Year 11 QCE Assessment Booklet 2019

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YEAR 11 ASSESSMENT QCE – 2019

CONTENTS:

PAGE NO.

IMPORTANT NOTICE TO STUDENTS …………………………………………………. 3 KEY ACADEMIC STAFF IN THE SENIOR SCHOOL …………………………………… 4 WELCOME MESSAGE - ACADEMIC CAPTAINS ………………………………………. 5 SENIOR ASSESSMENT POLICY………………………………………………….……… 6 - 12

POLICY STATEMENT – COPYRIGHT ...………….…………………………….……….. 13

REFERENCING YOUR ASSIGNMENTS ……….………………………………………… 14 - 17

ASSESSMENT PROGRAMMES (Course Outlines) ………..…………………………….. 18 - 44

APPENDICES:

A - Missed Test/ Examination form ………………………………………………………….. 45 B - Application for Extension – Assessment Other Than Examination/Test form …………… 46

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IMPORTANT NOTICE TO STUDENTS This booklet is vitally important to you as it contains ALL assessment, exam and test dates for ALL subjects offered at your particular year level. • Please download the electronic version of this booklet onto your desktop OR print out relevant pages. • Transfer/copy all relevant dates into your student diary. • Look ahead and use these details to plan for assignments, exams and tests. PLEASE NOTE: • For Year 11 QCE students Unit 1 will finish early May and Unit 2 will finish at the end of Term 3. Unit 3 will begin in Term 4. • Due dates of alternative assessments will not be altered unless under exceptional circumstances. • You should always expect to receive your alternative assessment sheets on the stated date. • You should always expect to have your tests/examinations on the stated dates. • Extensions for Years 11 and 12 students are granted by the Deputy Headmaster, Dr Michael Brohier and the Dean of Studies, Mrs Karen Crowley. • Dean of Studies Mrs Karen Crowley is available to answer questions about subject choices, career options, and tertiary entrance pathways.

Dr Michael Brohier Deputy Headmaster

Mrs Karen Crowley Dean of Studies

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KEY ACADEMIC STAFF IN THE SENIOR SCHOOL

Your Heads of Department and Assistant Heads of Department for all Senior subjects are listed below.

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WELCOME MESSAGE AND 2019 ACADEMIC CAPTAINS

Welcome to Somerset College. The assessment booklet will be the official guide for your academic studies at Somerset College. The booklet’s primary purpose is to assist students with their academic studies. It contains assessment due dates, a guide to Harvard Referencing and the College’s Academic Integrity Policy. You should enter all assessment dates into your College diary and your phone calendar, yearly planner or whichever system you use to organise your school year. It is essential that time is managed effectively (don’t leave work to the last minute!). If you have trouble understanding something, don’t be afraid to ask someone. You also need to have a healthy and balanced lifestyle, which includes time for school, yourself and others. If you are in Years 7 to 11, now is the time to find out what learning method works for you. While academic success is important in these years, it is also vitally important that you understand how to study effectively in preparation for your final year of school. For Year 12 students, it is your final year. Best of luck and don’t forget to enjoy the experience. As said by Malcolm Forbes, ‘ The purpose of education is to replace an empty mind with an open one. ’ In 2019, we encourage you to approach your studies as a way to expand your knowledge and increase your understanding of the world. Learning isn’t just a process of ticking boxes on a curriculum or course outline – it’s about exploration, enrichment and personal growth. We encourage you to do the best that you can do. If you need help regarding your studies or College life, feel free to come and talk to your Academic Captains, as shown below. Best of luck to all students for 2019.

Joanne Joe

Zachary Lai

2019 Academic Captain

2019 Academic Captain

“Live as if you were to die tomorrow. Learn as if you were to live forever.” ~ Mahatma Gandhi

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SENIOR SCHOOL ASSESSMENT (QCE) POLICY STATEMENT OF INTENT This new QCE Senior School Assessment Policy details procedures to be followed for: 1. Tests/Examinations 2. Alternative Assessment tasks other than examinations 3. Late and non-submission of assessment items 4. Academic Integrity 5. Students with documented learning difficulties. RELEVANT LEGISLATION AND POLICY QCE and QCIA policy and procedures handbook 2019 covering: • Late and non-submission of student responses to assessment instruments in General and Applied subjects • Access Arrangements and Reasonable Adjustments (AARA) in General and Applied Subjects • Academic Integrity • Assessment Requirements PRINCIPLES FOR ASSESSMENT TASKS The following principles will inform Somerset College policy: 1. Evidence about student achievement will be gathered in a continuous process throughout the course of the teaching, learning and assessment program. 2. Expectations of assessment instruments and due dates will be made clear to teachers, students and their parents/guardians. 3. Procedures will be enacted consistently across subjects within the school in a fair and equitable manner. 4. Processes will be put in place by the College to intervene in order to avoid cases of late and non- submission. Judgments of student responses will only be made: 1. Where there is student work to match with assessment standards and Instrument-specific Marking Guides (ISMG’s) 2. Using assessment standards and ISMG’s 3. Based on evidence available on or before the due date In cases of non-submission of student responses to assessment instruments, standards are not awarded when there is no evidence.

