HIGHER SCHOOL

CERTIFICATE

Assessment Policy 2019

Wauchope High School

HSC ASSESSMENTS

STUDENT/PARENT DECLARATION

I, ____________________________, am currently studying the following courses for the

HSC year of study.

What do you intend to do when you leave school ? University/TAFE/Other………………...

I have been issued with and have understood the Assessment Policies in each of the above courses.

SIGNATURE: ____________________________________ DATE: ____________ (Student)

I have read the Assessment Requirements for all of the courses that my son/daughter is studying.

SIGNATURE: ____________________________________ DATE: ____________ (Parent/Guardian)

Please return to the Senior Prep Room

Number of

Units

Subject

ASSESSMENT INFORMATION FOR STUDENTS &

PARENTS/CAREGIVERS

Rationale

A School Assessment is a mark calculated by the school which compares a student's performance on assessment tasks with all other students in the school doing the same course. Assessment allows the student to be given credit for performance in areas not easily tested in examinations, for example, oral work in English or practical work in the Sciences. NESA considers it to be fairer to base the student's Higher School Certificate results on a combination of the work done throughout the HSC course, and the final HSC Examination, rather than on one exam at the end of Year 12. Advice on assessment may be sought from the Head Teacher Administration (NESA Co-Ordinator) Mr James Jackson. It is important for students to keep all assessment information in a safe place. This information is vital in assisting a student to manage his or her studies. It is the student's responsibility to keep it in an accessible place. Students will be marked off a roll as they receive their assessment booklets. All students must make every effort to thoroughly read this booklet and understand the rules and procedures of the HSC. Students are expected to undertake all assessment tasks set in their HSC courses. Students who do not comply with the assessment requirements in any course will not receive a HSC mark and rank in that course until assessment requirements are finalised. This could result in the student not achieving the HSC. Submission of Assessment Tasks In courses where Assessment Tasks are to be submitted, students are to submit the task to the teacher delegated and to sign a faculty register except for in-class tasks and formal exams. Staff Absent on Day of Task The casual or relieving teacher will proceed with any written assessment task. If the task is a practical or non written task, then it will be scheduled as soon as possible, after the original date and students notified of the new details. Student Absent on Day of Task Refer to Page V and Page VI of this handbook. Proven Dishonesty If an assessment task is found not essentially to be the student's own work or a student is caught cheating, a zero mark may be recorded for that task. Parents/Carers/Supervisors will be notified in writing of a zero mark for an assessment task. Further information can be found at http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/honesty.html All My Own Work All students had to complete the “All My Own Work” program before they were enrolled in Preliminary HSC or HSC courses.

I

ASSESSMENT INFORMATION FOR STUDENTS &

PARENTS/CAREGIVERS

Confidentiality of the Final School Assessment Mark

Whilst students are encouraged to keep a record of their performances, final HSC assessment marks are classified as confidential and will not be released to students. Students will be informed of their rank within the school group. This is a NESA requirement.

Students with Special Needs

The Board has an extensive program which will give support to candidates who have special needs for the Higher School Certificate . Students in this situation should discuss it with their Year Adviser as soon as possible as special application must be lodged with NESA, for Special Provisions.

Support for students who have special needs to complete assessment tasks may be given with the Principal's approval. This does not imply that Special Provisions will be given by NESA.

Students with special needs may have to be given an alternative assessment task in some instances.

Prolonged Absences (10 weeks or more) In many instances, school work may be undertaken while at home, on holidays, or in hospital. In this way, the Principal may be satisfied that there is sufficient evidence for deeming that a student has met course requirements and achieved the main objectives/outcomes of the course. In the case of prolonged absence where work is not possible during the period of absence, the Principal may judge that catching up is not possible and determine that the student will not satisfy requirements for that course. Students who have prolonged absences are expected to complete assessment tasks. Applications may be made to the Head Teacher for extension of time to complete any assessment or substitute assessment task outstanding. A zero will be recorded for any assessment task not completed within any granted extension of time.

Advance Notice and Frequency of Assessment Tasks

There should be no assessment tasks in the two weeks before the Half Yearly and Trial examination periods. However assessment tasks can be given in the 2 weeks prior to the exam if there is no Half Yearly or Trial Examination in that course.

There should be no more than two assessment tasks a day. There should be no more than four tasks in any given week with the exception of

allocated exam weeks (ie/ Half Yearly Exams and Trial HSC) Students should receive feedback about any given task within two weeks of it being

handed in. This assessment schedule serves as an early warning of assessment tasks. It should

help in planning tasks and study management. Teachers are to give in writing at least two weeks notice of the EXACT dates of

assessment tasks. II

ASSESSMENT INFORMATION FOR STUDENTS &

PARENTS/CAREGIVERS

Requirements for the award of the HSC To gain the award of the HSC you must satisfactorily complete a minimum of 12 units of the Preliminary Course and a minimum of 10 units of the HSC Course. Students must satisfactorily complete the Preliminary course before they are eligible to commence the corresponding HSC course. Both the Preliminary Course and the HSC Course must include the following: at least 6 units of Board Developed Courses including at least 2 units of a Board

Developed Course in English

at least three courses of 2 units value or greater

at least four subjects

at most 6 units of courses in Science can contribute to Higher School Certificate eligibility.

you must satisfactorily complete the practical, oral and/or project works required for specific courses and the assessment requirements for each course.

you must have sat for and made a serious attempt at the required Higher School Certificate examinations.

Additional information:

NESA publication, Rules and Procedures for Higher School Certificate Candidates, contains all the HSC rules and requirements you will need to know. This document is available from the NESA website at: http://www.educationstandards.nsw.edu.au/

If you wish to receive an Australian Tertiary Admission Rank (ATAR), you must study a minimum of 10 Board Developed units in the HSC Course.

If you do not wish to receive an ATAR, the rest of your courses may be made up from Board Endorsed Courses once you have studied six units from Board Developed Courses.

Wauchope High School encourages all students to attempt the highest level of a course that they can, and to consider studying courses leading to an ATAR even if they do not currently envisage requiring an ATAR.

III

ASSESSMENT INFORMATION FOR STUDENTS &

PARENTS/CAREGIVERS

HSC Assessment except VET The HSC Record of Achievement that you will receive at the end of Year 12 will state a HSC mark for each course satisfactorily completed which is a 50:50 combination of your external examination mark and a school-based assessment mark for each course. The Examination mark for each course shows the student’s performance in the Board’s HSC examination for that course. The Assessment mark is based on a number of school-based assessment tasks that measure performance in a wider range of course outcomes than can be tested in an external examination. Students are required to complete these tasks which for most courses may include tests, written or oral assignments, practical activities, fieldwork and projects. The school will submit an HSC assessment mark based on performance in these tasks for every student in every course. The board puts the marks through a process of moderation to allow a fair comparison of marks in each course across the school and state. The Performance band will identify a student’s HSC mark for each course with reference to one of six performance bands, where the highest achievement is Band 6 (90-100) and where the minimum standard expected in 50. A performance band of E1-E4 (E4 being the highest level of performance) is shown for Extension courses. HSC VET Assessment, USI

For each VET course an estimate will be supplied by the school to NESA, if the student has

indicated to their classroom teacher that they intend to sit for the examination.

All students studying a VET course need to supply the school with their USI (Unique Student

Identity number) so their credentials for that course are accredited to the student on NESA.

Further information concerning assessment, including mandatory work placement, can be found in

each VET course outline, in this booklet.

IV

Wauchope High School

2019 HSC Course

ASSESSMENT POLICY

The Higher School Certificate Assessment program at Wauchope High School begins in Term 4, 2018 and continues for the duration of the HSC course.

There are 2 aspects of satisfactory achievement of results in HSC courses:

(1) Satisfactory completion of the Assessment program, and (2) Satisfactory completion of a course.

Non-completion of assessment tasks

Failure to submit assessment tasks If a student fails to complete an assessment task specified in the assessment program and the teacher considers the student has a valid reason, the head teacher may decide that an extension of time can be granted or a mark may be awarded based on a substitute task.

In exceptional circumstances eg. where undertaking a substitute task is not feasible or reasonable, or where the missed task is difficult to duplicate, the head teacher can use an estimate based on other appropriate evidence.

Where there is no valid reason for not completing or submitting an assessment task, by the due date or on a given day, a zero mark must be recorded for that task. A zero mark will also be recorded when an assessment task is submitted late without the correct procedures being followed. Parents will be notified in writing that a zero mark was awarded.

If a student's attempt at a particular task scores zero, it is a matter for the teacher's professional judgement as to whether or not the attempt was a genuine one.

