valid
reason (e.g. sickness) must be given an opportunity to do the task or an equivalent task at a later date. In
exceptional circumstances it may be necessary to give a mark based on the student’s other assessment
tasks. These students are eligible for the full mark allocated to the task.
7. Students who submit an incomplete task on or before the due date are to be allocated a mark. This mark
is to be based on the proportion of the task completed. The task does not automatically receive a zero
mark. As an example, if the task had six equally weighted components and a student attempted only three
of these, that student would be eligible for up to 50% of the mark allocated to the task.
8. If you believe factors beyond your control, e.g. sickness, family misfortune, have affected your ability to do
your best on a task, you may apply for an extension by seeing the appropriate Deputy Principal at least 24
5
hours before the due date. NO EXTENSION WILL BE GRANTED TO APPLICATIONS RECEIVED ON THE DAY A
TASK IS DUE.
9. If a student submits a task which is deemed to be a non-serious attempt, then a zero mark may be awarded.
10. During examination sessions, mobile phones or electronic devices are not permitted and only NESA
approved equipment, such as calculators, should be used.
11. Hard copy (not computer files) of written task responses are to be submitted unless the task stipulates
otherwise.
Where a student is going to be absent, the student or parent/guardian should contact the Head Teacher the
task takes place. If unexpectedly absent on the day of the task the student should phone the school and inform
the Deputy Principal, or the Head Teacher of the subject. Work Placement is not a valid reason to submit work
late. All students on Work Placement must make arrangements to submit the work by the due date.
Students who are absent from examinations, classroom tasks, field studies, the day a task is due to hand in
to the classroom teacher MUST submit a written explanation for the absence by filling in an
Illness/Misadventure form obtained from the Office, supported with a doctor’s certificate, for the
consideration of the Head Teacher or to the Deputy Principal. This explanation must be handed in on the
MORNING of the student’s return to school, otherwise a zero mark may be recorded for the task. If it is
decided that the student should do the original or a substitute task, the student can be required to sit for
the task IMMEDIATELY.
• Assessment tasks must be handed to the class teacher by 3.05pm on the due date, unless the teacher
has specified a different time on the assessment task notification sheet.
• Completed Assessment tasks will not be accepted on the date due, if the student has been absent from
school or missed periods on the due date without a valid reason. This is because it is unfair for a
student to truant a class or come late to a class in order to complete a task due that day. This also
applies to in-class tests. A student may not miss classes on a day he/she has an examination task
without appropriate documentation.
Appeals
Where students are dissatisfied with any aspect of the assessment procedure, they should, in the first instance
approach the Head Teacher of the subject concerned. If the problem cannot be resolved at the faculty level, it
may be referred to the co-ordinating Deputy Principal, who will, if necessary, convene a committee (another
Head Teacher and the Year Adviser) to consider the particular case. Queries about the marks awarded for a
task CAN ONLY be considered if made when the task is handed back to the class.
Legitimate absences
We wish to assure students and parents/guardians that students who are absent because of genuine ill-health
or misadventure will not be disadvantaged by the procedures indicated on Page 6. Each case will be treated
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on its merits. The policies outlined are designed to prevent any student gaining an unfair advantage over others
by late submission of work; they are not intended to penalize cases of genuine difficulty. Illness may be
acceptable on occasions as a reason for late completion of an assessment task; however, it cannot be used as
the reason for non-completion of tasks.
Unsatisfactory assessment record
NESA regulations state that a student who fails to complete assessment tasks which contribute more than 50%
of the available marks in any course may be deemed unsatisfactory in that course, even if the final examination
is attempted. While a task submitted after the due date may not score its full value in marks, it may be essential
that the student submits the task in order to avoid falling below the level required by this regulation.
Malpractice
Students who cheat in any way, including plagiarism, copy another student’s task, make a non-serious attempt,
or truant for an assessment task may score ZERO for the task. In addition, the task will be recorded as a non-
attempt in terms of the requirement that student’s complete tasks which must total more than 50% of
available marks.
Advice to Students and Parents
Students and parents/guardians are advised to consult the co-ordinating Deputy Principal, Year Adviser, or
Head Teacher of the subject concerned if they are in doubt about any aspect of the assessment procedures. It
is particularly important that parents or students contact the school immediately in cases of sickness,
misadventure or hardship leading to non-completion or late completion of an assessment task. Extensions will
only be granted if a legitimate written application for an extension of time is submitted by the student, (with
parent's signature) at least 3 days prior to the due date of the assessment task. This is to be done on an
Illness/Misadventure form obtained from the front office. Malfunction of computers or printers is not an
acceptable reason for consideration when tasks are not completed satisfactorily by due date. If the task is
not handed in on the due date due to computer/printer issues, a ZERO mark may be recorded.
7
VET ASSESSMENT POLICY
Vocational Education Training (VET) Courses are dual accredited courses. Students have the opportunity to be
awarded with:
• Units towards Preliminary and HSC qualification
• Competencies which can lead to a Statement of Attainment, Certificate 1, 2 or 3 which are awarded
under the Australian Qualifications Framework (AQF).
Students will be assessed in both areas during each VET Course.
1. AQF Assessment
All Industry Curriculum Framework Courses are assessed under national Competency standards that have been
determined by industry for inclusion in the framework training packages.
Competency based assessment means that students work to develop the competencies, skills and knowledge
described in each Unit of Competency to be assessed as competent. A student must demonstrate to a qualified
assessor that they can effectively carry out various tasks and combinations of tasks listed, to the standard
required in the appropriate industry. There is no mark awarded in competency based assessment. Students
are assessed as either competent or not yet competent.
Demonstrating competence means that you can perform the task or show an understanding to the level
required by the industry standards. The units of competency achieved will be recognised on a vocational
qualification.
Students will be involved in a variety of assessment tasks ranging from practical tasks to written tasks. If
students are deemed not competent at that time, they will be given at least one further opportunity at an
agreed time to be re-assessed. There are a number of competencies that may only be offered once during the
course due to their:
• WHS requirement
• Cost
• Time frame
• Supervision required
• Resource availability
Specific information about these competencies will be issued to students at the beginning of the course.
2. Higher School Certificate (HSC)
Students will be awarded units towards their Preliminary and HSC by studying a VET Course.
Some VET courses, e.g. Curriculum Framework Courses will allow students to include a mark from the written
HSC examination which can be used in the calculation of the Australian Tertiary Admission Rank (ATAR).
As with all HSC courses, NESA procedures apply to all VET courses. This booklet explains the NESA procedures.
VET courses will be listed on the HSC Certificate Record of Achievement. No mark will be listed for the
achievement of competency. AQF qualification will be assessed by NESA separately.
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For students who have undertaken the HSC examination, a scaled examination mark will be recorded on the
HSC Certificate. No school based assessment mark will be recorded.
No Assessment mark for VET courses is required by the NESA. An estimated examination mark for students
entered for the HSC written examination must be submitted. This mark will be used only in the case of an
illness/disadvantage appeal.
The estimate mark will reflect each student’s achievement on one or more written tasks, similar in nature to
the HSC examination. A trial HSC examination mark would be a suitable task.
3. Workplacement
Workplacement is a mandatory HSC requirement of curriculum framework VET courses. Appropriate hours are
as follows:
• 120 hour course - a minimum of 35 hours in a workplace

• 240 hour course - a minimum of 70 hours in a workplace
Failure to comply with HSC mandatory workplace hours will mean that students have not fulfilled the NESA
course requirements. Learning in the workplace will enable students to:
• progress towards the achievement of industry competencies