“You can never be overdressed or overeducated” ~ Oscar Wilde

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SENIOR SCHOOL ASSESSMENT POLICY RESPONSIBILITIES OF STAKE HOLDERS TOWARDS ASSESSMENT AT SOMERSET COLLEGE College Responsibilities • Publish all assessment dates; • Provide students with assessment instruments in an appropriate time frame; • Provide feedback to students on assessment tasks in a timely manner; • Enact procedures which make sure that a consistency of standards is kept in the marking of assessment instruments; • Inform parent/guardian in a timely manner when students do not meet their responsibilities as outlined below. Student Responsibilities • Do their very best job on all assessment tasks; • Ensure all assessment tasks submitted are their original work; • Use the College Reference Policy; • Present a draft/progress check to teachers for each assessment (other than tests/examinations); • Submit all assessment tasks (other than tests/examinations) by the due date via ‘Turnitin’, and via hard copy; • Complete a ‘Missed Test/ Examination’ form (Appendix A) or ‘Application for Extension – Assessment Other Than Examination/Test’ form (Appendix B) prior to the due date and submit to the Deputy Headmaster, providing support documentation to validate the extension. Parent/Guardian Responsibilities • Encourage students to be present for all tests/examinations and to submit all drafts and final assessment instruments by the due date; • Inform the appropriate staff of any difficulties concerning the completion of assessment items and provide documentary evidence. PROCEDURE FOR MISSED TESTS/EXAMINATIONS 1. Parent/Guardian advises Deputy Headmaster of absence at the earliest opportunity. Advice is given that documentary evidence is needed. 2. Student completes a missed test/examination form (available in Schoolbox) at the earliest opportunity, attaches documentary evidence and hands same to Deputy Headmaster on the day of return to College. 3. Students sit for the test/examination as soon as they return to school or if during a Block Examination at the earliest opportunity in the Block session. 4. Deputy Headmaster submits to Administrator of Academic Services to place on student file.

“Education is the ability to listen to almost anything without losing your temper or your self-confidence.” ~ Robert Frost

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SENIOR SCHOOL ASSESSMENT POLICY PROCEDURE FOR ASSESSMENT ITEMS OTHER THAN TESTS/EXAMINATIONS Fairness to all students and the integrity levels of achievement reported for senior certification requires that no student be exempted from meeting the mandatory requirements of a syllabus for General and Applied subjects. The judgment of a student’s achievement for an area of learning is informed by what a student knows and can demonstrate. If, through non-submission of assessment, a student does not provide this evidence, a judgment cannot be made. For frequent non-submission of assessment tasks a student has not met the mandatory requirements of the syllabus and the student and the QCAA must be notified that no result for that subject will appear on the Senior Statement. In cases where students do not submit a response to an assessment instrument by the due date, judgments will be made using evidence available on or before the due date. DUE DATE Timely submission of assessments is essential. Timely submission of assessment is considered to be by 8.00am on the day it is due by electronic submission via ‘Turnitin.’ A hard copy will be due in class on the due date or if there is no class then handed to the teacher before school. The work (even if incomplete) will be marked, commented upon, and credited towards the student’s result. As a first step, a Progress Check or Draft is compulsory for all items of work. Each subject will give students clear due dates for the draft. This draft is important, as it will serve as the final piece of work if a student should fail to hand in their final copy. Non submission of progress checks or drafts will mean that parents will be notified by email. For predominantly non-written pieces of assessment, e.g. orals and multi modals, the due date for written support material to be submitted to ‘Turnitin’ will also be 8.00am on the first day of presentation with all hard copies due on the first day of presentation. Unless otherwise organised by the class teacher, students must be ready for presentation in class on the due date.

“When you know better you do better” ~ Maya Angelou

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SENIOR SCHOOL ASSESSMENT POLICY REQUEST FOR AN EXTENSION OF TIME TO COMPLETE AN ASSESSMENT TASK (Years 7 to 10 MYP/ Years 11 and 12 QCE or IB DIPLOMA) An extension of time to complete an assessment task will be granted only in cases of genuine prolonged illness or exceptional circumstances . Parents/Guardians who believe that their student/child has a case for an extension of time should get their student/child to apply to Deputy Headmaster prior to the due date to discuss relevant circumstances. Acceptable evidence, supported by documentation, must be presented and be accompanied by a completed ‘Application for Extension – Assessment other than Examination/Test’ form (Appendix B). Students should be able to provide evidence of work done to that point in time. Each case will be considered on its merit. The Deputy Headmaster, (or the Dean of Studies, in his absence), in consultation with the appropriate Head of Department, are the only persons authorised by the Headmaster to give an extension. The class teacher may also be asked to provide a relevant comment on the appropriateness of granting the extension. STEPS FOR REQUESTING EXTENSION FOR ASSESSMENT 1. Student requests extension by downloading (from Schoolbox) and completing an Application for Extension – Assessment other than Examination Form and attaching evidence of reason for extension and evidence of work done to that point in time; 2. Student takes form to Subject teacher for input; 3. Student takes form to Head of Department; 4. Student submits form to the Deputy Headmaster or The Dean of Studies if he is not available, for verification; 5. Deputy Headmaster submits to Administrator – Academic Services to place on student file for purposes of record keeping. ASSESSMENT TASK SUBMITTED LATE WITHOUT EXTENSION APPROVAL When an assessment task is submitted late without an extension approval, the assessment task will be commented on, but the final result will be based on the work and/or rough draft submitted by the student during the assessment task process. An email is sent home outlining the missed assessment. NON-SUBMISSION OF AN ASSESSMENT TASK In regard to non-submission of an assessment item, consideration needs to be given as to whether a level of achievement can be awarded for the Unit where non-submission occurred. Students will still be required to submit the outstanding assessment item.