If it appears that the student is at risk of not meeting the assessment requirements in a course an official "N" warning will be given in writing (sample in Appendix). This letter is also used when an assessment task is not completed.

Student Absent on Day of Task

Illness: If a student is ill on the day an assessment task is to be held or submitted it is the responsibility of the student to inform the school by telephone immediately and to complete the Illness, Accident & Misadventure Form found in the Appendix within 5 school days.

Accident/Misadventure: If for some unforeseen, valid reason a student is unable to attend school on the day an assessment task is to be held or submitted, it is the responsibility of the student to inform the school by telephone as soon as possible and to complete the Illness, Accident & Misadventure Form found in the Appendix within 5 school days.

V

Wauchope High School

2019 HSC Course

ASSESSMENT POLICY

Alternate arrangements: If students know in advance that they will not be at school, with an acceptable reason, on the day an assessment task is to be completed or submitted it is the student's responsibility to negotiate alternative arrangements with their class teacher or Head Teacher, before the event. Students must complete the Renegotiating Date of Assessment Task Due to Extenuating Circumstances form at least five days before the date of the assessment task. This form is found in the Appendix. Alternate arrangements are only made on rare occasions.

If students, with acceptable reason, know in advance that they will not be able to sit for a written assessment task or examination alternate arrangements may take the form of one of the following:-

If the integrity of the task or examination can be guaranteed, after signing a confidentiality agreement, the student(s) may sit for the assessment at another time.

An alternate task may be assigned

The task or examination may be sat at a later time for feedback and experience and the student(s) would receive an estimate mark for the assessment based on their ranking in the course.

The alternate arrangement will be decided by the Key Learning Area Head Teacher in consultation with the Principal. Absence from School Prior to an Assessment Task:

Any absence on the day of an assessment task, prior to the due time, between 9:00am and 3:30pm will require a medical certificate or a supporting statement of misadventure.

Appeals: Appeals can be made at the end of each assessment task only in relation to a student's assessment rank. Appeals can also be made if any of the documentation lodged, concerning a student’s absence, is unsuccessful. Appeals will be considered by the Principal and/or Deputy Principal whose decision is final. If a student wishes to appeal then the Appeal form in the Appendix must be completed and submitted to the course Head Teacher.

Satisfactory Completion of a Course A student will be considered to have satisfactorily completed a course if, in the Principal's view, there is sufficient evidence that the student has:

a. Followed the course developed or endorsed by NESA; and b. Applied themselves with diligence and sustained effort to the set tasks and

experiences provided in the course by the school and c. Achieved some or all of the course outcomes.

If at any time it appears that a student is at risk of being given a "N" determination in any course, the student will be warned and parents/caregivers will be advised in writing by the class teacher as soon as the situation arises.

Attendance

In order to satisfy the outcomes of courses, students need to attend classes regularly and work with due diligence.

VI

1 AGRICULTURE—HSC ASSESSMENT : 2019

COMPONENTS WEIGHTINGS

TASK 1 TASK 2 TASK 3 TASK 4

Term 4 2018

Week 10

Term 2 2019

Week 2

Term 3 2019

Week 1

Term 3 2019

Weeks 4 & 5

Farm Product

Study

H3.1,H3.2, H3.3,

H3.4

Oral Presentation

H3.4,H4.1,H5.1

Experimental de-

sign and report

H1.1, H2.1, H2.2

Exam Trials

H1.1, H2.1,

H2.2, H3.1,

H3.2, H3.3,

H3.4, H4.1,

H5.1

Animal Task 25% Plant Task 25%

Knowledge and understanding of course content 40% 10% 5% 5% 20%

Knowledge, understanding and skills required to manage

agricultural production systems

40% 10% 10% 10% 10%

Skills in effective research, experimentation and communi-

cation

20% 10% 10%

TOTALS 100% 20% 25% 25% 30%

NOTE: Students study one elective from a choice of 3

OBJECTIVES HSC COURSE OUTCOMES

1 Knowledge and understanding of the physical, chemical, biological, social,

historical and economic factors that interact in agricultural production systems.

H1.1 Explains the influence of physical, biological, social, historical and economic factors on

sustainable agricultural production.

2 Knowledge, understanding and skills required to manage agricultural produc-

tion systems in a socially and environmentally responsible manner

H2.1

H2.2

Describes the inputs, processes and interactions of plant production systems

Describes the inputs, processes and interactions of animal production systems

3 Knowledge of, and skills in, decision-making and the evaluation of technology

and management techniques used in sustainable agricultural production mar-

keting.

H3.1

H3.2

H3.3

H3.4

Assesses the general business principles and decision-making processes involved in sus-

tainable farm management and marketing of farm products

Critically assesses the marketing of a plant OR animal product

Critically examines the technologies and technological innovations employed in the pro-

duction and marketing of agricultural products

Evaluates the management of the processes in agriculture systems

4 Skills in effective research, experimentation and communication H4.1 Applies appropriate experimental techniques, technologies research methods and data

presentation and analysis in relation to agricultural problems and situations.

5 Knowledge and understanding of the impact of innovation, ethics and current

issues on Australian agricultural systems.

H5.1 Evaluates the impact of innovation, ethics and current issues on Australian agricultural

systems.

2

ANCIENT HISTORY HSC OUTCOMES

AH12-1

accounts for the nature of continuity and change in the ancient world

AH12-2

Proposes arguments about the varying causes and effects of events and

developments

AH12-3

evaluates the role of historical features, individuals and groups in shaping the past

AH12-4

analyses the different perspectives of individuals and groups in their historical context

AH12-5

assesses the significance of historical features, people, places, events and developments of the ancient world

AH12-6

analyses and interprets different types of sources for evidence to support an historical account or argument

AH12-7

discusses and evaluates differing interpretations and representations of the past

AH12-8

plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

AH12-9

Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

AH12-10

analyses issues relating to the ownership, custodianship and conservation of the ancient past

3

ANCIENT HISTORY

HSC ASSESSMENT : 2018/19

Component Task 1 Task 2 Task 3 Weighting %

Historical analysis

Cities of Vesuvius: Pompeii and Herculaneum

Research and presentation

Personalities in their Times

Trial HSC Examination

Term 4, Week 8 Term 2, Week 7 Term 3, Week 4/5

Outcomes assessed AH12-3 AH12-6 AH12-9

AH12-10

Outcomes assessed AH12-1 AH12-5 AH12-6 AH12-7 AH12-8 AH12-9

Outcomes assessed AH12-1 AH12-2 AH12-3 AH12-4 AH12-6 AH12-9

Knowledge and understanding of course content 10 10 20 40

Historical skills in the analysis and evaluation of sources and

interpretations 10 5 5 20

Historical inquiry and research 5 15 20

Communication of historical understanding in appropriate forms 5 10 5 20

Total % 30 40 30 100

4

BIOLOGY STAGE 6 HSC OUTCOMES

SKILLS IN WORKING SCIENTIFICALLY

A student:

Questioning and predicting BIO12-1 Develops and evaluates questions and hypotheses for scientific investigation

Planning investigations BIO12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information

Conducting investigations BIO12-3 Conducts investigations to collect valid and reliable primary and secondary data and information

Processing data and information BIO12-4

Selects and processes appropriate qualitative and quantitative data and information using a range of

appropriate media

Analysing data and information BIO12-5 Analyses and evaluates primary and secondary data and information

Problem solving BIO12-6

Solves scientific problems using primary and secondary data, critical thinking skills and scientific

processes

Communicating BIO12-7

Communicates scientific understanding using suitable language and terminology for a specific

audience or purpose

KNOWLEDGE AND UNDERSTANDING

Students develop knowledge and understanding of heredity and genetic

technologies BIO12-12

Explains the structures of DNA and analyses the mechanisms of inheritance and how processes of

reproduction ensure continuity of species

BIO12-13 Explains natural genetic change and the use of genetic technologies to induce genetic change

BIO12-14 Analyses infectious disease in terms of cause, transmission, management and the organism’s

response, including the human immune system Students develop knowledge and understanding of the effects of disease

and disorders

BIO12-15 Explains non-infectious disease and disorders and a range of technologies and methods used to

assist, control, prevent and treat non-infectious disease

5

BIOLOGY 2 UNIT

HSC ASSESSMENT 2019

COMPONENTS WEIGHTINGS %

TASK 1 TASK 2 TASK 3 TASK 4

Term 4

Week 6 2018

Term 1

Week 6 2019

Term 2

Week 10 2019

Term 3

Weeks 4 & 5 2019

Annotated bibliography,

DNA model and questions

Data analysis task–

inheritance patterns in a

population Depth study – diseases

Trial HSC

Examination

Skills in working scientifically

60 15 10 20 15

Knowledge and understanding of

course content 40 15 5 5 15

MARKS 100 30 15 25 30

OUTCOMES ASSESSED BIO12-4, BIO12-5, BIO12-

7, BIO12-12

BIO12-5, BIO12-6, BIO12-

13

BIO12-1, BIO12-3, BIO12-

4, BIO12-7, BIO12-14,

BIO12-15

BIO12-1, BIO12-2,

BIO12-3, BIO12-4,

BIO12-5, BIO12-6,

BIO12-7, BIO12-12,

BIO12-13, BIO12-14,

BIO12-15

6

BUSINESS STUDIES HSC 2019

Objectives Outcomes

The nature, role and structure of business H1

Critically analyses the role of business in Australia and Globally.