• develop appropriate attitude towards work
• learn a range of behaviours appropriate to the industry
• practise skills acquired off the job in a classroom or workshop
• develop additional skills and knowledge, including key competencies
Note:
• Entertainment Industry course – it is permissible for up to 50% of work placement to be
undertaken in other entertainment production environments intended for public
performance, including school productions. Evidence must be documented and authorised by
school.
4. Assessment Schedule
Information regarding mandatory assessment tasks will be set out in an assessment schedule. These tasks will
be used as evidence of competency. Refer to individual pages in this booklet for details for various courses.
5. Appeals Procedure
Normal school assessment appeals procedures will apply for VET courses. These procedures are explained on
page 6 in the booklet.
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Prelim Assessment Calendar ‐ 2020
Term 1 ‐ 2020
WEEK 1
WEEK 2
WEEK 3
WEEK 4 VET Entertainment;
WEEK 5
WEEK 6
WEEK 7 French Continuers; Japanese Continuers; Physics;
WEEK 8 Earth and Environmental Science; Engineering Studies; Music 1; Music 2;
WEEK 9 Biology; Geography; Legal Studies; Mathematics Standard; Modern History; Society & Culture;
WEEK 10 Chemistry; Community & Family Studies; Dance; English Advanced; English Standard; Food
Technology; Software Design & Development; VET Entertainment; VET Hospitality;
WEEK 11
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Prelim Assessment Calendar ‐ 2020
Term 2 ‐ 2020
WEEK 1 Visual Arts;
WEEK 2 Ancient History; Business Studies; Economics; German Continuers; Textiles and Design;
WEEK 3
WEEK 4 Biology; PDHPE;
WEEK 5 German Beginners; Japanese Beginners;
WEEK 6 Design & Technology; Drama; Mathematics Advanced;
WEEK 7 English Advanced; English Standard; Modern History; Music 2;
WEEK 8 Dance; English Extension 1; Industrial Technology; Legal Studies; Mathematics Extension 1; Music 1;
WEEK 9 Business Studies; Community & Family Studies; Food Technology; French Continuers; Information
Processes & Technology; Japanese Continuers; Physics;
WEEK 10 Ancient History; Chemistry; Drama; Earth and Environmental Science; VET Entertainment; VET
Hospitality;
WEEK 11
Term 3 ‐ 2020
WEEK 1
WEEK 2 Economics; Geography; German Continuers; Mathematics Extension 1; Mathematics Standard;
Society & Culture;
WEEK 4
WEEK 5 German Beginners; Japanese Beginners; Software Design & Development;
WEEK 6 Design & Technology; English Extension 1; Industrial Technology; Textiles and Design; VET
Hospitality;
WEEK 7 Music 1; Visual Arts;
WEEKS 8, Ancient History; Biology; Business Studies; Chemistry; Community & Family Studies; Dance; Design
9 AND 10 & Technology; Drama; Earth and Environmental Science; Economics; Engineering Studies; English
Advanced; English Extension 1; English Standard; Food Technology; French Continuers; Geography;
German Beginners; German Continuers; Industrial Technology; Information Processes &
Technology; Japanese Beginners; Japanese Continuers; Legal Studies; Mathematics Advanced;
Mathematics Extension 1; Mathematics Standard; Modern History; Music 2; PDHPE; Physics;
Society & Culture; Software Design & Development; Textiles and Design; VET Entertainment; VET
Hospitality; Visual Arts;
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Freshwater Senior Campus
Assessment Schedule 2020
Ancient History Prelim ‐ Year 11

Task number Task 1 Task 2 Task 3
Nature of task Source analysis and Research and essay Yearly Examination
presentation Historical Investigation
Timing Term 2 Term 2 Term 3
Week 2 Week 10 Weeks 8‐10
Outcomes AH11‐2, AH11‐3, AH11‐ AH11‐7, AH11‐8, AH11‐ AH11‐1, AH11‐5, AH11‐
assessed: 4, AH11‐6 9, AH11‐10 7, AH11‐9
Components Weighting %
Knowledge and 10 5 25 40
understanding
of course
content
Historical skills 10 5 5 20
in the analysis
and evaluation
of sources and
interpretations
Historical 5 15 20
inquiry and
research
Communication 5 5 10 20
of historical
understanding
in appropriate
forms
Total % 30 30 40 100
12
A Student:
AH11‐1 describes the nature of continuity and change in the ancient world
AH11‐2 proposes ideas about the varying causes and effects of events and developments
AH11‐3 analyses the role of historical features, individuals and groups in shaping the past
AH11‐4 accounts for the different perspectives of individuals and groups
AH11‐5 examines the significance of historical features, people, places, events and developments
of the ancient world
AH11‐6 analyses and interprets different types of sources for evidence to support an historical
account or argument
AH11‐7 discusses and evaluates differing interpretations and representations of the past
AH11‐8 plans and conducts historical investigations and presents reasoned conclusions, using
relevant evidence from a range of sources
AH11‐9 communicates historical understanding, using historical knowledge, concepts and terms,
in appropriate and well‐structured forms
AH11‐10 discusses contemporary methods and issues involved in the investigation of ancient
history
13
Biology Prelim ‐ Year 11

Nature of task Test of Limited Scope Depth Study Yearly Examination
Module 1 and Skills Enzymes
Outcomes BIO11/12‐3, BIO11/12‐ BIO11/12‐1, BIO11/12‐ BIO11/12‐4, BIO11/12‐
assessed: 4, BIO11/12‐6, 2, BIO11/12‐3, 5, BIO11/12‐6,
BIO11/12‐7, BIO11‐8 BIO11/12‐4, BIO11/12‐ BIO11/12‐7, BIO11‐8,
5, BIO11/12‐6, BIO11‐9, BIO11‐10,
BIO11/12‐7, BIO11‐8 BIO11‐11
Skills in 20 20 20 60
Working
Scientifically
understanding
Total % 30 30 40 100
14
A Student:
BIO11/12‐1 develops and evaluates questions and hypotheses for scientific investigation
BIO11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and
information
BIO11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and
information
BIO11/12‐4 selects and processes appropriate qualitative and quantitative data and information using
a range of appropriate media
BIO11/12‐5 analyses and evaluates primary and secondary data and information
BIO11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and
scientific processes
BIO11/12‐7 communicates scientific understanding using suitable language and terminology for a
specific audience or purpose
BIO11‐8 describes single cells as the basis for all life by analysing and explaining cells’
ultrastructure and biochemical processes
BIO11‐9 explains the structure and function of multicellular organisms and describes how the
coordinated activities of cells, tissues and organs contribute to macroscopic processes in
organisms
BIO11‐10 describes biological diversity by explaining the relationships between a range of

organisms in terms of specialisation for selected habitats and evolution of species
BIO11‐11 analyses ecosystem dynamics and the interrelationships of organisms within the
ecosystem
15
Business Studies Prelim ‐ Year 11

Nature of task Research Task Stimulus Based task Preliminary Course Exam
Nature of Business Business Management
Outcomes P1, P2, P7, P8, P9 P1, P2, P3, P5, P6, P8, P9 P1, P2, P3, P4, P5, P6,
assessed: P9, P10
understanding
of course
content
Stimulus‐based 5 10 5 20
skills
Inquiry and 10 10 20
research
of business
information,
ideas and
issues in
appropriate
forms
Total % 25 35 40 100
16
A Student:
P1 discusses the nature of business, its role in society and types of business structure
P2 explains the internal and external influences on businesses
P3 describes the factors contributing to the success or failure of small to medium enterprises
P4 assesses the processes and interdependence of key business functions
P5 examines the application of management theories and strategies
P6 analyses the responsibilities of business to internal and external stakeholders
P7 plans and conducts investigations into contemporary business issues
P8 evaluates information for actual and hypothetical business situations
P9 communicates business information and issues in appropriate formats
P10 applies mathematical concepts appropriately in business situations
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Chemistry Prelim ‐ Year 11

Nature of task Depth Study Modelling Research Task Yearly Examination
Task incorporating elements
Module 1 of a depth study
Properties and Structure Module 2
of Matter Quantitative Chemistry
Module 3
Reactive Chemistry
Outcomes CH11/12‐1, CH11/12‐2, CH11/12‐1, CH11/12‐2, CH11/12‐1, CH11/12‐2,
assessed: CH11/12‐3, CH11/12‐4, CH11/12‐3, CH11/12‐4, CH11/12‐3, CH11/12‐4,
CH11/12‐7, CH11‐8 CH11/12‐7, CH11‐9 CH11/12‐5, CH11/12‐6,
CH11/12‐7, CH11‐8,
CH11‐9, CH11‐10, CH11‐
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Skills in 20 20 20 60
Working
Scientifically
Understanding
Total % 30 30 40 100
18
A Student:
CH11/12‐1 develops and evaluates questions and hypotheses for scientific investigation
CH11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and
information
CH11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and
information
CH11/12‐4 selects and processes appropriate qualitative and quantitative data and information using
CH11/12‐5 analyses and evaluates primary and secondary data and information
CH11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and
CH11/12‐7 communicates scientific understanding using suitable language and terminology for a
CH11‐8 explores the properties and trends in the physical, structural and chemical aspects of
matter
CH11‐9 describes, applies and quantitatively analyses the mole concept and stoichiometric
relationships
CH11‐10 explores the many different types of chemical reactions, in particular the reactivity of
metals, and the factors that affect the rate of chemical reactions
CH11‐11 analyses the energy considerations in the driving force for chemical reactions
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Community & Family Studies Prelim ‐ Year 11

