zilongwang/ReadingBank huggingface dataset:
SNOW COCOA Prep Time: 5 Minutes Ready In: 2 Hours 35 Minutes Cook Time: 2 Hours 30 Minutes Servings: 10 INGREDIENTS: 2 cups whipping cream 6 cups milk 1 teaspoon vanilla 1 (12 ounce) package white chocolate Garnish: Whipped cream Candy canes DIRECTIONS: 1. Stir together the whipping cream, milk, vanilla, and white chocolate chips in a slow cooker. 2. Cover and cook on low for 2 to 2 1/2 hours, stirring occasionally, until mixture is hot and chocolate chips are melted. Stir again before serving. Garnish with whipped cream and candy
Taking Advantage of Danny Danny is a mentally challenged employee who is kind to everyone and loves coming to work. His two favorite co-workers are twin sisters, Khloe & Kourtney. The sisters are often raucous and hard-partying with a history of troubles, both on and off-the job. One day, Danny’s manager learned that the sisters would often meet Danny off-hours to receive a gift of cash, which they claimed was needed by them to buy food. The manager learned that over a series of occasions, Danny had forked over a significant amount of money, in sympathy for their plight. Danny confirmed this in a subsequent conversation with his boss. What should the manager do? a. Confront the sisters and recommend that they pay back the money grifted from Danny, as well as stop accepting any more money from him. b. Officially reprimand the sisters by placing them on probation. c. Fire the sisters for taking advantage of a vulnerable co-worker and report the incident to Danny’s social worker. d. Talk to Danny in an effort to get him to stop giving the sisters his money and report his past actions to his social worker. Day 10: Create an informational poster, on the regular piece of plain what paper attached to explain the difference between ethics and business ethics. Your poster should include the following information: A heading A definition for ethics and business ethics Examples of each type A picture to resemble each type An explanation for how each play a part in our society An explanation of how our society can benefit from knowing and understanding each one.
2018-19 SNOWMOBILE RACE PROGRAM CONTRACT ALL FIELDS MUST BE FILLED OUT COMPLETELY OR YOUR APPLICATION WILL BE DISCARDED SECTION B INDIVIDUAL RACERS - IF YOU ARE APPLYING AS A RACE TEAM WITH MORE THAN 1 RACER, PLEASE SKIP TO SECTION C Date of (MM/DD/YEAR) Gender: Male Female Occupation: Racing: Class Competed In: List all snowmobile brand(s), model(s), and year(s) to be used this season: Job Description: Number of Events Attended Per Year: Sled/Bib Number: current sponsors: Race highlights & past results: (Please attach race resume if available) Race references: (Name, phone, and relationship to racing industry) Goals for upcoming season: will you promote Venom Products to other racers, riders and snowmobile enthusitast? Racing Type(s): check all that apply Snocross Cross Country Hillclimb Hillcross Ovals Enduro Circuit(s) you intend to participate in this season: ISOC National ISOC Regional CSRA ESA MIRA MSDRA MSXRA MWR Ice Drags Grass Drags NESRA MSRA PRO ICE
STELARA SOLUTION PREFILLED SYRINGE 45 MG/0.5ML SUBCUTANEOUS 7, 8 STELARA SOLUTION PREFILLED SYRINGE 90 MG/ML SUBCUTANEOUS 7, 8 T TRINTELLIX TABLET 10 MG ORAL 9 TRINTELLIX TABLET 20 MG ORAL 9 TRINTELLIX TABLET 5 MG ORAL 9 U UCERIS FOAM 2 MG/ACT RECTAL 10 UCERIS TABLET EXTENDED RELEASE 24 HOUR 9 MG ORAL 10 ULORIC TABLET 40 MG ORAL 11 ULORIC TABLET 80 MG ORAL 11 V VRAYLAR CAPSULE 1.5 MG ORAL 12 VRAYLAR CAPSULE 3 MG ORAL 12 VRAYLAR CAPSULE 4.5 MG ORAL 12 VRAYLAR CAPSULE 6 MG ORAL 12 VRAYLAR CAPSULE THERAPY PACK 1.5 & 3 MG ORAL 12 X XELJANZ TABLET 5 MG ORAL 7, 8 XTANDI CAPSULE 40 MG ORAL 13 XULTOPHY SOLUTION PEN-INJECTOR 100-3.6 UNIT-MG/ML SUBCUTANEOUS 2
Clinical Notes: 2-4 Possible Diagnoses (Appendix 2) – 2 Pages Max Medical Disorder Definition / Very brief description Causes, Incidence, Risk factors Symptoms APA Citation Last Name, Initial of author. (Year, Month Day of publication). Title of article. Retrieved Month Day, year, from www.webaddress.com
709. Did the SFA increase its paid lunch prices at the level required by the USDA Paid Lunch Equity Tool or comparable mechanisim? If If yes, explain which mechanism was used to address the required raise in prices and provide detail on how much the SFA raised its paid lunch prices and/or how much in non-Federal funds the SFA transferred into its nonprofit school food service account to comply with the PLE requirements. YES NO N/A* Comments: *N/A selection is only allowable if all sites at the SFA are nonpricing Module: Revenue from Nonprogram Foods 710. Did the SFA sell nonprogram foods including, but not limited to, a la carte foods (e.g., milk; 2nd entrees; Smart Snacks), catering (e.g., foods/beverages for school board meetings; foods for outside entities & programs), and/or adult meals (e.g., meals for teachers, parents, etc.)? YES NO Comments: Module: Indirect Costs 711. Were indirect costs charged to the SFA’s nonprofit school food service account? Note: Indirect costs are incurred for multiple programs in an organization (e.g. accounting, utilities, human resources) and are typically charged by applying a calculated indirect cost rate. YES NO Comments: Section V: General Program Compliance Module: Civil Rights 800. What is the non-discrimination statement that is used for appropriate Program materials? Please provide exact language. Comments:
