HSC ASSESSMENT GUIDE - St Paul's College, Kempseymoodle.kmpslism.catholic.edu.au/file.php/1/Students... · · 2016-10-31HSC ASSESSMENT GUIDE 2017 Page 1 St Paul’s College Kempsey

HSC ASSESSMENT GUIDE 2017 Page 1

St Paul’s College Kempsey

HSC ASSESSMENT

GUIDE

for

2017


Contents A GLOSSARY OF KEY WORDS .................................................................................................... 6

INTRODUCTION ........................................................................................................................... 7

BOARD OF STUDIES POLICIES .................................................................................................... 7

ELIGIBILITY ............................................................................................................................. 7

PATTERNS OF STUDY ............................................................................................................. 7

SATISFACTORY COMPLETION OF A COURSE ........................................................................ 7

‘N’ DETERMINATIONS .............................................................................................................. 7

CREDENTIALING ..................................................................................................................... 8

WHAT ARE BOARD ENDORSED VET COURSES? .................................................................... 8

COMPLETION OF COURSE REQUIREMENTS IN A VET COURSE ............................................. 9

ATTENDANCE IN RELATION TO THE SATISFACTORY COMPLETION OF A COURSE .............. 9

GRANTING OF LEAVE ............................................................................................................. 9

ACCUMULATION OF THE HIGHER SCHOOL CERTIFICATE ..................................................... 9

STUDY WITH AN OUTSIDE TUTOR .......................................................................................... 9

STUDY OF COURSES – INDICATIVE TIME AND UNIT VALUE ..................................................... 10

PROCEDURES RELATING TO MALPRACTICE ....................................................................... 11

POLICIES AND PROCEDURES ................................................................................................... 11

PURPOSES OF INTERNAL ASSESSMENT.............................................................................. 11

COLLEGE ASSESSMENT COMMITTEE ................................................................................. 11

STUDENT RESPONSIBILITIES ............................................................................................... 11

SUBMISSION OF TASKS ........................................................................................................ 12

ILLNESS - MISADVENTURE PROVISIONS .............................................................................. 12

GUIDELINES FOR ILLNESS/MISADVENTURE ASSESSMENT ITEMS ...................................... 12

LATE SUBMISSION OF INTERNAL ASSESSMENT TASKS ..................................................... 13

PARTIAL SUBMISSION OF AN ASSESSMENT TASK .............................................................. 13


CHEATING ............................................................................................................................. 13

EXAMINATION PENALTIES .................................................................................................... 14

EXTENSION OF TIME ............................................................................................................. 14

THE TERM AND WEEK IN WHICH ASSESSMENT ITEMS ARE DUE ........................................ 14

NON SERIOUS ATTEMPTS ..................................................................................................... 14

STUDENT RESPONSIBILITIES BEYOND ASSESSMENT TASKS ............................................. 14

INVALID ASSESSMENT TASKS .............................................................................................. 14

SATISFACTORY COMPLETION OF A COURSE ...................................................................... 15

REVIEWS AND APPEALS ....................................................................................................... 15

WARNING LETTERS - ‘N’ DETERMINATION ........................................................................... 15

EXAMINATION EQUIPMENT FOR ALL INTERNAL EXAMINATIONS ........................................ 15

ATTENDANCE ........................................................................................................................ 15

CHANGE OF COURSE ............................................................................................................ 15

LEAVING HSC EXAMINATIONS AND HSC TRIAL EXAMINATIONS ......................................... 15

Academic Excellence Awards for HSC Courses studied with an External Provider ................ 16

Request for Extension of Time or a Substitute Assessment Task Illness/Misadventure

Appeal ...................................................................................................................................... 17

Assessment Task Coversheet (HSC)...................................................................................... 18

HSC ASSESSMENT SCHEDULE 2016/2017 ...................................................................... 19

Studies of Religion 2................................................................................................................ 20

Studies of Religion 1................................................................................................................ 21

Catholic Studies 1 Unit ........................................................................................................... 22

English Extension 1 ................................................................................................................. 23

English Extension 2 ................................................................................................................. 23

Advanced English.................................................................................................................... 24


Standard English ..................................................................................................................... 25

English Studies ........................................................................................................................ 26

Mathematics Extension 2 ....................................................................................................... 27

Mathematics Extension 1 ....................................................................................................... 29

Mathematics ............................................................................................................................ 30

General Mathematics 2........................................................................................................... 31

Agriculture............................................................................................................................... 32

Biology ...................................................................................................................................... 34

Business Studies ...................................................................................................................... 35

VET Primary Industries......................................................................................................... 36

VET Hospitality ...................................................................................................................... 37

VET Construction ................................................................................................................... 38

Chemistry................................................................................................................................. 39

Industrial Technology ............................................................................................................. 40

Music 1 ..................................................................................................................................... 41

PD/H/PE ................................................................................................................................... 42

Physics ...................................................................................................................................... 43

Textiles and Design ................................................................................................................. 44

Visual Arts ............................................................................................................................... 45

Community & Family Studies ............................................................................................... 46

Ancient History ....................................................................................................................... 47

Earth and Environmental Science ......................................................................................... 48

Senior Science .......................................................................................................................... 49

Legal Studies............................................................................................................................ 50

Modern History ....................................................................................................................... 51


Drama....................................................................................................................................... 52

Mathematics General 1........................................................................................................... 54

A Glossary of Key Words

This glossary contains key words that appear frequently in Board of Studies syllabuses, performance descriptions and examinations. The purpose behind the glossary is to help students prepare better for the HSC by showing them that certain key words are used similarly in examination questions across the different subjects they are studying. In classrooms, teachers of different subjects could use the glossary to help students to better understand what the examination questions in their subject require. Students should recognise the consistent approach of teachers of different subjects and get cues about how to approach examination questions. For example, students would be better placed to respond to 'explain' questions if, in the context of different subjects, they developed an understanding that 'explain' could require them to relate cause and effect; make the relationships between things evident; provide why and/or how. It is also important that the key words should not be interpreted in an overly prescriptive way. Teachers must ensure that they do not use them in ways that conflict with their particular meaning within subjects. To do this would be counterproductive. A term like 'evaluate', for example, requires a different kind of response in Mathematics from that required in History and this needs to be respected. When using key words to construct questions, tasks and marking schemes, it is helpful to ask what the use of the term in a particular question requires students to do. Key words are best discussed with students in the context of questions and tasks they are working on, rather than in isolation. It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.


A GLOSSARY OF KEY WORDS

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 judgement 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

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


INTRODUCTION This handbook has been put together to communicate to parents and students the assessment strategies which our school will undertake for the HSC Course in the 2017 academic year. The information stated before these Assessment Guidelines are vital for all students and parents to read as they contain rules on student’s progression and the HSC. These rules are broken into two main areas: -‘Board of Studies’ and ‘College Based’ Policies. Students will receive a minimum of two weeks’ notice for any such change to Assessment Tasks not already published in this document.

BOARD OF STUDIES POLICIES ELIGIBILITY

To be eligible for the award of the Higher School Certificate students must:

(a) have gained the School Certificate or such other qualifications as the Board of Studies considers satisfactory;

(b) have attended a government school, an accredited non-government school, a school outside New South Wales recognised by the Board or a college of TAFE;

(c) have satisfactorily completed courses that comprise the pattern of study required by the Board for the award of the Higher School Certificate;

(d) sit for and make a serious attempt at the requisite Higher School Certificate external examinations. PATTERNS OF STUDY

To qualify for the Higher School Certificate, students must satisfactorily complete a HSC (Preliminary) pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:

at least six units from Board Developed courses;

at least two units of a Board Developed course in English, English Studies counts as a Board Developed Course;

at least three courses of two units value or greater (either Board Developed or Board Endorsed courses);

at least four subjects. To satisfy pattern of study requirements for the Higher School Certificate a student may count a maximum of six HSC (Preliminary) units and six HSC units from courses in Science. All Science subjects are separate courses. SATISFACTORY COMPLETION OF A COURSE

The following course completion criteria refer to both HSC (Preliminary) and HSC courses. 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 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. ‘N’ DETERMINATIONS

While the Board of Studies does not stipulate attendance requirements, principals may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by principals who must give students early warning of the consequences of such absences. Warning letters must relate students’ absence to the non-completion of course requirements. If at any time it appears that a student is at risk of being given an ‘N’ (Non-completion of course requirements) determination in any course, the principal must warn the student as soon as possible and advise the parent or guardian (if the student is under 18 years of age) in writing. This warning should be given in time for the problem to be corrected. If the first warning letter is not effective, a further warning letter(s) should be sent.


Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The principal will then apply the ‘N’ determination. In some cases this means the student may need to repeat this course the following year and the student may not receive an HSC or HSC/ATAR. HSC (Preliminary) Courses Satisfactory completion of the HSC (Preliminary) course or its equivalent is a prerequisite for entry into an HSC course. In cases of non-completion of course requirements, an ‘N’ determination will be submitted on the appropriate forms. Courses that were not satisfactorily completed will not be printed on Records of Achievement. The Extension courses in English and Mathematics comprise 60 hours HSC (Preliminary), 60 hours HSC Extension Course 1 and 60 hours HSC Extension Course 2. HSC Extension Course 1 may not be completed without completion of the HSC (Preliminary) Extension Course. HSC Extension Course 2 may not be completed without completion of the HSC (Preliminary) Extension Course and HSC Extension Course 1. With the exception of VET, in all other subjects where extension courses are available, they comprise a 60-hour HSC course, which may not be commenced until the related HSC (Preliminary) course has been completed. Principals may allow a student who has received an ‘N’ determination to proceed to the HSC course provisionally while concurrently satisfying any outstanding HSC (Preliminary) course requirements. Normally this does not occur. Principals will be required to confirm, at the time of HSC entries, that the student has now satisfactorily completed HSC (Preliminary) course requirements and that their entry for the HSC course is valid.

Students who have received an ‘N’ determination have a right of appeal.

CREDENTIALING All students who meet the eligibility, pattern of study and assessment requirements are entitled to the award of a Higher School Certificate testamur and a Record of Achievement. Where a student receives an ‘N’ determination in a course, that course will not appear on the student’s Record of Achievement. In some cases the student will not then meet the pattern of study requirements and hence will be ineligible for the award of the Higher School Certificate in that year. The Board may withhold a course if a student is found to have engaged in malpractice or a non-serious attempt at the examination(s). If the ‘N’ determination or the Board’s withholding of the course results in a student not satisfactorily completing the required pattern of study, the student may complete the pattern by either repeating that course or undertaking another course(s) within the five-year accumulation period. If a student is found to have engaged in malpractice in examinations for more than one course in any single year, then all courses attempted in that year may be withheld by the Board. Students may, however, meet the requirements for the award of the Higher School Certificate within the five-year accumulation period.

Credentialing Courses in the VET Curriculum Frameworks If the student elects to sit for the examination in the 240-hour VET Industry Curriculum Framework course, the examination is reported as a separate entry on the Record of Achievement with an examination mark, HSC mark and performance band. The student will also receive a Course Report. If the student elects not to sit for the examination, no additional entry is made. For all courses within the VET Industry Curriculum Frameworks, reference is made to other documentation. VET Board Endorsed Courses studied at school are reported on the Higher School Certificate Record of Achievement without a mark.

Credentialing VET Board Endorsed Courses VET Board Endorsed Courses delivered by TAFE will be reported on the Higher School Certificate Record of Achievement without a mark. Students receive additional documentation from TAFE that provides more detailed information regarding the TAFE subjects studied and the results obtained.

WHAT ARE BOARD ENDORSED VET COURSES? Board Endorsed Vocational Education and Training (VET) courses are courses based on National Industry Training Packages that are endorsed by the Board of Studies for inclusion in the Higher School Certificate (HSC). Board Endorsed VET Courses for the HSC must describe:

The course structures proposed for endorsement, for example as 120 indicative hours (2 HSC units).