“Intelligence plus character - that is the goal of true education” ~ Martin Luther King Jr.

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SENIOR SCHOOL ASSESSMENT POLICY

ORIGINAL WORK All assessment tasks submitted must be the original work of the students and all references used must be acknowledged. Refer to the Somerset College Referencing Guide and the Academic Integrity Policy. ACADEMIC INTEGRITY Academic Integrity is vitally important in maintaining and growing the atmosphere of intellectual inquiry at Somerset College. Academic Integrity is a generic term that encompasses ALL breaches of unacknowledged borrowing. The word integrity is used to describe a person’s honesty, moral principles and strength of character. Choosing to display integrity is an important behavior, and one that applies to all aspects of your life, both now and into the future. Displaying and upholding Academic Integrity is everyone’s responsibility including the following groups: • the Queensland Curriculum and Assessment Authority (QCAA)

• schools • teachers • students • tutors • parents/carers/others in a support role.

The QCAA QCE and QCIA Policy and Procedures Handbook 2019, lists the following types of academic misconduct and examples of behaviours. The types of misconduct and examples listed are not exhaustive.

Examples

Type of misconduct

Cheating while under supervised conditions

A student: • begins to write during perusal time or continues to write after the instruction to stop writing is given • uses unauthorised equipment or materials • has any notation written on the body, clothing or any object brought into an assessment room • communicates with any person other than a supervisor during an examination, e.g. through speaking, signing, electronic device or other means such as passing notes, making gestures or sharing equipment with another student. When: • more than one student works to produce a response and that response is submitted as individual work by one or multiple students • a student assists another student to commit an act of academic misconduct • a student gives or receives a response to an assessment. A student: • pays for a person or a service to complete a response to an assessment • sells or trades a response to an assessment. A student: • deliberately or knowingly makes it possible for another student to copy responses • looks at another student’s work during an exam • copies another student’s work during an exam.

Collusion

Contract cheating

Copying work

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Disclosing or receiving information about an assessment

A student: • gives or accesses unauthorised information that compromises the integrity of the assessment, such as stimulus or suggested answers/responses, prior to completing a response to an assessment • makes any attempt to give or receive access to secure assessment materials.

Fabricating

A student: • invents or exaggerates data • lists incorrect or fictitious references

Impersonation

A student arranges for another person to complete a response to an assessment in their place, e.g. impersonating the student in a performance or supervised assessment. A student completes a response to an assessment in place of another student. A student distracts and/or disrupts others in an assessment room. A student completely or partially copies or alters another person’s work without attribution (another person’s work may include text, audio or audiovisual material, figures, tables, design, images, information or ideas). A student duplicates work or part of work already submitted as a response to an assessment instrument in the same or any other subject. A student arranges for, or allows, a tutor, parent/carer or any person in a supporting role to complete or contribute significantly to the response

Misconduct during an examination

Plagiarism or lack of referencing

Self-plagiarism

Significant contribution of help

It is important to qualify that in most student essays, a significant portion of the information is usually derived from the work of others. Despite this, it is important to distinguish this sourced information from your own contribution to the material. In intellectual circles where ideas are the currency of exchange, it is regarded as highly improper to conceal your sources. The ideas must be sufficiently documented to allow accurate identification of the source, whether it is a book, article, or electronic source (written or oral). (Acknowledgement – Deakin University) If a circumstance should arise that a student at the College is deemed to have committed an act of academic misconduct, that student may be required to undergo a formal process of investigation. This process will constitute, in the first instance, attending a meeting convened by the Deputy Headmaster. Also attending this meeting will be the relevant Head of Department. The penalty to be incurred by the student will be decided on a case by case basis , taking into account all circumstances (perhaps some extenuating) prevailing at the time of the incident. It is important to note that the prime purpose of the penalty will be to redirect the focus of the

students and to support a learning process for life, instead of being punitive. Consequences may include any or some combination of the following: • loss of all marks or a portion of marks for that assignment

• details noted on the student’s file • submission of a new assignment • marking of the draft • counselling of the student

“Give a girl an education and introduce her properly into the world, and ten to one but she has the means of settling well, without further expense to anybody.” ~ Jane Austen

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SENIOR SCHOOL ASSESSMENT POLICY