PROLIA SOLUTION 60 MG/ML SUBCUTANEOUS Details Criteria Patient needs to have a paid claim for one Step 1 drug (alendronate, ibandronate, pamidronate, or zolendronic acid) prior to filling a Prolia. For osteoporosis prophylaxis in men at high risk for bone fractures after receiving androgen deprivation therapy for nonmetastatic prostate cancer and in women at high risk for bone fractures after receiving adjuvant aromatase inhibitor therapy for breast cancer, Prolia will be approved. RHEUMATOID ARTHRITIS Products Affected Step 2: ACTEMRA SOLUTION 200 MG/10ML INTRAVENOUS ACTEMRA SOLUTION 400 MG/20ML INTRAVENOUS ACTEMRA SOLUTION 80 MG/4ML INTRAVENOUS ACTEMRA SOLUTION PREFILLED SYRINGE 162 MG/0.9ML SUBCUTANEOUS CIMZIA KIT 2 X 200 MG SUBCUTANEOUS CIMZIA PREFILLED KIT 2 X 200 MG/ML SUBCUTANEOUS COSENTYX 300 DOSE SOLUTION PREFILLED SYRINGE 150 MG/ML SUBCUTANEOUS COSENTYX SENSOREADY 300 DOSE SOLUTION AUTO-INJECTOR 150 MG/ML SUBCUTANEOUS KINERET SOLUTION PREFILLED SYRINGE 100 MG/0.67ML SUBCUTANEOUS ORENCIA CLICKJECT SOLUTION AUTO-INJECTOR 125 MG/ML SUBCUTANEOUS ORENCIA SOLUTION PREFILLED SYRINGE 125 MG/ML SUBCUTANEOUS ORENCIA SOLUTION PREFILLED SYRINGE 50 MG/0.4ML SUBCUTANEOUS ORENCIA SOLUTION PREFILLED SYRINGE 87.5 MG/0.7ML SUBCUTANEOUS ORENCIA SOLUTION RECONSTITUTED 250 MG INTRAVENOUS SIMPONI ARIA SOLUTION 50 MG/4ML INTRAVENOUS SIMPONI SOLUTION 100 MG/ML SUBCUTANEOUS SIMPONI SOLUTION 50 MG/0.5ML SUBCUTANEOUS SIMPONI SOLUTION PREFILLED SYRINGE 100 MG/ML SUBCUTANEOUS SIMPONI SOLUTION PREFILLED SYRINGE 50 MG/0.5ML SUBCUTANEOUS
Meal Count Form for Special Provision Schools for Use with Clickers Instructions Date Meal (B/L/A) Clicker 1 Clicker 2 Clicker 3 Clicker 4 Clicker 5 Clicker 6 Total Manager’s Initials Enter the date of the meal service. Enter “B,” “L,” or “A” to indicate if breakfast, lunch, or afterschool snack is being counted. Each type of meal should have a separate form. Each cashier should enter the counts from the clicker in the appropriate column. Total each row’s meal counts daily. The manager or designated person should initial the counts daily as they are entered by the appropriate cashier from his/her clicker. The signature indicates that the daily counts are true and accurate. Meal Form for Special Provision Schools for Use with Clickers [Enter School District Name Here] [Enter Site Name Here] Date Meal (B/L/A) Clicker 1 Clicker 2 Clicker 3 Clicker 4 Clicker 5 Clicker 6 Manager’s Initials
CLASS A - SENIOR DEVELOPMENT ¼ FINAL MATRIX NORTH HOME EASTERN + LONDON SOUTHERN UKAF + WESTERN YORKSHIRE NWR + TTW EAST MIDLANDS M&C + MIDLANDS 49kg No entry No entry MATTHEW DUCK – Middlebeck (TTW) FINAL S ALI – Merlin youth FINAL 52kg PLAMEDY MIANTEOLO – IQ BA SIMON KNILL – Ockley FEZIAN SHAHID – Karmand CALLUM WATSON – Willenhall (MID) 56kg JACK TYRIMOS – White hart lane( L) JACOB PURCELL – Baker St (WC) GASKIN - Highfields SHAUN CAIRNS – Marsh Lane (M&C) 60kg MATTHEW SAUNDERS - Chelmsford TPR BRACKEN – Army DAN KINSIONA – Steel City LEWIS FRASER – Leicester Unity (EM) 64kg DANIEL ROBINSON – Blackbird Leys LCPL CRAWFORD – Army LEVI KINSIONA – Steel City COLE JOHNSON = Orme 69kg PAUL GORDON – Harwich JACK EWBANK – Ashford ANDREW STAFFORD - Chadderton YUSUF ABDULLAH – South Wye 75kg BRADLEY COCKETT – Billericy & Wickford JEREMY ACHONG – Ashford CURTIS WALKER – Doncaster ADAM ELLIOT – Kingsheath (EM) 81kg JACK DALEY – East London ATHABASKAN KATSADONIS – Hillcrest DOMINIC HUNT – White Rose DAVID MAUDSLEY – Knowsley Vale 91kg TOMIWA MAGBAGBEOLA – Fisher JORDAN GAUNT – GR JEONE BLAKE - Ingles MARIUSZ PIWONAR - Leamington 91+kg AARON PALMER – CENAC – West Ham (L) LUKE CROSS - Ashford ROBERT VEREY – Empire HOSEA STEWART - Firewalker CLASS B - SENIOR DEVELOPMENT ¼ FINAL MATRIX SOUTH NORTH HOME EASTERN + LONDON SOUTHERN UKAF + WESTERN YORKSHIRE NWR + TTW EAST MIDLANDS M&C + MIDLANDS 49kg S YOUSAF – Steel City final MICHAEL MULVAY – Timperley final DEAN SMITH – Wirral pc (M&C) WITHDRAWN 19/10/16
52kg JORDAN PUKISS – Chadwell St Marys LIAM PHILIPS – Moss Side Fire (NWR) MOHAMMED NAWEED – Phoenix Fire 56kg CHRISTOPHER MCKENZIE - LCB GNR BRADSHAW – ARMY (UKAF) AMIN JAHANJEEB – Karmand THOMAS BEECH – Hereford (MID) 60kg JEROME CAMPBELL – Islington CPL BURTON - Army JOSHUA HOLMES – Eastburn MICHAEL JEPHCOTT – Clearys 64kg NUMAN HUSSAIN – Haringey (L) CHRISTIAN CROWLEY – B&H JOSHUA PADLEY – Doncaster BA CLAYTON BRICKNELL – Jewellery Qtr 69kg THOMAS BENETT - Repton DANNY BARRETT – St Marys REECE FARNHILL – Sandygate CARL WALDRON - Aston 75kg AMAR KAYANI – High Wycombe AIDEAN WATSON – Empire (WC) STEVEN SARGENT – Preston & Fulwwod ANTHONY BAKER -Birkenhead Venture 81kg LEE MORFEY – New Astley BEN CUNLIFF – Intense (WC) CHRIS LUTEKE – Steel City SAM BATES - Trinity 91kg MATEUS SZCZEPKOWSKI – Islington (L) JACK BANNISTER – Baker St (WC) MARK BURKE – Perth Green COREE CLARKE – Warley (MID) 91+kg GIDEON ANTWI – Edmonton Eagles (L) FINAL LCPL WOODS – ARMY (UKAF) FINAL
Please complete and return (post or email ali.russell@btinternet.com) DATE COACH Attending Thurs Nov 27th 4.30 To 6.30 Baldwin Sat Dec 6th 2.30 To 4.30 Lynne Baldwin Thurs Dec 11th 4.30 To 6.30 Lynne Baldwin Sat Dec 20th 2.30 To 4.30 Clare Turner Sat Jan 3rd 2.30 To 4.30 Clare Turner Thur Jan 8th 4.30 To 6.30 Clare Turner Thur Jan 15th 4.30 To 6.30 Lynne Baldwin Sat Jan 24th 2.30 To 4.30 Clare Turner Total