The VET qualification outcomes.

The course requirements for each course structure proposed, including compulsory and elective units of competency and work placement requirements.

Board Endorsed VET Courses for the HSC do not have an HSC external examination and are not eligible for an ATAR.

COMPLETION OF COURSE REQUIREMENTS IN A VET COURSE As with all other HSC courses, students undertaking VET courses may be deemed to have either completed or not completed course requirements. The Course Completion Criteria listed under Satisfactory Completion of a Course on page 5, form the basis for this decision. It should be noted that if a student fails to undertake any mandatory work placement component it may be determined that the student has not made a genuine attempt to complete course requirements. In this case the principal can indicate that the course has not been satisfactorily completed and the student may be eligible for an ‘N’ determination. If at any stage a student appears to be at risk of receiving an ‘N’ determination in a VET course the principal should follow the same procedure as for any other HSC course.

ATTENDANCE IN RELATION TO THE SATISFACTORY COMPLETION OF A COURSE For post-compulsory students (over the age of 17), principals may determine an appropriate attendance pattern(s) that will allow each student to achieve the outcomes of each course being studied. Principals may determine that, as a result of absence, the course completion criteria may not be met. All absences will be regarded seriously by Principals who must give students early warning of the consequences of such absences. Warning letters must relate the student’s absence to the non-completion of course requirements.

GRANTING OF LEAVE Granting of leave is a matter for the individual school principal to determine. The principal has discretion in granting leave provided that he or she is satisfied that the reason for the absence is substantial and that the progress of the student towards course outcomes will not be unduly affected. Where the period of leave requested is extensive, the student must demonstrate to the principal that outcomes in each course will be achieved. ACCUMULATION OF THE HIGHER SCHOOL CERTIFICATE There is no time restriction on the accumulation of HSC (Preliminary) courses. Students may accumulate HSC courses towards the Higher School certificate over up to five years. The five-year period will commence in the first year the student satisfactorily completes an HSC course. It will apply regardless of whether the student defers studies for one or more years during the five-year period. Accumulation of HSC courses cannot extend over more than a five-year period. The five-year period is a ‘rolling period’ so that students wishing to go beyond the five years will have the earliest year’s presentation deleted. Students should submit a Higher School Certificate entry by the due date in any year in which they attempt an HSC course. Students who are accumulating courses will receive a Record of Achievement or, for each calendar year of study. These cumulative transcripts will record all HSC (Preliminary) or HSC courses satisfactorily completed, including repeat attempts. On completion of the accumulation, all patterns of study requirements must have been met for both the HSC (Preliminary) and HSC study patterns. They need not be met for each calendar year of accumulation.

STUDY WITH AN OUTSIDE TUTOR Students who wish to study with an outside tutor must ensure that their pattern of study includes at least eight units in both the HSC (Preliminary) and HSC courses taken at an accredited school in NSW. The principal may give approval for the student to study additional courses with an outside tutor provided that the principal has determined that the proposed tutor is, by qualifications and/or experience and/or expertise, a suitable person to teach the Board’s syllabus and is satisfied that: (a) the student’s study of the course cannot be accommodated within the school; (b) the student will be able to study the HSC course with the outside tutor after completing the HSC

(Preliminary) course;


(c) the student and tutor have a copy of, or easy access to, the appropriate syllabus package; (d) the tutor has indicated in writing that the course will be taught in accordance with the Board’s syllabus; (e) the tutor will provide to the principal and the student an assessment program for the course detailing:

(i) what will be assessed (i.e. components) (ii) when tasks have been scheduled (iii) how each task will be assessed (iv) how much weight will be given to each task (v) what administrative arrangements have been made;

(f) the tutor will provide assessment marks determined in accordance with syllabus guidelines but these marks will not be used except in the case of illness/misadventure.

STUDY OF COURSES – INDICATIVE TIME AND UNIT VALUE HSC (Preliminary) and HSC Courses Satisfactory completion of the HSC (Preliminary) course or its equivalent is a prerequisite for entry into an HSC course. For HSC examining purposes, the HSC (Preliminary) course is to be regarded as assumed knowledge that has been covered by all candidates. Examination specifications ensure that the major focus of the examination will be on HSC course content. The HSC course is to be defined in terms of course content (i.e. the knowledge, skills and understandings outcomes) achievable following completion of the HSC (Preliminary) course or its equivalent. The study of prescribed texts (in any medium) for the Higher School Certificate must not commence until the relevant HSC (Preliminary) course has been completed. Where an HSC course has a project as part of the HSC examination, work on the following projects must not commence until the relevant HSC (Preliminary) course has been completed:

Design and Technology Major Design Project;

Drama Group Performance or Individual Projects;

Industrial Technology Major Project;

Music Performances, Elective Compositions, Elective Musicology Essays or Viva Voces;

Textiles and Design Major Textiles Project;

Visual Arts Body of Work;

English Extension 2 Major Work. With the exception of General Mathematics, Mathematics and Mathematics Extension 1 courses, internal assessment of a course for the HSC is to be conducted in relation to the HSC course only. For the General Mathematics course no more than 30%, and for the Mathematics course no more than 20%, of the assessment is to be based on the HSC (Preliminary course). Assessment for Mathematics Extension 1 can be based on the whole of the Extension 1 course (HSC (Preliminary) and HSC).

Units of study A unit of study comprises 60 hours indicative time in each of the HSC (Preliminary) and HSC courses. Indicative time is the time expected for a typical student to achieve the objectives and outcomes of the course. The indicative time for a course is therefore directly related to that course’s objectives and outcomes. An HSC (Preliminary) 2 Unit Course and HSC (Preliminary) Extension course (in English and Mathematics) may be studied concurrently. For all HSC Extension courses except HSC Mathematics Extension 2, an HSC Extension Course may only be studied concurrently with, or after completing, the HSC 2 unit course in the subject. Studies of Religion I must be studied as both an HSC (Preliminary) Course and a HSC Course (120 hours) and students must satisfactorily complete the HSC (Preliminary) Course before commencing the HSC Course.

Changes of Subjects/Courses/Units Decisions regarding changes of subjects/courses/units will be left to the discretion of the principal within the guidelines provided below.

HSC Courses Students studying an HSC course may not change subjects or courses unless the Principal is satisfied they:


have satisfactorily completed the HSC (Preliminary) course (or equivalent) of the subject/course they wish to enter; and

will be able to complete all HSC course requirements, including assessment requirements. No changes in HSC entries may occur after 30 June in the HSC examination year.

PROCEDURES RELATING TO MALPRACTICE All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be your own or must be acknowledged appropriately. Malpractice, including plagiarism, could lead to you receiving zero marks and will jeopardise your HSC results. Malpractice is any activity that allows you to gain an unfair advantage over other students.

COLLEGE ASSESSMENT AT ST PAUL'S COLLEGE POLICIES AND PROCEDURES

PURPOSES OF INTERNAL ASSESSMENT The assessment marks are intended to indicate students’ achievements at the end of the HSC course. The assessment marks are based on;

a wider range of syllabus outcomes than can be measured by the external examination;

multiple measures and observations made throughout the HSC course rather than a single assessment event.

Measuring achievement at several points during the course can provide a better indication of student achievement than a single, final assessment event. Multiple measures also cater for any knowledge and skills outcomes that are better assessed in specific settings or at specific times (e.g. research, fieldwork or practical skills). COLLEGE ASSESSMENT COMMITTEE An Assessment Committee is established within the College which consist of:

The Leader of Curriculum

The Relevant Key Learning Area Leader(s)

Pastoral Care Leader

Any other staff members as required. The functions of this committee are:

The committee is responsible for arbitration of grievances and mediation of the same.

Liaise with the Principal.

STUDENT RESPONSIBILITIES

Assessment Tasks Must be Students Own Work The purpose of the assessment procedure is to reward students for their individual efforts over the duration of the assessment period. Thus it is essential that the assessment be the student's own individual effort, not that of others including other authors unless it is acknowledged. Therefore, with designated assessment tasks such as home assignments and research tasks, students may be required to sign a statement that the work is, in fact, essentially their own. If, at a subsequent date, the work is found to be not essentially their own, a mark of zero may be recorded for the assignment. Further, students who lend their work for such purposes are jeopardising the marks they have gained and their rank position within that course. All students need to be aware of the penalties associated with Plagiarism.


SUBMISSION OF TASKS At all times it remains the student's responsibility to ensure that all assessment items are attempted and submitted on time. Students are to ensure that all assessment items are handed directly to;

1. their course teacher, or if the teacher is absent, 2. the head of department (KLA Leader), or, 3. the Leader of Curriculum, or, 4. the Assistant Principal, or, 5. the Principal.

Under no circumstances are students to leave assessment items at the Front Office or on teacher's desks. Do not hand Assessments to your home room teacher. All Assessment Task submissions must have an Assessment Task Coversheet (HSC) attached. (see p.18)

Students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks in the course. If a student fails to attempt assessment tasks that contribute in excess of 50% of available marks in the course, that course will not be included on the result notice. If a student is then left with less than 10 units, the student may not be eligible for the Higher School Certificate and consequently an ATAR. ILLNESS - MISADVENTURE PROVISIONS Students may lodge an illness/misadventure appeal if they believe that circumstances occurring immediately before or during an assessment task or assessment task due date, and which were beyond their control, diminished their performance. The right to submit an illness/misadventure appeal and the responsibility for doing so rests with the student, except where it is impossible for the student to do so, such as in cases of severe illness. Illness/misadventure appeals cannot be submitted on the basis of:

Difficulties in preparation or loss of preparation time: for example as a result of an illness during year 12.

Alleged deficiencies in tuition e.g. extended teacher absence.

Loss of study time or facilities prior to the assessment task or assessment task due date.

Long-term illness such as glandular fever – unless you suffer a flare-up or exacerbation of the condition during the assessment task or assessment task due date.

Illness/Misadventure for HSC Trial Exams

All outcomes for any successful HSC Trial Examination illness/misadventure request

will be awarded an estimate which will be given by the class teacher in consultation with

the respective leader of learning.

GUIDELINES FOR ILLNESS/MISADVENTURE ASSESSMENT ITEMS A. Misadventure (catch-up) Assessment Items (year 10-12), or estimates will be allowed for funeral attendance,

school approved activities, illness (with a Medical Certificate) and Cases for exceptional circumstances (see point C.).

B. There will NOT be any misadventure (catch-up) Assessment Items for any other reason. Students who are aware they will be absent for Assessment Items may be eligible to complete them prior to their departure or upon return, as long as they have obtained Principals leave Approval and it is agreed to by the relevant KLA Leader and the Leader of Curriculum. This will be through a “Request for Extension of Time or a Substitute Assessment Task Illness/Misadventure Appeal” form (see page 17).

C. Cases for exceptional circumstances will be reviewed by the Principal upon written application, and if approved, either misadventure Assessment Items, or estimates will be allowed.

An ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’ form can be found on page 17 of this booklet or can be obtained by seeing or contacting the Curriculum Co-ordinator.


In each case a detailed note must accompany the request. The provision of an explanatory note does not guarantee that the request will be approved. It is recommended that if you are ill you should seek Medical advice and validation of your illness; this will positively support your request. Likewise if you have a Misadventure, supporting evidence from newspaper clippings, Police records, Counsellors or Religious Ministers will again positively support you request. This decision is determined by the Leader of Curriculum in consultation with the relevant KLA Leader. (see “Reviews and Appeals’ p.15)

If the illness/misadventure occurs on the day the assessment task is to be performed then the request for extension of time or a substitute task must be made on the first day of returning to school. If the illness/misadventure occurs prior to the task then the request must detail how this has inhibited the student's preparation and the request must be made on the first school day following the illness/misadventure. Under no circumstances are students to assume that a request will be approved automatically. Each request will be determined by the Leader of Curriculum in consultation with the relevant KLA Leader. (see “Reviews and Appeals’ p.15) LATE SUBMISSION OF INTERNAL ASSESSMENT TASKS Students are to be given a due date for each internal assessment item they are required to complete. The assessment item submission must be handed in by 9:10 am on the date due. Late submissions of work will be accepted with penalty for lateness. An Assessment item is deemed to be one day late if it is submitted after 9:10am on its due date. It is therefore deemed to be two days late after 9:10am the following day, and at this point a warning letter must be given.