PROCEDURE FOR ACCESS ARRANGEMENTS AND REASONABLE ADJUSTMENTS (AARA) OF ASSESSMENT ITEMS Students and/or parents/ guardians can apply for reasonable educational adjustments if they consider that the student’s learning or assessment has or will be seriously affected. As stated in the QCAA QCE and QCIA Policy and Procedures Handbook 2019, grounds for AARA are to minimize, as much as possible, barriers for a student whose disability, impairment, medical condition or other circumstances may affect their ability to read, respond to or participate in assessment. Students are not eligible for AARA on the following grounds: • unfamiliarity with the English language • teacher absence or other teacher-related difficulties • matters that the student could have avoided (e.g. misreading an examination timetable or misreading instructions) • matters of the student’s or parent’s/carer’s own chosing (e.g. family holidays) • matters that the school could have avoided (e.g. incorrect enrolment in a subject) Students and/or parents/guardians need to contact the Dean of Studies to arrange an interview and formally apply AARA. AARA does not exempt the students from completing or submitting assessment items. Students who have permanent disability or chronic illness, which affect their general performance, cannot receive special treatment in the calculation of exit achievement levels. It is not possible to tell how much better students would have performed had they not incurred this circumstance. In these cases, Year 12 students are able to apply for special consideration through QTAC (Queensland Tertiary Admission Centre) if they intend to apply for tertiary courses . The Dean of Studies can assist these students with this process. PROCEDURE FOR STUDENTS WITH DOCUMENTED LEARNING DIFFICULTIES 1. Identify eligible students on the current support list 2. Provide eligible students with AARA as appropriate to their needs. 3. Extra time will be allocated on the basis of 5 minutes for every 30 minutes of testing, all or part of which may be used for extra perusal time or extra completion time. This determination will be made in consultation with the Dean of Studies. The principle of providing extra time for learning support students with documented need for AARA will be maintained in Units 1 and 2, however will need to be approved by the QCAA for Units 3 and 4 via an application process. Teachers will be made aware of which students are eligible for extra time in each class/subject area. Heads of Departments and the Learning Enhancement teacher will make suitable arrangements for the administration of extra time.

Eragon looked back at him, confused. “I don't understand ". “Of course you don't," said Brom impatiently. "That's why I'm teaching you and not the other way around.” ~ Christopher Paolini

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POLICY STATEMENT – COPYRIGHT

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STATEMENT Somerset College has strict guidelines in relation to copyright and plagiarism.

2.

THE LAW Copyright Act 1968 (Cth)

3. PRINCIPLES As an educational institution the College has clear responsibilities in relation to copyright legislation. These responsibilities include: a) adhering to the provisions of the Copyright Act 1968 (Cth) b) notifying and informing staff and students of their responsibilities and obligations. 4. DEFINITION Copyright protects material such as; • Written Material • Artistic Works • Musical Works • Dramatic Works • Computer Programmes • Compilations – such as directories and databases • Cinematograph Films • Sound Recordings • Broadcasts • Published Editions An idea or concept, in itself, is not protected by copyright. Factual information, systems, methods or techniques, are also not protected by copyright laws. 5. IMPLEMENTATION OF THE POLICY Using copyright material in a way that is exclusively controlled by the copyright owner, requires permission unless the copyright has expired or a special exception to infringement applies. Failure to acquire permission will usually be an infringement of copyright. Using part of the work may also be an infringement of copyright if the part is important to the piece. Copyright can also be infringed if a teacher authorises an infringement by a student. There are some special provisions to copyright laws that apply to educational institutions that allow material to be used without the permission of the owner if used for educational purposes. Further information regarding these provisions can be acquired from the College’s Information Services team in the Knowledge and Information Precinct, from the Copyright page on http://library.somerset.qld.edu.au or from www.copyright.org.au

“Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilised by education: they grow there, firm as weeds among stones.” ~ Charlotte Brontë

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REFERENCING YOUR ASSIGNMENTS Referencing, or citing, means acknowledging the sources of information and ideas you have used in an assignment. It means that whenever you write an assignment that requires you to find and use specific information you must acknowledge where you have found the information. WHY REFERENCE? You should not write an assignment that is made up of just general, unsupported statements. You need to use ideas and facts collected by others to support your arguments. The referencing in your assignment shows where these ideas have come from. By using references appropriately, you will show the breadth and quality of your research and avoid plagiarism. THE ‘RULES’ OF REFERENCING There are three main rules of referencing: 1. A reference must be included every time you use someone else’s ideas or information. 2. A reference must be included when you: • paraphrase (express someone else’s unique idea in your own words) • quote (express someone else’s ideas in their exact words) • copy (reproduce a diagram, graph or table from someone else’s work). 3. Each reference must appear in two places: • in the text of your assignment each time it is used (the in-text reference) • on the last page of your report in a more detailed summary of sources used called a Bibliography .

There are different ways of doing this but at Somerset College you are expected to use the Harvard system of referencing.

