Newcastle High School€¦ · CONTENTS . KEY TERMS............................................................................................................................. 1

HIGHER SCHOOL CERTIFICATE COURSE

ASSESSMENT POLICY

NEWCASTLE HIGH SCHOOL

“Remis Velisque” Parkway Avenue Hamilton NSW 2303

Telephone: (02) 4969 3177 Fax: (02) 4961 2912

email : [email protected]

website : www.newcastle-h.schools.nsw.edu.au

CONTENTS

KEY TERMS............................................................................................................................. 1 STUDENT RIGHTS AND RESPONSIBILITIES REGARDING ASSESSMENT .......................................... 2 HIGHER SCHOOL CERTIFICATE ASSESSMENT OVERVIEW ............................................................ 3 GUIDELINES FOR HSC ASSESSMENT AT NEWCASTLE HIGH SCHOOL ............................................. 4 COMPLETING ASSESSMENTS AT NEWCASTLE HIGH SCHOOL ....................................................... 13 DECISION OF SCHOOL ASSESSMENT APPEAL PANEL .................................................................. 14 OFFICIAL WARNING – NON-COMPLETION OF A HSC COURSE ...................................................... 16 ATTACHMENT 1 – LEGAL REQUIREMENTS ................................................................................. 18 ATTACHMENT 2 – PATTERN OF STUDY REQUIREMENTS CHECKLIST ............................................. 19 GLOSSARY OF KEY WORDS ..................................................................................................... 20 HSC ASSESSMENT CALENDAR ................................................................................................. 22

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KEY TERMS USED IN THIS BOOKLET

AMOW All My Own Work A compulsory program that must be completed by all students prior to commencing their Preliminary HSC

NESA NSW Education and Standards Authority The NSW government body responsible for the curriculum in all schools

RoSA Record of School Achievement Certification students receive if they leave school prior to completing the HSC

HSC Higher School Certificate Highest level of certification in NSW high schools; usually completed in Year 12 of high school

Preliminary HSC First stage of the HSC; usually completed in Year 11 of high school

Stage A period of learning, typically of two years duration. Stage 5 refers to Years 9 & 10 and Stage 6 refers to Years 11 & 12

Unit The amount of time involved in a course

BDC Board Developed Course Courses developed by NESA that can be used in the calculation of an ATAR

BEC Board Endorsed Course Courses endorsed by NESA that count towards the HSC but cannot be used in the calculation of an ATAR

Category A/B Classification of Board Developed Courses. Only one Category B course can be counted in the calculation on an ATAR

TAFE Technical and Further Education

VET Vocational Education & Training

TVET TAFE delivered Vocational Education & Training courses

UAC University Admissions Centre

ATAR Australian Tertiary Admission Rank A rank calculated by UAC as a way of determining entry to University courses

Useful websites: www.boardofstudies.edu.nsw.au

www.uac.edu.au

http://www.boardofstudies.edu.nsw.au/

http://www.uac.edu.au/

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STUDENT RIGHTS AND RESPONSIBILITIES REGARDING ASSESSMENT

In Higher School Certificate assessment, students have the following rights:

• to be informed of the assessment policies of the school and the NSW Education and

Standards Authority (NESA).

• to receive clear guidelines relating to the requirements of each assessment task.

• to be told in advance of the due date for each assessment task.

• to receive feedback that assists them to review their work.

• to query the mark for an individual task at the time it is returned to them.

• to request a review of the calculation of the final assessment mark if they believe their

final assessment rank is incorrect.

Students have the following responsibilities:

• to become familiar with, and follow, the school’s assessment policies and the rules in the

Rules and Procedures for Higher School Certificate Candidates booklet.

• to register with Students Online and ensure their personal details are correctly recorded

with NESA.

• to attend all scheduled lessons, unless there is a valid reason they can’t.

• to complete and submit all set tasks on the due date.

• to follow up any concerns with tasks at the time they are marked and returned.

• to not engage in behaviour which could be considered malpractice or cheating.

• to ensure that all assessment work is their own, or acknowledge the contribution of others.

http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/#students

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THE HIGHER SCHOOL CERTIFICATE ASSESSMENT OVERVIEW

Purpose of HSC Assessment

The purpose of Higher School Certificate Assessment is to assess student performance over a wide range of outcomes in order to determine a student’s relative performance ranking.

Student marks obtained in individual assessment tasks are used to determine course rankings and the final assessment mark submitted to NESA.

Purpose of this Booklet

The purpose of this booklet is to inform HSC students and their parents/carers of the HSC assessment guidelines, requirements and assessment schedules for each course.

Marks placed on the HSC

The HSC will record two marks for each Board Developed Course (BDC) completed:

• an examination mark; and • a moderated school-based assessment mark.

The examination mark will be decided by the individual’s performance in the HSC examination, held in October/November. Some subjects will also involve examinable components such as major works, performance and written submissions.

Vocational Education & Training (VET) courses, which are competency-based, may also include practical examinations.

The school-based assessment mark will be based on tasks set by the school. The school records marks for each assessment task and prepares a final assessment mark when all tasks are completed. The assessment mark for each subject is submitted to NESA. Assessment marks for two unit subjects are recorded as a mark out of 100. One unit courses are recorded as a mark out of 50. Students are placed in rank order, depending on their assessment mark, within the group. The school assessment marks submitted to NESA are then statistically moderated by NESA after comparing them with the students’ HSC examination marks, and adjusting them, as necessary, to eliminate inequities. Students retain the rank order submitted by the school.