School of Natural Resources and Environment Faculty Meeting Agenda Wednesday March 28, 2018 2:00-3:00 PM – ENR2 N350 Director Updates – (2:00-2:15) POP Search Update SPFI Update Spousal Update Connie Millar Visit and Presentation – Friday April 6, 2018 Hold the Date – May 3, 2018 – SNRE Retreat Hold the Date – 19, 2018 – SNRE Awards Ceremony Chapingo Joint Degree Signing Meeting Budget Updates – How the Potential Cut Might Be Administered New Business – (2:15-2:45) Fund Raising Updates and Ideas for Investment Mrs. Faul Fran Colwell William Finkelstein Other Unit Evaluation of Teaching Load ANY Other Topics of Concern to You Committee Reports – (2:45-3:00) Curriculum Information Technology Inclusive Excellence Faculty Council Representative Reports
Philosophy (1) Warfare in the Modern World (1) Psychology (1) Sports Science (1) Science Extended (1) STEM (1 or 2) Information & Communication Technology ICT Digital Technologies (1) Digital Arts (2) SWAP (2) Loading of each subject is in brackets. 1 = Semester course only. 2 = Full year course. Subject selection for 2017 TO BE FILLED IN DURING INTERVIEW Core Study Choice Priority Choices Subject Wt. English Auto English (automatically placed in year level) 4 Maths Auto Maths (automatically placed in year level) 4 Science Choose Either Essential Science Course Science for Further Study 2 History Auto The Making of the Modern World (year 9) The Modern World and Australia (year 10) 1 Health & Wellbeing Auto Health and Wellbeing (automatically placed in year level) 2 Work Studies Auto My Education (automatically placed in year level) 1 Personal Learning Semester/Full year course selection Should include an Arts+ ICT option 1 2 3 4 5 6 7 R 8 R
Required subject matter Depth of understandings generation of appropriate information through various types of reports interpretation of reports generated by an accounting package rollover to a new accounting period reversing entries The main reason for using an accounting package is to be able to produce timely, accurate reports. Reports can easily be produced at any time. These reports can be used to help evaluate performance. An accounting package can provide a variety of reports which can aid in interpretative analysis for decision making. Typical reports include: Income Statement Balance Sheet trial balance ratio analysis of financial statements analysis of aged balances for accounts receivable accounts receivable statements accounts receivable list analysis of aged balances for accounts payable accounts payable list inventory quantity and valuation report inventory price lists inventory reorder report. The accounts are made ready for a new month or new financial year. Budgeting (CS 4) Required subject matter of understandings preparation of cash budgets incorporating: statement of estimated receipts from accounts receivable, excluding discounts and bad debts statement of GST payable or receivable, excluding discounts and bad debts both debit and credit bank balances interpret cash budget to make decisions and/or recommendations design and construction of a spreadsheet template, with input and report areas The preparation of budgets is an important management tool and can take many forms (e.g. sales budgets, capital expenditure). In order to maintain adequate cash to meet commitments, it is vital that a cash budget be prepared. The cash budget forecasts the estimated receipts, payments and cash position for a period of time. Businesses can be profitable but may still collapse because of lack of cash at certain points of time. Even though a business may be making a profit (as evidenced by the Income Statement) it does not mean that the business has ready cash to meet its debts. The cash budget will reveal any periods of time when is excess cash or not enough cash. Hence the business can take appropriate steps to either invest the excess cash wisely or make provision to meet any deficiencies of cash. To maintain the viability of a business, the four important reports that must be completed are: Income Statement Balance Cash Flow Statement cash budget. The Income Statement, Balance Sheet and Cash Flow Statement reveal details of past transactions. The cash budget forecasts the future cash position at certain points of time.
be assessed per instrument Assessment categories Supervised written Must assess at least two of the following dimensions: Knowledge and understanding Interpretation and communication Critical thinking. Note: One supervised written instrument must assess all three dimensions. Instruments must allow students to produce a response independently, under supervision in a set time frame. and conditions: 1.5–2 hours Extended written response 600–800 words use of support materials or technologies may be appropriate questions may be seen or unseen Short response 50–250 words Syllabus, pp. 16–17 Research Must assess at least two of the following dimensions: Knowledge and understanding Interpretation and communication Critical thinking. Note: One research instrument must assess all three dimensions. Instruments must allow students to produce a response that demonstrates research practices and the outcomes of the application of that research. Types and conditions: Written responses 1000–1500 words
Cycle A Semester Unit title and description Approximate time (hours) Core and electives Assessment instrument number Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Knowing and understanding Analysing and applying Planning and evaluating Animal studies Plant studies Safety and management Core Elective Core Elective Core Elective 1 F F F 2 F F F 3 S S S 4 S S S