Internal and external influences on business

H2

H3

Evaluates management strategies in response to changes in internal and

external influences

Discusses the social and ethical responsibilities of management

The functions and processes of business activity

H4

Analyses business functions and processes in large and global businesses

Management strategies and their effectiveness

H5

H6

Explains management strategies and their impact on businesses

Evaluates the effectiveness of management in the performance of businesses

Investigate, synthesise and evaluate contemporary business

issues and hypothetical and actual business situations

H7

H8

Plans and conducts investigations into contemporary business issues

Organises and evaluates information for actual and hypothetical business situations

Communicate business information and issues using

appropriate formats

H9 Communicates business information, ideas and issues, and concepts in appropriate

forms

Apply mathematical concepts appropriate to business

situations.

H10 Applies mathematical concepts appropriately in business situations.

7

BUSINESS STUDIES HSC ASSESSMENT 2019

COMPONENTS WEIGHTINGS

TASK 1 TASK 2 TASK 3

Term 4 Week 9

2018

Term 2 Week 8

2019

Term 3 Weeks 4/5

2019

Marketing Finance All topics

Knowledge and

Understanding of course

content

40% 20% 20%

Inquiry and Research 20% 10% 10%

Stimulus Based skills 20% 20%

Communication of

business information, ideas

and issues in appropriate

forms

20% 5% 5% 10%

TOTAL 100% 35% 35% 30%

OUTCOMES ASSESSED H3,H4,H6,H7,H8,H9. H2,H4,H5,H9, H10 H1,H2,H3,H4,H5,H6,H7,H8,

H9,H10.

8

CHEMISTRY HSC ASSESSMENT 2019

Component

Weighting %

Task 1 Task 2 Task 3

Term 1, Week 9

Term 2, Week 2

Term 3, Week 4/5

Research Task Depth Study - Research and

Presentation

Trial HSC Examination

Skills in

Working

Scientifically

60 20 30 10

Knowledge and

Understanding

of Course

Content

40 10 10 20

MARKS

100 30 40 30

OUTCOMES ASSESSED CHEM 12-1, CHEM 12-2, CHEM 12-3,

CHEM 12-4, CHEM 12-6, CHEM 12-7,

CHEM 12-8, CHEM 12-9,

CHEM 12-1, CHEM 12-2, CHEM 12-3,

CHEM 12-4, CHEM 12-5, CHEM 12-6,

CHEM 12-7, CHEM 12-8, CHEM 12-9,

CHEM 12-10

CHEM 12-1, CHEM 12-2, CHEM 12-3,

CHEM 12-4, CHEM 12-5, CHEM 12-6,

CHEM 12-7, CHEM 12-8, CHEM 12-9,

CHEM 12-10, CHEM 12-11

9

CHEMISTRY STAGE 6 HSC OUTCOMES

SKILLS IN WORKING SCIENTIFICALLY

Questioning and predicting CH11/12-1

CH 12-1 Develops and evaluates questions and hypotheses for scientific investigation

Planning investigations CH 12-2 Designs and evaluates investigations in order to obtain primary and secondary data and

information

Conducting investigations CH 12-3 Conducts investigations to collect valid and reliable primary and secondary data and

information

Processing data and information CH 12-4 Selects and processes appropriate qualitative and quantitative data and information using a

range of appropriate media

Analysing data and information CH 12-5 Analyses and evaluates primary and secondary data and information

Problem solving CH 12-6 Solves scientific problems using primary and secondary data, critical thinking skills and

scientific processes

Communicating CH 12-7 communicates scientific understanding using suitable language and terminology for a specific

audience or purpose

KNOWLEDGE AND UNDERSTANDING

Students develop knowledge and understanding of equilibrium

and acid reactions in chemistry CH12-12 Explains the characteristics of equilibrium systems, and the factors that affect these systems

CH12-13 Describes, explains and quantitatively analyses acids and bases using contemporary models

Students develop knowledge and understanding of the

applications of chemistry CH12-14 Analyses the structure of, and predicts reactions involving, carbon compounds

CH12-15 Describes and evaluates chemical systems used to design and analyse chemical processes

10

Community and Family Studies

HSC Assessment Schedule 2019

Task Number Task 1 Task 2 Task 3 Task 4 Weighting Student record

Nature of Task

Independent Research Pro-

ject

Investigation Positive influ-

ences on commu-nity attitudes to-wards a group

Presentation Support for parents and

carers

Trial HSC Exami-nation

Timing Term 4 Week 10 Term 1 Week 10 Term 2 Week

10 Term 3 Week 4-5

Outcomes Assessed H4.1, H4.2 H2.2,H2.3, H3.3,

H4.2, H5.1 H2.2, H3.2,

H5.2 H1.1 to H6.2

Component

Knowledge and under-standing of course con-

tent.

5 10 10 15 40

Skills in critical thinking, research methodology,

analysing and communi-cating

15 15 15 15 60

Total % 20 25 25 30 100

11

MAKING The student:

H1.1 uses acting skills to adopt and sustain a

variety of characters and roles

H1.2 uses performance skills to interpret and

perform scripted and other material

H1.3 uses knowledge and experience of dramatic

and theatrical forms, styles and theories to inform and

enhance individual and group devised works

H1.4 collaborates effectively to produce a group-

devised performance

H1.5 demonstrates directorial skills

H1.6 records refined group performance work in

appropriate form

AND VALUES ATTITUDES ABOUT H1.7 demonstrates skills in using the elements of

production

H1.8 recognises the value of the contribution of each

individual to the artistic effectiveness of productions

H1.9 values innovation and originality in group

and individual work

PERFORMING The student:

H2.1 demonstrates effective performance skills

H2.2 uses dramatic and theatrical elements

effectively to engage an audience

AND VALUES ATTITUDES ABOUT H2.3 demonstrates directorial skills for theatre and

other media

H2.4 appreciates the dynamics of drama as a

performing art

H2.5 appreciates the high level of energy and

commitment necessary to develop and present a

performance

CRITICALLY STUDYING The student:

H3.1 critically applies understanding of the

cultural, historical and political contexts that have

influenced specific drama and theatre practitioners,

styles and movements

H3.2 analyses, synthesises and organises

knowledge, information and opinion in coherent,

informed oral and written responses

H3.3 demonstrates understanding of the actor-

audience relationship in various dramatic and

theatrical styles and movements

AND VALUES ATTITUDES ABOUT H3.4 appreciates and values drama and theatre as

significant cultural expressions of issues and concerns

in Australian and other societies

H3.5 appreciates the role of the audience in various

dramatic and theatrical styles and movements

HSC Drama Outcomes

12

DRAMA HSC ASSESSMENT SCHEDULE 2019

Task Number

Task 1

Task 2

Task 3

Task 4

Task Description

Individual Project

Present work in progress

including logbook with

ongoing draft, research,

investigation of ideas and

reflection

Workshop Performance

and Written Task

Studies in Drama and

Theatre:

Selected Topic

Presentation of a group

performance under

development, logbook

including preliminary

script development,

research, planning and

reflection

Trial HSC Examination

Written examination

Group and Individual

Performance and logbook

Timing

Term 4, Week 9

Term 1, Week 8

Term 2, Week 5

Term 3, Week 4/5

Outcomes assessed

H1.3, H1.6, H3.1, H3.2,

H3.3

H1.2, H1.3, H1.5

H1.1, H1.2, H1.3, H1.4,

H2.1, H2.2, H2.3

H2.1, H2.2, H2.3, H3.1,

H3.2, H3.3

Component Weighting %

Making 10 10 10 10 40

Performing 20 10 30

Critically Studying 10 10 10 30

TOTAL % 20 20 30 30 100

13

Standard English - HSC Assessment Schedule for 2019

OUTCOMES

EN12-1: independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure

EN12-2: uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in

different modes, media and technologies

EN12-3: analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience

and context and explains effects on meaning

EN12-4: adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different

context

EN12-5: thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include

considered and detailed information, ideas and argument

EN12-6: investigates and explains the relationships between texts

EN12-7: explains and evaluates the diverse ways texts can represent personal and public worlds