If students apply for an Australian Tertiary Assessment Ranking (ATAR), both the examination mark and the moderated assessment mark are added together to determine the mark for each subject. The University Admissions Centre (UAC) will send this index to students.

For Board Endorsed Courses the HSC will record a single mark provided by the school at the conclusion of the course. This mark is not moderated. These marks will be determined in a similar way to BDC’s and are not included in the ATAR.

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GUIDELINES FOR HSC ASSESSMENT AT NEWCASTLE HIGH SCHOOL

1. Meeting HSC eligibility requirements

To be eligible for the HSC, you must have:

• satisfactorily complete Years 9 and 10, or gain other qualifications that satisfy NESA • attend a government school, an accredited non-government school, a NESA-

recognised school outside NSW, or a TAFE college • complete HSC: All My Own Work (or its equivalent) before you submit any work for

Preliminary or HSC courses, unless you are only entered for Year 11 and Year 12 Life Skills courses

• satisfactorily complete courses in the pattern of study detailed below • sit for, and make a serious attempt at, the required HSC examinations.

You must satisfactorily complete:

• a Preliminary pattern of study that includes at least 12 units • an HSC pattern of study that includes at least 10 units

Both patterns of study must include at least:

• 6 units of Board Developed Courses • 2 units of a Board Developed Course in English, or English Studies* • 3 courses of 2 or more units (either Board Developed or Board Endorsed Courses) • 4 subjects.

*You can include English Studies in your 6 units Board Developed Courses, but you can’t count it as the 2 units of English that UAC uses to calculate an ATAR.

2. Types of Courses

Board Developed courses are the large number of courses set and examined by NESA that also contribute to the calculation of the ATAR. Board Endorsed courses are developed by schools, TAFE and universities. They count towards your HSC but do not have an HSC examination and do not contribute towards the calculation of your ATAR.

Special education (Life Skills) - If you have special education needs you can attain your HSC by studying Life Skills courses. There are specific entry requirements for the Life Skills courses and you still need to meet the general eligibility and study patterns to earn your HSC. You will need to talk with your Year Adviser or Careers Adviser to find out whether these courses are suitable for you. Life Skills courses do not count towards the ATAR. Vocational Education and Training (VET) - VET courses can be studied either at school or through TAFE NSW and other training providers. All VET courses involve a minimum number of hours in the work place. VET courses contribute towards your HSC and Australian Qualifications Framework (AQF) VET credentials, recognised by industry and employers throughout Australia. Some of the Board Developed VET courses have an optional HSC exam so, if you choose to sit the exam, your results can also count towards your ATAR.

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3. HSC Pathways

While most students complete their HSC over two years during Years 11 and 12, there are other pathways that may suit a student’s particular needs better. A student requires the Principal’s approval to undergo either of these pathways. Accumulating - You can take up to five consecutive years to finish your studies, starting from the first year you complete an HSC course. After five years, you must have met all HSC requirements. Repeating - You can repeat one or more courses within the five years without penalty. Your Record of Achievement will show the results of all attempts. The Universities Admissions Centre (UAC) will calculate your ATAR from the results of your most recent attempt.

4. Confirming your entry for the HSC

You will receive a printed Confirmation of Entry showing your personal details, courses entered and whether or not you are eligible to receive a Higher School Certificate. You must check that all details are correct. If not, you must notify the school immediately. You must then sign the declaration printed on the Confirmation of Entry and return it to the school.

If you change your personal details during the year, you must notify the school immediately.

5. Disability Provisions

NESA may approve disability provisions if you have a condition that would, in a normal exam situation, prevent you from:

• reading the exam questions

• communicating responses.

Students who are granted disability provisions by NESA, will also receive similar provisions during school-based assessment tasks.

If you have any questions regarding disability provisions, please speak with Mrs Durie. Further information can also be found on the NESA website

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions


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6. NESA Course Completion Criteria

A student will be considered to have satisfactorily completed a course if there is sufficient evidence that you have met the following Course Completion Criteria: (a) followed the course developed or endorsed by NESA; (b) applied yourself with diligence and sustained effort to the set tasks and

experiences provided in the course by the school; (c) achieved some or all of the course outcomes.

Students must make a genuine attempt at tasks that total more than 50% of the available school assessment marks for that course. The completion of tasks worth exactly 50% is not sufficient. While a task submitted after the due date may not receive its full value in marks, the student may be required to submit the task in order to avoid falling below the level required by this regulation.

While NESA does not mandate attendance requirements, the principal may determine that, as a result of absence, the course completion criteria are not being met.

Students undertaking VET courses may be deemed to have either completed, or not completed, requirements. The course completion criteria listed above form the basis for this decision. 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 the course requirements and a Non-completion determination may be made.

7. Non-completion Warning

If the principal determines that you are in danger of not meeting the course completion criteria, you will be given written warning in sufficient time to correct any problems regarding your satisfactory completion of course requirements (see page17 for sample letter). If you complete the “Action Required by Student”, detailed in the Course Warning Letter, then the issue is deemed to have been resolved. If you ignore the warning and do nothing, then this will be recorded as an unresolved warning.