Nature of task Case Study Investigation Yearly Examination
Groups in society ALARM task
Outcomes P1.2, P2.1, P4.1, P5.1, P2.2, P2.4, P3.1, P4.2 P1.1, P1.2, P2.1, P2.2,
assessed: P6.1, P7.2 P2.3, P2.4, P3.1, P3.2,
P4.1, P5.1, P6.1, P6.2,
P7.2, P7.3, P7.4
Resource 15 5 20
Management
Individuals and 15 5 20 40
Groups
Families and 25 15 40
Communities
Total % 30 30 40 100
20
A Student:
P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make
to the development of goals
P1.2 proposes effective solutions to resource problems
P2.1 accounts for the roles and relationships that individuals adopt within groups
P2.2 describes the role of the family and other groups in the socialisation of individuals
P2.3 examines the role of leadership and group dynamics in contributing to positive
interpersonal relationships and achievement
P2.4 analyses the interrelationships between internal and external factors and their impact on
family functioning
P3.1 explains the changing nature of families and communities in contemporary society
P3.2 analyses the significance of gender in defining roles and relationships
P4.1 utilises research methodology appropriate to the study of social issues
P4.2 presents information in written, oral and graphic form
P5.1 applies management processes to maximise the efficient use of resources
P6.1 distinguishes those actions that enhance wellbeing
P6.2 uses critical thinking skills to enhance decision making
P7.1 appreciates differences among individuals, groups and families within communities and
values their contributions to society
P7.2 develops a sense of responsibility for the wellbeing of themselves and others
P7.3 appreciates the value of resource management in response to change
P7.4 values the place of management in coping with a variety of role expectations
21
Dance Prelim ‐ Year 11

Nature of task Performance and Composition and Yearly Examination
analysis of movement Collaboration Written Exam
Performance of Solo Students will be creating Analysis of a dance work
dance in generic dance a 2‐3 minute dance work and assessment of
style as a solo/duo that Performance and
Submission of reflection responds to a piece of Appreciation theory
statements music developed by Year knowledge
Submission of "How To" 11 Music students.
Video, using ALARM to Submission of
analyse a movement Composition Journal,
from solo dance rationale and Interview
Outcomes P1.1, P1.2, P2.1, P2.2, P1.2, P3.1, P3.2, P3.3, P1.1, P1.2, P1.3, P2.4,
assessed: P2.3, P2.4, P2.5 P3.4, P3.6, P4.4 P2.5, P4.1, P4.2
Performance 30 10 40
Composition 30 30
Appreciation 30 30
Total % 30 30 40 100
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A Student:
P1.1 understands dance as the performance and communication of ideas through movement
and in written and oral form
P1.2 understands the use of dance terminology relevant to the study of dance as an artform
P1.3 develops the skills of dance through performing, composing and appreciating dance
P1.4 values the diversity of dance as an artform and its inherent expressive qualities
P2.1 identifies the physiology of the human body as it is relevant to the dancer
P2.2 identifies the body’s capabilities and limitations
P2.3 recognises the importance of the application of safe dance practice
P2.4 demonstrates appropriate skeletal alignment, body‐part articulation, strength, flexibility,

agility and coordination
P2.5 performs combinations, phrases and sequences with due consideration of safe dance
practices
P2.6 values self‐discipline, commitment and consistency in technical skills and performance
P3.1 identifies the elements of dance composition
P3.2 understands the compositional process
P3.3 understands the function of structure as it relates to dance composition
P3.4 explores the elements of dance relating to dance composition
P3.5 devises movement material in a personal style in response to creative problem‐solving

tasks in dance composition
P3.6 structures movement devised in response to specific concept/intent
P3.7 values their own and others’ dance activities as worthwhile
P4.1 understands the socio‐historic context in which dance exists
P4.2 develops knowledge to critically appraise and evaluate dance
P4.3 demonstrates the skills of gathering, classifying and recording information about dance
P4.4 develops skills in critical appraisal and evaluation
P4.5 values the diversity of dance from national and international perspectives
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Design & Technology Prelim ‐ Year 11

Nature of task Sustainability Research Preliminary Project Yearly Examination
Task
assessed: P5.1, P5.2, P5.3, P6.2 P5.1, P5.2, P5.3, P6.2 P5.2, P5.3
understanding
of course
content
skills in
designing,
managing,
producing and
evaluating
design projects
Total % 30 40 30 100
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A Student:
P1.1 examines design theory and practice, and considers the factors affecting designing and
producing in design projects
P2.1 identifies design and production processes in domestic, community, industrial and
commercial settings
P2.2 explains the impact of a range of design and technology activities on the individual,
society and the environment through the development of projects
P3.1 investigates and experiments with techniques in creative and collaborative approaches in
designing and producing
P4.1 uses design processes in the development and production of design solutions to meet
identified needs and opportunities
P4.2 uses resources effectively and safely in the development and production of design
solutions
P4.3 evaluates the processes and outcomes of designing and producing
P5.1 uses a variety of management techniques and tools to develop design projects
P5.2 communicates ideas and solutions using a range of techniques
P5.3 uses a variety of research methods to inform the development and modification of design
ideas
P6.1 investigates a range of manufacturing and production processes and relates these to
aspects of design projects
P6.2 evaluates and uses computer‐based technologies in designing and producing
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Drama Prelim ‐ Year 11

Nature of task Theatrical Traditions and Elements of Production Improvisiation and
Performance Styles Individual Project Playbuilding Techniques
‐Performance workshops ‐Individual performance ‐Group devised

reflecting a variety of ‐Logbook monologue performance
performance styles ‐Submission of ‐Logbook
based on the play, Ruby preliminary Contribution to the
Moon notes/designs for a collaborative process
‐Extended response second project
assessed: P2.4, P3.2, P3.3, P3.4 P2.1, P2.2, P3.1 P1.7, P2.3, P2.5, P2.6
Making 15 10 10 35
Performing 15 15 30
Critically 15 10 10 35
Studying
Total % 30 35 35 100
26
A Student:
P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles
P1.2 explores ideas and situations, expressing them imaginatively in dramatic form
P1.3 demonstrates performance skills appropriate to a variety of styles and media
P1.4 understands, manages and manipulates theatrical elements and elements of production,
using them perceptively and creatively
P1.5 understands, demonstrates and records the process of developing and refining ideas and
scripts through to performance
P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic
action
P1.7 understands the collaborative nature of drama and theatre and demonstrates the self‐
discipline needed in the process of collaboration
P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole
P2.1 understands the dynamics of actor‐audience relationship
P2.2 understands the contributions to a production of the playwright, director, dramaturg,

designers, front‐of‐house staff, technical staff and producers
P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic
action
P2.4 performs effectively in a variety of styles using a range of appropriate performance

techniques, theatrical and design elements and performance spaces
P2.5 understands and demonstrates the commitment, collaboration and energy required for a
production
P2.6 appreciates the variety of styles, structures and techniques that can be used in making
and shaping a performance
P3.1 critically appraises and evaluates, both orally and in writing, personal performances and
the performances of others
P3.2 understands the variety of influences that have impacted upon drama and theatre
performance styles, structures and techniques
P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles,
traditions and movements
P3.4 appreciates the contribution that drama and theatre make to Australian and other
societies by raising awareness and expressing ideas about issues of interest
27
Earth and Environmental Science Prelim ‐ Year 11

Nature of task Practical Investigation Depth study Research Yearly Examination
and Skills and Data processing task All Topics
Earth’s Resources Human Impacts
Outcomes EES11/12‐1, EES11/12‐2, EES11/12‐1, EES11/12‐4, EES11/12‐1, EES11/12‐4,
assessed: EES11/12‐3, EES11/12‐4, EES11/12‐5, EES11/12‐6, EES11/12‐5, EES11/12‐6,
EES11/12‐5, EES11/12‐7 EES11/12‐7, EES11‐8, EES11/12‐7, EES11‐8,
EES11‐9, EES11‐10 EES11‐10, EES11‐11
Skills in 20 20 20 60
Working
Scientifically
Understanding
Total % 30 30 40 100
28
A Student:
EES11/12‐1 develops and evaluates questions and hypotheses for scientific investigation
EES11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and
information
EES11/12‐3 nducts investigations to collect valid and reliable primary and secondary data and
information
EES11/12‐4 selects and processes appropriate qualitative and quantitative data and information using
EES11/12‐5 analyses and evaluates primary and secondary data and information
EES11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and
EES11/12‐7 communicates scientific understanding using suitable language and terminology for a
EES11‐8 describes the key features of the Earth’s systems, including the geosphere, atmosphere,
hydrosphere and biosphere and how they are interrelated
EES11‐9 describes the evidence for the theory of plate tectonics and the energy and geological
changes that occur at plate boundaries
EES11‐10 describes the factors that influence how energy is transferred and transformed in the
Earth’s systems
EES11‐11 describes human impact on the Earth in relation to hydrological processes, geological
processes and biological changes
29
Economics Prelim ‐ Year 11