Cycle B Semester Unit title and description Approximate time (hours) Core and electives Assessment instrument number Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Knowing and understanding Analysing and applying Planning and evaluating Animal studies Plant studies Safety and management Core Elective Core Elective Core Elective 1 F F F 2 F F F 3 S S S 4 S S
Section 3: Student profile Cycle A Semester Unit Assessment Instrument No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F F Interim standards Interim Level of Achievement 2 F F F Interim standards Interim Level of Achievement 3 S S S Interim standards Interim Level of Achievement 4 S S S Exit standards Exit Level of Achievement
Cycle B Semester Unit Assessment Instrument No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F F Interim standards Interim Level of Achievement 2 F F F Interim standards Interim of Achievement 3 S S S Interim standards Interim Level of Achievement 4 S S S Exit standards Exit Level of Achievement
dimension assessed at least three times. Extended response Research May assess: Knowledge and understanding Investigation and analysis Evaluation and communication. Students collect, select, organise and use information. Conditions: written: 1000–1500 words spoken: 4–5 minutes multimodal: 5–7 minutes Syllabus, pp. 24–25 Extended response Extended agricultural investigation May assess: Knowledge and understanding Investigation and analysis Evaluation and communication. Students investigate an practical research question. Conditions: written: 1000–1500 words spoken: 4–5 minutes multimodal: 5–7 minutes Syllabus, pp. 24–25 Extended response Extended response to stimulus May assess: Knowledge and understanding Investigation and analysis Evaluation and communication. Forms: short response extended response Conditions: supervised conditions 1.5–2 hours responses 50–250 words per response extended 600–800 words per response
Year 11 Semester Unit no. Unit Time (hours) Sustainable resource management factors (SMRF) Areas of study (Key concepts) Instrument no. Assessment technique Formative (F) or Summative (S) Dimensions Conditions Plant science (PS) Animal science (AS) (AB) Knowledge & understanding (KU) Investigation & analysis (IA) Evaluation & communication (EC) 1 2 1 2 1 2 Semester 1 F F Semester 2 F F
Year 12 Semester Unit no. Unit Time (hours) Sustainable resource management factors (SMRF) Areas of study (Key concepts) Instrument no. Assessment technique Formative (F) or Summative (S) Dimensions Conditions Plant science (PS) Animal science (AS) (AB) Knowledge & understanding (KU) Investigation & analysis (IA) Evaluation & communication (EC) 1 2 1 2 1 2 Semester 3 S S Semester 4 S S
Course organisation and assessment overview Cycle A Year 11 Unit no. Unit Time (hours) Sustainable resource management factors (SMRF) of study (Key concepts) Instrument no. Assessment technique Formative (F) or Summative (S) Dimensions Conditions Plant (PS) Animal science (AS) (AB) Knowledge & understanding (KU) Investigation & analysis (IA) Evaluation & communication (EC) 1 2 1 2 1 2 Semester 1 F F Semester 2 F F
Year 12 Unit no. Unit Time Sustainable resource management factors (SMRF) Areas of study (Key concepts) Instrument no. Assessment technique Formative (F) or Summative (S) Dimensions Conditions Plant (PS) Animal science (AS) (AB) Knowledge & understanding (KU) Investigation & analysis (IA) Evaluation & communication (EC) 1 2 1 2 1 2 Semester 3 S S Semester 4 S S
Cycle B Year 11 Unit no. Unit Time (hours) Sustainable resource management factors (SMRF) Areas of study (Key concepts) Instrument no. Assessment technique Formative (F) or Summative (S) Dimensions Conditions Plant (PS) Animal science (AS) (AB) Knowledge & understanding (KU) Investigation & analysis (IA) Evaluation & communication (EC) 1 2 1 2 1 2 Semester 1 F F Semester 2 F F
Year 12 Unit no. Unit Time Sustainable resource management factors (SMRF) Areas of study (Key concepts) Instrument no. Assessment technique Formative (F) or Summative (S) Dimensions Conditions Plant (PS) Animal science (AS) (AB) Knowledge & understanding (KU) Investigation & analysis (IA) Evaluation & communication (EC) 1 2 1 2 1 2 Semester 3 S S Semester 4 S S
For Authority subjects Ancient History 2004 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus — e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of four instruments, one from each of the following categories: Category 1 — Extended written response to historical evidence Category 2 — Written research tasks Category 3 — Multimodal presentations Syllabus, p. 59 School assessment program
Category 4 — Other test format. Assessment categories Category 1 — Extended written response to historical evidence Criteria assessed: Forming historical knowledge through critical inquiry Communicating historical knowledge. Instruments must allow students to produce a response that is mainly developed from the sources provided. Conditions: essay under test conditions unseen question no notes allowed 1.5–2 hours recommended some sources seen, some unseen or all sources unseen types, relevance and reliability of sources varied contestable sources requiring evaluation of perspectives 600–800 words Syllabus, p. 54 Category 2 — Written research tasks Criteria assessed: Planning and using a historical research process Instruments must allow students to produce a response that is either: written assignment — analytical essay in which a