EN12-8: explains and assesses cultural assumptions in texts and their effects on meaning

EN12-9: reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent

learner

14

Task number Task 1 Task 2 Task 3 Task 4

Nature of task

Podcast transcript

COMMON MODULE

Texts and Human Experiences

Multimodal presentation

MODULE: A

Language, Identity and Culture

Imaginative text

MODULE: C

Craft of Writing

Trial HSC Examination

Common Module

Module A

Module B

Timing Term 4, Week 8 Term 1, Week 9 Term 2, Week 3 Term 3, Weeks 4/5

Outcomes assessed

EN12-1, EN12-2, EN12-3, EN12-5, EN12-6,

EN12-9

EN12-1, EN12-3, EN12-5, EN12-7, EN12-8,

EN12-9

EN12-2, EN12-3, EN12-4, EN12-5, EN12-9

EN12-1, EN12-3, EN12-5, EN12-6, EN12-7

Components Weighting %

Knowledge and understanding of course content 15 10 10 15 50

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

10 15 15 10 50

Total % 25 25 25 25 100

ENGLISH STANDARD ASSESSMENT SCHEDULE 2019

15

OUTCOMES

EA12-1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure

EA12-2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media

and technologies

EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and

contexts and evaluates their effects on meaning

EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different

contexts

EA12-5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise

complex information, ideas and arguments

EA12-6 investigates and evaluates the relationships between texts

EA12-7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued

EA12-8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning

EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner

Advanced English - HSC Assessment Schedule for 2019

16

Task number Task 1 Task 2 Task 3 Task 4

Nature of task

Multimodal Presentation

COMMON MODULE

Texts and Human Experiences

Interview Transcript and Craft of Writing

MODULE: A

Textual

Conversations

MODULE: C

Craft of Writing (10%)

Critical Essay and Craft of Writing

MODULE: B

Critical Study of Literature

MODULE: C

Craft of Writing (10%)

Trial HSC Examination

Common Module

Module A

Module B

Module C (5%)

Timing Term 4, Week 10 Term 2, Week 1 Term 3, Week 1 Term 3, Weeks 4/5

Outcomes assessed

EA12-2, EA12-3, EA12-4, EA12-5, EA12-6,

EA12-9

EA12-2, EA12-3, EA12-4, EA12-6, EA12-9

EA12-3, EA12-5, EA12-8, EA12-1, EA12-3, EA12-

4, EA12-5, EA12-8

Components Weighting %

Knowledge and understanding of course content

10 15 15 10 50

Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across

all modes

10 15 15 10 50

Total % 20 30 30 20 100

ENGLISH ADVANCED ASSESSMENT SCHEDULE 2019

17

OUTCOMES

EE12-1: demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose,

audience and context across a range of modes, media and technologies.

EE12-2: analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their

effects on meaning for different purposes, audiences and contexts

EE12-3: independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of

valuing texts in order to inform and refine response to and composition of sophisticated texts

EE12-4: critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives are

represented in texts

EE12-5: reflects on and evaluates the development of their conceptual understanding and the independent and collaborative

writing and creative processes.

English Extension - HSC Assessment Schedule for 2019

18

Component Task 1 Task 2 Task 3 Weighting %

Writing Portfolio and reflection

(includes Creative Response)

Critical response with related text Trial HSC Examination

Term 1, Week 8 Term 2, Week 9 Term 3, Week 4/5

EE12-1, EE12-2, EE12-5 EE12-1, EE12-2, EE12-3, EE12-4 EE12-2, EE12-3, EE12-4, EE12-

5

Knowledge and understanding

of complex texts and of how

and why they are valued

15 20 15 50

Skills in complex analysis,

sustained composition and

independent investigation

15 20 15 50

Total % 30 40 30 100

ENGLISH EXTENSION ASSESSMENT SCHEDULE 2019

19

FOOD TECHNOLOGY HSC ASSESSMENT 2019

OUTCOMES

TASK 1 TASK 2 TASK 3 TASK 4

Term 4

Week 7

Term 1

Week 6

Term 2

Week 6

Term 3

Weeks 4/5

H1.1H1.2 H1.4, H3.1,H4.2 H2.1, H3.2, H4.1,

H5.1

H1.1, H1.2, H1.3,

H1.4,H2.1

Research Task Case study and

practical task

Research survey and

practical task

Trial HSC

Written Examination

COMPONENTS WEIGHTINGS

Knowledge and understanding of course

content 40% 25% 5% 10%

Knowledge and skills in designing,

researching, analysing and evaluating 30% 10% 10% 10%

Skills in experimenting with and preparing

food by applying theoretical concepts 30% 10% 20%

MARKS 100% 25% 25% 30% 20%

FOOD TECHNOLOGY HSC OUTCOMES

Students will develop: A student:

1

Knowledge and understanding about food systems in the production,

processing and consumption of food and an appreciation of their impact

on society.

H1.1

H1.2

H1.3

H1.4

Explains manufacturing processes and technologies used in the production of food products.

Examines the nature and extent of the Australian food industry.

Justifies processes of food product development and manufacture in terms of market, technological

and environmental considerations.Evaluates the impact of the operation of an organisation within

the Australian Food Industry on the individual, society and environment.

2 Knowledge and understanding about the nature of food, human nutrition

and an appreciation of the importance of food to health. H2.1 Evaluates the relationship between food, its production, consumption, promotion and health.

3 Skills in researching, analysing and communicating food issues. H3.1

H3.2

Investigates operations of one organisation within the Australian Food Industry.Independently

investigates contemporary nutrition issues.

4 Skills in experimenting with and preparing food by applying theoretical

concepts. H4.1

H4.2

Develops, prepares and presents food using product development processes.

Applies principles of food preservation to extend the life of food and maintain safety.

5

Skills in designing implementing and evaluating solutions to food

situations.

H5.1 Develops, realises and evaluates solutions to a range of food situations.

20

GEOGRAPHY HSC OUTCOMES 2019

Students will develop knowledge and understanding about:

The characteristics and spatial distribution of environments

H1

A student:

Explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic

The processes that form and transform the features and patterns

of the environment

H2 Explains the factors which place ecosystems at risk and the reasons for their protection

The global and local forces which impact on people, ecosystems,

urban places and economic activity

H3 Analyses contemporary urban dynamics and applies them in specific contexts

The contribution of a geographical perspective H4 Analyses the changing spatial and ecological dimensions of an economic activity

H5 Evaluates environmental management strategies in terms of ecological sustainability

H6 Evaluates the impacts of, and responses of people to, environmental change

H7 Justifies geographical methods applicable and useful in the workplace and relevant to a changing world

Students will develop skills to: A student:

Investigate geographically H8

H9

Plans geographical inquiries to analyse and synthesise information from a variety of sources

Evaluates geographical information and sources for usefulness, validity and reliability

Communicate geographically

H10

H11

Applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geograph-

ical contexts

Applies mathematical ideas and techniques to analyse geographical data

H12

H13

Explains geographical patterns, processes and future trends through appropriate case studies and illustrative

examples

Communicates complex geographical information, ideas and issues effectively, using appropriate written

and/or oral, cartographic and graphic forms

21

GEOGRAPHY HSC ASSESSMENT 2019

TASK 1

Geographical

Inquiry/

Fieldwork

Task 2

Research Task

TASK 3

Trial

HSC

Examination

COMPONENTS WEIGHTINGS

%

Term 1

Week 4

2019

Term 2

Week 10

2019

Term 3

Weeks 4/5

2019

Knowledge and understanding of course content 40% 10 20 10

Geographical tools and skills 20% 5 15

Communication of geographical information, ideas and issues in

appropriate forms 20% 5 10 5

Geographical inquiry and research, including fieldwork 20% 15 5

MARKS 100% 35% 35% 30%

OUTCOMES H1 H3 H4 H7 H8

H10 H12 H13

H1 H2 H5 H6

H8 H9 H12 H13

H1 H2 H3 H4 H5

H6 H10 H11 H12

H13

22

Component Task 1 Task 2 Task 3 Weighting %

Historical Process

History Project

Essay

History Project

Trial HSC Examination

Term 1, Week 9 Term 3, Week 2 Term 3, Week 4/5

Outcomes assessed HE12-1 HE12-2

HE12-4

Outcomes assessed HE12-1 HE12-2

HE12-3 HE12-4

Outcomes assessed HE12-1 HE12-3

HE12-4

Knowledge and understanding of significant

historical ideas and processes 15 15 10 40

Skills in designing, undertaking and

communicating historical inquiry and

analysis

15 25 20 60

Total % 30 40 30 100

Outcomes

HE 12-1analyses and evaluates different approaches to history and the complexity of factors that shape historical interpretations

HE 12-2 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical

sources of differing perspectives and historical approaches

HE12-3 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

HE12-4 constructs an historical position about an area of historical inquiry, and discusses and challenges other positions

History Extension HSC Assessment 2019

23

INDUSTRIAL TECHNOLOGY HSC ASSESSMENT SCHEDULE 2019

TASK 1 TASK 2 TASK 3 TASK 4

1.2,3.1,4.3,5.1,6.1, 1.2,3.1,4.3,5.1,6.1, 1.2,2.1,3.1,3.2,3.3,4.2 1.2,3.1,4.3,5.1,6.1,

Week 10 Term 4, 2018 Weeks 10/11Term 1 Week 9 Term 2 Weeks 4/5 Term 3

COMPONENTS WEIGHTING Industry Report Industry Related

Manufacturing

Technology.