The schedule of late penalties for an assessment task submission is: * One day late will incur a penalty of 20% of total marks available. * Two days will incur a penalty of 35% of total marks available, and a Warning Letter must be issued. * Three days late will incur a penalty of 50% of total marks available. * Four days late will incur a penalty of 65% of total marks available. * Five days late and thereafter will incur a penalty of 100% of total marks available. All assessment tasks must be submitted regardless of the lateness or penalty. To assist with this calculation, the school has attempted to schedule all Assessment task submissions on a Monday. All written task submissions will be due on a Monday, or the first day of the week in the event of a public holiday or Professional Development Day.

All speech type tasks are deemed to be ‘in class tasks’ and therefore not submissions. Speeches are due on the day of delivery or a zero will be awarded. In the case that speech type tasks are scheduled across more than one day, the first day of the task will be the due date for submissions. This is the method of implementation. Eg 1. Assume one day late. Assessment total 100 marks Score awarded 75 marks -20 marks (ie.20 % of the total marks available) Final score 55 marks

Eg 2. Assume two days late. Assessment total 100 marks Score awarded 56 marks -35 marks (ie.35 % of the total marks available) Final score 21 marks

In the event that a student's mark is less than the penalty incurred, the student will be awarded a mark of zero (not a negative mark). For any assessment tasks which are submitted late, or for any ‘in class assessment task’ (examinations, speeches, etc.) where a student is absent, an ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’ form must be completed and any supporting evidence must be attached or else the assessment task will automatically be penalised.

PARTIAL SUBMISSION OF AN ASSESSMENT TASK Warning letters will be issued if 50% or more of the marks allocated for a given task is either; a) two days late, or; b) is deemed a non-serious attempt.

CHEATING In any instance where a student is shown to have cheated or there is conclusive evidence that the student intended to cheat or there is conclusive evidence that the student inappropriately colluded, then a mark of zero


may be recorded for that assessment task. If it is shown that a student has gained an unfair advantage in an assessment task, a zero may be recorded.

EXAMINATION PENALTIES Penalties will apply for students who, during an examination;

Communicate with other students (either verbally, non-verbally or by using technology)

Are found to have been cheating (See cheating policy above).

Disrupt or cause disruption in the examination venue. Penalties Depending on the nature of the incident, penalties will be applied after discussions between any or all of the following have occurred; the exam supervisor, the relevant KLA Leader, the Leader of Curriculum and the Assistant Principal. If the incident is deemed severe enough, then the Principal may also be consulted.

EXTENSION OF TIME The College has made all reasonable attempts to avoid "too many" assessment items occurring at once. This will not be an acceptable reason for a request for extension of time. Generally, requests for extension of time will not be granted unless made at least the day before the task is due, and is supported by the course teacher.

Requests for substitute tasks or an alternative date for in-class assessment items will not be granted unless made a minimum of two school days prior to the assigned date in writing. ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’ forms can be found on page 17 of this booklet or can be obtained by seeing or contacting the Leader of Curriculum. All decisions relating to substitute tasks will be made in consultation by the Leader of Curriculum and/or the College Assessment Committee (See P.12).

THE TERM AND WEEK IN WHICH ASSESSMENT ITEMS ARE DUE The accompanying Assessment Schedule for each course shows the term and week that each task is due. The teacher will give students a minimum of two weeks’ notice of the exact date of the task. The dates cannot be advised in this Handbook as they need to be set closer to the date to coincide with units of work and/or school calendar requirements. In some rare circumstances Assessment task dates may need to be changed up to and including the date of the task. Students will be notified of the new date and a new minimum of two weeks’ notice will be given. The KLA Leaders have attempted to schedule assessment tasks so that no more than three tasks occur each week for any given student.

NON SERIOUS ATTEMPTS Any student who does not make a serious attempt at any task will be awarded their result in that task and maybe asked to submit further work indicating that they have achieved some of the outcomes of that unit. They will be issued with a warning letter for all non-serious attempts.

STUDENT RESPONSIBILITIES BEYOND ASSESSMENT TASKS Satisfactory application to "in-class" tasks other than "School Assessment Tasks" is necessary in order to complete the overall requirements of a course, (Refer to Eligibility page 7.). Students are required to have a satisfactory attendance record. They are also required to have a satisfactory conduct record.

INVALID ASSESSMENT TASKS In the event of an Assessment Task being deemed invalid by the relevant KLA Co-ordinator, the Curriculum Co-ordinator and the Principal, it may be necessary for them to either; Reduce the weighting assigned to the task, add an additional task (with sufficient notice) and adjust the weightings accordingly. In extreme cases, an invalid task may need to be discarded completely or a replacement task may be organised.


SATISFACTORY COMPLETION OF A COURSE In addition to any other set tasks and experiences in any HSC course, students must complete HSC assessment tasks that contribute in excess of 50 % of available marks.

REVIEWS AND APPEALS Students may appeal to the College for a review of an assessment of their rank position if the College's rank order differs significantly from their expectations. Students may only appeal the school's procedures for arriving at a rank order, not the marks awarded for individual tasks. Students may appeal the outcome of an ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’. Student appeals are to be submitted the Leader of Curriculum in writing, where each student appeal will be viewed by the College Assessment Committee. (See ‘College Assessment Committee’ p.11). WARNING LETTERS - ‘N’ DETERMINATION

The school’s Policy endorses the BOS requirements (refer to ‘N’ Determinations page 7.), and advises students that upon receipt of a second warning letter an interview must be arranged with the students’ parents/guardians, relevant KLA Leader, class teacher (and the Leader of Curriculum and Principal if required). The student is in serious risk of an ‘N’ determination after obtaining 3 (three) warning letters in any single course. EXAMINATION EQUIPMENT FOR ALL INTERNAL EXAMINATIONS

You may only have the equipment listed below on your desk. No other equipment is allowed.

• Any equipment brought into the examination room may be subject to inspection before the examination commences.

• It is your responsibility to supply equipment that is in good working order. This includes calculators. • Equipment failure is not a ground for an appeal under misadventure provisions. • When answering questions, you should use black or blue pen only, unless otherwise instructed. Equipment for all examinations You are expected to provide pens, pencils and erasers, and a ruler marked in millimetres and centimetres, for all examinations. You may use a pencil sharpener and/or highlighter pen. This list details specific equipment that you are expected to provide for particular examinations. • A Board-approved calculator • A pair of compasses • A protractor • Set squares • (optional) a curve-drawing template • Coloured pencils and/or coloured felt pens. NOTE: Students cannot borrow any equipment under exam conditions even if their equipment fails. Students are reminded that mobile phones and electronic communication devices are not permitted in an examination room under any circumstances.

ATTENDANCE The school expects students to be present for all scheduled classes and school functions. Students who are absent must provide written support detailing reasons for their absence. Any prolonged absence needs to first be approved by the Principal. CHANGE OF COURSE Any student wishing to change a course must complete a ‘request for course or level change’ application form located in the front Office. The application will then be assessed by the Course teacher, KLA Coordinator and Curriculum Coordinator. An interview may be requested, to determine the best possible progression for each application/student.

LEAVING HSC EXAMINATIONS AND HSC TRIAL EXAMINATIONS While it is a Board of Studies requirement that students must not leave the examination room until one hour after the start of the examination, and during the last 15 minutes of the examination, it is a policy of St. Paul’s College


that no student is to leave a HSC examination room for the complete duration of each examination during the HSC Examination period. It is also a policy of St. Paul’s College that no student is to leave any HSC Trial Examination room for the complete duration of any HSC Trial Examination.

Academic Excellence Awards for HSC Courses studied with an External Provider ACADEMIC EXCELLENCE AWARDS FOR HSC COURSES STUDIED WITH AN EXTERNAL PROVIDER (EG. DISTANCE ED., OTEN, TAFE, RTO.) Students, who have completed courses studied through an External Provider in their HSC year, and wish these courses to be eligible in the calculation of the Academic Achievement Award, are to make written application to the Principal. Attempts will then be made to source the students rank in these courses. There is no guarantee that all course ranks for courses studied through an External Provider will be available to the College. For courses where a rank is unavailable, no Academic Achievement Award points will be awarded. Academic Achievement Award points will be awarded for courses studied through an External Provider only if the student completed the course and was ranked in either first, second or third place in the cohort of that course. ERROR! BOOKMARK NOT DEFINED.EQUEST FOR EXTENSION OF TIME SUBSTITUTE ASSESSMENT TASK


LNESS/MISAENTURE APPEALSSESSMENT TASK COVERSHEET

Request for Extension of Time or a Substitute Assessment Task Illness/Misadventure Appeal

To be Completed by the student Name:

Signature:

Course:

Assessment Task Details

Title: __________________________________________Weighting:__________

Due Date: ____________________

Details of Request

Supporting Evidence for request (Medical, Police, Counsellor etc.)

Attach Certificate if you have one.

Course Teacher and KLA Co-ordinators Recommendation(s) & Signature(s).

Curriculum Co-ordinators Recommendation, Outcome & Signature.


St. Paul’s College Assessment Task Coversheet (HSC)

STUDENT NAME/NUMBER:

PC GROUP:

SUBJECT:

TASK NUMBER:

CLASS TEACHER:

KLA CO-ORDINATOR:

TASK DUE DATE:

DATE TASK SUBMITTED:

Declaration of All My Own Work. 1. This assignment is submitted in accordance with the Assessment Guide. No part of

this assignment has been copied from any other source without acknowledgement of that source.

I confirm the above statement is true.

2. No part of this assignment has been written by any other person, except to the extent of collaboration/group work as defined in the subject outline.

I confirm the above statement is true.

3. This assignment has not been recycled by using work previously submitted by myself or any other student.

I confirm the above statement is true

For teachers use only:

COLLECTING TEACHERS;

Name:

DATE:

SIGNATURE:

TIME:


HSC ASSESSMENT SCHEDULE 2016/2017 TERM 4 2016 TERM 1 2017 TERM 2 2017 TERM 3 2017

WK

1

Drama – Trial Practical

English Advanced – Viewing &

Representing

English Standard – Reading Task

Modern History – In class research

task

WK

2

PDHPE - Submission English Studies – Reading Task

MORATORIUM

WK3

EES – Presentation

Chemistry – Prac Exam

EES – Investigation

Agriculture – Farm Product Study

English Ext 2 - Report

TRIAL EXAMS

WK4

English Ext 2 – Viva Voce

Chemistry – Research

Assignment

Textiles – Oral Presentation

Textiles – Oral Presentation

English Ext 1 – Viewing &

Representing

Ancient History –Research Task

TRIAL EXAMS

WK

5

Work Placement – Hospitality

TRIAL EXAMS – Finish Mon

Chemistry – Prac Investigation

Physics – Research Project

Textiles- Final Submission

Ind Tech – Final Submission

Senior Science – Skills Test

WK

6

Visual Arts – VAPD BOW

ideas

English Standard &

Advanced – Listening Task

Work Placement –

Hospitality/Primary Industries

Mathematics – Practical Task

Biology – Investigation

Visual Arts – Final

Submission

WK

7

EES – Research Report

Senior Science – research

Project

Assessment Week

(Friday)

Work Placement – Construction

Physics – Practical

English Standard - Viewing &

Representing

English Advanced – Reading Task

English Studies – Writing Portfolio

Modern History – Perspectives &

Interpretations

Music Practical

performance

WK

8

Assessment Week

(Monday to Thursday )