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THE HARVARD REFERENCING SYSTEM

In this referencing system each source of information must be: • shown each time you use it in the text of your assignment (the in-text reference) AND • listed once in the Bibliography at the end of your assignment. THE IN-TEXT REFERENCE When you cite (identify) references in the text of your assignment you must include: • either the author’s or editor’s surname (family name) or the organisation responsible. Do not include given (Christian) names or initials • the year of publication • page number/s if appropriate and where available. For example: Up to 30% of school students get insufficient sleep to maintain optimum intellectual functioning. (Johnston, 2003, p.45) OR In his studies of school students Johnston (2003, p.45) found that 30% of school students got insufficient sleep to maintain optimum intellectual functioning. OR “Of the 250 students studied 30% showed tiredness induced impairment when asked to complete the more complex tasks.” (Johnston, 2003, p.45)

You need to use In-text Referencing when you: • use a direct quote from an original source. • summarise an idea from a particular page. • copy tables or figures or provide particular details like a date.

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EXAMPLES OF REFERENCING USING HARVARD BOOKS Basic format for books: author’s family name, Initial/s year, title of book , publisher, place of publication.

Example

Setting out your in-text reference

The entry in the Bibliography

Book with single author

Escritt (2000) argues that Pollock caused this… OR Pollock’s caused this. (Escritt 2000, p.3)

Escritt, S 2000, Art nouveau, Phaidon, London.

Book with more than 2 authors As suggested by Sandler et al. (1995, p.14) …

Sandler, MP, Patton, JA, Coleman, RE, Gottschalk, A, Wackers, FJ and Hoffere, PB 1995, Diagnostic nuclear medicine, Williams and Wilkins, Baltimore Derham, F 2001, Art for the child under seven, 7 th edn, Australian Early Childhood Association, Watson, ACT. Anon. 2001, Hutchinson Encyclopaedia of the 20 th Century , Oxford University Press, Oxford. des Jardins, M 1998, How to succeed in postgraduate study, Applied Ecology Research Group, University of Canberra, viewed 26 April 2001,

2nd or later edition of a book

Several characteristics support this (Derham 2001, p.46) and …

Encyclopedia or Dictionary - no author

The Hutchinson encyclopaedia (2001, p.231) defines ethics as … This is clarified by des Jardins (1998, p.1) who identifies … … was clearly the most successful (de Jardins 1998, p.1) Page number gained by going to “Print-Preview” under File menu) An overview of lung cancer was provided in Lung Cancer (2009) and … This significantly heightened the rise of Cancer developing. (Anon, www.health, p.3) As lonesco described (2001) in his article … OR … was at 46% (Advertiser 2001, p.10) … was claimed in the Advertiser (23 October 2008, p.10)

Document on the Web

Document on Web with no author

Anon. 2004, Lung Cancer., msn Health, viewed 12 June 2009,

Newspaper article (with author)

lonesco, J 2001, ‘Federal election: new Chipp in politics’, Advertiser 23 October, p.10. Note: An initial ‘the’ in English language newspaper titles is omitted Advertiser 2008, ‘Federal election: new Chipp in politics’, 23 October, p.10

Newspaper article (no author)

NOTE: There are very good articles available at the borrowing desk in the Knowledge and Information Centre to help you correctly set out both your referencing and bibliography.

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THE BIBLIOGRAPHY

When you set out your Bibliography you need to ensure that it: • is arranged alphabetically by author’s family name

• is a single list - books, journal articles and electronic sources are listed together (not separated) • includes the full details of your in-text references (author, date, title, publishing details) It is not necessary for you to list everything that you may have read, just those you have used. A MODEL OF YOUR BIBLIOGRAPHY Book Source: The main elements required for a book are set out in this order: author, date, title , publisher, place of publication

Year of publication followed by a comma - no brackets

Author’s family name followed by a comma, then initial(s)

Title of the book in italics, followed by a comma. Upper case used for first word.

Daly, J, Speedy, S and Jackson, D 2004, Nursing leadership, Elsevier, Sydney.

Electronic Source:

Author’s name followed by a comma and the initial(s)

Year of publication followed by a comma - no brackets

Title of the article in italics, followed by a comma

Thomas, S 1997, Guide to personal efficiency, Adelaide University, viewed 6 January 2004, .

Date accessed from www - comma after year

The internet address (URL) is enclosed in < and >, with the full address and followed by a full stop if at the end of the item.

Source: Anon, University of South Australia. Style manual for Authors, Editors and printers, 2002. http://www.library.unisa.edu.au/ Accessed 2/11/09

REFERENCING USING THE HARVARD AUTHOR-DATE SYSTEM can be viewed in full by going to https://lo.unisa.edu.au/course/view.php?id=3839

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YEAR 11 QCE COURSE OUTLINES AND ASSESSMENT PLANS for 2019

Students and parents please note: The following pages provide course outlines and assessment outlines of all subjects offered.