Practical Skills & Folio

Audit Trial HSC

Knowledge and understanding of course content 40 % 10 % 10 % 15% 5 %

Knowledge and skills in the design, management,

communication and production of a major project

60 % 5 % 15 % 25 % 15%

TOTAL 100 % 15 % 25 % 40 % 20 %

INDUSTRIAL TECHNOLOGY HSC OUTCOMES

H1.1 Investigates industry through the study of businesses in one focus

area H4.2 Explores the need to outsource appropriate expertise where necessary to complement

personal practical skills

H1.2 Identifies appropriate equipment, production and manufacturing

techniques and describes the impact of new and developing

technologies in industry.

H4.3 Critically applies knowledge and skills related to properties and characteristics of materials/

components.

H1.3 Identifies important historical developments in the focus area

industry H5.1 Selects and uses communication and information processing skills.

H2.1 Demonstrates proficiency in the use of safe working practices and

workshop equipment maintenance techniques. H5.2 Examines and applies appropriate documentation techniques to project management

H3.1 Demonstrates skills in sketching, producing and interpreting

drawings. H6.1 Evaluates the characteristics of quality manufactured products.

H3.2 Selects and applies appropriate research and problem-solving

skills H6.2 Applies the principles of quality and quality control.

H3.3 Applies and justifies design principles through the production of a

Major Project. H7.1 Explains the impact of the focus area industry on the social and physical environment.

H4.1 Demonstrates competency in a range of practical skills

appropriate to the Major Project. H7.2 Analyses the impact of existing, new and emerging technologies of the focus industry on

society and the environment

24

INFORMATION PROCESSES AND TECHNOLOGY OUTCOMES

Students will develop: A Student:

1 Knowledge and understanding of the nature

and function of information systems. H1.1

H1.2

Applies an understanding of the nature and function of information technologies to a specific practical

situation.

Explains and justifies the way in which information systems relate to information processes in a specific

context.

2 Knowledge and understanding of

interrelationships among information

processes.

H2.1

H2.2

Analyses and describes a system in terms of the information processes involved.

Develops solutions for an identified need which address all of the information processes.

3 An understanding and appreciation of social

and ethical issues pertaining to information

systems, technologies and processes.

H3.1

H3.2

Evaluates and discusses the effect of information systems on the individual, society and the environment.

Demonstrates ethical practice in the use of information systems, technologies and processes.

4 An understanding and appreciation of the

emerging nature of information systems,

technologies and processes within a historical

context.

H4.1 Proposes and justifies ways in which information systems will meet emerging needs.

5 Skills in the discriminatory selection and

ethical use of appropriate resources and tools

to support information systems.

H5.1

H5.2

Justifies the selection and use of appropriate resources and tools to effectively develop and manage

projects.

Assesses the ethical implications of selecting and using specific resources and tools, recommending and

justifying the choices.

6 Skills and techniques to creatively and

methodically plan, design and implement

information systems to address needs.

H6.1

H6.2

Analyses situations, identifies a need, proposes and develops solutions.

Selects, justifies and applies a methodical approach to planning, designing or implementing a solution

7 Skills in management, communication and

teamwork in relation to individual and group

activities.

H7.1

H7.2

Implements and explains effective management techniques.

Uses methods to thoroughly document the development of individual and/or group projects.

25

INFORMATION PROCESSES and TECHNOLOGY

HSC ASSESSMENT 2019

COMPONENTS WEIGHTINGS

TASK 1 TASK 2 TASK 3 TASK 4

Term 4

Week 8 2018

Term 1

Week 11 2019

Term 2

Week 8 2019

Term 3

Weeks 4 & 5 2019

Research

Project System Analysis Task

Major

Project

Trial HSC

Examination

3 hours

Knowledge and understanding of

course content. 60 % 15 % 15 % 15 % 15 %

Knowledge and skills in the design

and development of information

systems

40 % 5 % 10 % 10 % 15 %

MARKS 100 % 20 % 25 % 25 % 30 %

OUTCOMES ASSESSED H1.1, H2.1, H2.2, H3.1,

H3.2, H6.1, H6.2

H1.1, H1.2, H2.1, H2.2,

H3.1, H3.2, H4.1, H5.1,

H5.2, H6.1, H6.2, H7.1

All Outcomes All outcomes

26

LEGAL STUDIES HSC OUTCOMES 2019

Objective: A student develops knowledge &

understanding about:

Outcomes:

The nature & institutions of domestic &

international law H1

H2

Identifies and applies legal concepts and terminology.

Describes and explains key features of and the relationship between Australian and International law.

The operation of Australian and international

legal systems and the and the significance of the

rule of aw

H3

H4

Analyses the operation of domestic and international legal systems.

Evaluates the effectiveness of the legal system in addressing issues.

The interrelationship between law, justice and

society and the changing nature of law. H5

H6

H7

Explains the role of law in encouraging cooperation & resolving conflict, as well as initiating &

responding to change.

Assesses the nature of the interrelationship between the legal system and society.

Evaluates the effectiveness of the law in achieving justice.

A student develops skills in:

Investigating, analysing and communicating

relevant legal information and issues H8

H9

H10

Locates, selects, organises, synthesises and analyses legal information from a variety of sources

including legislation, cases, media, international instruments & documents.

Communicates legal information using well structured and logical arguments.

Analyses differing perspectives and interpretations of legal information and issues.

27

LEGAL STUDIES HSC ASSESSMENT 2019

TASK 1

TASK 2

TASK 3 TASK 4

COMPONENTS WEIGHTINGS Term 4 2018

Week 10

Term 1 2019

Week 8

Term 3 2019

Week 1

Term 3 Trial

Week4/5

Crime Crime and Human

rights Focus Studies All topics

Knowledge and

understanding of course

content

40% 15%

25%

Analysis and evaluation 20% 10% 10%

Inquiry and research 20% 20%

Communication of legal

information, issues and

ideas in appropriate forms

20% 15% 5%

MARKS 100% 20% 25% 25% 30%

OUTCOMES ASSESSED H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10

H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10

H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10

H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10

28

MATHEMATICS STANDARD 2 HSC OUTCOMES

Students will develop the ability to: A student:

apply reasoning, and the use of appropriate

language, in the evaluation and construction of

arguments and the interpretation and use of models

based on mathematical and statistical concepts

use concepts and apply techniques to the solution

of problems in algebra and modelling,

measurement, financial mathematics, data and

statistics, and probability .

Use mathematical skills and techniques, aided by

appropriate technology, to organize information

and interpret practical solutions.

Interpret and communicate mathematics in a

variety of written and verbal forms, including

diagrams and graphs.

uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of

familiar and unfamiliar contexts.

MS2-12-1

analyses representations of data in order to make inferences, predictions and draw conclusions.

MS2-12-2

interprets the results of measurements and calculations and makes judgements about their reasonableness,

including the degree of accuracy and the conversion of units where appropriate.

MS2-12-3

analyses two-dimensional and three-dimensional models to solve practical problems.

MS2-12-4

makes informed decisions about financial situations, including annuities and loan repayments.

MS2-12-5

solves problems by representing the relationships between changing quantities in algebraic and graphical forms

MS2-12-6

solves problems requiring statistical processes, including the use of the normal distribution and the correlation

of bivariate data.

MS2-12-7

solves problems using networks to model decision making in practical problems.

MS2-12-8

chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to

recognise appropriate times and methods for such use.