Ind Tech – Major Design

Project

CAFS – Case Study

PDHPE - Submission

SOR 2 – Research Task

Ind Tech – Major design Project

Visual Arts- VAPD Progress BOW

Business Studies– Research Task

Maths Ext 1- Practical

Moratorium

WK

9

Music – Composition

MORATORIUM

Maths Ext 2 – Practical

General Maths – Practical Task

Legal Studies – Research

Assignment

Music 1 - Musicology Viva Voce

Core

Moratorium

WK

10

CAFS – IRP

SOR 1, SOR 2 & Catholic

Studies – Oral Presentation

Textiles – Project Proposal

Agriculture-Plant Trial

MID COURSE EXAM

WEEK

Ancient History

Agriculture – Electives

English Ext 2 – Draft

Work Placement Catch-up

Week

Moratorium

WK

11

Year 12 Retreat


HSC Course Assessment Schedules 2017

Studies of Religion 2 Component Task 1 Task 2 Task 3 Task 4 Component

Weighting

Oral Presentation Religions and Belief Systems in Australia

Midcourse Examination Research Task Judaism, Christianity and Religion and Non-Religion

Research Task Islam

Trial Examination All Course Content

Term 4 2015 Week 10

Term 1 Week 10

Term 2 Week 8

Term 3 Week 3/4

H1-H2, H6-H9 H1, H2, H4-H9 H1, H2, H4-9 H1-H6, H8, H9

Knowledge and understanding of course content

5 10 10 15 40

Source-based skills

5 5 10 20

Investigation and research

5 5 5 5 20

Communication of information, ideas and issues in appropriate forms

5 5 5 5 20

Mark Weighting

20 20 25 35 100

HSC Course Outcomes A student: H1 explains aspects of religion and belief systems H2 describes and analyses the influence of religion and belief systems on individuals and society H3 examines the influence and expression of religion and belief systems in Australia H4 describes and analyses how aspects of religious traditions are expressed by their adherents H5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a variety of

sources, considering usefulness, validity and bias H7 conducts effective research about religion and evaluates the findings from the research H8 applies appropriate terminology and concepts related to religion and belief systems H9 coherently and effectively communicates complex information, ideas and issues using

appropriate written, oral and graphic forms.


Studies of Religion 1 Component Task 1 Task 2 Task 3 Component

Weighting

Oral Presentation Nature of Religions and Beliefs

Semester 1 Examination Research Task Nature of Religion and Beliefs, Judaism

Preliminary Examination Christianity

Term 4 2015 Week 10

Term 1 Week 10

Term 3 Week 3/4

H1, H2, H6-H9 H1, H2, H4-H9 H1-H6, H8, H9


5 5 10 20

Source-based skills

5 5 10

Investigation and research

10 10

Communication of information, ideas and issues in appropriate forms

5 5 10

Mark Weighting 15 15 20 50

HSC Course Outcomes

H1 explains aspects of religion and belief systems H2 describes and analyses the influence of religion and belief systems on individuals

and society H3 examines the influence and expression of religion and belief systems in Australia H4 describes and analyses how aspects of religious traditions are expressed by their

adherents H5 evaluates the influence of religious traditions in the life of adherents H6 organises, analyses and synthesises relevant information about religion from a

variety of sources, considering usefulness, validity and bias H7 conducts effective research about religion and evaluates the findings from the

research H8 applies appropriate terminology and concepts related to religion and belief systems H9 coherently and effectively communicates complex information, ideas and issues

using appropriate written, oral and graphic forms.


Catholic Studies 1 Unit Component Task 1 Task 2 Task 3 Component

Weighting

Oral Presentation The Church in Australian Society

Midcourse Examination Research Task Sacraments at the Service of Communion

End of Course Examination Moral Issues

Term 4 2015 Week 10

Term 1 Week 10

Term 3 Week 3/4


10 10 10 30

Skills: Investigation, research, communication of information, collarboration.

10 5 5 20

Mark Weighting 20 15 15 50

Course Content

The Church in Australian Society

Opinions on issues and attitudes evident in the development of the Christian Churches in Australia

The contribution of the Churches to life and culture in Australia Views on the role played by Christianity in Australian society The need for respect and empathy within Australia's multicultural, multifaith society Viewpoints on key issues facing religions in Australia today

Sacraments at the Service of Communion

The importance of self-esteem and the relational nature of being human

The vocation of ordained priesthood in the service of the Catholic community

The attitudes and values towards the Sacrament of Holy Orders within the Catholic community The sacramental nature of marriage The range of understandings of marriage, relationships and sexuality within society

Moral Issues

The Biblical foundations of Christian ethics

The place of Christian moral perspectives in a pluralist society

The consistent ‘ethic of life’ which underpins Catholic ethical teaching

The Church’s response to local and global moral issues

Moral decisions in light of Catholic teaching


English Extension 1 Syllabus Modes Syllabus Task 1 Task 2 Task 3 Task 4

Outcomes Assessed (Syllabus)

Weighting (%)

Date: T4 W8

Date: T1 W10

Date: T2 W4

Date: T3 W3-4

Speaking & Listening

Mid-Course Exam

Viewing & representing

Trial Exam

H 1 - 4 Speaking/ Listening

20 20

H 1 – 4 Reading/ Writing 60 30 30

H 1 - 4 Viewing/ Representing

20 20

Syllabus Outcomes

H 1 - 4 H 1 - 4 H 1 - 4 H 1 - 4

HSC Course Outcomes H1 A student distinguishes and evaluates the values expressed through texts H2 A student explains different ways of valuing texts H3 A student composes extended texts H4 A student develops and delivers sophisticated presentations

English Extension 2

Syllabus

Outcomes

Tasks Assessed

(Syllabus)

Weighting %

(Syllabus)

Task 1 Task 2 Task 3

Date:

T1 W4

Date:

T2 W3

Date:

T2 W10

Viva Voce Report Draft

version

H1-2 Viva Voce-Interview & discussion addressing the proposal for Major Work

H1=10

H2=10

20

H1-2 Report- the impact of independent investigation on the development of the Major Work

H1=20

H2=10

30

H1-2 Draft version of major work, and reflection on progress to date

H1=20

H2=30

50

Outcomes (syllabus) H1-2 H1-2 H1-2

HSC Course Outcomes

H1 Skills in extensive independent investigation. H2 Skills in sustained composition. Students will also be required to submit their major work journals at least three times at key points during the course


Advanced English

syllabus Component

Syllabus

Weighting

%

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6

T4 W8 T1 W6 T1 W10 T2 W7 T3 W1 T3 W3-4

Speaking/ Listening

Listening Mid-Course Exams

Reading Representation

Trial Exams

H1-13

Area of Study 40 20

10* 10

H1-13 Module A 20 10 5* 5

H1-13 Module B 20 15 5

H1-13

Module C 20

15 5

Marks 100% 20 10 15 15 15 25

Syllabus Outcomes

H - 2, 2A, 5, 9, 10, 12

H – 2A, 3, 6, 7

H – 1, 2, 3, 8, 10, 12A, 13

H - 4, 6, 8, 11, 13

H - 1, 5, 7, 8, 10, 11, 13

H – 1, 2, 3, 8, 10, 12A

10% - Open book and/or pre-set questions, therefore NOT exam conditions, therefore only 30% of Assessable Tasks = Exams, thus satisfying syllabus requirements. (Only Question 1 of Area of Study under conventional exam conditions)

HSC Course Outcomes 1. A student explains and evaluates the effects of different contexts of responders and

composers on texts. 2. A student explains relationships among texts. 2A. A student recognises different ways in which particular texts are valued. 3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and

structures of texts shape meaning and influence responses. 5. A student explains and evaluates the effects of textual forms, technologies and their

media of production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and

communicate information, ideas and values, for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.

12. A student reflects on own processes of responding and composing. 12A. A student explains and evaluates different ways of responding to and composing text. 13. A student reflects on own processes of learning.


Standard English

Syllabus Outcomes

Syllabus Compone

nt

syllabus

Weighting

%


Date: T4 W8

Date: T1 W6

Date: T1 W10

Date: T2 W7 Date: T3 W1

Date: T3 W3-4

Area of Study

Speaking/ Listening

Listening Mid-Course Exam

Viewing & Representing

Reading Trial Exams

H1-13 Area of Study

40 20 10* 10

H1-13 Module A

20 10 5* 5

H1-13 Module B

20 15 5

H1-13 Module C

20 15 5

Marks 100% 20 10 15 15 15 25

Outcomes (syllabus)

H - 2, 3, 5, 7, 8, 9, 11

H – 3, 5, 6, 7, 9

H – 1, 3, 4, 6, 7, 10, 11

H – 1, 3, 6, 8, 12, 13

H – 2, 3, 6, 7, 8, 11

H – 1, 2, 3, 4, 6, 9, 10, 11

10% - Open book and/or pre-set questions, therefore NOT exam conditions, therefore only 30% of Assessable Tasks = Exams, thus satisfying syllabus requirements. (Only Question 1 of Area of Study under conventional exam conditions)

HSC Course Outcomes 1. A student demonstrates understanding of how relationships between composer,

responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and

structures of texts shape meaning and influence responses. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and

communicate information, ideas and values for a variety of purposes, audiences and contexts.

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.


English Studies

Task Number Task 1 Task 2 Task 3 Task 6

Date Date: T4 W8

Date: T1 W10

Date: T2 W7 Date: T3 W2

Type of Task Speaking

Task

Mid-Course Exam

Writing Portfolio

Reading Task

Marks 100% 25 25 25 25

Outcomes (syllabus)

1.11.2, 1.3, 4.1, 4.2

1.11.2, 1.3, 1.4, 2.1, 2.2

2.3, 3.1, 1.2, 4.1, 4.2

1.1 – 4.2

H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and and appreciation of how English is used to convey meaning H1.2 explains the ideas and values of the text H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and for current and future education, careers and citizenship H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences H4.1 plans and organises to complete tasks or projects, both individually and collaboratively H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics


Mathematics Extension 2

Com

pone

nt

(sylla

bus)

We

ightin

g

(sylla

bu

s)%


T1 W 10 T2 W9 T3 W3/4

Mid-year Exam

Practical Applications

Task

Trial

E 3, 4, 5, 6, 7 HE 2, 6, 7 PE 2, 3, 5, 6 H 3, 4, 6, 7, 8 P 1, 3, 5, 6, 7, 8

Concepts

and s

kill

s

50

15

12.5

22.5

E 2, 4, 5, 6, 8, 9 HE 1, 3, 4, 5, 7 PE 1, 4 H 1, 2, 4, 5, 9 P 1, 2, 4

Reason

ing

&

com

mu

nic

ation

50

15

12.5

22.5

Marks 100 30 25 45

Outcomes (syllabus)

E 3, 4, 6 HE 2, 4, 5, 6, 7 PE 2, 3, 4, 5, 6 H 2, 4, 7, 8, 10, 11 P 2, 4, 5, 6, 7

E 2,4,5, 6,8, 9 HE 1, 2,3, 5, 7 PE 1, 3,4,5 H 1, 2, 4,5,8, 9 P 1, 2, 4

E 2, 3, 4, 5, 6, 7, 8, 9 HE 1, 2, 3, 4, 5, 6, 7 PE 1, 2, 3, 4, 5, 6 H 1, 2, 3, 4, 5, 6, 7, 8, 9 P 1, 2, 3, 4, 5, 6, 7, 8

HSC Course Outcomes A student: P1 Demonstrates confidence in using Mathematics to

obtain realistic solutions to problems P2 Provides reasoning to support conclusions which

are appropriate to the context P3 Performs routine arithmetic and algebraic

manipulation involving surds, simple rational expressions and trigonometric identities

P4 chooses and applies appropriate arithmetic, graphical, trigonometric and geometric techniques

P5 Understands the concept of a function and the relationship between a functions and its graph

P6 Relates the derivative of a function to the slope of its graph

P7 Determines the derivative of a function through routine application of the rules of differentiation