Nature of task Research Presentation Stimulus based task Yearly Examination
Introduction to Markets
Economics
Outcomes P1, P2, P5, P7, P8, P12 P1, P5, P8, P9, P10 P3, P4, P5, P6, P8, P10,
assessed: P11, P12
understanding
of course
content
Stimulus‐based 5 10 5 20
skills
research
of economic
information,
ideas and
issues in
appropriate
forms
Total % 25 35 40 100
30
A Student:
P1 demonstrates understanding of economic terms, concepts and relationships
P2 explains the economic role of individuals, firms and government in an economy
P3 describes, explains and evaluates the role and operation of markets
P4 compares and contrasts aspects of different economies
P5 analyses the relationship between individuals, firms, institutions and government in the
Australian economy
P6 explains the role of government in the Australian economy
P7 identifies the nature and causes of economic problems and issues for individuals, firms
and governments
P8 applies appropriate terminology, concepts and theories in economic contexts
P9 selects and organises information from a variety of sources for relevance and reliability
P10 communicates economic information, ideas and issues in appropriate forms
P11 applies mathematical concepts in economic contexts
P12 works independently and in groups to achieve appropriate goals in set timelines
31
Engineering Studies Prelim ‐ Year 11

Nature of task Engineering project and Research Task and Yearly Exam
report PowerPoint presentation
assessed: P5.2, P6.1, P6.2 P4.1, P4.2, P4.3, P5.1, P3.1, P3.3, P4.1, P4.2,
P5.2 P4.3, P6.1
understanding
of course
content
skills in
research,
problem
solving and
communication
related to
engineering
practice
Total % 30 30 40 100
32
A Student:
P1.1 identifies the scope of engineering and recognises current innovations
P1.2 explains the relationship between properties, structure, uses and applications of
materials in engineering
P2.1 describes the types of materials, components and processes and explains their
implications for engineering development
P2.2 describes the nature of engineering in specific fields and its importance to society
P3.1 uses mathematical, scientific and graphical methods to solve problems of engineering
practice
P3.2 develops written, oral and presentation skills and applies these to engineering reports
P3.3 applies graphics as a communication tool
P4.1 describes developments in technology and their impact on engineering products
P4.2 describes the influence of technological change on engineering and its effect on people
P4.3 identifies the social, environmental and cultural implications of technological change in
engineering
P5.1 demonstrates the ability to work both individually and in teams
P5.2 applies management and planning skills related to engineering
P6.1 applies knowledge and skills in research and problem‐solving related to engineering
P6.2 applies skills in analysis, synthesis and experimentation related to engineering
33
English Advanced Prelim ‐ Year 11

Nature of task Portfolio Multimodal presentation Yearly Examination
Common Module: Narratives That Shape
Reading to Write Our World
Outcomes EA11‐3, EA11‐4, EA11‐5, EA11‐1, EA11‐2, EA11‐3, EA11‐1, EA11‐3, EA11‐5,
assessed: EA11‐9 EA11‐5, EA11‐7 EA11‐6, EA11‐8
understanding
of course
content
Skills in 15 20 15 50
responding to
texts and
communication
of ideas
appropriate to
audience,
purpose and
context across
all modes
Total % 30 40 30 100
34
A Student:
EA11‐1 responds to, composes and evaluates complex texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure
EA11‐2 uses and evaluates processes, skills and knowledge required to effectively respond to and
compose texts in different modes, media and technologies
EA11‐3 analyses and uses language forms, features and structures of texts considering
appropriateness for specific purposes, audiences and contexts and evaluates their effects
on meaning
EA11‐4 strategically uses knowledge, skills and understanding of language concepts and literary
devices in new and different contexts
EA11‐5 thinks imaginatively, creatively, interpretively and critically to respond to, evaluate and
compose texts that synthesise complex information, ideas and arguments
EA11‐6 investigates and evaluates the relationships between texts
EA11‐7 evaluates the diverse ways texts can represent personal and public worlds and recognises
how they are valued
EA11‐8 explains and evaluates cultural assumptions and values in texts and their effects on
meaning
EA11‐9 reflects on, evaluates and monitors own learning and adjusts individual and collaborative
processes to develop as an independent learner
35
English Extension 1 Prelim ‐ Year 11

Nature of task Portfolio Task Multimodal Presentation Yearly Examination
Outcomes EE11‐2, EE11‐3, EE11‐6 EE11‐1, EE11‐2, EE11‐3, EE11‐1, EE11‐2, EE11‐3,
assessed: EE11‐4, EE11‐5, EE11‐6 EE11‐4, EE11‐5
Understanding
of texts and
why they are
valued
Skills in 15 20 15 50
complex
analysis
composition
and
investigation
Total % 30 40 30 100
36
A Student:
EE11‐1 demonstrates and applies considered understanding of the dynamic relationship between
text, purpose, audience and context, across a range of modes, media and technologies
EE11‐2 analyses and experiments with language forms, features and structures of complex texts,
evaluating their effects on meaning in familiar and new contexts
EE11‐3 thinks deeply, broadly and flexibly in imaginative, creative, interpretive and critical ways
to respond to, compose and explore the relationships between sophisticated texts
EE11‐4 develops skills in research methodology to undertake effective independent investigation
EE11‐5 articulates understanding of how and why texts are echoed, appropriated and valued in a
range of contexts
EE11‐6 reflects on and assesses the development of independent learning gained through the
processes of research, writing and creativity
37
English Standard Prelim ‐ Year 11

Nature of task Writing Portfolio with Multimodal presentation Yearly Examination
reflection Contemporary
Reading to Write: Into Possibilities
the World
Outcomes EN11‐3, EN11‐4, EN11‐5, EN11‐1, EN11‐2, EN11‐3, EN11‐1, EN11‐3, EN11‐5,
assessed: EN11‐9 EN11‐5, EN11‐7 EN11‐6, EN11‐8
understanding
of course
content
Skills in 15 20 15 50
responding to
texts and
communication
of ideas
appropriate to
audience,
purpose and
context across
all modes
Total % 30 40 30 100
38
A Student:
EN11‐1 responds to and composes increasingly complex texts for understanding, interpretation,
analysis, imaginative expression and pleasure
EN11‐2 uses and evaluates processes, skills and knowledge required to effectively respond to and
compose texts in different modes, media and technologies
EN11‐3 analyses and uses language forms, features and structures of texts, considers
appropriateness for purpose, audience and context and explains effects on meaning
EN11‐4 applies knowledge, skills and understanding of language concepts and literary devices into
new and different contexts
EN11‐5 thinks imaginatively, creatively, interpretively and analytically to respond to and compose
texts that include considered and detailed information, ideas and arguments
EN11‐6 investigates and explains the relationships between texts
EN11‐7 understands and explains the diverse ways texts can represent personal and public worlds
EN11‐8 identifies and explains cultural assumptions in texts and their effects on meaning
EN11‐9 reflects on, assesses and monitors own learning and develops individual and collaborative
processes to become an independent learner
39
Food Technology Prelim ‐ Year 11

Nature of task Food Availability and Food Quality ‐ Yearly Examination
Selection ‐ ALARM task with
Extended response practical component
Outcomes P1.1, P1.2 P2.2, P3.2, P4.1, P4.2, P1.2, P2.1, P3.1, P4.4,
assessed: P4.3 P5.1
Knowledge and 10 30 40
understanding
of course
content
Knowledge and 10 20 30
skills in
designing,
researching,
analysing and
evaluating
Skills in 10 10 10 30
experimenting
with and
preparing food
by applying
theoretical
concepts
Total % 30 30 40 100
40
A Student:
P1.1 identifies and discusses a range of historical and contemporary factors which influence
the availability of particular foods
P1.2 accounts for individual and group food selection patterns in terms of physiological,
psychological, social and economic factors
P2.1 explains the role of food nutrients in human nutrition
P2.2 identifies and explains the sensory characteristics and functional properties of food
P3.1 assesses the nutrient value of meals/diets for particular individuals and groups
P3.2 presents ideas in written, graphic and oral form using computer software where
appropriate.
P4.1 selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic
practices when handling food
P4.2 plans, prepares and presents foods which reflect a range of the influences on food
selection
P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for
individuals and groups
P4.4 applies an understanding of the sensory characteristics and functional properties of food
to the preparation of food products
P5.1 generates ideas and develops solutions to a range of food situations
41
French Continuers Prelim ‐ Year 11