Semester Unit title and outline of concepts and ideas (minimum: 4 units, maximum: 8 units) Approximate time (hours) Core/elective topic Assessment instrument number Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Knowing and understanding Analysing and applying Planning and evaluating Safety and management practices Environmental Recreational Commercial Cultural 1 F F F 2 F F F 3 S S S 4 S S
Section 3: Student profile Semester Unit Assessment No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F F Interim standards Reporting 2 F F F Interim standards Reporting 3 S S S Interim standards Reporting 4 S S S Exit standards Exit of Achievement
Cycle A Semester Unit title and outline of concepts and ideas Approximate time (hours) Core focus/elective topic Assessment number Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Knowing and understanding Analysing and applying Planning and evaluating Safety and management practices Environmental Recreational Commercial Cultural 1 F F 2 F F 3 S S 4 S S
Cycle B Semester Unit and outline of concepts and ideas Approximate time (hours) Core focus/elective topic Assessment number Assessment Technique, description, conditions, length/time Formative or Summative Dimensions Knowing and understanding Analysing and applying Planning and evaluating Safety and management practices Environmental Recreational Commercial Cultural 1 F F 2 F F 3 S S 4 S S
Section 3: Student profile A Semester Unit Assessment No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F Interim standards Reporting 2 F F Interim standards Reporting 3 S S Interim standards Reporting 4 S S Exit standards Exit Level of Achievement
Cycle B Semester Unit Assessment No. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F Interim standards Reporting 2 F F Interim standards Reporting 3 S S Interim standards Reporting 4 S S Exit standards Exit Level of Achievement
Semester Unit title and outline of concepts and ideas (minimum 4 units, maximum 8 units) Approximate time Core/elective topic Assessment no. Assessment technique, description, conditions, length/time Formative or Summative Dimensions Knowing & understanding Analysing & applying Planning & evaluating Safety and management practices Environmental Recreational Commercial Cultural 1 Boating — working safely on the water, weather and tides, equipment maintenance and operation, navigation skills, introduction to boat design and propulsion systems 55 SM 1–4 E 1.1 R 1.1 1.2 R 2.1 2.2 C 1.1 1.2 1.3 C 3.1 3.2 3.3 1 Project: Boating field trip Written component 1: 400 words Performance component Written component 2: 400 words F 2 Examination: 60 minutes, supervised Short response: 50–150 words per item F 2 Oceanography, waterways and life — processes which shape aquatic environments, marine life, estuaries, freshwater creek study and organism classification 30 SM1 SM4 E 1.2 2.1 2.2 2.3 2.4 3 Investigation: Water quality of a local waterway Written: 500–800 words F Snorkelling — safety and equipment maintenance, influence of weather and tides, identification of organisms, habitats and ecosystems, scientific principles of buoyancy and flotation 29 SM 2–4 E 1.1 2.2 2.3 R 1.1 2.2 4 Project: Snorkelling Performance component Written component: 400–700 words F
Section 3: Student profile Semester Unit Assessment no. Assessment instrument Formative or Summative Knowing & understanding Analysing & applying Planning & evaluating 1 Boating 1 Project F 2 Examination F Interim standards Reporting 2 Oceanography, waterways and life 3 Investigation F Snorkelling 4 Project F Interim standards Reporting 3 Surfing, tourism and employment 5 Project S Aquariums and aquaculture 6 Investigation S Interim standards Reporting 4 Power boating 7 Examination S Food from the sea 8 Investigation S Exit standards Exit Level of Achievement
implement arts processes to create communications and realise artworks evaluate artworks and processes Electives Dance Drama Media arts Music Visual arts Core Core topic 1: Arts literacies Concepts and Knowledge, understanding and skills Arts communication The ability to communicate in and about the arts facilitates the interpretation and presentation of information, the conveying of meaning, and the sharing of ideas about art forms, artworks and processes (C1.1). arts-specific terminology communication skills: active listening conflict resolution and negotiation skills providing instructions reflection and review clarity of communication and expression Arts principles Arts principles are the understandings that serve as a foundation for learning and engagement in the Arts (C1.2). genres forms and/or styles elements and/or mediums conventions structures functions and/or purposes Aesthetic appreciation A knowledge and understanding of arts principles is essential for developing aesthetic appreciation or artistic awareness (i.e. understanding the meaning) of an artistic experience (C1.3). description, analysis and interpretation of artworks, including comparative skills evaluation of aesthetic choices reflective skills provision of critiques, including feedback on artworks and arts processes Core topic 2: Arts processes Concepts and ideas Knowledge, understanding and skills Integration of art forms Artistic expression is often strengthened through integrating art forms (C2.1). skills in the integration of art conceptualisation and planning of artworks refinement and modification of arts ideas and art-making processes decision-making and problem-solving skills organisation of resources Arts technologies, techniques and skills technologies specific to the chosen art techniques and skills specific to the chosen art forms