P8 Understand and uses the language and notation of calculus

PE1 Appreciates the role of mathematics in the solution of practical problems

PE2 Uses multi-step deductive reasoning in a variety of contexts

PE3 Solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

PE4 Uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE5 Determines derivatives which require the application of more than one rule of differentiation

PE6 Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts

H2 Constructs arguments to prove and justify results H3 Manipulates algebraic expressions involving

logarithmic and exponential functions H4 Express practical problems in mathematical terms

based on simple given models H5 Applies appropriate techniques from the study of

calculus, geometry, probability, trigonometry and series to solve problems

H6 Uses the derivative to determine the features of the graph of a function

H7 Uses the features of a graph to deduce information about the derivative

H8 Uses techniques of integration to calculate areas

HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 Uses inductive reasoning in the construction of proofs

HE3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay

HE4 Uses the relationship between functions, inverse functions and their derivatives

HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement

HE6 Determines integrals by reduction to a standard form through a given substitution


and volumes H9 Communicates using mathematical language,

notation, diagrams and graphs

HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form

E1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems E2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings E3 Uses the relationship between algebraic and geometric representations of complex numbers and of conic

sections E4 Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those

involving conic sections and polynomials E5 Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces,

resisted motion and circular motion E6 Combines the ideas of algebra and calculus to determine the important features of the graphs of a wide

variety of functions E7 Uses the techniques of slicing and cylindrical shells to determine volumes E8 Applies further techniques of integration, including partial fractions, integration by parts and recurrence

formulae, to problems E9 Communicates abstract ideas and relationships using appropriate notation and logical argument


Mathematics Extension 1 Component

(syllabus) Weighting (syllabus)

%


Date: T1 W10 Date: T2 W8 Date: T3 W 3/4

Mid-year Exam Experiment Practical Assignments

HSC Trial

Ext 1

3+ Ext 1 Ext 1+ Ext 1 Ext 1+ Ext 1 Ext 1+

HE 2, 6, 7 PE 2, 3, 5, 6 H 3, 4, 6, 7, 8 P 1, 3, 5, 6, 7,

8

Concepts, skills and

techniques 50 25 15 7.5 12.5 6.5 22.5 11

HE 1, 3, 4, 5, 7 PE 1, 4 H 1, 2, 5, 9 P 2, 4

Reasoning and

communication

50 25 15 7.5 12.5 6.5 22.5 11

Marks 100 50 30 15 25 13 45 22

Outcomes (syllabus)

HE 1,2, 4, 5, 6, 7 PE 1,2, 3, 4, 5, 6 H 1,2, 4, 7, 8 P 2, 4, 5, 6, 7

HE 1, 2, 3, 7 PE 1, 3, 5 H 1, 2, 3, 5, 8 P 1, 2, 4, 5, 6

HE 1, 2, 3, 4, 5, 6, 7 PE 1, 2, 3, 4, 5, 6

H 2, 3, 4, 5, 6, 7, 8, 9

P 2, 3, 4, 5, 6, 7, 8

HSC Course Outcomes - A student: P1 Demonstrates confidence in using Mathematics to

obtain realistic solutions to problems P2 Provides reasoning to support conclusions which

are appropriate to the context P3 Performs routine arithmetic and algebraic

manipulation involving surds, simple rational expressions and trigonometric identities

P4 chooses and applies appropriate arithmetic, graphical, trigonometric and geometric techniques

P5 Understands the concept of a function and the relationship between a functions and its graph

P6 Relates the derivative of a function to the slope of its graph

P7 Determines the derivative of a function through routine application of the rules of differentiation

P8 Understand and uses the language & notation of calculus

PE1 Appreciates the role of mathematics in the solution of practical problems

PE2 Uses multi-step deductive reasoning in a variety of contexts

PE3 Solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

PE4 Uses the parametric representation together with differentiation to identify geometric properties of parabolas

PE5 Determines derivatives which require the application of more than one rule of differentiation

PE6 Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts

H2 Constructs arguments to prove and justify results H3 Manipulates algebraic expressions involving

logarithmic and exponential functions H4 Express practical problems in mathematical terms

based on simple given models H5 Applies appropriate techniques from the study of

calculus, geometry, probability, trigonometry and series to solve problems

H6 Uses the derivative to determine the features of the graph of a function

H7 Uses the features of a graph to deduce information about the derivative

H8 Uses techniques of integration to calculate areas and volumes

H9 Communicates using mathematical language, notation, diagrams and graphs

HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 Uses inductive reasoning in the construction of proofs HE3 Uses a variety of strategies to investigate mathematical

models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay

HE4 Uses the relationship between functions, inverse functions and their derivatives

HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement

HE6 Determines integrals by reduction to a standard form through a given substitution

HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form


Mathematics

Component

(syllabus)

Weighting

(syllabus)

%

Task 1 Task 2 Task 3 Task 4

Date: T4 W8

Year 11

Date: T1 W10 Date: T2 W6 Date: T3

W 3/4

Open Book

Test

Mid-course Exam

Experiment Practical

Assignment

HSC Trial

H 3, 4, 6

P 3, 5, 6, 7, 8

Concepts, Skills and techniques

50 5 15 12 18

H 1, 2, 5, 7, 8, 9

P 2, 4

Reasoning and Communicatio

n 50 5 15 12 18

Marks 100% 10 30 24 36

Outcomes

(syllabus)

H 1, 2, 6, 7 H 2, 4, 7, 8

P 2, 4, 5, 6, 7

H 1, 2, 3, 5, 8,9

H 2, 3, 4, 5, 6, 7, 8, 9

P 2, 3, 4, 5, 6, 7, 8

HSC Course Outcomes A student: P1 Demonstrates confidence in using Mathematics to obtain realistic solutions to problems P2 Provides reasoning to support conclusions which are appropriate to the context P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational

expressions and trigonometric identities P4 chooses and applies appropriate arithmetic, graphical, trigonometric and geometric

techniques P5 Understands the concept of a function and the relationship between a functions and its

graph P6 Relates the derivative of a function to the slope of its graph P7 Determines the derivative of a function through routine application of the rules of

differentiation P8 Understand and uses the language and notation of calculus H1 Seeks to apply mathematical techniques to problems in a wide range of practical

contexts H2 Constructs arguments to prove and justify results H3 Manipulates algebraic expressions involving logarithmic and exponential functions H4 Express practical problems in mathematical terms based on simple given models H5 Applies appropriate techniques from the study of calculus, geometry, probability,

trigonometry and series to solve problems H6 Uses the derivative to determine the features of the graph of a function H7 Uses the features of a graph to deduce information about the derivative H8 Uses techniques of integration to calculate areas and volumes H9 Communicates using mathematical language, notation, diagrams and graphs


General Mathematics 2

Syllabus

Component

Syllabus

Weighting

%


T4 W8 T1 W10 T2 W9 T3 W3/4

Open Book

Test

Mid-course

Exam

Practical

Task Trial HSC

H 2, 3, 9, 10

P 3, 4, 5, 6,

7, 10

Knowledge,

Skills,

Understanding

80 9 27 14 30

H 4, 5, 6, 7,

8, 11

P 2, 8, 9, VA

Reasoning,

Interpretation,

Explanation,

Communicatio

n

20 1 3

11

5

Marks 100% 10 30 25 35

Outcomes

(syllabus)

H 2, 6, 7, 11 H 2, 4, 7, 8,

10, VA,

P 2, 4, 5, 6,

7, 9, 10

H 2, 3, 4, 5,

8, 10, VA

H 2, 3, 4, 5,

6, 7, 8, 9,

10, VA

P 2, 3, 4, 5,

6, 7, 8, 9,

10, VA

HSC Preliminary Course Outcomes A student: MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems MGP-2 represents information in symbolic, graphical and tabular form MGP-3 represents the relationships between changing quantities in algebraic and graphical form MGP-4 performs calculations in relation to two dimensional and three dimensional figures MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the

choice of relevant units MGP-6 models financial situations relevant to the student’s current life using appropriate tools MGP-7 determines an appropriate form of organisation and representation of collected data MGP-8 performs simple calculations in relation to the likelihood of familiar events MGP-9 uses appropriate technology to organise information from a limited range of practical and

everyday contexts MGP-10 justifies a response to a given problem using appropriate mathematical terminology MGP-VA develops a positive attitude to mathematics and appreciates its capacity to provide

enjoyment and recreation HSC Mathematics General 2 Outcomes A student: MG2H-1 uses mathematics and statistics to evaluate and construct arguments in a range of familiar and unfamiliar contexts MG2H-2 analyses representations of data in order to make inferences, predictions and conclusions MG2H-3 makes predictions about situations based on mathematical models, including those involving cubic, hyperbolic or exponential functions MG2H-4 analyses two-dimensional and three-dimensional models to solve practical problems, including those involving spheres and non right-angled triangles MG2H-5 interprets the results of measurements and calculations and makes judgements about reasonableness, including the degree of accuracy of measurements and calculations and the conversion to appropriate units


MG2H-6 makes informed decisions about financial situations, including annuities and loan repayments MG2H-7 answers questions requiring statistical processes, including the use of the normal distribution, and the correlation of bivariate data MG2H-8 solves problems involving counting techniques, multistage events and expectation MG2H-9 chooses and uses appropriate technology to locate and organise information from a range of contexts MG2H-10 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others, and justifies a response MG2H-VA appreciates the importance of mathematics in everyday life and its usefulness in contributing to society

HSC Mathematics General 1 Outcomes A student: MG1H-1 uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts MG1H-2 analyses representations of data in order to make predictions MG1H-3 makes predictions about everyday situations based on simple mathematical models MG1H-4 analyses simple two dimensional and three dimensional models to solve practical problems MG1H-5 interprets the results of measurements and calculations and makes judgements about reasonableness, including the conversion to appropriate units MG1H-6 makes informed decisions about financial situations likely to be encountered post-school MG1H-7 develops and carries out simple statistical processes to answer questions posed MG1H-8 solves problems involving uncertainty using basic counting techniques MG1H-9 chooses and uses appropriate technology to organise information from a range of practical and everyday contexts MG1H-10 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others MG1H-VA appreciates the importance of mathematics in everyday life and its usefulness in contributing to society

Agriculture

Co

mp

on

en

t

(sylla

bu

s)

We

ightin

g %

(sylla

bu

s)

Task 1 Task 2 Task 3 Task 4 Task 5

T4 W8 T1 W10 T2 W3 T2 W10 T3 W3-4

Plant Trial

Plant density

trial

Mid-Course Exams

Farm Product Study Report

Elective Trial HSC Exam

Outcomes

(syllabus)

H. 1.1, 2.1, 4.1

H 1.1, 2.1, 2.2,

4.1

H 3.1, 3.2, 3.3,

3.4

H 3.4, 4.1, 5.1

H 1.1, 2.1, 2.2, 4.1, 3.1, 3.2, 3.3, 3.4,

5.1

Plant Animal Production

50 10 20 20

Farm Product Study

30 20 10

Elective 20 15 5

Total 100% 10 20 20 15 35


HSC Course Outcomes A student: H1.1 Explains the influence of physical, biological, social, historical and economic factors on

sustainable agricultural production H2.1 Describes the inputs, processes and interactions of plant production systems H2.2 Describes the inputs, processes and interactions of animal production systems H3.1 Assesses the general business principles and decision-making processes involved in

sustainable farm management and marketing of farm products H3.2 Critically assesses the marketing of a plant OR animal product H3.3 Critically examines the technologies and technological innovations employed in the production

and marketing of agricultural products H3.4 Evaluates the management of the processes in agricultural systems H4.1 Applies appropriate experimental techniques, technologies, research methods and data

presentation and analysis in relation to agricultural problems and situations H5.1 Evaluates the impact of innovation, ethics and current issues on Australian agricultural systems


Biology Component (syllabus)

Syllabus Weighting

%


T4 W8 T1 W10 T2 W6 T3 W3-4

Comprehension & research Task

Mid-Course Exam Open Ended Investigation

Trial Exam

Knowledge & Understanding 40 10 10 10 10 Skills in planning & conducting first-hand investigations, gathering and processing first-hand data, gathering and processing relevant information from secondary sources.