MS2-12-9

uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others

and justifying a response

MS2-12-10

29

MATHEMATICS STANDARD 2

HSC ASSESSMENT 2019

COMPONENTS WEIGHTINGS

TASK 1 TASK 2 TASK 3 TASK 4

Term 4

Week 8 2018

Term 1

Week 10 2019

Term 2

Week 8 2019

Term 3

Weeks 4 & 5 2019

Work to Date

Open book Test

50 minutes

Work to Date

Open book Test

50 minutes

Investigative Task

Trial HSC

Examination

2 ½ hours

Understanding, fluency and

communication 50 % 15 % 15 % 5 % 15 %

Problem-solving, reasoning and

justification 50 % 10 % 10 % 15 % 15 %

MARKS 100 % 25 % 25 % 20 % 30 %

OUTCOMES ASSESSED MS2-12-1, MS2-12-4,

MS2-12-9, MS2-12-10

MS2-12-5, MS2-12-8,

MS2-12-9, MS2-12-10

MS2-12-7, MS2-12-9,

MS2-12-10

MS2-12-1, MS2-12-2,

MS2-12-5, MS2-12-9,

MS2-12-9, MS2-12-10

30

HSC MATHEMATICS OUTCOMES

Objective: Outcomes:

Students will develop:

Appreciation of the scope, usefulness, beauty

and elegance of mathematics.

H1

A student:

Seeks to apply mathematical techniques to problems in a wide range of practical contexts.

The ability to reason in a broad range of

mathematical contexts. H2 Constructs arguments to prove and justify results.

Skills in applying mathematical techniques to

the solutions of practical problems. H3

H4

H5

Manipulates algebraic expressions involving logarithmic and exponential functions.

Express practical problems in mathematical terms based on simple given models.

Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry

and series to solve problems.

Understanding of the key concepts of

calculus and the ability to differentiate and

integrate a range of functions.

H6

H7

H8

Uses the derivative to determine the features of the graph of a function

Uses the features of a graph to deduce information about the derivative.

Uses techniques of integration to calculate areas and volumes.

The ability to interpret and communicate

mathematics in a variety of forms. H9 Communicates using mathematical language, notation, diagrams and graphs.

31

MATHEMATICS

HSC ASSESSMENT 2019

COMPONENTS WEIGHTINGS

TASK 1 TASK 2 TASK 3 TASK 4

Term 4

Week 8 2018

Term 1

Week 6 2019

Term 2

Week 10 2019

Term 3

Weeks 4 & 5 2019

Work to Date

Open book Test

50 minutes

Work to Date

Open book Test

50 minutes

Work to Date

Open book Test

50 minutes

Trial HSC

Examination

3 hours

Concepts, skills and techniques. 50 % 10 % 15 % 10 % 15 %

Reasoning and communication. 50 % 10 % 10 % 15 % 15 %

MARKS 100 % 20 % 25 % 25 % 30 %

OUTCOMES ASSESSED H1, H2, H5, H9 H1, H2, H4, H5, H6, H7,

H8, H9 H1, H2, H3, H5, H7, H9

H1, H2, H3, H4, H5,

H6, H7, H8, H9.

32

MATHEMATICS EXTENSION 1 HSC OUTCOMES

Objective: Outcomes:

Students will develop:

Appreciation of the scope, usefulness, beauty

and elegance of mathematics.

HE1

A student:

Appreciates interrelationships between ideas from different areas of mathematics.

The ability to reason in a broad range of

mathematical contexts. HE2 Uses inductive reasoning in the construction of proofs.

Skills in applying mathematical techniques to

the solution of practical problems. HE3

Uses a variety of strategies to investigate mathematical models of situations involving binomial

probability, projectiles, simple harmonic motion, or exponential growth and decay.

Understanding of the key concepts of

calculus and the ability to differentiate and

integrate a range of functions.

HE4

HE5

HE6

Uses the relationship between functions, inverse functions and their derivatives.

Applies the chain rule to problems including those involving velocity and acceleration as

functions of displacement.

Determines integrals by reduction to a standard form through a given substitution.

The ability to interpret and communicate

mathematics in a variety of forms. HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form.

33

MATHEMATICS EXTENSION 1

HSC ASSESSMENT 2019

COMPONENTS WEIGHTINGS

TASK 1 TASK 2 TASK 3 TASK 4

Term 4

Week 10 2018

Term 1

Week 10 2019

Term 2

Week 7 2019

Term 3

Weeks 4 & 5 2019

Work to Date

Open book Test

50 minutes

Work to Date

Open book Test

50 minutes

Work to Date

Open book Test

50 minutes

Trial HSC

Examination

2 hours

Concepts, skills and techniques. 50 % 10 % 15 % 10 % 15 %

Reasoning and communication. 50 % 10 % 10 % 15 % 15 %

MARKS 100 % 20 % 25 % 25 % 30 %

OUTCOMES ASSESSED HE1, HE2, HE7 HE1, HE2, HE4, HE6, HE7 HE1, HE2, HE3, HE7

HE1, HE2, HE3, HE4,

HE5, HE6, HE7.

34

Modern History HSC Course Syllabus Outcomes

MH12-1 accounts for the nature of continuity and change in the modern world

MH12-2 proposes arguments about the varying causes and effects of events and developments

MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past

MH12-4 analyses the different perspectives of individuals and groups in their historical context

MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world

MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument

MH12-7 discusses and evaluates differing interpretations and representations of the past

MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

35

Modern History Higher School Certificate Assessment Schedule 2019

Components

WEIGHT

TASK 1

TASK 2

TASK 3

TASK 4

CORE

National Study

Peace and Conflict

All topics

Source Study

T4W8

Historical Analysis

T1W8

Oral Presentation

T2W6

Exam period

Term 3 2019

Week 4/5

Historical skills in the analysis

and evaluations of sources and

interpretations 20% 20

Historical inquiry and research

20% 20

Communication of historical

understanding in appropriate

forms 20% 5 5 10

Knowledge and understanding

of course content 40% 20 20

TOTAL

100% 20 25 25 30

Outcomes

12-4, 12-6, 12-7, 12-9 12-1, 12-2, 12-3, 12-5,12-

8, 12-9, 12-1, 12-3, 12-5,12-9 12-1 — 12-9

36

Objective: to develop knowledge and skills about the concepts of music and of music as an art form through performance, composition, musicology and aural activities

H5

critically evaluates and discusses performances and compositions

H6

critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

Objective: to develop the skills to evaluate music critically.

H7

understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H8

identifies, recognises, experiments with, and discusses the use and effects of technology in music

Objective: to develop an understanding of the impact of technology on music.

Objective: to develop personal values about music.

H9

performs as a means of self-expression and communication

H10

demonstrates a willingness to participate in performance, composition, musicology and aural activities

H11

demonstrates a willingness to accept and use constructive criticism

MUSIC 1 HSC ASSESSMENT SCHEDULE 2019

HSC Outcomes (H)

Through activities in performance, composition, musicology and aural, a student:

H1

performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H2

reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H3

improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

37

Components Task 1 Task 2 Task 3 Task 4 Weighting

%

Composition Portfolio and

Aural Analysis

Topic 1

Submission of composition or

arrangement, aural analysis of

composition with reference to

concepts of music relevant to the

chosen topic

Presentation of Performance and

Viva Voce

Topic 2

Solo or ensemble performance and

in–class viva voce based on

performance repertoire

demonstrating an understanding of

the techniques and features of the

topic

Presentation or Submission:

Elective Option for Topics 1

and 2

Presentation of performance and/

or composition portfolio and/or

musicology outline and viva voce

Trial HSC Examination

Aural Skills Examination

Presentation of elective

performance, composition

portfolio or musicology outline

and viva voce based on Topic 3

Term 4, Week 9 Term 1, Week 6 Term 2, Week 6 Term 3

Outcomes assessed H2, H4, H5, H6, H7, H8

Outcomes assessed H1, H2, H4, H5, H6

Outcomes assessed H1–8*

Outcomes assessed H1–8*

Performance 10 10

Composition 10 10

Musicology 10 10

Aural 10 15 25

Electives 30 15 45

Total % 20 20 30 30 100

*Teachers will select appropriate outcomes based on Elective options selected by each student.

MUSIC 1 HSC ASSESSMENT SCHEDULE 2019

38

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION STAGE 6 HSC OUTCOMES

Students will develop: A Student:

Values and attitudes that promote healthy, active

lifestyle and communities.

Demonstrates a commitment to social justice through valuing diversity, equity and supportive environments

Shows responsibility and a willingness to act for personal and community health, shows a willingness to

question issues that impact on health and performance.

Values the technical and aesthetic qualities of and participation in physical activity.

Objective: Outcomes:

Knowledge and understanding of the factors that

affect health. H1

H2

H3

Describes the nature, and justifies the choice, of Australia’s health priorities.