“The educated differ from the uneducated as much as the living differ from the dead.” ~ Aristotle

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YEAR 11 ANCIENT HISTORY (QCE)

SUBJECT OVERVIEW Ancient History is concerned with studying people, societies and civilisations of the past, from the development of the earliest human communities to the end of the Middle Ages. Students explore the interaction of societies and the impact of individuals and groups on ancient events and ways of life, enriching their appreciation of humanity and the relevance of the ancient past. Ancient History illustrates the development of some of the distinctive features of modern society which shape our identity, such as social organisation, systems of law, governance and religion. Ancient History highlights how the world has changed, as well as the significant legacies that exist into the present. This insight gives context for the interconnectedness of past and present across a diverse range of societies. Ancient History aims to have students think historically and form a historical consciousness. A study of the past is invaluable in providing students with opportunities to explore their fascination with and curiosity about stories of the past and the mysteries of human behaviour. In studying Ancient History, students will learn about: Archaeological evidence in making historical judgements, beliefs, rituals and funery practices, Alexander the Great and Egypt’s Akhenaten. YR 11 COURSE OUTLINE UNIT FOCUS 1. Investigating the Ancient World

In Unit 1, students investigate how the ancient past has been represented. Students explore the remaining sources and how they have been interpreted. Students focus on issues relevant to the investigation of the Ancient World in order to develop the skills of historiography. Students study issues related to evidence, including authentication, preservation, ownership and/or display of material from the Ancient World. Students also investigate how people lived in the Ancient World through an examination of the evidence of the social, political and economic institutions, and other significant features of society. In Unit 2, s tudents investigate key personalities of the Ancient World in the context of their times. Students examine the social, political and economic institutions in which the personality is positioned and focus on an analysis and evaluation of the differing ways in which they have been interpreted and represented from ancient to modern times. Students consider the attributes that characterise a significant ancient personality and the driving forces behind such individuals. In Unit 3, students investigate significant historical periods through an analysis of relevant archaeological and written sources. Students examine how these sources have been used to construct an understanding of relevant social, political, religious and economic institutions and practices, key events and individuals of a historical period. This unit allows for greater focus on historiography and challenges associated with an interrogation of evidence. Students analyse the usefulness of a wide range of sources and the contribution of research and scholarship to the reconstruction of a historical period. Students develop their understanding of changing interpretations over time and appreciate the contestable nature of history and the value of the ancient past.

2. Personalities in their times

3. Reconstructing the Ancient World

YR 11 ASSESSMENT OVERVIEW

UNIT

TASK

ISSUE DATE

DUE DATE

Term 1 Week 7

1

1. Investigation – independent source investigation 2. Examination – short response 3. Investigation – historical essay based on evidence 4. Examination – essay in response to historical sources

Term 1 Week 3

Term 2 Week 3 Term 2 Week 9

2

Term 2 Week 4

Term 3 Week 6-8

3

To be assessed in Year 12

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YEAR 11 BIOLOGY (QCE)

SUBJECT OVERVIEW BIOLOGY is a course of study consisting of four units, completed over two years. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners. Only results for Units 3 and 4 will contribute to ATAR calculations. YR 11 COURSE OUTLINE UNIT FOCUS 1. Cells and Multicellular Organisms

In Unit 1, students explore the ways biology is used to describe and explain how the structure and function of cells and their components are related to the need to exchange matter and energy with their immediate environment. An understanding of the structure and function of cells is essential to appreciate the processes vital for survival. Students investigate the structure and function of cells and multicellular organisms. In Unit 2, students explore the ways biology is used to describe and explain the responses of homeostatic mechanisms to stimuli and the human immune system. An understanding of personal and communal responses is essential to appreciate personal lifestyle choices and community health. Students develop scientific skills and conceptual understanding in homeostasis, the immune system and the relationships between global, community and individual immunity. In Unit 3, students explore the ways biology is used to describe and explain: the biodiversity within ecosystems; a range of biotic and abiotic components; species interactions; adaptations of organisms to their environment; principles of population dynamics; and how classification systems are used to identify organisms and aid scientific communication.

Topic 1: Cells as the basis of life Topic 2: Multicellular organisms

2. Maintaining the internal environment Topic 1: Homeostasis Topic 2: Infectious disease

3. Biodiversity and the inter- connectedness of life Topic 1: Describing biodiversity Topic 2: Ecosystem dynamics

YR 11 ASSESSMENT OVERVIEW

UNIT

ASSESSMENT TASK

ISSUE DATE

DUE DATE

1

1. Student Experiment Time: 10 hours class time Length: written (e.g. scientific report) 1500– 2000 words 2. Data Test Time: 60 minutes plus 10 minutes perusal Length: up to 500 words in total 3. Research Investigation Time: 10 hours class time Length: written (e.g. scientific essay) 1500–2000 words

Term 1 Week 5

Term 1 Week 10

Term 2 Week 3

Term 2 Week 3

2

Term 3 Week 1

Term 3 Week 5

4. Internal Examination Unit 1 and Unit 2 To be assessed in Year 12

Term 3 Week 6

Term 3 Week 6-8

3

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YEAR 11 BUSINESS (QCE)

SUBJECT OVERVIEW Business provides opportunities for students to develop business knowledge and skills to contribute meaningfully to society, the workforce and the marketplace and prepares them as potential employees, employers, leaders, managers and entrepreneurs. In studying Year 11 Business, students will learn about: business creation, business growth, and business diversification YR 11 COURSE OUTLINE UNIT FOCUS 1. Business Creation