30 10 5 10 5

Skills in: Communication information & understanding Developing scientific thinking & problem-solving techniques Working individually & in teams

30 5 10 5 10

Marks 100% 25 25 25 25

Outcomes H11,12,13, 14, 15

H1,2,3,4,5,6 7,8

H9,13,14,16

H1,2,3,4,5,6 7,8,9,10,1112,13,14, 15,16

HSC Course Outcomes A student: H1 Evaluates how major advances in scientific understanding and technology have changed the

direction or nature of scientific thinking H2 Analyses the ways in which models, theories and laws in biology have been tested and

validated H3 Assesses the impact of particular advances in biology on the development of technologies H4 Assesses the impacts of applications of biology on society and the environment H5 Identifies possible future directions of biological research H6 Explains why the biochemical processes that occur in cells are related to macroscopic changes

in the organism H7 Analyses the impact of natural and human processes on biodiversity H8 Evaluates the impact of human activity on the interactions of organisms and their environment H9 Describes the mechanisms of inheritance in molecular terms H10 Describes the mechanisms of evolution and assesses the impact of human activity on evolution H11 Justifies the appropriateness of a particular investigation plan H12 Evaluates ways in which accuracy and reliability could be improved in investigations H13 uses

terminology and reporting styles appropriately and successfully to communicate information and understanding

H14 Assesses the validity of conclusions from gathered data and information H15 Explains why an investigation is best undertaken individually or by a team H16 Justifies positive values about and attitudes towards both the living and non-living components

of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science


Business Studies

Component

(syllabus)

Weighting

syllabus

%


Date:

T4 W8

Date:

T1 W10

Date:

T2 W8

Date:

T3 W3-4

Seen Essay Question

Mid-Course Exam

Research Task

Trial


40 20 10 10

Stimulus- based skills

20 10 10

Inquiry and research

20 20

Communication of business

information, ideas and issues in

appropriate forms

20 10 10

Marks 100% 30 20 20 30

Outcomes H. 2.1, 3.1, 3.2, 3.3,4.1, 4.2, 5.3

H 2.1, 3.1, 3.2,4.1, 4.2, 5.1, 5.2, 5.3, 5.4

H.2.1, 2.2, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4.

H 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.3, 5.4,

HSC Course Outcomes A student: H1.1 Explains the impact of the global business environment on business role and

structure H1.2 Critically analyses the role of business in Australia H2.1 Describes and analyses business functions and operations and their impact on

business success H2.2 Evaluates processes and operations in global business H3.1 Explains management theories and strategies and their impact on business H3.2 Evaluates the effectiveness of management in the organisation and operations of

business and its responsiveness to change H3.3 Analyses the impact of management decision-making on stakeholders H4.1 Critically analyses the social and ethical responsibilities of management H4.2 Evaluates management strategies in response to internal and external factors H5.1 Selects, organises and evaluates information and sources for usefulness and

reliability H5.2 Plans and conducts an investigation into business to present the findings in an

appropriate business format H5.3 Communicates business information, ideas and issues, using relevant business

terminology and concepts in appropriate forms H5.4 Applies mathematical concepts appropriately in business situations.


VET Primary Industries

QUALIFICATION – CERTIFICATE II IN AGRICULTURE AHC20110 v4.0

The 240 hour primary industries course will be assessed in two different modes.

In the grid below, are the formal assessment tasks for Years 11 and 12.

UNIT TITLE TASK 1

T3 W9 2016

TASK 2

T6 2017

Install, maintain & repair fences-AHCINF202A

Operate tractors-AHCMOM202A

Treat weeds-AHCPMG201A

Participate in OHS processes-AHCOHS201A

Works effectively in the industry-AHCWRK204A

Apply chemicals under supervision-AHCCHM201A

Participates in workplace communications-AHCWRK205A

Handle livestock using basic techniques-AHCLCK205A

Observe and report on the weather-AHCWRK201A

Carry out basic electric fencing operations-AHCINF201A

Operate basic machinery and equipment-ACHMOM203A

Participate in environmentally sustainable work practices-

AHCWRK209A

Determine basic properties of soil or growing medium-

AHCSOL201A

Provide feed for livestock-AHCLSK211A

Muster and move livestock-AHCLSK210A

Monitor water supplies-AHCLSK209A

Care for health and welfare of livestock-AHCLSK202A

PRELIM

EXAM

HSC

TRIAL

50% 50%

The other form of assessment will be ongoing assessment in the form of practical assessment and class tests

at the conclusion of each module to allow the students to gain their competencies for Certificate II in

Agriculture In these ongoing assessments, students are given three attempts to be deemed competent in each

element in the curriculum.


VET Hospitality

QUALIFICATION - CERTIFICATE II IN KITCHEN OPERATIONS-SIT20312 v1.0

The 240 hour hospitality operations course will be assessed in two different modes.

In the grid below, are the formal assessment tasks for years 11 and 12.

UNIT TITLE TASK 1

2016

TASK 2

2016

TASK 3

T1 2017

TASK 4

T3 2017

Clean kitchen premises and equipment- SITHKOP101

Produce dishes using basic methods of cookery-SITHCCC201

Source and use information on the hospitality industry.-

SITHIND201

Use hygiene practices for food safety-SITXFSA101

Prepare and serve espresso coffee-SITHFAB204

Participate in safe food handling practices-SITXFSA201

Prepare appetizers and salads-SITHCCC202

Participate in safe work practices-SITXWHS101

Use food preparation equipment-SITHCCC101

Prepare simple dishes-SITHCCC102

Work effectively with others-BSBWOR203B

Prepare sandwiches-SITHCCC103

Maintain the quality of perishable supplies-SITXINV202

Use cookery skills effectively-SITHCCC207

PRELIM

MID-

COURSE

PRACTICAL

EXAM

PRELIM

FINAL

EXAM

HSC MID-

COURSE

EXAM

HSC

TRIAL

15% 25% 30% 30%

The other form of assessment will be ongoing assessment in the form of practical assessment and class

tests at the conclusion of each module to allow the students to gain their competencies towards their

Certificate II in Hospitality. In these ongoing assessments, students are given three attempts to be

deemed competent in each element in the curriculum.


VET Construction

Qualification - CERTIFICATE II IN CONSTRUCTION PATHWAYS -(CPC20211 v2.0)

The 240 hour Construction course will be assessed in two different modes.

In the grid below, are the formal assessment tasks for Years 11 and 12.

UNIT TITLE TASK 1

2016

TASK 2

2016

TASK 3

T1 2017

TASK 2

T3 2017

Use carpentry tools and equipment-CPCCCA2002P

Handle carpentry materials-CPCCCA2011A

Apply WHS requirements, policies & procedures in the construction

industry-CPCCOHS2001A

Work effectively & sustainably in the Construction Industry-

CPCCCM1012A

Plan and organize work-CPCCCM1013A

Conduct workplace communication-CPCCCM1014A

Carry out measurements & calculations-CPCCCM1015A

Read & interpret plans & specifications-CPCCCM2001A

Apply basic leveling procedures-CPCCCM2006B

Work safely in the Construction Industry-CPCCOHS1001A

Erect and dismantle formwork for footings and slabs on ground-

CPCCCA2003A

Carry out concreting to simple forms-CPCCCO2013A

Handle wall and floor tiling materials-CPCCWF2001A

Use wall and floor tiling tools and equipment-CPCCWF2002A

PRELIM

MID-

COURSE

EXAM

PRELIM

FINAL

EXAM

HSC MID-

COURSE

EXAM

HSC

TRIAL

15%

25%

30%

30%

The other form of assessment will be ongoing assessment in the form of practical assessment and class

tests at the conclusion of each module to allow the students to gain their competencies for Certificate II in

Construction.. In these ongoing assessments, students are given three attempts to be deemed competent in

each element in the curriculum.


Chemistry

Syllabus Component Weighting

(syllabus)

%


Date:

T1 W4

Date:

T1 W10

Date:

T2 W3

Date:

T3 W5

Date:

T3

W3-4

Research Assignment

Mid-Course Exam

Practical Exam

Research Project/Prac

investigation

HSC Trial Exam

Knowledge & Understanding 40 5 7 28

Skills in planning & conducting first hand investigations,

communicating information & understanding based on these

investigations

30

12 15 3

Skills in scientific thinking, problem solving & in

communicating, understanding & conclusions

30 5

3 3 10 9

Outcomes addressed

H4,5,7,13,14

H1-10 H10-13 H4,6,8-14

H1-10,12-15

Total Marks % 100% 10

10 15 25 40

HSC Course Outcomes A student: H1. Evaluates how major advances in scientific understanding and technology have

changed the direction or nature of scientific thinking H2. Analyses the ways in which models, theories and laws in chemistry have been tested

and validated H3. Assesses the impact of particular advances in chemistry on the development of

technologies H4. Assesses the impacts of applications of chemistry on society and the environment H5. Identifies possible future directions of chemical research H6. Explains reactions between elements and compounds in terms of atomic structures

and periodicity H7. Describes the chemical basis of energy transformations in chemical reactions H8. Assesses the range of factors which influence the type and rate of chemical reactions H9. Describes and predicts reactions involving carbon compounds H10. Analyses stoichiometric relationships H11. Justifies the appropriateness of a particular investigation plan H12. Evaluates ways in which accuracy and reliability could be improved in investigations H13. Uses terminology and reporting styles appropriately and successfully to communicate

information and understanding H14. Assesses the validity of conclusions from gathered data and information H15. Explains why an investigation is best undertaken individually or by a team H16. Justifies positive values about and attitude towards both the living and non-living

components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science


Industrial Technology C

om

po

nen

t

(syllab

us)

Weig

hti

ng

%

(syllab

us)


Date: T4 W8 Date: T1 W8 Date: T1 W10 Date: T2 W8 Date: T3 W3/4

Project proposal

(statement of Intent, Research,

Class presentation)

Major Design Project

(Project Development, Designing &

Planning)

Mid-course Examination

Major Design Project

(Project Construction,

Documentation & Evaluation)

Trial HSC Examination

Ou

tco

me

s

H3.1, 3.2, 3.2, 4.2, 5.1, 6.1

H3.1, 3.2, 3.3, 4.2, 4.3, 5.1, 5.2

H1.1, 1.2, 1.3, 5.2, 6.1, 7.1, 7.2

H2.1, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2

H1.1, 1.2, 1.3, 5.2, 7.1, 7.1

Industry Study

15 5 10

Major project 60 10 20 30

Industry Specific Content

25 5 5 5 10

Component Total

100% 10 25 10 35 20

HSC Course Outcomes A student: H1.1 Investigates industry through the study of businesses in one focus area H1.2 Identifies appropriate equipment, production and manufacturing techniques and

describes the impact of new and developing technologies in industry H2.1 Demonstrates proficiency in the use of safe working practices and workshop

equipment maintenance techniques H3.1 Is skilled in sketching, producing and interpreting drawings H3.2 Selects and applies appropriate research and problem-solving skills H3.3 Applies design principles effectively through the production of projects H4.1 Demonstrates competency in practical skills appropriate to the major project H4.2 Explores the need to outsource appropriate expertise where necessary to complement

personal practical skills H4.3 Critically applies knowledge and skills related to properties and characteristics of

materials/components H5.1 Selects and uses communication and information processing skills H5.2 Selects and applies appropriate documentation techniques to project management H6.1 Evaluates the characteristics of quality manufactured products H6.2 Applies the principles of quality and quality control H7.1 Evaluates the impact of the focus area industry on the social and physical environment


Music 1 syllabus Outcome

Component (syllabus)

Weighting (syllabus) %

Task 1* Task 3 Task 2 Task 4 Task 5

T4 W11

T2 W10

T1 W10

T3 W3-4

T3 W3-4

Composition Musicology (Viva Voce)

Aural Mid-

Course Exam

Trial Electives

Trial HSC Aural Skills

Core Performance

H 1, 9, 10, 11

Performance Core

10 10

H 2, 3, 5, 6, 7

Composition Core

10 10

H 2, 4, 5, 6, 7, 10, 11

Musicology Core

10 10

H 4, 6, 7, 8 Aural Core

25

Task 2: 10%

10

15 Task 5:

15%

According to student selection

Elective 15 15


Elective 15 15


Elective 15 15

Marks 100% 10 10 10 45 25

Outcomes H-2,3,5-7 H-4-8

H-2,4-7,10,11

H-1-11 H-1,4,6-11

The same outcomes may be assessed by more than one task.