8. Non-completion Determination

If the principal determines that you have not met the criteria for satisfactory completion of a course, the school will inform you in writing. A student must have at least two unresolved N-warnings, and/or have failed to complete over 50% of the assessment tasks, before the Principal may issue this determination. You have the right to appeal to the school against this determination. If unsuccessful, you may appeal to NESA. Your principal will advise you of this right and explain the appeal process. If you do not satisfactorily complete a course, you will receive no results in that course, the course will not appear on your Record of Achievement, and the course will not count towards your pattern of study for the award of a Higher School Certificate.

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9. HSC school-based assessment For most Board Developed Courses, school-based assessment throughout the HSC course contributes 50% of your HSC mark, and is reported on your Record of Achievement. Assessment tasks are designed to measure knowledge, skills and understanding in relation to a wide range of outcomes. Tasks may include tests, written assignments, practical activities, fieldwork and projects.

This handbook includes the assessment schedules of all courses conducted at Newcastle HS. There will be 4 – 6 tasks of various types. Individual tasks would not normally be worth less than 10%, nor more than 40%, of the total weighted mark.

10. Subject assessment schedules

Each faculties has prepared an assessment schedule for the courses it offers. These schedules are included in this handbook and indicate:

• the components which will be assessed • the weightings of the components • the specific tasks which make up the assessment schedule • the number of tasks for each subject • the approximate time when the tasks will be administered • the relative values of each task

Any change to an assessment schedule must be approved by the Principal and given to the students in writing.

11. Timing of assessment tasks

Assessment for HSC Courses may commence in Term 4 following the completion of the Preliminary Course examinations.

Subject schedules set out the approximate timing for each task. A minimum of ten school days notification will be given by your class teacher, in writing, detailing the precise timing of the assessment task date, the nature of the task, the topic areas to be assessed, outcomes, weightings, marking scale and criteria.

Students will be required to sign when the task notification is issued. Variations to dates for assessment tasks must be negotiated when the task is handed out (minimum of 10 days’ notice still applies)

In addition there will be a ‘task free zone’ period of 10 school days before the Trial examination period in Weeks 9 and 10 of Term 2.

It is the student’s responsibility to be alert to the notification of tasks and, if absent from school, check with the class teacher as the time approaches for tasks as shown on the schedules.

http://studentsonline.bos.nsw.edu.au/go/assessment/hsc_assessment/

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12. Maintaining honesty and integrity

All HSC candidates, their teachers and others who guide them must comply with NESA’s Honesty in Assessment Standard to maintain the integrity of the HSC.

You must be entirely honest when completing all your assessment tasks, exams and submitted works. You will be marked only on the quality and originality of the work you have produced.

You must acknowledge any part of your work that was written, created or developed by someone else. This includes any material from other sources like books, journals, electronic resources and the internet. You don’t need to formally acknowledge material that you learned from your teacher in class.

13. Understanding malpractice

Behaving dishonestly to gain unfair advantage in assessments is malpractice, or cheating. Any form of malpractice, including plagiarism, is unacceptable, and NESA treats these allegations very seriously is any activity that allows you to gain an unfair advantage over other students.

Malpractice includes:

• copying part or all of someone else's work and presenting it as your own • using material directly from books, journals, CDs or the internet without giving its

source • building on someone else’s ideas without giving their source • buying, stealing or borrowing someone else’s work and presenting it as your own • submitting work that someone else, like a parent, coach or subject expert,

substantially contributed to • using someone else’s words, ideas, designs or work in projects and performance

tasks without giving their source • paying someone to write or prepare material • breaching school examination rules • cheating in an HSC examination • using non-approved aids during an assessment task • giving false reasons for not handing in work by the due date • helping another student to engage in malpractice.

If you are suspected of malpractice, you will need to show that all unacknowledged work is entirely your own. You might need to:

• prove and explain your work process with diaries, journals, notes, working plans, sketches or progressive drafts that show how your ideas developed

• answer questions about the assessment task, exam or submitted work being investigated, to show your knowledge, understanding and skills.

Students who are found to have conducted malpractice, will receive a zero mark on the relevant sections of the task, or the whole task if appropriate.

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14. Submission of tasks

Assessment tasks due to be submitted on a specific date must be handed in to a locked box in the Front Office before 9:00am on that day. Any task submitted after 9:00am will be deemed to be late and receive a zero mark.

If a student is unable to attend school on the day a task is due, they must arrange for someone else to submit the task on their behalf. Failure to do so will result in a zero mark being issued for that task.

In class tasks must be handed in at the conclusion of the time allowed for the task.

15. Feedback

Feedback will be provided in a timely manner after each assessment task. This feedback will include the assessment mark recorded, the course average, the student rank and any recommendations for student improvement.

If a student disputes the assessment mark provided, they should approach the class teacher in the first instance. This should be done immediately after the return of the task. Where a student is dissatisfied with any aspect of the assessment process, or the response of the class teacher, they should appeal to the Principal who will convene a meeting of the School Appeals Panel.

16. Invalid or unreliable assessment tasks

Where the Principal determines that an assessment task produces an invalid or unreliable result, the marks from that task will be discarded.

An alternative task will be set.