Analyses and explains the health status of Australians in terms of current trends and groups most at risk.

Analyses the determinants of health and health inequities.

A capacity to exercise influence over personal

and community health outcomes. H4

H5

H6

Argues the case for the new public health approach to health promotion.

Explains the different roles and responsibilities of individuals, communities and governments in

addressing Australia’s health priorities.

Demonstrates a range of personal health skills that enables them to promote and maintain health..

Knowledge and understanding about the way the

body moves. H7

H8

H9

Explains the relationships between physiology and movement potential.

Explains how a variety of training approaches and other interventions enhance performance and safety in

physical activity.

Explains how movement skill is acquired and appraised.

An ability to take action to improve participation

and performance in physical activity. H10

H11

H13

Designs and implements training plans to improve performance.

Designs psychological strategies and nutritional plans in response to individual performance needs.

Selects and applies strategies for the management of injuries and the promotion of safety in sport and

physical activity (Option 3).

An ability to apply the skills of critical thinking,

research and analysis H14

H15

H16

H17

Argues the benefits of health-promoting actions and choices that promote social justice

Critically analyses key issues affecting the health of Australians and proposes ways of working towards

better health for all

Devises methods of gathering, interpreting and communicating information about health and physical

activity concepts

Selects appropriate options and formulates strategies based on a critical analysis of the factors that affect

performance and safe participation

39

Component Task 1 Task 2 Task 3 Task 4 Weighting %

Presentation

Responding to sports

medicine scenarios

Analysis

Health Priorities

essay

Research Task

Research and design

training programs

Trial HSC Examination

Term 4, Week 8 Term 1, Week 8 Term 2, Week 8 Term 3, Week 4/5

H7, H8, H13, H16, H17 H1 – H5, H7, H11,

H14 – H17

H8, H9, H10, H11, H16 H1–H5, H7–H11, H14–H17

Knowledge and

understanding of course

content

10 10 10 10 40

Skills in critical

thinking, research,

analysis and

communicating

10 15 15 20 60

Total % 20 25 25 30 100

PERSONAL DEVELOPMENT HEALTH PHYSICAL EDUCATION HSC ASSESSMENT SCHEDULE 2019

40

PHYSICS STAGE 6 HSC OUTCOMES

SKILLS IN WORKING SCIENTIFICALLY

Questioning and predicting

PH 12-1 Develops and evaluates questions and hypotheses for scientific investigation

Planning investigations PH 12-2 Designs and evaluates investigations in order to obtain primary and secondary data and

information

Conducting investigations PH 12-3 Conducts investigations to collect valid and reliable primary and secondary data and

information

Processing data and information PH 12-4 Selects and processes appropriate qualitative and quantitative data and information using

a range of appropriate media

Analysing data and information PH 12-5 Analyses and evaluates primary and secondary data and information

Problem solving PH 12-6 Solves scientific problems using primary and secondary data, critical thinking skills and

scientific processes

Communicating PH 12-7 communicates scientific understanding using suitable language and terminology for a

specific audience or purpose

KNOWLEDGE AND UNDERSTANDING

develop knowledge and understanding of advanced

mechanics and electromagnetism

PH12-12 describes and analyses qualitatively and quantitatively circular motion and motion in a

gravitational field, in particular, the projectile motion of particles

PH12-13 explains and analyses the electric and magnetic interactions due to charged particles and

currents and evaluates their effect both qualitatively and quantitatively

develop knowledge and understanding of the role of

evidence and prediction in the development of theories in

physics

PH12-14 describes and analyses evidence for the properties of light and evaluates the implications

of this evidence for modern theories of physics in the contemporary world

PH12-15 explains and analyses the evidence supporting the relationship between astronomical

events and the nucleosynthesis of atoms and relates these to the development of the

current model of the atom

41

2 UNIT PHYSICS HSC ASSESSMENT 2013

PHYSICS HSC ASSESSMENT SCHEDULE 2019

Components Weightings

Task 1 Task 2 Task 3 Task 4

Term 4 2018 – Week 8 Term 1 2019 – Week 9 Term 2 2019 – Week 8 Term 3 2019 – Exam

Period

Practical Investigation and

Report

Depth Study

Research Task

Whole course exam

Skills in Working

Scientifically 60%

15%

25% 15% 5%

Knowledge and

Understanding of

Course Content

40%

5%

5% 5% 25%

Marks 100%

20%

30% 20% 30%

Outcomes

assessed

PH12 – 1, 2, 3, 4, 5, 7, 12

PH12 – 1, 2, 3, 4, 5, 6, 7, 13

PH12 – 2, 4, 5, 6, 7, 14 PH12 – 5, 6, 12, 13, 14,

15

42

SPORT, LIFESTYLE & RECREATION 2 UNIT HSC OUTCOMES

1

Students will develop:

knowledge and understanding of the factors that

influence health and participation in physical activity

H1.1

H1.2

H1.3

H1.4

H1.5

H1.6

A student:

applies the rules and conventions that relate to participation in a range of physical activities

explains the relationship between physical activity, fitness and healthy lifestyle

demonstrates ways to enhance safety in physical activity

investigates and interprets the patterns of participation in sport and physical activity in Australia

critically analyses the factors affecting lifestyle balance and their impact on health status

describes administrative procedures that support successful performance outcomes

2 knowledge and understanding of the principles and

processes impacting on the realisation of movement

potential

H2.1

H2.2

H2.3

H2.4

H2.5

explains the principles of skill development and training

analyses the fitness requirements of specific activities

selects and participates in physical activities that meet individual needs, interests and abilities

describes how societal influences impact on the nature of sport in Australia

describes the relationship between anatomy, physiology and performance

3 the ability to analyse and implement strategies that

promote health, physical activity and enhanced

performance

H3.1

H3.2

H3.3

H3.4

H3.5

H3.6

H3.7

selects appropriate strategies and tactics for success in a range of movement contexts

designs programs that respond to performance needs

measures and evaluates physical performance capacity

composes, performs and appraises movement

analyses personal health practices

assesses and responds appropriately to emergency care situations

analyses the impact of professionalism in sport

4 a capacity to influence the participation and

performance of self and others. H4.1

H4.2

H4.3

H4.4

H4.5

plans strategies to achieve performance goal

demonstrates leadership skills and a capacity to work cooperatively in movement context

makes strategic plans to overcome the barriers to personal and community health

demonstrates competence and confidence in movement contexts

recognises the skills and abilities required to adopt roles that support health, safety and physical

activity

5 a lifelong commitment to an active, healthy lifestyle

and the achievement of movement potential

H5.1

H5.2

H5.3

H5.4

H5.5

Values and Attitudes

accepts responsibility for personal and community health

willingly participates in regular physical activity

values the importance of an active lifestyle

values the features of a quality performance

strives to achieve quality in personal performance

43

SPORT, LIFESTYLE & RECREATION 2 UNIT HSC COURSE 2019

COURSE: 2 UNIT

COMPONENTS OF ASSESSMENT:

Outdoor Recreation

Sports Administration

Movement Application

Practical Assessment

TASK

NO.

WHAT WILL

BE ASSESSED

HOW IT WILL

BE ASSESSED

WHEN

ASSESSED TASK WEIGHTING

MARK

(STUDENT USE)

1

Sports Knowledge &

Administration

Sport management

Observation Term 2 20%

2

Outdoor Recreation

In class notes submission Term 4 20%

3

Practical Application

Attitude

Involvement

Assessment of all

Practical Lessons -

Observation

Ongoing 30%

4

Skill Acquisition

Ability

Understanding

Assessment of all

Practical Lessons -

Observation

Ongoing 30%

TOTAL 100%

44

VET COURSES 2019

Hospitality - Food and Beverage, Information & Digital Technology, Primary Industries,

Skills for Work and Vocational Pathways (Trade Skills)

Assessment within these frameworks is competency based.

A student’s performance is judged against a set standard. A student is deemed as “competent” or “not yet competent”. This is

made on the basis of a range of evidence which may be in a variety of forms eg. Practical tasks, completion of questions, oral

reports, role plays, research tasks, written reports, tests.

Students who are deemed as “not yet competent” can be given other tasks to display their competency of an element.

Competency tasks are ongoing and set throughout the courses.

Students studying VET Courses may be required to sit for a Final HSC examination.

Work Placement for 35 hours is a mandatory component of these courses (except Trade Skills). Recognition of Prior

Learning can be used in lieu of work placement if a student can provide evidence that course related industry experience for

equivalent 35 hours has been fulfilled within the calendar year of the VET course.