In Unit 1, students explore fundamental business concepts, strategies and processes relating to strategic planning, business environments, leadership, management, entrepreneurship, human resources, finance, marketing, operations and technology. Students investigate the creation of business ideas and the business life cycle before focusing on the challenges of the seed stage. SWOT, PEST and break-even analytical tools are used to analyse strategic planning, stakeholders, competitors and the business environment. In Unit 2, students explore concepts, strategies and processes used by businesses in the start-up and growth stages of the business life cycle. Students explore leadership and management across the key business functions, including financial, human resources, marketing and operations in the growth stage. Analytical tools, including SWOT, PESTLE and break-even analyses are used to analyse and interpret the implications of establishing a business. Market entry is analysed and interpreted using the analytical tools SWOT analysis, USP analysis and power interest grid. In Unit 3, students explore strategies and practices used by businesses in the maturity stage of the business life cycle. Students investigate diversification strategies, with a specific focus on expansion into global markets, and emerging strategies providing a competitive advantage. Analytical tools, including SWOT, STEEPLE, USP and cost-benefit analyses and power interest grid are used to analyse the challenges businesses experience when trying to differentiate and expand.

2. Business Growth

3. Business Diversification

YR 11 ASSESSMENT OVERVIEW

UNIT

TASK

ISSUE DATE

DUE DATE

1

1. Investigation Research Report

Term 1 Week 4

Draft due: Term 1 Week 6 Final due: Term 1 Week 8 Term 2 Week 3 Term 2 Week 9 Term 3 Week 5

2. Examination combination response 3. Examination combination response

2

Term 2 Week 9 Term 2 Week 9

4. Feasibility Report To be assessed in Year 12

3

21

YEAR 11 CHEMISTRY (QCE) SUBJECT OVERVIEW

CHEMISTRY is a course of study consisting of four units, completed over two years. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners. Only results for Units 3 and 4 will contribute to ATAR calculations. YR 11 COURSE OUTLINE UNIT FOCUS 1. Chemical Fundamentals – Structure, Properties and Reactions Topic 1: Properties and structure of atoms Topic 2: Properties and structure of materials Topic 3: Chemical reactions – reactants, products and chemical change In Unit 1, students relate matter and energy in chemical reactions as they consider the breaking and reforming of bonds as new substances are produced. The properties of a material depend on, and can be explained by, the material’s structure. A range of models at the atomic and molecular scale enable explanation and prediction of the structure of materials, and how this structure influences properties and reactions.

2. Molecular interactions and reactions Topic 1: Intermolecular forces and gases Topic 2: Aqueous solutions and acidity Topic 3: Rates of chemical reactions

In Unit 2, students develop their understanding of the physical and chemical properties of materials including gases, water, aqueous solutions, acids and bases. Students explore the characteristic properties of water that make it essential for physical, chemical and biological processes on Earth, including the properties of aqueous solutions. They investigate and explain the solubility of substances in water, and compare and analyse a range of solutions. They learn how rates of reaction can be measured and altered to meet particular needs. In Unit 3, students explore the reversibility of reactions in a variety of chemical systems at different scales; acid-base equilibrium systems and their applications; the principles of oxidation and reduction reactions; and the production of electricity from electrochemical cells. Processes that are reversible will respond to a range of factors and can achieve a state of dynamic equilibrium, while contemporary models can be used to explain the nature of acids and bases, and their properties and uses.

3. Equilibrium, Acids and Redox Reactions Topic 1: Chemical equilibrium systems Topic 2: Oxidation and reduction

YR 11 ASSESSMENT OVERVIEW

UNIT

ASSESSMENT TASK

ISSUE DATE

DUE DATE

1

1. Research Investigation

Term 1 Week 5

Term 1 Week 10

Time: 10 hours class time Length: written (e.g. scientific essay) 1500–2000 words 2. Data Test Time: 60 minutes plus 10 minutes perusal Length: up to 500 words in total Time: 10 hours class time Length: written (e.g. scientific report) 1500– 2000 words 3. Student Experiment

Term 2 Week 3

Term 2 Week 3

2

Term 2 Week 4

Term 2 Week 9

End 1 & 2

4. Internal Examination

Term 3 Week 6

Term 3 Week 6 - 8

Unit 1 and Unit 2

3

To be assessed in Year 12

22

YEAR 11 DIGITAL SOLUTIONS (QCE)

SUBJECT OVERVIEW DIGITAL SOLUTIONS is a course of study consisting of four units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations. YR 11 COURSE OUTLINE UNIT FOCUS 1. Creating with code In Unit 1, students will explore the creative and technical aspects of developing interactive digital solutions. They investigate algorithms, programming features and useability principles to generate small interactive solutions using programming tools and gain a practical understanding of programming features. This allows them the opportunity to explore existing and developing trends involving digital technologies.

2. Application and data solutions

In Unit 2, students are required to engage with and learn subject matter through the use of the various phases of the problem-solving process in Digital Solutions. Students will optimise a given database and use programming skills acquired in Unit 1 to write procedural text-based code to generate a solution that interacts with an existing database via structured query language (SQL). Students will plan, develop and generate the interface and code to enable the user to insert, update, retrieve and delete data using an existing database via SQL. Prior to inserting the data, the system will validate the data being entered to ensure its integrity and reliability for use and storage. Retrieved data will be displayed to the user in an appropriate format, such as text or a symbolic visual form. In Unit 3, students are required to engage with and learn subject matter through the use of the various phases of the problem-solving process in Digital Solutions. Students analyse the requirements of particular groups of people, and use knowledge and skills of problem-solving, computational, design and systems thinking. They will determine data requirements and use available resources to create prototyped digital solutions by programming and developing user interfaces to improve user experiences. Students will do this through one of the technology contexts: web or mobile applications, interactive media, or intelligent systems (which use microcontrollers, sensing or control boards).