17. Courses conducted by TAFE or other schools

Students are responsible for obtaining the assessment policy booklet from the delivering school for the subject in which they are enrolled. It is the student’s responsibility to follow the policy procedures of the particular school and the tasks pertaining to the subject being studied.

Where tasks are not completed, the delivering school will send out warning letters to students. Copies of these warning letters will also be sent to the home school.

18. Student attendance prior to assessment tasks

Students must not seek to gain an unfair advantage on an assessment task by choosing not to attend school, in order to prepare for that task.

If a student is absent, without valid explanation, for any lessons on the day of an in class task, a zero mark will be issued for that task.

If a student is absent, without valid explanation, on the day immediately prior to the due date of an assessment task, they are at risk of receiving a zero mark for that task, if it is deemed that they sought to achieve an unfair advantage.

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19. Failure to submit/complete a task on the due date

Failure to submit or complete an assessment task on the due date will automatically result in a ZERO MARK being issued for that task.

20. Appealing a Zero Mark

If a student has a valid reason for failing to submit/complete a task on the due date, they can submit an Appeal Form. When a student knows in advance that they will be absent on the due date of a task, e.g. work placement or sporting event, they must submit the Appeal Form to Ms Kadarusman PRIOR to the event. When a student is unable to complete a task on the due date because of illness or misadventure, they must complete the following process:

• Contact the school on that morning to explain the absence.

• On the first day of return to school, see Ms Kadarusman (or the Deputy if Ms Kadarusman is absent). At this meeting, an Appeal Form will be issued and dated.

• Submit the Appeal Form, with relevant documentation, within three school days of the date of issue of the form.

Failure to complete any part of this process will result in the Appeal being denied and the zero mark upheld.

21. Appealing an assessment rank

If a student submitted/completed an assessment task on the due date, but experienced illness or misadventure immediately before or during the task, and they believe this significantly impacted on their performance on the task, they can submit an Appeal Form for consideration. This category of appeal will only be considered if:

• the Appeal Form is submitted on, or before, the task date; • the student’s rank on that task is significantly different to that demonstrated on

previous tasks.

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22. Grounds for Appeal

Grounds for an appeal must be serious and substantiated – students must be able to prove the reason for absence or late submission.

Serious The reason for absence/lateness was of a serious nature and was significant enough to prevent the student from submitting/completing the task appropriately.

Illness – short term sickness or physical injuries suffered directly by the student.

Misadventure – an event beyond the student’s control.

Substantiated

Independent documentation supporting the reason for absence/lateness must be provided with the Appeal form e.g. medical certificate for illness or accident; a statutory declaration verifying the misadventure.

23. Limitations for Appeal

Students can only apply in relation to circumstances that occur immediately before or during an assessment task.

You cannot submit an application on the basis of:

• Technology malfunction • Misreading the assessment notification • The same grounds for which you receive disability provisions, unless your

condition was exacerbated at the time of the task • Long term illness, such as asthma or epilepsy, unless you experienced a

significant flare up of your condition at the time of the task • Alleged deficiencies in teaching • Difficulties in preparation or loss of preparation time • Absence due to suspension

24. Processing an Appeal Form

The School Assessment Panel will consider the application and documentation provided. The panel will respond in writing to the student within two days of receiving the form.

25. Appealing the decision of the School Assessment Panel

Where students are dissatisfied with the decision reached by the School Assessment Panel, they may appeal to the Principal, who will convene a meeting of the School Appeals Panel.

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26. Assessment rank appeals

After the final HSC examination, you can obtain your rank order for assessment in each course via your Students Online account. If you feel that your placement in any course is not correct, you should talk to your teacher immediately. If you are still not satisfied that the ranking is correct, you may apply to your principal for a review.

You cannot appeal against the marks awarded for individual assessment tasks.

Reviews are limited to the assessment process.

The only matters that the school will consider are whether or not: (a) the weightings specified by the school in its assessment program conform with the Board's requirements, as detailed in the relevant syllabus (b) the procedures used by the school for determining the final assessment mark comply with its stated assessment program (c) computational or other clerical errors have been made in the determination of the assessment mark.

If you wish to apply for a review, you must do so by the date specified by NESA. The school will advise you of the outcome of its review, and will advise NESA of any changes to assessment marks.

If you are dissatisfied with the outcome of the school review, you may advise your principal that you wish an appeal to be sent to NESA.

NESA will consider only whether: (a) the school review process was adequate for determining items (a), (b) and (c) above (b) the conduct of the review was proper in all respects.

NESA will not revise the assessment marks or rank order. If the appeal is upheld, NESA will direct the school to carry out a further review.

Further details about reviews and appeals are on the assessment appeal form, which can be obtained from your school. Appeals to NESA must be lodged at the school by the date on the form. No extension will be considered.

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COMPLETING ASSESSMENTS AT NEWCASTLE HIGH SCHOOL

Was the task completed/handed in on or before the due date?

Did you contact School on the due date of the task?

Do you have a valid reason for not

completing/handing in the task by the due date?

YES

Collect an Appeal Form from Ms Kadarusman

Was the Appeal Form submitted

within 3 days of issue?

School Assessment Panel supports

the Appeal?