One instrument must be from Semester 4. Assessment categories Extended written response May assess: Knowing and understanding Managing and processing through critical inquiry Reflecting on perspectives and processes Communication. Instruments must allow students to produce: continuous prose writing that develops a response to a research question or hypothesis. Possible instruments: research assignment research report essays biographies autobiographies response to stimulus. Conditions: 600–1000 words. Syllabus, p. 33 Multimodal presentation May assess: Knowing and understanding Managing and processing through critical inquiry Reflecting on perspectives and processes Communication. More than one mode of delivery. Conditions: supporting documentation of the research process. Syllabus, p. 32 Learning log Must assess: Possible instruments:
one multimodal research response or multimodal extended response, must assess all dimensions. Assessment categories Supervised written All dimensions may be assessed this technique: Knowing and understanding business Investigating business issues Evaluating business decisions. Instruments allow students to produce a response produced independently, under supervision. Types and conditions: Recommended time 1.5–2 hours Extended written responses 600–800 words Short responses 50–250 words. Syllabus, pp. 15–16 Research All dimensions may be assessed using this technique: Knowing and understanding business Investigating business issues Evaluating business decisions. Instruments allow students to implement research practices and apply research findings. Research conventions are to be followed. Types and conditions: Written research response 1000–1500 words Spoken research response 4–5 minutes Multimodal research response 5–7 minutes. Syllabus, pp. 16–18
Extended response All dimensions may be assessed using this technique: Knowing and understanding business Investigating business issues Evaluating business decisions. Instruments allow students to apply higher-order cognition to known and provided stimuli. Types and conditions: Written extended response 800–1200 words Spoken extended response 4–5 minutes Multimodal extended response 5–7 minutes. Syllabus, pp. 18–19 Post-verification requirements A minimum of one instrument which assesses at least two dimensions from the following: Knowing and understanding business Investigating business issues Evaluating business decisions. Syllabus, p. 20
Student profile Student name: Teacher: Year: Semester Unit (optional title) Instrument no. Assessment technique Formative/ summative Knowing and understanding business Applying and analysing management strategies Evaluating and communicating management strategies F F F F Interim standard in each dimension at Monitoring Proposed interim LOA at Monitoring S S S S Interim standard in each dimension at Verification Proposed interim LOA at VERIFICATION S Standard in each dimension at Exit Exit LOA
The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: thorough planning and discerning adaptation of construction processes effective planning and adaptation of construction processes planning and adaptation of construction processes partial planning of construction processes minimal planning of some construction processes proficient creation of structures that meet specifications methodical creation of structures that meet specifications with minor variations creation of structures from specifications creation of incomplete structures with obvious variation from specifications creation of aspects of structures discerning evaluation of practices, processes and structures, and valid recommendations made effective evaluation of practices, processes and structures, and plausible recommendations made evaluation of practices, processes and structures, and recommendations made superficial evaluation of practices, processes and structures, and simple recommendations made statements about practices, processes or structures
comprehensive range of valid primary and secondary sources valid primary and secondary sources discerning and systematic application of knowledge in business situations to identify a comprehensive range of issues systematic application of knowledge in business situations to identify a of issues application of knowledge in business situations to identify issues simple application of knowledge in business situations to identify issues statement of issues thorough and discerning analysis of business information and management strategies, and accurate interpretation of a comprehensive range of trends, patterns and relationships. detailed and informed analysis of business information and management strategies, and accurate interpretation of a range of trends, patterns and relationships. analysis of business information and management strategies, and interpretation of trends, patterns and relationships. partial analysis of business information or management strategies, and identification of some trends, patterns and relationships. statement of trends, patterns or relationships. Standard A Standard B Standard C Standard D Standard E Evaluating and communicating management strategies The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: thorough and insightful evaluation of management strategies to formulate valid and purposeful recommendations detailed evaluation of management strategies to formulate valid recommendations evaluation of management strategies to formulate recommendations simple evaluation of management strategies to state recommendations description of management strategies or statement of simple recommendations well-reasoned justification of recommendations using relevant evidence valid justification of recommendations using relevant evidence justification of recommendations using evidence simple justification of some recommendations statement of opinions coherent communication with discriminating use of language conventions to suit audiences and purposes. clear communication with appropriate use of language conventions to suit audiences and purposes. communication using language conventions to suit audiences and purposes. communication using inconsistent language conventions. communication that impedes meaning.