3. Digital innovation

YR 11 ASSESSMENT OVERVIEW

UNIT

TASK

ISSUE DATE

DUE DATE

1

1. Investigation — technical proposal (20%) multimodal presentation, 9–11 minutes 2. Project — digital solution (30%) 8–10 A3 pages 2–4-minute video recording of digital solution 4–6 A4 pages of code with annotations 3. Project — folio (25%) 8–10 A3 pages 2–4 A4 pages of code with annotations 1–2-minute video recording of functionality

Term 1 Week 1

Term 1 Week 5

Term 1 Week 1

Term 2 Week 2

2

Term 2 Week 5

Term 3 Week 2

4. Examination (25%) 2 hours plus perusal (15 minutes) To be assessed in Year 12

Term 3 Week 6-8

3

23

YEAR 11 DRAMA (QCE)

SUBJECT OVERVIEW

DRAMA is a course of study consisting of four units. Subject matter, learning experiences and assessment increase in complexity from Units 1 and 2 to Units 3 and 4 as students develop greater independence as learners. Units 1 and 2 provide foundational learning, which allows students to experience all syllabus objectives and begin engaging with the course subject matter. Students should complete Units 1 and 2 before beginning Unit 3. It is recommended that Unit 3 be completed before Unit 4. Units 3 and 4 consolidate student learning. Only the results from Units 3 and 4 will contribute to ATAR calculations. YR 11 COURSE OUTLINE UNIT FOCUS 1. Share

In Unit 1, students explore the importance of drama as a means to tell stories and share understandings of the human experience in a range of cultures, including those of Aboriginal peoples and Torres Strait Islander peoples, and/or those from the Asia–Pacific region. They will engage with foundational content, skills and processes of drama to develop and share their unique artistic voice and develop an aesthetic awareness. In Unit 2, students explore the power of drama to reflect lived experience. The unit introduces students to the dominant paradigm of drama that embraces notions of truth and authenticity in performance. Over the course of the unit, students explore the representational dramatic traditions of Realism, then investigate more contemporary dramatic styles associated with the realist style, such as Magical Realism, including Australian Gothic Theatre. In Unit 3, students explore how drama can be used to challenge our understanding of humanity over time. Students investigate dramatic styles that are united by social commentary, and that question their world and advocate change. Students explore how dramatic form can be used to express philosophical and political viewpoints in action in society.

2. Reflect

3. Challenge

YR 11 ASSESSMENT OVERVIEW

UNIT

TASK

ISSUE DATE

DUE DATE

1

1. Multimodal presentation

Term 1 Week 2

Term 1 Week 7

2. Performance

Term 2 Week 2

Term 2 Week 2

2

3. Realism

Term 2 Week 4

Term 3 Week 4

4. Examination (25%)

Term 3 Week 6-8

Extended response

3

To be assessed in Year 12

24

YEAR 11 ECONOMICS (QCE)

SUBJECT OVERVIEW Economics encourages students to think deeply about the global challenges facing individuals, business and government, including how to allocate and distribute scarce resources to maximise well-being. In studying Year 11 Economics, students will learn about: markets and models, modified markets, and international economics YR 11 COURSE OUTLINE UNIT FOCUS 1. Markets and Models

In Unit 1, students understand how the fundamental economic concepts of scarcity, choice and opportunity cost compel individuals, businesses and governments to make decisions about how best to allocate resources among competing needs. The nature of the basic economic problem is examined, and the consequences of scarcity are expressed in the production possibility curve and through the choices made by modern economic systems. Students analyse the factors that impact on the economy through the circular flow of income model, In Unit 2, students explore the imperfections within markets and the economic concept that markets do not always deliver socially desirable or efficient outcomes. They investigate the causes and effects of market failure and the measures and strategies that may be used to modify markets in attempts to maximise economic and social well-being. Various market interventions are evaluated in terms of their effectiveness in minimising the short- and long-term consequences of markets not delivering socially optimal outcomes. In Unit 3, students focus on the complex ideas and relationships underlying the international economy and the impact that these have on Australia’s domestic economy and decision-making. Students consider Australia’s engagement in international trade and the global economy, including the theories behind trade and exchange rates. International economic issues involving trade barriers and the balance of payments are investigated from a theoretical and contemporary viewpoint and form the basis of student-led research.

2. Modified Markets

3. International Economics

YR 11 ASSESSMENT OVERVIEW

UNIT

TASK

ISSUE DATE

DUE DATE

1

1. Research Report

Term 1 Week 2

Draft due: Term 1 Week 5 Final due: Term 1 Week 7 Term 2 Week 3 Term 2 Week 9 Term 3 Week 6-8

2. Examination combination response 3. Examination combination response 4. Extended response to stimulus examination

2

3

To be assessed in Year 12

25