Zero mark given and N-warning registered

YES

YES

YES YES

NO

Zero mark removed and

student notified of the outcome

Task eligible for full marks and assessed according to

the published criteria

NO

NO

NO

NO

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NEWCASTLE HIGH SCHOOL

STAGE 6 APPEAL FORM PART A – to be completed by student

Student name ……………………………………………………………………………

Subject ……………………………………………. Teacher …………………………………………….

Task …………………………………………….

Task weight ……………………………………………. Due date …………………………………………….

Appeal Category (tick one)

Unable to sit task on due date (prior knowledge)

Did not complete/submit task on due date

Performance on task affected by illness/misadventure

Reason for appeal (explain why you are appealing the zero mark/rank assessment)

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

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

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

Documentation provided (please attach evidence)

Medical certificate Statutory declaration

Other

Student signature …………………………………………….

Parent/carer signature …………………………………………….

Date ……………………………………………. Date …………………………………………….

PART B – to be completed by Ms Kadarusman/Deputy

Date form issued …………………………………………….

Date form received …………………………………………….

Signature …………………………………………….

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PART C – Decision of School Assessment Panel

Extension of Time granted (without penalty) to……………………………………………………………………

Task rescheduled (without penalty) to:………………………………………………………………………………..

Alternative task to be completed (without penalty) on:………………………………………………………

Student mark to be adjusted to reflect established rank

ZERO Mark to be upheld

To meet course requirements, task must be submitted by:………………………………………………..

other ………………………………………………………………………………………………………………………………..

Authorised by ……………………………………………. Signature …………………………………………….

Date …………………………………………….

Student notified of Panel decision

Student Signature ……………………………………………. Date …………………………………………….

PART D – to be completed by student (if required)

I wish to appeal the decision of the School Assessment Panel for the following reasons:

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

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

Student signature …………………………………………….

Parent/carer signature …………………………………………….

Date ……………………………………………. Date …………………………………………….

PART D – to be completed by School Appeal Panel (if required)

Decision of Faculty UPHELD OVERTURNED

Explanation:

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

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

Principal’s signature …………………………………………………………… Date …………………………………………….

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OFFICIAL WARNING

Non-completion of a HSC Course I am writing to advise that your son/daughter Is in danger of not meeting the course completion criteria for the Higher School Certificate course NESA requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the (specify no.) official warning issued concerning

A minimum of two course-specific warnings must be issued prior to a final ‘N’ determination being made for a course.

Course Completion Criteria

The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

(a) followed the course developed or endorsed by NESA; and/or (b) applied themselves with diligence and sustained effort to the set tasks and

experiences provided by the school; and/or (c) achieved some or all of the course outcomes. Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement.

In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. To date, has not satisfactorily met (a/b/c)

of the course completion criteria.

The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for to satisfy the course completion criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed/achieved.

Please discuss this matter with and contact the school if further information or clarification is required.

Yours sincerely,

Class Teacher Head Teacher Principal

SAMPLE WARNING LETTER

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To satisfy course completion criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by

Task Name/Course requirements

Date Task(s) Course requirements initially

due Action Required by student Date to be completed

(if applicable)

PLEASE DETACH THIS SECTION AND RETURN TO THE SCHOOL

Requirements for the Satisfactory Completion of a Higher School Certificate Course

I have received the letter dated indicating that my child

is in danger of not having satisfactorily completed the

Higher School Certificate course:

I am aware that this course may not appear on his/her Higher School Certificate Record of Achievement.

I am also aware that the ‘N’ determination may make him/her ineligible for the award of the Higher School Certificate.

STUDENT’S SIGNATURE: DATE:

PARENT/CARER’S SIGNATURE DATE:

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ATTACHMENT 1 REQUIREMENTS OF THE EDUCATION ACT 1990

IN RELATION TO THE NSW HIGHER SCHOOL CERTIFICATE

Higher School Certificate – section 95

(1) Higher School Certificates are to be granted by NESA (previously the Board of Studies) to students who:

(a) have been granted a Record of School Achievement or who have attained such other qualifications as NESA considers satisfactory, and

(b) have attended a government school, or a registered non-government school to which a current certificate of accreditation for presentation of candidates for the Higher School Certificate applies, or a school outside New South Wales recognised by NESA or a TAFE establishment, and

(c) have participated, to NESA’s satisfaction, in courses of study which have been determined under this Act as appropriate to be undertaken by candidates for the Higher School Certificate, and

(d) have been accepted by NESA as having satisfactorily completed those courses of study, and

(e) have, to NESA’s satisfaction, undertaken the requisite examinations or other forms of assessment, and

(f) have complied with any requirements prescribed by the regulations or any requirements imposed by the Minister or NESA.

(2) The requisite examination or other assessment must include a public examination conducted on a state-wide basis.

(3) NESA may refuse to grant a Higher School Certificate to a student whose attendance or application at school has been of such an unsatisfactory character that the grant of the certificate would not, in the opinion of NESA, be justified.

Curriculum for Higher School Certificate candidates – section 12

The curriculum during Year 11 and Year 12 for students who are candidates for the Higher School Certificate must meet the following requirements:

(a) courses of study of a general description determined by the Minister on the recommendation of NESA are to be provided for each student in each year

(b) those courses of study are to include a course of study in English

(c) those courses of study are to comply with a pattern of study determined by the Minister on the recommendation of NESA

(d) those courses of study are to be taught in accordance with a syllabus developed or endorsed by NESA and approved by the Minister.