One task can assess more than one component.

Later tasks carry more weight.

HSC Course Outcomes 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

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 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 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


PD/H/PE HSC Syllabus components

HS

C S

ylla

bus

We

ightin

gs %

Task 1 Option Core 2 Factors affecting Performance

Task 2 Mid-Course Exam Core 2 and Improving Performance

Task 3 Core 1 Improving Performance

Task 4 Trial HSC All modules

Tota

l

We

ightin

g

T 4 Wk 8

T 1 Wk 10

T 2 Wk 8

T 3 Wk 3/4

In Class application

Mid-Course Exam

Training Program

Trial Exam

Knowledge and understanding of: Factors that affect health The way the body moves

40

5

10

15 10 40

Skills in: Influencing personal and community health Taking action to improve participation & performance in physical activity

30 5 5 10 10 30

Skills in critical thinking, research and analysis

30 5 5 10 10 30

Task value % 25 20 25 30 100

Syllabus outcomes assessed by the task

H8, H13,H16, H17

H1, H2, H3, H4, H5, H14, H15, H16

H7, H8, H9, H10, H11, H16, H17

H1-17

HSC Course Outcomes A student: H1 Describes the nature and justifies the choice of Australia’s health priorities H2 Analyses and explains the health status of Australians in terms of current trends and groups most at risk H3 Analyses the determinants of health and health inequities H4 Argues the case for the new public health approach to health promotion H5 Explains the different roles and responsibilities of individuals, communities and governments in addressing

Australia’s health priorities H6 Demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1) H7 Explains the relationship between physiology and movement potential H8 Explains how a variety of training approaches and other interventions enhance performance and safety in

physical activity H9 Explains how movement skill is acquired and appraised H10 Designs and implements training plans to improve performance H11 Designs psychological strategies and nutritional plans in response to individual performance needs H12 Analyses the influence of sociocultural factors on the way people participate in and value physical activity

and sport (Option 2) H13 Selects and applies strategies for the management of injuries and the promotion of safety in sport and

physical activity (Option 3) H14 Argues the benefits of health-promoting actions and choices that promote social justice H15 Critically analyses key issues affecting the health of Australians and proposes ways of working towards

better health for all H16 Devises methods of gathering, interpreting and communicating information about health and physical

activity concepts H17 Selects appropriate options and formulates strategies based on a critical analysis of the factors that affect

performance and safe participation


Physics Syllabus

Component

Syll

ab

us

Weig

hti

ng

%


T4 W8 T1 W10 T2 W7 T3 W5 T4 W3/4

Practical Mid-Course

Exam

Research & Practical

Research

Project

Trial HSC Exam

Knowledge & Understanding 40 10 10 20 Skills in planning &

conducting first-hand investigations,

communicating information & understanding based on

these investigations.

30 6.5

12 7

4.5

Skills in scientific thinking, problem solving & in

communicating, understanding & conclusions.

30 6.5 4 12

7.5

Marks 100% 13 14 24 17 32

Outcomes H2, 7, 11-15

H1-14 H1, 5, 7, 9, 11, 13, 14

H7-10, 13, 14.

H1-4, 6-12, 14

HSC Course Outcomes A student: H1 Evaluates how major advances in scientific understanding and technology have

changed the direction or nature of scientific thinking H2 Analyses the ways in which models, theories and laws in physics have been tested

and validated H3 Assesses the impact of particular advances in physics on the development of

technologies H4 Assesses the impact of applications of physics on society and the environment H5 Identifies possible future directions of physics research H6 Explains events in terms of Newton’s Laws, Law of Conservation of Momentum and

relativity H7 Explains the effect of energy transfers and transformation H8 Analyses wave interactions and explains the effects of those interactions H9 Explains the effects of electric, magnetic and gravitational fields H10 Describes the nature of electromagnetic radiation and matter in terms of the particles H11 Justifies the appropriateness of a particular investigation plan H12 Evaluates ways in which accuracy and reliability could be improved in investigations H13 Uses terminology and reporting styles appropriately and successfully to communicate

information and understanding H14 Assesses the validity of conclusions drawn from gathered data and information H15 Explains why an investigation is best undertaken individually or by a team H16 Justifies positive values about and attitudes towards both the living and non-living

components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science


Textiles and Design S

ylla

bus

Com

pone

nt

Sylla

bus

We

ightin

g %


Date: T4 W8

Date: T1 W10

Date: T2 W4

Date: T3 W3/4

Major Textiles Project Proposal

Mid-Course Exam

Oral Presentation of MTP

Trial HSC Exam

Assessment Component

1 50%

50

10 40

Assessment Component

2 50%

50 10

20 20

Marks 100% 10 30 10 40

Outc

om

e

s

(sylla

bus)

H 1.1, 1.2. 2.3

H 1.1, 1.2, 1.3, 3.1, 4.1

H 2.2. 3.1, 4.2 H 1.3, 3.1, 3.2, 4.1,

4.2, 5.1, 5.2, 6.1

HSC Course Outcomes A student: H1.1 Critically analyses and explains the factors that have contributed to the design and

manufacture of the major textiles project. H1.2 Designs a textile item/s that demonstrates an understanding of functional and aesthetic

requirements. H1.3 Identifies the principles of colouration for specific end-uses. H2.1 Communicated design concepts and manufacturing specifications to both technical and

non-technical audiences. H2.2 Demonstrates proficiency in the manufacture of textile items. H2.3 Effectively manages the design and manufacture of a major textiles project to

completion. H3.1 Explains the interrelationship between fabric, yarn and fibre properties. H3.2 Develops knowledge and awareness of emerging textiles technologies. H4.1 Justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific

end-uses. H4.2 Selects and justifies manufacturing techniques, materials and equipment for a specific

end-use. H5.1 Investigates and describes aspects of marketing in the textile industry. H5.2 analyses and discusses the impact of current issues on the Australian textiles industry. H6.1 Analyses the influence of historical, cultural and contemporary developments on

textiles.


Visual Arts Outcomes

(syllabus)

Component

(syllabus)

Weighting

(syllabus)

%

Task 1* Task 2* Task 3* Task 4* Task 5*

Date: T4 W6

Date: T1 W10

Date: T2 W8

Date: T3 W3-4

Date: T3 W6

Two weeks before BOSTES

submission

VAPD

BOW

ideas

Mid-Course Exam

VAPD

Progress BOW

HSC Trial Exam

VAPD

BOW

Final submission

H1-6 Art making 50 10 20 20

H7-10 Art Criticism

/Art History 50 15 25 10

H-1-6 H-7-10 H-1-6 H-7-10 H-1-10

Marks 100% 10 15 20 25 30

Code: VAPD – Visual Arts Process Diary BOW – Body of Work Task 1: VAPD / Progress BOW – Developing three possible directions for BOW in VAPD,

research, experimentation, artwork & evaluation Task 2: Mid-Course Exam - 25 marks three short answers / 25 marks essay Task 3: VAPD / Progress BOW - Evaluation of ongoing work in diary, developing

artworks and student explanations Task 4: Trial Exam - 25 marks three short answers / 25 marks essay Task 5: BOW / VAPD – Final evaluation of the conceptual and material aspects of the

body of work and critical evaluations of works and practice by student

HSC Course Outcomes A student: H1 Initiates and organises Art making practice that is sustained, reflective and adapted to

suit particular conditions H2 Applies their understanding of the relationships among the artist, artwork, world and

audience through the making of a body of work H3 Demonstrates an understanding of the frames when working independently in the

making of art H4 Selects and develops subject matter and forms in particular ways as representations in

art-making H5 Demonstrates conceptual strength in the production of a body of work that exhibits

coherence and may be interpreted in a range of ways H6 Demonstrates technical accomplishment, refinement and sensitivity appropriate to the

artistic intentions within a body of work H7 Applies their understanding of practice in art criticism and art history H8 Applies their understanding of the relationships among the artist, artwork, world and

audience H9 Demonstrates an understanding of how the frames provide for different orientations to

critical and historical investigations of art H10 Constructs a body of significant art histories, critical narratives and other documentary

accounts of representation in the visual arts


Community & Family Studies

HSC Course Outcomes H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.1 analyses different approaches to parenting and caring relationships H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.2 evaluates networks available to individuals, groups and families within communities H3.3 critically analyses the role of policy and community structures in supporting diversity H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

Component being

assessed

Task 1

Task 2

Task 3 Task 4

Total %

Date of Task

Week 11 Term 4

Week 10 Term 1

Week 8 Term 2

Weeks 3-4Term 3

Type of Task IRP Half Yearly

Exams

Case Study “Groups in Context”

Trial HSC Exam

Topics Core 1 Core 1 & 2

Core 2 All

Knowledge and understanding of

how the following impact on

wellbeing:

• resource management

• positive relationships

• range of societal factors

• nature of groups, families and

communities

10 10 20 40

Skills in:

• applying management processes

to meet the needs of individuals,

groups, families and communities

• planning to take responsible

action to promote wellbeing

10 5 10 25

Knowledge and understanding

about research methodology and

skills in researching, critical

thinking, analysing and

communicating

20 5 5 5 35

Outcomes H4.1, H4.2

H2.2, H2.3,

H3.1, H4.1,

H5.1, H6.2

H1.1, H2.2,

H2.3, H3.1,

H3.3, H4.1, H4.2

H5.1, H6.2

H1.1 - H6.2

TOTAL 30 15 30 25 100


Ancient History Ancient History HSC Assessment Grid

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weig

hting

Cities of

Vesuvius:

Pompeii &

Herculaneum

Mid-

Course

Exam

Historical

period

Personality Trial HSC

Examination

Term 4,

WK 10

Term 1,

WK 8

Term 2,

WK 4

Term 2,

WK 10

Term 3, WK

3/4

H1.1, H.2.1,

H3.1, H3.2,

H3.3, H3.6

H1.1,

H3.1,

H3.2,

H3.5,

H4.2

H1.2,

H2.1,

H3.1,

H3.2,

H4.2

H3.1, H3.3,

H3.6, H4.2

H1.1, H2.1,

H3.1, H3.3,

H3.4, H4.1,

H4.2

Knowledge

and

understanding

of the course

content

5 5 5 25 40

Source-based

skills

5 5 5 5 20

Historical

inquiry and

research

10 5 5 20

Communicatio

n of historical

understanding

in appropriate

forms

5 5 5 5

Marks 20 15 15 20 30 100

Task 1, 3 and 4 - 55% Non-Exam Items

Task 2 and 5 - Exam Items

HSC Course Outcomes A student:

H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.5 analyse issues relating to ownership and custodianship of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately H4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms


Earth and Environmental Science Component (syllabus)

Weighting (syllabus)

%

Task 1 Task 2 Task 4 Task 3 Task 5 Date: T4 W7

Date: T1 W3

Date: T2 W10

Date: T2 W3

Date: T3 W3-4

Scientific Research Report

Presentation and Comprehension Test

Mid-course Exam

Open-ended Investigation

Trial Exam

Knowledge & Understanding

40 5 5 10 5 20

Skills in planning & conducting first-hand investigations, gathering and processing first-hand data, gathering and processing relevant information from secondary sources.