comprehensive range of valid primary and secondary sources valid primary and secondary sources discerning and systematic application of knowledge in business situations to identify a comprehensive range of issues systematic application of knowledge in business situations to identify a range of issues application of knowledge in business situations to identify issues simple application of knowledge in business situations to identify issues statement of issues thorough and discerning analysis of business information and management strategies, and accurate interpretation of a comprehensive range of trends, patterns and relationships. detailed and informed analysis of business information and management strategies, and accurate interpretation of a range of trends, patterns and relationships. analysis of business information and management strategies, and interpretation of trends, patterns and relationships. partial analysis of business information or management strategies, and identification of some trends, patterns and relationships. statement of trends, patterns or relationships. Standard A Standard B Standard C Standard D Standard E Evaluating and communicating management strategies The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: thorough and insightful evaluation of management strategies to formulate valid and purposeful recommendations detailed evaluation of management strategies to formulate valid recommendations evaluation of management strategies to formulate recommendations simple evaluation of management strategies to state recommendations description of management strategies or statement of simple recommendations well-reasoned justification of recommendations using relevant evidence valid justification of recommendations using relevant evidence justification of recommendations using evidence simple justification of some recommendations statement of opinions coherent communication with discriminating use of language conventions to suit audiences and purposes. clear communication with appropriate use of language conventions to suit audiences and purposes. communication using language conventions to suit audiences and purposes. communication using inconsistent language conventions. communication that impedes meaning.
Standards matrix Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: comprehensive description of concepts and ideas related to business functions thorough description of concepts and related to business functions description of concepts and ideas related to business functions simple description of concepts and ideas related to business functions partial description of business concepts and ideas comprehensive explanation of concepts and ideas related to business functions, using relevant examples thorough explanation of concepts and ideas related to business functions, using examples explanation of concepts and ideas related to business functions simple explanation of concepts and ideas related to business functions partial explanation of concepts and/or precise and efficient demonstration of processes, procedures and skills related to business functions to complete precise demonstration of processes, procedures and skills related to business functions to complete tasks. demonstration of processes, procedures and skills related to business functions to complete tasks. demonstration of simple processes, procedures and skills to complete obvious tasks. demonstration of basic business skills. The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: considered analysis of a wide of business information in business functions and contexts informed analysis of a range of business information in business functions and contexts analysis of business information in business functions and contexts identification of obvious relationships between business information in business functions and contexts identification of aspects of business information discerning and efficient application of knowledge, understanding and skills related to business functions and contexts systematic application of knowledge, understanding and skills related to business functions and contexts application of knowledge, understanding and skills related to business functions and contexts simple application of knowledge, understanding and skills related to business functions and contexts partial application of knowledge, understanding and skills
indicate the ‘Business function’ (Section 3.3.2 of the syllabus) indicate the elective ‘Business context’ (Section 3.4 of the syllabus) assessment description — identify the technique, identify components or type of response, the conditions of assessment e.g. supervised/unsupervised; individual, group or team; seen or unseen questions; using sources and/or notes and length/time (Section 4.4 of the syllabus).