These requirements can be found here and are articulated in Attachment 2.

http://www.legislation.nsw.gov.au/fullhtml/inforce/act+8+1990+FIRST+0+N#pt.8-div.2-sec.95

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PATTERN OF STUDY REQUIREMENTS CHECKLIST

FOR THE 2018 HIGHER SCHOOL CERTIFICATE

Do students who will complete the Higher School Certificate in 2018 meet the following pattern of study requirements?

At least 12 units of Preliminary courses and 10 units of HSC courses. [Ref: Assessment Certification Examination (ACE), ACE 8005]

At least 2 units of a Board Developed Course in English (or 2 units of the Content Endorsed Course English Studies) at both Preliminary and HSC level.

At least 4 subjects – at both Preliminary and HSC level.

At least 6 units of Board Developed Courses – at both Preliminary and HSC level.

At least 3 courses of 2 unit value or greater (Board Developed and/or Board Endorsed Courses) – at both Preliminary and HSC level.

A maximum of 6 Preliminary units and 6 HSC units from courses in Science. [Ref: ACE 8006]

In the Preliminary study pattern, Senior Science has not been studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics.

In the HSC study pattern, Senior Science can be studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics. Students undertaking Senior Science in the HSC study pattern must have satisfactorily completed the Preliminary course in at least one Science course. [Ref: ACE 8006, 8011]

General Mathematics can be studied with no other Mathematics Course. [Ref: ACE 8011]

Met eligibility requirements for the English (ESL) course [Ref: ACE 8007]

Met eligibility requirements and completed the NESA eligibility form for Continuers courses in those languages which also offer [Language] in Context and [Language] and Literature courses. Met eligibility requirements and completed the NESA eligibility form for Beginners courses and [Language] in Context courses. Relevant documentation has been completed and retained at the school. [Ref: ACE 8002]

All students undertaking Preliminary or HSC courses in 2018 are required to complete the HSC: All My Own Work program (or equivalent) prior to the school’s submission of students’ 2017 Preliminary and HSC course entries. This includes students who are entered for Stage 6 Board Endorsed Courses or Board Developed VET courses.

Exception: Completion of the HSC: All My Own Work program (or equivalent) is optional for students undertaking only Stage 6 Life Skills courses. Schools are encouraged to devise an appropriate equivalent of the HSC: All My Own Work program for students with disability, as necessary.

Board Endorsed Courses have current endorsement

Students are not enrolled in any Board Developed Course, Content Endorsed Course, TAFE delivered VET HSC Course or Board Endorsed Course combinations which are subject to Board exclusions [For exclusions please see ACE 7001, 8010, 8011, 8012 8018 PLUS also check your school BEC decision letters or check for BEC decisions via Schools Online.] VET course exclusions are available on the NESA website under Vocational Education.

Students seeking an Australian Tertiary Admission Rank (ATAR) in 2018 must complete at least 10 units of Board Developed Courses for which there are formal examinations conducted by NESA, including (a) at least 2 units of English, and (b) at least 8 units of Category A courses (only two units of Category B Courses can contribute to an ATAR). Courses completed must include at least three Board Developed Courses of 2 units or greater and at least four subjects. The list of Category A courses is published on the UAC website.

NB: Board Endorsed Courses and Content Endorsed Courses, including VET Board Endorsed Courses, the Content Endorsed Course, English Studies, and the new non-examinable Mathematics General 1 course do not satisfy requirements for the ATAR.

Schools should note that additional departmental curriculum requirements (e.g. sport, religious education, 25 hours of PD/H/PE etc.) or conditions of enrolment at individual schools are not requirements for NESA HSC Certificate credentialing.

Schools will need to ensure that NESA requirements are met in cases of accumulation, acceleration, repeating, recognition of prior learning and in any cases of non-completion of course requirements [please refer to the ACE website: Satisfactory completion, Pathways and Credit transfer and Recognition of Prior Learning for details].

Consideration must be given to the need for reasonable adjustments for students with disability to enable equitable participation in the full range of education activities. The collaborative planning process allows for the personalised learning and support needs of students with disability to be identified. This includes course options, provision of adjustments and HSC disability provisions. Actively identifying and responding to the learning and support needs of students is an ongoing school process and should not be reliant on parents or students requesting support. Information about HSC disability provisions including the application process is available on the NESA website

Students with disability can meet the requirements for the award of the Higher School Certificate by undertaking a combination of Board Developed Courses, Board Endorsed Courses and/or Stage 6 Life Skills Courses. Principals will be required to certify on the Preliminary and HSC entry forms that enrolment of a student in any Life Skills Courses for Stage 6 is the result of a planning process that addresses the student’s transition from school to adult life [please refer to the ACE website: Studying HSC Life Skills courses].