Nature of task Speaking task ‐ Reading passages and Yearly Exam
Interview responding in English Listening
Listening task ‐ Writing in script/target Speaking
Listening and responding language Reading
in English Writing
assessed: P3.1, P3.2, P3.3, P3.4, P3.1, P3.2, P3.3, P3.4, P2.1, P2.2, P2.3, P3.1,
P3.5, P3.6, P4.1, P4.2, P3.5, P3.6, P4.1, P4.2 P3.2, P3.3, P3.4, P3.5,
P4.3 P3.6, P4.1, P4.2, P4.3
Speaking 10 10 20
Listening and 20 5 25
responding
Reading and 25 15 40
Responding
Writing 5 10 15
Total % 30 30 40 100
42
A Student:
P1.1 uses a range of strategies to maintain communication
P1.2 conveys information appropriate to context, purpose and audience
P1.3 exchanges and justifies opinions and ideas
P1.4 reflects on aspects of past, present and future experience
P2.1 applies knowledge of language structures to create original text #
P2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate

to context, purpose and/or audience
P2.3 structures and sequences ideas and information
P3.1 conveys the gist of texts and identifies specific information
P3.2 summarises the main ideas
P3.3 dentifies the tone, purpose, context and audience
P3.4 draws conclusions from or justifies an opinion
P3.5 interprets, analyses and evaluates information
P3.6 infers points of view, attitudes or emotions from language and context
P4.1 recognises and employs language appropriate to different social contexts
P4.2 identifies values, attitudes and beliefs of cultural significance
P4.3 reflects upon significant aspects of language and culture
43
Geography Prelim ‐ Year 11

Nature of task Geographic skills and Senior Geography Project Yearly Examination
research task
Biophysical Interactions
Outcomes P1, P3, P5, P9, P10 P8, P9, P10, P11, P12 P1, P2, P3, P4, P5, P6,
assessed: P10, P11, P12
understanding
of course
content
Geographical 10 5 5 20
tools and skills
Geographical 5 15 20
inquiry and
research,
including
fieldwork
of
geographical
information,
ideas and
issues in
appropriate
forms
Total % 25 35 40 100
44
A Student:
P1 differentiates between spatial and ecological dimensions in the study of geography
P2 describes the interactions between the four components which define the biophysical
environment
P3 explains how a specific environment functions in terms of biophysical factors
P4 analyses changing demographic patterns and processes
P5 examines the geographical nature of global challenges confronting humanity
P6 identifies the vocational relevance of a geographical perspective
P7 formulates a plan for active geographical inquiry
P8 selects, organises and analyses relevant geographical information from a variety of

sources
P9 uses maps, graphs and statistics, photographs and fieldwork to conduct geographical
inquiries
P10 applies mathematical ideas and techniques to analyse geographical data
P11 applies geographical understanding and methods ethically and effectively to a research
project
P12 communicates geographical information, ideas and issues using appropriate written
and/or oral, cartographic and graphic forms
45
German Beginners Prelim ‐ Year 11

Nature of task Responding to Responses in English and Yearly Examination
spoken/visual texts/oral German to a variety of
presentation textual
Family Life stimulus/questions
Recreation/Home/Neighb
ourhood
assessed: P2.5, P3.1, P3.2 P2.6, P3.3, P3.4 P3.1, P3.2, P3.3
Speaking 5 10 15
Listening 15 20 35
Reading 10 25 35
Writing 5 10 15
Total % 30 30 40 100
46
A Student:
P1.1 establishes and maintains communication in German
P1.2 manipulates linguistic structures to express ideas effectively in German
P1.3 sequences ideas and information
P1.4 applies knowledge of the culture of German‐speaking communities to interact

appropriately
P2.1 understands and interprets information in texts using a range of strategies
P2.2 conveys the gist of and identifies specific information in texts
P2.3 summarises the main points of a text
P2.4 draws conclusions from or justifies an opinion about a text
P2.5 identifies the purpose, context and audience of a text
P2.6 identifies and explains aspects of the culture of German‐speaking communities in texts
P3.1 produces texts appropriate to audience, purpose and context
P3.3 applies knowledge of diverse linguistic structures to convey information and express
original ideas in German
P3.4 applies knowledge of the culture of German‐speaking communities to the production of

texts
47
German Continuers Prelim ‐ Year 11

Nature of task Responding to spoken Designing an Yearly Examination
texts / Recounting events Information/Tourist
Personal Identity/People brochure
and Places Home &
Community/Daily
Life/Lifestyles
assessed: P3.1, P3.2 P3.2, P3.5, P4.1 P2.2, P2.3, P3.1, P3.2,
P3.3, P3.4, P3.5, P3.6,
P4.1
Speaking 10 10 20
Listening 20 10 30
Reading 20 10 30
Writing 10 10 20
Total % 30 30 40 100
48
A Student:
P2.2 composes informative, descriptive, reflective, persuasive or evaluative text appropriate to

context, purpose and/or audience
P3.1 conveys the gist of texts and identifies specific information
P3.3 identifies the tone, purpose, context and audience
49
Industrial Technology Prelim ‐ Year 11

Nature of task Industry Study Preliminary Project Yearly Examination
assessed: P7.1 P4.3, P5.2 P6.1, P6.2, P7.2
understanding
of course
content
skills in the
management,
communication
and
production of
projects
Total % 20 40 40 100
50
A Student:
P1.1 describes the organisation and management of an individual business within the focus
area industry
P1.2 identifies appropriate equipment, production and manufacturing techniques, including

new and developing technologies
P2.1 describes and uses safe working practices and correct workshop equipment maintenance
techniques
P2.2 works effectively in team situations
P3.1 sketches, produces and interprets drawings in the production of projects
P3.2 applies research and problem‐solving skills
P3.3 demonstrates appropriate design principles in the production of projects
P4.1 demonstrates a range of practical skills in the production of projects
P4.2 demonstrates competency in using relevant equipment, machinery and processes
P4.3 identifies and explains the properties and characteristics of materials/components

through the production of projects
P5.1 uses communication and information processing skills
P5.2 uses appropriate documentation techniques related to the management of projects
P6.1 identifies the characteristics of quality manufactured products
P6.2 identifies and explains the principles of quality and quality control
P7.1 identifies the impact of one related industry on the social and physical environment
P7.2 identifies the impact of existing, new and emerging technologies of one related industry
on society and the environment
51
Information Processes & Technology Prelim ‐ Year 11

Nature of task Group multimedia project Individual database Yearly examination
project
Outcomes P1.1, P1.2, P4.1, P6.1 P5.1, P6.1, P6.2, P7.1, P1.1, P1.2, P2.1, P2.2,
assessed: P7.2 P3.1, P4.1
understanding
of course
content
skills in the
design and
development
of information
systems
Total % 25 35 40 100
52
A Student:
P1.1 describes the nature of information processes and information technology
P1.2 classifies the functions and operations of information processes and information
technology
P2.1 identifies and describes the information processes within an information system
P2.2 recognises and explains the interdependence between each of the information processes
P3.1 identifies and describes social and ethical issues
P4.1 describes the historical development of information systems and relates these to current
and emerging technologies
P5.1 selects and ethically uses computer based and non‐computer based resources and tools
to process information
P6.1 analyses and describes an identified need
P6.2 generates ideas, considers alternatives and develops solutions for a defined need
P7.1 recognises, applies and explains management and communication techniques used in
individual and team‐based project work
P7.2 uses and justifies technology to support individuals and teams
53
Japanese Beginners Prelim ‐ Year 11

Nature of task Responding to Responses in English & Yearly Examination
spoken/visual texts/oral Japanese to a variety of
presentation textual
Family Life stimulus/questions
Recreation/ Home/
Neighbourhood
Outcomes P2.3, P2.5, P3.1, P3.2 P1.1, P1.4, P2.1, P2.4, P1.2, P2.4, P2.5, P2.6,
assessed: P2.6, P3.3, P3.4 P3.1, P3.2, P3.3
Speaking 5 10 15
Listening 15 20 35
Reading 10 25 35
Writing 5 10 15
Total % 30 30 40 100
54
A Student:
P1.1 establishes and maintains communication in Japanese
P1.2 manipulates linguistic structures to express ideas effectively in Japanese
P1.3 sequences ideas and information
P1.4 applies knowledge of the culture of Japanese‐speaking communities to interact

appropriately
P2.1 understands and interprets information in texts using a range of strategies
P2.2 conveys the gist of and identifies specific information in texts
P2.3 summarises the main points of a text
P2.4 draws conclusions from or justifies an opinion about a text
P2.5 identifies the purpose, context and audience of a text
P2.6 identifies and explains aspects of the culture of Japanese‐speaking communities in texts
P3.1 produces texts appropriate to audience, purpose and context
P3.3 applies knowledge of diverse linguistic structures to convey information and express
original ideas in Japanese
P3.4 applies knowledge of the culture of Japanese‐speaking communities to the production of

texts
55
Japanese Continuers Prelim ‐ Year 11

Nature of task Speaking task ‐ Reading passages and Yearly Exam
Interview responding in English Listening
Listening task ‐ Writing in script/target Speaking
Listening and responding language Reading
in English Writing
assessed: P3.1, P3.2, P3.3, P3.4, P2.1, P2.2, P2.3, P4.1, P2.1, P2.2, P2.3, P3.1,
P3.5, P3.6, P4.1, P4.2, P4.2 P3.2, P3.3, P3.4, P3.5,
P4.3 P3.6, P4.1, P4.2, P4.3
Speaking 10 25 10 45
Listening and 20 5 5 30
responding
Reading and 15 15
Responding
Writing 10 10
Total % 30 30 40 100
56
A Student:
P2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate

to context, purpose and/or audience
P3.1 conveys the gist of texts and identifies specitic information
P3.3 identifies the tone, purpose, context and audience
57
Legal Studies Prelim ‐ Year 11