There will be weeks allocated on the student assessment calendar when work placement has been scheduled. Students that

don’t complete work placement within these dates are required to source an alternative work placement employer in their own

time.

Appendix:

This appendix includes a copy of the warning letter that will be sent home should a student be in danger of receiving an 'N' award in a particular course for unsatisfactory progress or when an assessment task is not completed or is handed in late without the correct procedure. The Appendix also contains a sample Appeals form, a Renegotiation of Date of Assessment Task form and an Illness or Misadventure Application form. These forms can be obtained from the Year Adviser , Senior Prep Room or the Deputy Principal. The glossary of words, published by the Board of Studies, that will be used in examination questions is included for student reference. The meaning of each word is given and it applies for all course areas.

Also included is a Personal Assessment Guide which each student is encouraged to complete for their own HSC Assessment tasks. Completing this guide will allow for planning to take place, ensuring adequate time is given for preparation and completion of each task.

A

Wauchope High School Nelson Street Wauchope, NSW 2446

Ph: 02 65851400

Email: wauchope-h.school@det.nsw.edu.au

B

Name

Address

Town, NSW Date:

Official Warning - Non Completion of a High School Certificate Course

Dear

I am writing to advise that _____________________is in danger of not meeting the Course Comple-

tion Criteria for the Higher School Certificate course -________________.

The Board of Studies, Teaching and Educational Standards (NESA) requires schools to issue

students with official warnings in order to give them the opportunity to redeem themselves. Please

regard this letter as the official warning we have issued concerning __________________.

Once a minimum of two course-specific warnings have been issued a final non-completion of course

determination may be made for a course.

Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the student

has:

a) followed the course developed or endorsed by the Board; and

b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in

the course by the school; and

c) achieved some or all of the course outcomes.

Where it is determined that a student has not met the Course Completion Criteria, they place them-

selves at risk of receiving a determination of non-completion of course requirements. This will mean

that the course will not be listed on the student’s Record of Achievement and may affect the student’s eligi-

bility for the Higher School Certificate. In Year 12, students must make a genuine attempt at assessment

tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not

sufficient; tasks worth in excess of 50% must be completed.

To date, _________ has not satisfactorily met ____of the Course Completion Criteria.

The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for

which a genuine attempt has not been made. In order for __________ to satisfy Course Completion Crite-

ria, the following tasks, requirements or outcomes listed overleaf need to be satisfactorily completed

and/or achieved.

Please discuss this matter with _________ and contact the school if further information or clarifica-

tion is needed.

Yours sincerely

________________ _______________ ___________________

Class Teacher Head Teacher Principal

T satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfac-torily completed by________________________.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Please detach this section and return to the school

Requirements for the satisfactory completion of a Higher School Certificate Course

I have received the letter dated ____________ indicating that _______ is in danger of not having satisfac-

torily completing _______________.

I am also aware that this course, ______________ , may not appear on their Higher School Certificate Rec-

ord of Achievement.

I am also aware that the determination of non-completion of course requirements may make __________ inel-

igible for the award of the Higher School Certificate.

Parent/Guardian's Signature Date _____________

Student's Signature _______ Date _______________

Task Name/Course Re-quirements/Course Out-

comes

Percentage Weighting

Date Task Ini-tially Due

Action required by Student

Date to be Completed by

C

Student Appeal

Student: ........................................................................................ Year …………………...….

Course……………………………………………………………………………

Task: ………………………………………………...................................

I request that the decision regarding ……………………………………………………………………………………………….. be reconsidered for the following reasons: …………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………...

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………...

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………...

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………

I understand that this appeal will be considered by the Principal and/or Deputy Principal whose deci-sion will be final.

Student:.......................................................................................Date:……………………………………..

D

WAUCHOPE HIGH SCHOOL

WAUCHOPE HIGH SCHOOL

Renegotiating Date of Assessment Task

Due To Extenuating Circumstances

If extenuating circumstances arise eg Work Placement, a TAFE Interview, a sporting commitment students must negotiate with their course class teacher or Head teacher an alternate time to do or submit the Assessment Task.

Students are to inform their class teacher and then submit this form to the course Head teacher at least FIVE days before the assessment task is due.

Students are not to assume that once the application for the renegotiation of the assessment date has been submitted to the Head Teacher in charge of the course, that it has been approved.

The Head Teacher will advise students on the outcome of their applications.

The Principal has the right to determine the appropriate extenuating circumstances. A copy of this document will be sent to the Student, Parent/Caregiver, Year Adviser and a copy placed in the stu-dent record file.

Student Name: .......................................................................... Class:………………Date:………………………….

Class Teacher: ............................................... .............................Course:………………......................................................

Assessment Task: .......................................................................... Date Due: ………………………………………...

Reason for Application:

........................................................................................................................................................

........................................................................................................................................................

........................................................................................................................................................

I understand that I must fulfill my obligation to complete the Assessment Task on or by the negotiated date. If I do not attempt the assessment task I am in danger of not meeting requirements for this course.

Signed .. .................................................... ..........................................…………………………….... I Date: …………………………………... (Student) (Parent/Caregiver)

Faculty Decision:

Extension granted until………/………/2019

Student to complete a substitute task on ……………/………/2019

Student to receive an estimate

Alternate time given to complete and submit the task……..…/………/2019

Application rejected because……………………………………………………………………………………………

………………………………………………………………………………………………………………………….

…………………………………………………………………………………………………………………………..

Signed …………………………………………………………………………….

Head Teacher

E

Illness, Accident and Misadventure Form

Student Name:……………………………………………. Year:……………………………………

Course:……………………………….Assessment Task:……………………………………………

Due Date:…………………………… Date of Submitting this form:…………………………….

.

Please give your reasons for failing to meet the assessment requirements. Give details to support your case.

This form should be handed to your teacher or the Head Teacher of the course immediately after missing

the task, or where possible, before the task is due.

………………………………………………………………………………………………………..

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

Signed:……………………………………. …………………………………………

(Parent/Guardian) (Student)

Please attach relevant documentation eg medical certificate

Teachers Recommendation/Comment:

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

Faculty Decision:

Appeal accepted without penalty

Extension granted until………/………/2019

Student to complete a substitute task on ……………/………/2019

Student to receive an estimate

Alternate time given to complete and submit the task……/………/2019

Appeal rejected for……………………………………………………………………………………

…………………………………………………………........................................................................

…………………………………………………………………………………………………………

Head Teacher:………………………………………………….Date:………………………………

A copy of this document will be given to the Student, Parent/Caregiver, Year Adviser and a copy placed in the student record file.

F

To develop a consistent understanding of some key words in the HSC, the following glossary provides the meaning of these words as they generally apply across all course areas.

The Higher School Certificate - Some Key Words

Word Definition

Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions.

Analyse Identify components and the relationship between them; draw out and relate implications.

Apply Use, utilise, employ in a particular situation.

Appreciate Make a judgment about the value of.

Assess Make a judgement of value, quality, outcomes, results or size.

Calculate Ascertain/Determine from given facts, figures or information.

Clarify Make clear or plain.

Classify Arrange or include in classes/categories.

Compare Show how things are similar or different.

Construct Make; build; put together items or arguments.

Contrast Show how things are different or opposite.

Critically (analyse/evaluate)

Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)

Deduce Draw conclusions.

Define State meaning and identify essential qualities.

Demonstrate Show by example.

Describe Provide characteristics and features.

Discuss Identify issues and provide points for and/or against.

Word Definition

Distinguish Recognise or note/indicate as being distinct or different from; to note differences between.

Evaluate Make a judgement based on criteria; determine the value of.

Examine Inquire into.

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how.

Extract Choose relevant and/or appropriate details.

Extrapolate Infer from what is known.

Identify Recognise and name.

Interpret Draw meaning from.

Investigate Plan, inquire into and draw conclusions about.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action.

Recall Present remembered ideas, facts or experiences.

Recommend Provide reasons in favour.

Recount Retell a series of events.

Summarise Express concisely the relevant details.

Synthesise Putting together various elements to make a whole.

G

OUTCOMES

The specific things students are expected to know and to

know how to do. It is the responsibility of each

classroom teacher to outline the outcomes of the course

and ensure students have access to a copy which can

be cross referenced with the outcomes column. Many

of the course outcomes have been included in the

assessment schedule.

COMPONENTS Areas of the syllabus to be assessed

WEIGHTINGS Relative importance of each component in the overall

assessment of student achievement

The following assessment guidelines for each course are

presented in alphabetical order. This assessment guide-

lines document will be current and useful until the end of

the Higher School Certificate Course. Make sure it is kept

in a safe place and referred to often.

Below is an explanation of the terms used in the assessment guidelines.