Semester Unit title and focus question or description Approximate time (hours) Core Assessment no. Assessment technique, description, conditions, length/time Formative or Summative Dimensions Knowing & understanding Analysing & applying Planning & evaluating Business practices BF FL BC BT 1 1 2 3 4 1 2 1 2 3 1 2 3 4 F 1 2 3 4 1 2 1 2 3 1 2 3 4 F 2 1 2 3 4 1 2 1 2 3 1 2 3 4 F 1 2 3 4 1 2 1 2 3 1 2 3 4 F 3 1 2 3 4 1 2 1 2 3 1 2 3 4 S 1 2 3 4 1 2 1 2 3 1 2 3 4 S
Section 3: Student profile Semester Unit Assessment no. Assessment instrument Formative or Summative Knowing and understanding Analysing and applying Planning and evaluating 1 F F F 2 F F F Interim standards Interim of Achievement 3 S S S 4 S S S Exit standards Exit of Achievement
Data management — Managing business information effectively is essential to maintain security and privacy of customer information and assists to provide efficient customer service. 27 1 2 3 4 1 2 1 2 3 1 2 3 4 Working in administration Real estate 4 Examination: 60–90 mins, individual, supervised, unseen Short response test: 50–150 words per item F 3 Sporting event — Effectively organising, promoting and coordinating a sporting event will contribute to its overall success and achievement of goals. 55 hours 1 2 3 4 1 2 1 2 3 1 2 3 4 Working in marketing Working with customers Sports management 5 Project: 8 weeks, team, unsupervised Written component: 500–900 words Practical component: Planning documents, financial documents Spoken component: 2½–3½ minutes (each) S 6 Extended response to stimulus: 1 week, individual, supervised Written response: 600–1000 words S 4 Work and life balance the rights and responsibility of employees and employers to maintain a balance. 30 hours 1 2 3 4 1 2 1 2 3 1 2 3 4 Working in administration Health and well-being 7 Extended response to stimulus: 4 weeks, individual, unsupervised Multimodal response: 4–7 minutes S
Computerised accounting — Checking, recording and processing financial transactional documents to provide accurate accounting data for the preparation of financial reports. 25 hours 1 2 3 4 1 2 1 2 3 1 2 3 4 Working in finance Health and well-being 8 Examination: 60–90 mins, individual, supervised, unseen Short response test: 50–250 words per item S
Chinese 2008 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements
A minimum of eight instruments demonstrating a variety of techniques over a range of topics, including: two assessment instruments from each macroskill: Listening Reading Speaking Writing at least three macroskills to be assessed in Term 3. Syllabus, pp. 52–53 School assessment program Each macroskill is assessed: separately under supervised conditions in communicative contexts. Assessment categories Receptive skills: Listening instruments Dimensions assessed: Knowing and understanding Reasoning and responding. Instruments must allow students to produce responses to authentic texts differing in length, purpose and style. Conditions: instructions, questions and answers in English authentic texts, differing in length, purpose and style, based on familiar material, clearly articulated and spoken in slower range of
price, e.g. form of address, e.g. Measure words with nouns, e.g. with verbs, e.g. reduplication, e.g. Verbs equative: action, e.g. (to have; indicating existence) reduplication, e.g. “verb-object” construction, e.g. optative: Aspect of verbs (continuing), e.g. (experiential), e.g. (completion), e.g. Adjectives general, e.g. reduplication, e.g. Attributes numeral–measure word, e.g. demonstrative pronoun, e.g. noun + e.g. pronoun + e.g. subject–predicate construction, e.g. verb + e.g. verbal construction + e.g. disyllabic adjective + e.g. adjective construction + e.g.
Appendix 1: Sample course of study Course overview suitable for Year 11 and Year 12, or composite Year 11/12 using Year A/B format. THEMES 1. Family and Community 2. Leisure, Recreation, and Human Creativity 3. School and Post-School Options 4. Social Issues Theme Year 11 or Year A Approx length 1 2 3 4 Semester One # Personality, family life, relationships 6 Sport, hobbies, interests 4 # School 6 Semester Two # Variety of social issues, including prejudice and roles in society 8 # TV, cinema, newspapers, magazines, advertising 8 1 2 3 4 Year 12 or Year B Semester One Services, travel, shopping, health 4 planning, accommodation 4 # Future, study, work 6 Current affairs/festivals, celebrations 2 Semester Two # Social issues, including health and environment 8 # Music, art, literature 7 # indicates unit
Assessment program audit tool For Authority subjects Chinese Extension 2011 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of four and a maximum of eight instruments demonstrating a variety of techniques over a range of topics, including: each mode covered at twice at least one instrument requiring an extended passage of writing (approx. 500 characters) at least one extended response Syllabus, p. 25 School assessment program