Nature of task Short Answer Questions Research / Analysis Yearly Examination
/ Scenario Analysis International Law/Law in All topics
Basic Legal Concepts Practice
Outcomes P1, P2, P3, P6, P9, P10 P3, P4, P6, P7, P9 P1, P2, P3, P4, P5, P6,
assessed: P7, P8, P9, P10
understanding
of course
content
Analysis and 5 5 10 20
evaluation
research
Communciation 5 10 5 20
of legal
information,
issues and
ideas in
appropriate
forms
Total % 30 30 40 100
58
A Student:
P1 identifies and applies legal concepts and terminology
P2 describes the key features of Australian and international law
P3 describes the operation of domestic and international legal systems
P4 discusses the effectiveness of the legal system in addressing issues
P5 describes the role of law in encouraging cooperation and resolving conflict, as well as
initiating and responding to change
P6 explains the nature of the interrelationship between the legal system and society
P7 evaluates the effectiveness of the law in achieving justice
P8 locates, selects and organises legal information from a variety of sources including
legislation, cases, media, international instruments and documents
P9 communicates legal information using well‐structured responses
P10 accounts for differing perspectives and interpretations of legal information and issues
59
Mathematics Advanced Prelim ‐ Year 11

Nature of task Test Investigation Examination
Outcomes MA11‐1, MA11‐2, MA11‐ MA11‐1, MA11‐2, MA11‐ MA11‐1, MA11‐2, MA11‐
assessed: 8, MA11‐9 3, MA11‐4, MA11‐5, 3, MA11‐4, MA11‐5,
MA11‐6, MA11‐7, MA11‐ MA11‐6, MA11‐7, MA11‐
8, MA11‐9 8, MA11‐9
Understanding, 15 15 20 50
Fluency and
Communicating
Problem 15 15 20 50
Solving,
Reasoning and
Justification
Total % 30 30 40 100
60
A Student:
MA11‐1 uses algebraic and graphical techniques to solve, and where appropriate, compare
alternative solutions to problems
MA11‐2 uses the concepts of functions and relations to model, analyse and solve practical
problems
MA11‐3 uses the concepts and techniques of trigonometry in the solution of equations and
problems involving geometric shapes
MA11‐4 uses the concepts and techniques of periodic functions in the solutions of trigonometric
equations or proof of trigonometric identities
MA11‐5 interprets the meaning of the derivative, determines the derivative of functions and
applies these to solve simple practical problems
MA11‐6 manipulates and solves expressions using the logarithmic and index laws, and uses
logarithms and exponential functions to solve practical problems
MA11‐7 uses concepts and techniques from probability to present and interpret data and solve
problems in a variety of contexts, including the use of probability distributions
MA11‐8 uses appropriate technology to investigate, organise, model and interpret information in
a range of contexts
MA11‐9 provides reasoning to support conclusions which are appropriate to the context
61
Mathematics Extension 1 Prelim ‐ Year 11

Nature of task Test Investigation Examination
Outcomes ME11‐1, ME11‐2, ME11‐ ME11‐1, ME11‐2, ME11‐ ME11‐1, ME11‐2, ME11‐
assessed: 6, ME11‐7 3, ME11‐4, ME11‐5, 3, ME11‐4, ME11‐5,
ME11‐6, ME11‐7 ME11‐6, ME11‐7
Fluency and
Communicating
Problem 15 15 20 50
Solving,
Reasoning and
Justification
Total % 30 30 40 100
62
A Student:
ME11‐1 uses algebraic and graphical concepts in the modelling and solving of problems involving
functions and their inverses
ME11‐2 manipulates algebraic expressions and graphical functions to solve problems
ME11‐3 applies concepts and techniques of inverse trigonometric functions and simplifying
expressions involving compound angles in the solution of problems
ME11‐4 applies understanding of the concept of a derivative in the solution of problems, including
rates of change, exponential growth and decay and related rates of change
ME11‐5 uses concepts of permutations and combinations to solve problems involving counting or
ordering
ME11‐6 uses appropriate technology to investigate, organise and interpret information to solve
problems in a range of contexts
ME11‐7 communicates making comprehensive use of mathematical language, notation, diagrams

and graphs
63
Mathematics Standard Prelim ‐ Year 11

Nature of task Investigation Test Examination
Outcomes MS11‐1, MS11‐2, MS11‐ MS11‐1, MS11‐2, MS11‐ MS11‐1, MS11‐2, MS11‐
assessed: 3, MS11‐4, MS11‐5, 3, MS11‐4, MS11‐5, 3, MS11‐4, MS11‐5,
MS11‐6, MS11‐7, MS11‐ MS11‐6, MS11‐7, MS11‐ MS11‐6, MS11‐7, MS11‐
8, MS11‐9, MS11‐10 8, MS11‐9, MS11‐10 8, MS11‐9, MS11‐10
Fluency and
Communicating
Problem 15 15 20 50
Solving,
Reasoning and
Justification
Total % 30 30 40 100
64
A Student:
MS11‐1 uses algebraic and graphical techniques to compare alternative solutions to contextual
problems
MS11‐2 represents information in symbolic, graphical and tabular form
MS11‐3 solves problems involving quantity measurement, including accuracy and the choice of
relevant units
MS11‐4 performs calculations in relation to two‐dimensional and three‐dimensional figures
MS11‐5 models relevant financial situations using appropriate tools
MS11‐6 makes predictions about everyday situations based on simple mathematical models
MS11‐7 develops and carries out simple statistical processes to answer questions posed
MS11‐8 solves probability problems involving multistage events
MS11‐9 uses appropriate technology to investigate, organise and interpret information in a range
of contexts
MS11‐10 justifies a response to a given problem using appropriate mathematical terminology

and/or calculations
65
Modern History Prelim ‐ Year 11

Nature of task Research and Oral Research and essay Yearly Examination
Presentation Historical Investigation
Investigating Modern
History
Outcomes MH11‐6, MH11‐7, MH11‐6, MH11‐7, MH11‐1, MH11‐2,
assessed: MH11‐10 MH11‐8, MH11‐9 MH11‐3, MH11‐4,
MH11‐5, MH11‐9
understanding
of course
content
Historical skills 10 5 5 20
in the analysis
and evaluation
of sources and
interpretations
Historical 5 15 20
inquiry and
research
of historical
understanding
in appropriate
forms
Total % 30 30 40 100
66
A Student:
MH11‐1 describes the nature of continuity and change in the modern world
MH11‐2 proposes ideas about the varying causes and effects of events and developments
MH11‐3 analyses the role of historical features, individuals, groups and ideas in shaping the past
MH11‐4 accounts for the different perspectives of individuals and groups
MH11‐5 examines the significance of historical features, people, ideas, movements, events and
developments of the modern world
MH11‐6 analyses and interprets different types of sources for evidence to support an historical
account or argument
MH11‐7 discusses and evaluates differing interpretations and representations of the past
MH11‐8 plans and conducts historical investigations and presents reasoned conclusions, using
relevant evidence from a range of sources
MH11‐9 communicates historical understanding, using historical knowledge, concepts and terms,
in appropriate and well‐structured forms
MH11‐10 discusses contemporary methods and issues involved in the investigation of modern
history
67
Music 1 Prelim ‐ Year 11