30 5 5 10 10

Skills in:

Communicating information & understanding

Developing scientific thinking & problem-solving techniques

Working individually & in teams

30 5 5 5 10

Marks 100% 15 15 10 20 40

Outcomes H1 H2 H3H4 H5 H13.

H1 H2 H7 H8 H13 H14

H1, H2, H3, H4, H5, H6, H7, H8,

H2 H4 H6 H9

H10 H13

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11,

H12, H13, H14, H15, H16


Senior Science

Ou

tco

mes

(syllab

us)

Co

mp

on

en

t

(syllab

us)

Weig

hti

ng

%


T4 W7 T1 W10 T2 W7 T3 W5 T3 W3-4

Research Project

Mid-Course

Exam

Research Report

Skills Test Trial Exam

H 2, 4, 7, 8, 9, 13, 14

Lifestyle Chemistry

25 10 5 8

H 1, 6, 7, 9, 12

Medical Technology

25 10 5 9

H 3, 5, 10, 11, 12, 13, 14, 16

Information Systems 25 5 5 8

H 1, 4, 11, 14, 15, 16

Option 25 5 20 10

Marks 100% 20 15 10 20 35

HSC Course Outcomes A student: H1 Discusses advances in scientific understanding and technology that have changed the direction

or nature of scientific thinking H2 Applies the processes that are used to test and validate models, theories and laws, to

investigations H3 Assesses the contribution of scientific advances on the development of technologies H4 Assesses the impacts of applications of science on society and the environment H5 Describes possible future directions of scientific research H6 Describes uses of the Earth’s resources H7 Identifies effects of internal and external environmental changes on the human body H8 Relates the properties of chemicals to their use H9 Relates the structure of body organs and systems to their function H10 Discusses ways in which different forms of energy and energy transfers and transformations are

used H11 Justifies the appropriateness of a particular investigation plan H12 Evaluates ways in which accuracy and reliability could be improved in investigations H13 Uses terminology and reporting styles appropriately and successfully to communicate information

and understanding H14 Assess the validity of conclusions from gathered data and Information H15 Explains why an investigation is best undertaken individually or by a team H16 Justifies positive values about and attitudes towards both the living and non-living components of

the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science


Legal Studies

Outcomes Component (syllabus)

Weig

htin

g %

(s

yllab

us)


Date:

T4 W8

Date:

T1 W10

Date:

T2 W9

Date:

T3 W3-4

Term 4 Test

Researched In class Essay

in Mid-Course

Research Assignment

/ Oral

HSC Trial Exam

H 1, 2,3, 4, 5, 6, 7, 8, 9, 10

Knowledge & understanding

60

15 5 5 35

H 1, 2, 4, 5, 6, 7, 8, 9, 10

Research

20 20

H 1, 2,3, 4, 5, 6, 7, 8, 9, 10

Communication 20 5 10 5

Marks 100% 15 30 15 40

Outcomes

H 1, 2,3, 6, 9 H 1, 2, 4, 5, 6, 7, 8, 9

H 1, 2, 4, 5, 6, 7, 8, 9, 10

H 1, 2,3, 4, 5, 6, 7, 8, 9, 10

HSC Course Outcomes A student: H1.1 Applies domestic and international legal vocabulary in appropriate contexts H1.2 Assesses the role of Australian and major international legal institutions H2.1 Explains the origins and sources of Australian and international law H2.2 Compares similarities and contrasts differences in relation to customary law, statutory law,

common law and international law H2.3 Evaluates the effectiveness of domestic law in responding to global challenges H3.1 Analyses the interrelationship between law, justice and society and the changing nature of law H3.2 Assesses how cultures and values of different groups within society impact on the legal system H3.3 Evaluates the effectiveness of the processes and mechanisms of change in the legal system H3.4 Analyses legislation, cases, media reports and opinions to review arguments for change and

reform in the law H4.1 Analyses specific problems encountered in gaining access to the legal system H4.2 Assesses the effectiveness of dispute resolution mechanisms H4.3 Explains rights and responsibilities and evaluates the provisions of domestic and international

legal systems in addressing these issues H5.1 Selects and organises relevant legal information from a variety of sources and evaluates

information and sources for usefulness, validity and bias H5.2 Investigates, analyses and synthesises legal information from a variety of perspectives and

presents the findings of investigations H5.3 Communicates through well-structured texts to describe, explain, argue, discuss, analyse,

evaluate and apply legal information, ideas and issues using appropriate written and oral forms H5.4 Uses planning and review strategies to manage effectively the competing demands of complex

tasks and makes effective use of time and resources.


Modern History


Task 1 World War 1

Task 2 Germany

1918-1939

Task 3 Albert Speer

Task 4 Europe 1935-

1945

Task 5 Trial HSC

Weighting %

T4 W9

T1 W9 T2 W7 T3 W1 T3 W3/4

Source Analysis Mid-course Exam

Perspectives and interpretations

Research In class

Trial Exam

Knowledge and understanding of content

5 10 5 20 40

Source-based skills 10 10 20

Historical inquiry and research

10 * Seen

question

10

20

Communication of historical understanding in appropriate forms

5 10 5

20

Marks 15 15 20 20 30 100

H 1.1, 1.2, 3.2, 3.2,3.3,3.4,3.5, 4.1,4.2.

H1.1,1.2,2.1,3.1,3.2,3.3,3.4,3.5,4.1,4.2,

H1.1,1.2,2.1,3.1,3.2,3.3,3.4,3.5,4.1,4.2,

H1.1,1.2,3.1,3.2,3.4,3.5,4.1,4.2,

H1.1,1.2,2.1,3.1,3.2,3.3,3.4,3.5,4.1,4.2,

HSC Course Outcomes A student:

A student develops the skills to:

H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-

century studies

H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century

H3.1 ask relevant historical questions H3.2 locate, select and organise relevant information from different types of sources H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.5 plan and present the findings of historical investigations, analysing and synthesising information from

different types of sources

H4.1 use historical terms and concepts appropriately H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-

structured oral and written forms


Drama Syllabus

Outcomes

which Relate

to the

Components

Syllabus

Components Syllabus

Weightings

%

Task 1

Australian

Drama &

Theatre

Task 2

Tragedy Task 3

Trial

Practical

Task 4

Trial

Written

TOTAL

%

Date Due

Term 4

Assessment

Block

Date Due

Term 1

Week 10

Date Due

Term 3

Week 1

Date

Due

Term 3

Week

3/4

Task:

Workshop

Written

Task:

Workshop

Written

Task:

Workshop

Written

Task:

Written

H1.1, H1.2,

H1.3, H1.4,

H1.5, H1.6,

H1.7, H1.8*,

H1.9*,

H2.1, H2.2,

H2.3, H2.4*,

H2.5*,

H3.1, H3.2,

H3.3, H3.4*,

H3.5*

*Values and

Attitudes.

Making

40

Workshop

15

Workshop

10

Workshop

5

Written

10

40

Performing

30

Workshop

5

Workshop

25

30

Critically

Studying

30

Written

10

Written

10

Written

10

30

Task Value % 25 25 40 10 100

Syllabus Outcomes Assessed by the

Task

H1.5, H1.7,

H3.1, H3.2,

H3.3

H1.1,

H1.2,

H1.3,

H2.3,

H3.1,

H3.2,

H3.3

H1.1,

H1.2,

H1.3,

H1.4,

H1.6,

H1.7,

H2.1,

H2.2,

H2.3

H3.1,

H3.2,

H3.3

Making 40%, Performing 30%, Critically Studying 30%.

H 1.1 uses acting skills to adopt and sustain a variety of characters and roles H 1.2 uses performance skills to interpret and perform scripted and other material H 1.3 uses knowledge and experience of dramatic and theatrical forms, styles and

theories to inform and enhance individual and group-devised works H 1.4 collaborates effectively to produce a group devised performance H 1.5 demonstrates directorial skills H 1.6 records refined group performance work in appropriate form H 1.7 demonstrates skills in using the elements of production


H 1.8 recognises the value of the contribution of each individual to the artistic effectiveness of productions

H 1.9 values innovation and originality in the group and individual work H 2.1 demonstrates effective performance skills H 2.2 uses dramatic and theatrical elements effectively to engage the audience H 2.3 demonstrates directorial skills for theatre and other media H 2.4 appreciates the dynamics of drama as a performing art H 3.1 critically applies understanding of the cultural, historical and political contexts

that have influenced specific drama and theatre practitioners, styles and movements

H 3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses

H 3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements

H 3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies

H 3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements


Mathematics General 1


Weighting (syllabus)

%


Date: T4 W9

Yr 11

Date: T5 W9

Yr 12

Date: T6 W4

Yr 12

Date: T6 W9

Yr 12

Date: T7

W 3,4,5 Yr 12

Date: throughout the course

Research and report on

Mathematics and Design

Practical activity involving

applications of area and volume.

Spreadsheet activity on Personal Resource

Usage

Research and report on

Mathematics and the Human Body, including graph

work.

Spreadsheet activity on Household

Finance

Work samples

collected at various points

throughout the course

MG1H- 1, 4, 5, 7, 8, 9,

P 3, 4, 5, 6, 7, 8, 9,

Knowledge, Skills,

Understanding

50 5 8 8 9 10 10

MG1H- 1, 2, 3, 5, 6, 10, VA

P 2, 7, 8, 9, 10, 11

Reasoning, Interpretation

, Explanation, Communicati

on

50 5 7

7

11 10 10

Marks 100% 10 15 15 20 20 20

Outcomes (syllabus)

MG1H – 1,

P 2, 6, 11

MG1H- 1, 4, 5, VA

P 2, 6, 7, 11

MG1H – 2, 3, 5, 7, 8, 9, 10, VA

P 2, 4, 5, 9, 11

MG1H – 1, 2, 3, 5, 7, 8, 9, 10, VA

P 2, 3, 4, 5, 9, 10, 11

MG1H – 2, 3, 6, 9, 10, VA

P 2, 3, 4, 5, 8, 9, 10, 11

MG1H – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, VA

P 2, 3, 4, 5, 6, 7, 8, 9, 10,11

HSC Course Outcomes A student: P2 Applies mathematical knowledge and skills to solving problems within familiar

contexts P3 Develops rules to represent patterns arising from numerical and other sources P4 Represents information in symbolic, graphical and tabular forms P5 Represents the relationships between changing quantities in algebraic and

graphical form P6 Performs calculations in relation to two-dimensional and three-dimensional

figures P7 Determines the degree of accuracy of measurements and calculations P8 Models financial situations using appropriate tools P9 Determines an appropriate form of organisation and representation of collected

data P10 Performs simple calculations in relation to the likelihood of familiar events P11 Justifies his/her response to a given problem using appropriate mathematical

terminology MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a

range of contexts


MG1H-2 Analyses representations of data in order to make predictions MG-1H-3 Makes predictions about everyday situations based on simple

mathematical models MG-1H-4 Analyses simple two-dimensional and three-dimensional models to solve

practical problems MG1H-5 Interprets the results of measurements and calculations and makes

judgements about reasonableness, including the conversion to appropriate units

MG1H-6 Makes informed decisions about financial situations likely to be encountered post-school

MG1H-7 Develops and carries out simple statistical processes to answer questions posed

MG-1H-8 Solves problems involving uncertainty using basic counting principles MG1H-9 Chooses and uses appropriate technology to organise information from a

range of practical and everyday contexts MG1H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others MG1H-VA Appreciates the importance of mathematics in everyday life and its usefulness in contributing to society

Documents

HSC ASSESSMENT GUIDE - St Paul's College, Kempseymoodle.kmpslism.catholic.edu.au/file.php/1/Students... · · 2016-10-31HSC ASSESSMENT GUIDE 2017 Page 1 St Paul’s College Kempsey