Nature of task Viva Voce and Aural Composition Portfolio Performance and Viva
Analysis and Aural Analysis Voce
Methods of Notation Music and the related Popular Music
Presentation and written arts Solo or ensemble
summary of viva voce, Group composition for a performance with a short
with student devised dancer, including aural introductory speech
aural question and analysis of composition deconstructing the piece
ALARM response based with reference to and demonstrating an
on excerpts discussed in concepts of music understanding of
Viva Voce relevant to the chosen compositional
topic techniques and features
of the topic
Week 8 Week 8 Week 7
Outcomes P2, P4, P5, P6, P8 P3, P4, P6, P7, P8 P1, P2, P5, P6, P8
assessed:
Performance 25 25
Composition 25 25
Musicology 15 10 25
Aural 10 15 25
Total % 25 40 35 100
68
A Student:
P1 performs music that is characteristic of the topics studied
P2 observes, reads, interprets and discusses simple musical scores characteristic of topics
studied
P3 improvises and creates melodies, harmonies and rhythmic accompaniments for familiar
sound sources reflecting the cultural and historical contexts studied
P4 recognises and identifies the concepts of music and discusses their use in a variety of
musical styles
P5 comments on and constructively discusses performances and compositions
P6 observes and discusses concepts of music in works representative of the topics studied
P7 understands the capabilities of performing media, explores and uses current technologies
as appropriate to the topics studied
P8 identifies, recognises, experiments with and discusses the use of technology in music
P9 performs as a means of self‐expression and communication
P10 demonstrates a willingness to participate in performance, composition, musicology and

aural activities
P11 demonstrates a willingness to accept and use constructive criticism
69
Music 2 Prelim ‐ Year 11

Nature of task Musicology Presentation Composition Portfolio Presentation of
Mandatory topic with Score Analysis Performance and Aural
Music 1600‐1900 Mandatory topic Analysis
Presentation of a Music 1600‐1900 Mandatory topic
comparison of two Submission of Music 1600‐1900
contrasting works using composition portfolio Additional topic
scores and aural exerpts with score analysis of Solo and/or ensemble
with reference to stylistic two contrasting works performance of two
features and concepts of with reference to pieces, one from the
music compositional mandatory topic and one
techniques and stylistic from the additional topic,
features including aural analysis of
listening repertoire with
reference to the
concepts of music
Outcomes P2, P5, P6, P7 P3, P4, P5, P6, P7, P8, P9 P1, P2, P5, P6, P7
assessed:
Performance 25 25
Composition 25 25
Musicology 15 10 25
Aural 15 10 25
Total % 30 35 35 100
70
A Student:
P1 confidently performs repertoire, that reflects the mandatory and additional topics, both
as a soloist and as a member of an ensemble
P2 demonstrates an understanding of the concepts of music, by interpreting, analysing,

discussing, creating and notating a variety of musical symbols characteristically used in
the mandatory and additional topics
P3 composes, improvises and analyses melodies and accompaniments for familiar sound
sources in solo and/or small ensembles
P4 creates, improvises and notates music which is representative of the mandatory and
additional topics and demonstrates different social, cultural and historical contexts
P5 analyses and discusses compositional processes with stylistic, historical, cultural and
musical considerations
P6 discusses and evaluates music making constructive suggestions about performances and
compositions
P7 observes and discusses in detail the concepts of music in works representative of the
mandatory and additional topics
P8 understands the capabilities of performing media, explores and uses current technologies
as uses current technologies as studied
P9 identifies, recognises, experiments with, and discusses the use of technology in music
P10 performs as a means of self expression and communication
P11 demonstrates a willingness to participate in performance, composition, musicology and

aural activities
P12 demonstrates a willingness to accept and use constructive criticism
71
PDHPE Prelim ‐ Year 11

Nature of task Practical Media Health Promotion Case Yearly Examination
Presentation and study
extended response
Outcomes P7, P8, P10, P11, P16 P1, P2, P3, P4, P5, P6, P1, P2, P3, P4, P5, P6,
assessed: P12, P15, P16 P7, P8, P9, P10, P11,
P12, P15, P16, P17
Core 1 20 10 30
Core 2 20 10 30
Fitness Choices 10 10 20
First Aid 10 10 20
Total % 30 30 40 100
72
A Student:
P1 identifies and examines why individuals give different meanings to health
P2 explains how a range of health behaviours affect an individual’s health
P3 describes how an individual’s health is determined by a range of factors
P4 evaluates aspects of health over which individuals can exert some control
P5 describes factors that contribute to effective health promotion
P6 proposes actions that can improve and maintain an individual’s health
P7 explains how body systems influence the way the body moves
P8 describes the components of physical fitness and explains how they are monitored
P9 describes biomechanical factors that influence the efficiency of the body in motion
P10 plans for participation in physical activity to satisfy a range of individual needs
P11 assesses and monitors physical fitness levels and physical activity patterns
P12 demonstrates strategies for the assessment, management and prevention of injuries in
first aid settings (Option 1)
P13 develops, refines and performs movement compositions in order to achieve a specific
purpose (Option 2)
P14 demonstrates the technical and interpersonal skills necessary to participate safely in
challenging outdoor recreation activities (Option 4)
P15 forms opinions about health‐promoting actions based on a critical examination of

relevant information
P16 uses a range of sources to draw conclusions about health and physical activity concepts
P17 analyses factors influencing movement and patterns of participation
73
Physics Prelim ‐ Year 11

Nature of task Depth Study and In‐class Practical Investigation Yearly Examination
task Working and Report
Scientifically, Kinematics Waves and
Thermodynamics
Outcomes PH11/12‐1, PH11/12‐2, PH11/12‐1, PH11/12‐2, PH11/12‐1, PH11/12‐2,
assessed: PH11/12‐3, PH11/12‐4, PH11/12‐3, PH11/12‐4, PH11/12‐3, PH11/12‐4,
PH11/12‐5, PH11/12‐6, PH11/12‐5, PH11/12‐6, PH11/12‐5, PH11/12‐6,
PH11/12‐7, PH11‐8 PH11/12‐7, PH11‐10 PH11/12‐7, PH11‐8,
PH11‐9, PH11‐10, PH11‐
11
Skills in 20 20 20 60
Working
Scientifically
Understanding
Total % 30 30 40 100
74
A Student:
PH11/12‐1 develops and evaluates questions and hypotheses for scientific investigation
PH11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and
information
PH11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and
information
PH11/12‐4 selects and processes appropriate qualitative and quantitative data and information using
PH11/12‐5 analyses and evaluates primary and secondary data and information
PH11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and
PH11/12‐7 communicates scientific understanding using suitable language and terminology for a
PH11‐8 describes and analyses motion in terms of scalar and vector quantities in two dimensions
and makes quantitative measurements and calculations for distance, displacement, speed
velocity and acceleration
PH11‐9 describes and explains events in terms of Newton’s Laws of Motion, the law of
conservation of momentum and the law of conservation of energy
PH11‐10 explains and analyses waves and the transfer of energy by sound, light and
thermodynamic principles
PH11‐11 explains and quantitatively analyses electric fields, circuitry and magnetism
75
Society & Culture Prelim ‐ Year 11

Nature of task In Class Task Research Task Yearly Exam
The Social and Cultural Research Methods
World
Outcomes P1, P3, P5, P6, P7 P1, P2, P6, P7, P8, P9, P1, P2, P3, P4, P5, P6,
assessed: P10 P9, P10
understanding
of course
content
Application and 5 15 10 30
evaluation of
social and
cultural
research
methods
of
information,
ideas and
issues in
appropriate
forms
Total % 25 35 40 100
76
A Student:
P1 identifies and applies social and cultural concepts
P2 describes personal, social and cultural identity
P3 identifies and describes relationships and interactions within and between social and
cultural groups
P4 identifies the features of social and cultural literacy and how it develops
P5 explains continuity and change and their implications for societies and cultures
P6 differentiates between social and cultural research methods
P7 selects, organises and considers information from a variety of sources for usefulness,
validity and bias
P8 plans and conducts ethical social and cultural research
P9 uses appropriate course language and concepts suitable for different audiences and
contexts
P10 communicates information, ideas and issues using appropriate written, oral and graphic
forms
77
Software Design & Development Prelim ‐ Year 11

Nature of task Group project Individual project Written examination
Outcomes P3.1, P6.2, P6.3 P4.1, P4.2, P5.1, P5.2, P1.1, P1.2, P1.3, P2.1,
assessed: P6.2, P6.3 P2.2, P3.1, P4.1, P4.2,
P4.3, P5.1, P5.2, P6.1,
P6.3
understanding
of course
content
skills in the
design and
development
of software
solutions
Total % 20 40 40 100
78
A Student:
P1.1 describes the functions of hardware and software
P1.2 describes and uses appropriate data types
P1.3 describes the interactions between the elements of a computer system
P2.1 describes developments in the levels of programming languages
P2.2 describes the effects of program language developments on current practices
P3.1 identifies the issues relating to the use of software solutions
P4.1 analyses a given problem in order to generate a computer‐based solution
P4.2 investigates a structured approach in the design and implementation of a software

solution
P4.3 uses a variety of development approaches to generate software solutions and

distinguishes between these approaches
P5.1 uses and justifies the need for appropriate project management techniques
P5.2 uses and develops documentation to communicate software solutions to others
P6.1 describes the skills involved in software development
P6.2 communicates with appropriate personnel throughout the software development process
P6.3 designs and constructs software solutions with appropriate interfaces
79
Textiles and Design Prelim ‐ Year 11

Nature of task Preliminary Textile Elements and Principles Yearly Examination
Project 1 of Design
Experimentation
assessed: P3.1, P3.2, P4.1 P2.3, P4.1 P5.1, P5.2, P6.1
understanding
of course
content
Skills and 20 30 50
knowledge in
the design,
manufacture
and
management
of textiles
projects
Total % 25 40 35 100
80
A Student:
P1.1 describes the elements and principles of design and uses them in a variety of applications
P1.2 identifies the functional and aesthetic requirements and features of a range of textile
items
P2.1 demonstrates the use of a variety of communication skills, including computer‐based

technology
P2.2 develops competence in the selection and use of appropriate manufacturing techniques
and equipment
P2.3 manages the design and manufacture of textile projects
P3.1 identifies properties of a variety of fabrics, yarns and fibres
P3.2 justifies the selection of fabrics, yarns and fibres for end‐uses
P4.1 identifies and selects textiles for specific end‐uses based on analysis of experimentation
P5.1 examines the status of the Australian Textile, Clothing, Footwear and Allied Industries
within the global context
P5.2 investigates the range of career options in design, consumerism, manufacturing and retail
sectors of the Australian Textile, Clothing, Footwear and Allied Industries
P6.1 identifies and appreciates the factors that contribute to the quality and value of textiles in
society
81
Visual Arts Prelim ‐ Year 11

Nature of task Exploring Human Exploring Representation Yearly Examination
Representation/Identity Submitted artwork(s) Art Criticism and Art
Submitted artwork(s) exploring a range of History Written
VAPD record of the artmaking ideas, Examination
development of a techniques and
research based practice processes in relation to
informed by the ideas concepts of
and actions of artists place/environment.
ALARM written VAPD including the
response/s in class time selection of seminal
artworks annotated to
account for diversity of
practice
Outcomes P1, P3, P4, P7, P8, P9 P2, P4, P5, P6 P7, P8, P9, P10
assessed:
Artmaking 20 30 50
Art Criticism 15 35 50
and Art History
Art History
Total % 35 30 35 100
82
A Student:
P1 explores the conventions of practice in artmaking
P2 explores the roles and relationships between the concepts of artist, artwork, world and
audience
P3 identifies the frames as the basis of understanding expressive representation through the
making of art
P4 investigates subject matter and forms as representations in artmaking
P5 investigates ways of developing coherence and layers of meaning in the making of art
P6 explores a range of material techniques in ways that support artistic intentions
P7 explores the conventions of practice in art criticism and art history
P8 explores the roles and relationships between concepts of artist, artwork, world and
audience through critical and historical investigations of art
P9 identifies the frames as the basis of exploring different orientations to critical and
historical investigations of art
P10 explores ways in which significant art histories, critical narratives and other documentary
accounts of the visual arts can be constructed
83
Macquarie Park RTO 90222
School Name: NBSC Freshwater Senior Campus Student Competency Assessment Schedule
Course: Entertainment Industry - Preliminary 2020
Cluster A Cluster B Cluster C Cluster D

Yearly
Assessment Tasks for Safety
The Entertainment
Audio Operations Lighting Operations
Examination
Industry
Statement of Attainment towards
Week: 4 Week: 10 Week: 10 Week: 8 Week: 9/10
Certificate III in Live Production and Services CUA30415 Term: 1 Term:: 1 Term: 2 Term: 3 Term: 3
Code Unit of Competency
HSC Examinable Units of Competency

CPCCOHS1001A Work safely in the construction industry X
CUAIND301 Work effectively in the creative arts industry X
CUAWHS302 Apply work health and safety practices X X
CUASOU301 Undertake live audio operations X
CUASOU306 Operate sound reinforcement systems X
CUALGT301 Operate basic lighting X
CUASTA202 Assist with bump in and bump out of shows X
Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate III in Live Production and Services
CUA30415.
Schools may schedule examinations in preparation for the HSC exam. These do not form part of the RTO assessment requirements.
The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and
skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to
“competent”. A course mark is not allocated.
CUA30415 Entertainment Preliminary Assessment

84 Schedule August 2019
Macquarie Park RTO 90222
School Name: Freshwater Senior Campus Student Competency Assessment Schedule
Course: Preliminary Hospitality – Kitchen Operations and Cookery 2020
Cluster A Cluster B Cluster C

Getting ready for Intro to the Keeping Food Safe Yearly Examination
Assessment Tasks for work Commercial Kitchen
Certificate II in Kitchen Operations SIT20416 Week: 8/9/10
Week: 10 Week: 10 Week: 6
Term: 1 Term: 2 Term: 3 Term: 3
Code Unit of Competency
HSC Examinable Units of Competency

SITXFSA001 Use hygienic practices for food safety X
SITXWHS001 Participate in safe work practices X
SITHKOP001 Clean kitchen premises and equipment X
SITHCCC001 Use food preparation equipment X
SITXINV002 Maintain the quality of perishable items X

Participate in safe food handling
SITXFSA002 X
practices
SITHCCC002 Prepare and present simple dishes X
Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Kitchen Operations SIT20416 or a Statement of Attainment
towards Certificate II in Kitchen Operations SIT20416.
Schools may schedule examinations in preparation for the HSC. These do not form part of the RTO assessment requirements.
The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific
knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be
used leading up to “competent”. A course mark is not allocated.
SIT20416 Hospitality – Kitchen Operations Preliminary Assessment Schedule August 2019

85

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Senior Assessment Booklet

PRELIMINARY HSC 2020

* VET Subject Assessment Schedules at the back of the booklet

Summary of General Considerations

(i) Provide teachers and students with an indication of individual performances.

4. Assessment tasks will have different marking schemes.

Course Assessment Schedules

Details for VET course Assessment schedules are described elsewhere.

All tasks, excluding examinations, will be issued on gold paper.

Unsatisfactory assessment record

Advice to Students and Parents

Students will be assessed in both areas during each VET Course.

2. Higher School Certificate (HSC)

• 120 hour course - a minimum of 35 hours in a workplace

• progress towards the achievement of industry competencies

Ancient History Prelim ‐ Year 11

AH11‐4 accounts for the different perspectives of individuals and groups

Biology Prelim ‐ Year 11

BIO11‐10 describes biological diversity by explaining the relationships between a range of

Business Studies Prelim ‐ Year 11

P2 explains the internal and external influences on businesses

P4 assesses the processes and interdependence of key business functions

P5 examines the application of management theories and strategies

P6 analyses the responsibilities of business to internal and external stakeholders

P7 plans and conducts investigations into contemporary business issues

P8 evaluates information for actual and hypothetical business situations

P9 communicates business information and issues in appropriate formats

P10 applies mathematical concepts appropriately in business situations

Chemistry Prelim ‐ Year 11

Community & Family Studies Prelim ‐ Year 11

P1.2 proposes effective solutions to resource problems

P3.2 analyses the significance of gender in defining roles and relationships

P4.1 utilises research methodology appropriate to the study of social issues

P4.2 presents information in written, oral and graphic form

P5.1 applies management processes to maximise the efficient use of resources

P6.1 distinguishes those actions that enhance wellbeing

P6.2 uses critical thinking skills to enhance decision making

P7.3 appreciates the value of resource management in response to change

Dance Prelim ‐ Year 11

P2.2 identifies the body’s capabilities and limitations

P2.3 recognises the importance of the application of safe dance practice

P2.4 demonstrates appropriate skeletal alignment, body‐part articulation, strength, flexibility,

P3.1 identifies the elements of dance composition

P3.2 understands the compositional process

P3.3 understands the function of structure as it relates to dance composition

P3.4 explores the elements of dance relating to dance composition

P3.5 devises movement material in a personal style in response to creative problem‐solving

P3.6 structures movement devised in response to specific concept/intent

P3.7 values their own and others’ dance activities as worthwhile

P4.1 understands the socio‐historic context in which dance exists

P4.2 develops knowledge to critically appraise and evaluate dance

P4.4 develops skills in critical appraisal and evaluation

Design & Technology Prelim ‐ Year 11

P4.3 evaluates the processes and outcomes of designing and producing

P5.2 communicates ideas and solutions using a range of techniques

P6.2 evaluates and uses computer‐based technologies in designing and producing

Drama Prelim ‐ Year 11

‐Performance workshops ‐Individual performance ‐Group devised

P1.3 demonstrates performance skills appropriate to a variety of styles and media