Schools are responsible for overseeing the delivery of VET courses by external providers.

http://ace.bos.nsw.edu.au/

http://ace.bos.nsw.edu.au/ace-8005






http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-languages/eligibility







http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://ace.bos.nsw.edu.au/

http://ace.bos.nsw.edu.au/higher-school-certificate/satisfactory-completion-non-completion-leave

http://ace.bos.nsw.edu.au/higher-school-certificate/pathways

http://ace.bos.nsw.edu.au/higher-school-certificate/credit-transfer-and-recognition-of-prior-learning

http://ace.bos.nsw.edu.au/higher-school-certificate/credit-transfer-and-recognition-of-prior-learning


http://ace.bos.nsw.edu.au/studying-hsc-life-skills-courses

20

GLOSSARY OF KEY WORDS Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate (HSC) documents. Using the Glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

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

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

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/note/indicate as being distinct or different from; note differences between

EVALUATE Make a judgement based on criteria; determine the value of

EXAMINE Inquire into

21

EXPLAIN Relate cause and effect; make the relationships between things evident, reasons why

EXTRACT Choose relevant and/or appropriate details

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 (point of view, idea, argument) 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

22

HSC CALENDAR – 2018

WEEK TERM 4, 2017 TERM 1, 2018 TERM 2, 2018 TERM 3, 2018

1 ENGLISH EXT 2 VISUAL DESIGN

2 HISTORY EXT

CHEMISTRY ENGLISH EXT 2

MUSIC SAC

INDUSTRIAL TECH

3 CAFS HOSPITALITY WORK PLACEM’T SAC INDUSTRIAL TECH DRAMA

FOOD TECH

4 ENGLISH ADVANCED ENGLISH STANDARD

BIOLOGY CHEMISTRY

EARTH MATHS ADVANCED

MUSIC SENIOR SCIENCE

PHYSICS

LEGAL

VISUAL DESIGN

ANCIENT BIOLOGY

CHEMISTRY ENGINEERING

ENGLISH ADVANCED HISTORY EXT

LEGAL

5 MATH EXT 1 VISUAL DESIGN

BIOLOGY BUSINESS MODERN PDHPE

SLR VISUAL ARTS

CAFS EARTH

MATHS ADVANCED MATHS GEN 1 MATHS GEN 2

MODERN PDHPE

PHYSICS SAC SLR

VISUAL DESIGN

6

BIOLOGY EARTH

INDUSTRIAL TECH MATHS ADVANCED

MUSIC

ANCIENT CAFS

ENGLISH EXT 2 MATHS GEN 1 MATHS EXT 2

ANCIENT ENGLISH ADVANCED ENGLISH STANDARD ENGLISH STUDIES

FOOD TECH RETAIL WORK PLACEMENT

BUSINESS ENGLISH ADVANCED ENGLISH STANDARD ENGLISH STUDIES

ENGLISH EXT 1 GEOGRAPHY

7 FOOD TECH

LEGAL SENIOR SCIENCE

BUSINESS ENGINEERING FOOD TECH

HOSPITALITY WORK PLACEM’T INDUSTRIAL TECH

HSC Assessment Block out

VISUAL ARTS

8

CAFS DRAMA

MATHS GEN 1 MODERN MUSIC PDHPE

PHYSICS SLR

ENGLISH STANDARD ENGLISH STUDIES

HISTORY EXT LEGAL

MATHS GEN 2 MODERN MUSIC

SLR

Wed, Sep 12 PT Interviews

9

CAFS CHEMISTRY

DRAMA ENGINEERING

ENGLISH ADVANCED ENGLISH STANDARD ENGLISH STUDIES

ENGLISH EXT 2 GEOGRAPHY MATHS EXT 1

PDHPE

ENGLISH ADVANCED GEOGRAPHY

Tue, Mar 27

PT Interviews 7, 11, 12

Fri, Mar 30 Good Friday

HSC TRIAL EXAMS

10

BUSINESS DRAMA

ENGLISH EXT 1 MATH GEN 2 MATH EXT 2 VISUAL ARTS

Mon, Apr 2 Easter Monday

ENGINEERING

PDHPE SENIOR SCIENCE

VISUAL ARTS

Thu, Sep 27 Graduation Ceremony

11

"Assessment Event dates for VET Framework Subjects (Hospitality, Metal & Engineering, Retail Services) will be given to students when deemed appropriate by the assessor teacher. The date will be determined by the performance and ability to meet the requirement of the Certificate qualifications."

23

24

COURSE PAGE COURSE PAGE Ancient History 25 Industrial Technology - Timber Products & Furniture 56

Biology 27 Legal Studies 58

Business Studies 29 Mathematics (Advanced) 60

Chemistry 31 Maths Ext 1 62

Community & Family Studies 33 Maths Ext 2 64

Drama 35 Maths General 1 66

Earth & Environmental Science 37 Maths General 2 68

Engineering Studies 39 Modern History 70

English Advanced 41 Music 72

English Standard 43 PDHPE 73

English Studies 46 Physics 76

English Ext 1 48 Senior Science 78

English Ext 2 49 Society & Culture 80

Food Technology 51 Sport, Lifestyle & Recreation 82

Geography 53 Visual Arts 84

History Ext 55 Visual Design 86

25

ANCIENT HISTORY

HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Cities of Vesuvius

and Spartan Society:

Source based in-class test

TASK 2 Historical Period

Research-based in class essay

TASK 3 Trial HSC

Examination

TASK 4 Personality:

Xerxes: Annotated timeline

research task

Week 6 Term 1

Week 6 Term 2

Week 9/10 Term 2

Week 4 Term 3

Knowledge and understanding of course content

40% 10% 5% 25% 5%

Source-based skills 20% 5% 5% 5% 5%

Historical inquiry and research 20% 5% 5% 5% 5%

Communicating of historical

understanding in appropriate forms

20% 5% 5% 5% 5%

Total 100% 25% 20% 35% 20%

Outcomes H1.1, H3.4, H4.2 H2.1, H3.6, H4.2 H1.1, H2.1, H3.1, H3.3, H3.6, H3.4,

H4.1, H4.2 H3.2, H3.3

26

ANCIENT HISTORY - OBJECTIVES & OUTCOMES

Objectives A student develops knowledge and understanding about:

HSC Course Outcomes A student develops the skills to:

1 people, places, societies and events in the context of their times H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context

2 change and continuity over time H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world

3 the process of historical inquiry

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

4 communicating an understanding of history 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

Values and Attitudes

Values and attitudes are inherent in the subject matter of Ancient History and the skills that are developed. They result from learning experiences and reflection. Students need to develop values and attitudes that promote an informed and just society.

Objectives A student develops values and attitudes about:

A student:

5 the diversity and complexity of ancient societies • values the complexity and variety of human experiences as reflected in the history of the

ancient world • respects different viewpoints, ways of living, belief systems and languages

6 the influence of the ancient past on the present and the future

• appreciates the ways the past can inform the present and the future • appreciates the impact of the ancient world on current lifestyles, issues, beliefs and

institutions • develops tolerant and informed attitudes about the contemporary world • is able to participate in society in an informed way as an individual or as a member of groups

7 the value of Ancient History for personal growth and lifelong learning • develops an interest in history for lifelong learning • enriches personal experiences in response to travel and leisure activities

8 the conservation of the past • develops a sense of responsibility to conserve the past

27

BIOLOGY

HSC COURSE COMPONENTS

Syllabus WEIGHTING

Syllabus TASK 1

First-hand Investigation

TASK 2 Half-Yearly HSC

Examination

TASK 3 Model

TASK 4 Trial HSC

Examination

TASK 5 Research Task

Week 6 Term 4

Week 4 Term 1

Week 5 Term 2

Week 9/10 Term 2

Week 4 Term 3

Knowledge and Understanding 40% 20% 20%

Skills in planning and conducting

first-hand investigations and in communicating information and understanding based on these investigations

30% 15% 15%

Skills in scientific thinking, problem

solving and in communicating

understanding and conclusions

30% 5% 20% 5%

Total 100% 20% 20% 20% 25% 15%

28

BIOLOGY - OBJECTIVES & OUTCOMES

Objectives HSC Course Outcomes P

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Students will develop knowledge and understanding of: A student:

1 the history of biology H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature

of scientific thinking

2 the nature and practice of biology H2 analyses the ways in which models, theories and laws in biology have been tested and validated

3 applications and uses of biology H3 assesses the impact of particular advances in biology on the development of technologies

4 implications of biology for society and the environment H4 assesses the impacts of applications of biology on society and the environment

5 current issues, research and developments in biology H5 identifies possible future directions of biological research

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7 biological diversity H7 analyses the impact of natural and human processes on biodiversity

8 environmental interactions H8 evaluates the impact of human activity on the interactions of organisms and their environment

9 mechanisms of inheritance H9 describes the mechanisms of inheritance in molecular terms

10 biological evolution H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

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11 planning investigations H11 justifies the appropriateness of a particular investigation plan

12 conducting investigations H12 evaluates ways in which accuracy and reliability could be improved in investigations

13 communicating information and understanding H13 uses terminology and reporting styles appropriately and successfully to communicate information and

understanding 14 developing scientific thinking and problem-solving

techniques H14 assesses the validity of conclusions from gathered data and information

15 working individually and in teams H15 explains why an investigation is best undertaken individually or by a team

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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

29

BUSINESS STUDIES


Syllabus WEIGHTING

Syllabus TASK 1

Report Writing Task

TASK 2 Operations Case Study

TASK 3 Finance

Stimulus-based skills test

TASK 4 Trial HSC

Examination Topics 1-3

TASK 5 Human

Resources Exam

Week 10 Term 4

Week 7 Term 1

Week 5 Term 2

Week 9/10 Term 2

Week 6 Term 3


40% 5% 5% 5% 15% 10%

Source-based skills 20% 5% 5% 10%

Inquiry and research 20% 5% 10% 5%

Communication of business

information, ideas and issues in

appropriate forms

20% 5% 5% 5% 5%

Total 100% 15% 20% 15% 30% 20%

Outcomes

H2, H5, H7

H1, H2, H4, H9 H4, H6, H8 H3, H5, H6

30

BUSINESS STUDIES - OBJECTIVES & OUTCOMES

Objectives The student develops knowledge and understanding about:

HSC outcomes The student:

The nature, role and structure of business H1 critically analyses the role of business in Australia and globally

Internal and external influences on business H2 evaluates management strategies in response to changes in internal and

external influences H3 discusses the social and ethical responsibilities of management

The functions and processes of business activity H4 analyses business functions and processes in large and global businesses

Management strategies and their effectiveness H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses

The student develops skills to: The student:

• investigate, synthesise and evaluate contemporary business issues and hypothetical and actual business situations

H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business

situations

• communicate business information and issues using appropriate formats H9 communicates business information, issues and concepts in appropriate formats

• apply mathematical concepts appropriate to business situations H10 applies mathematical concepts appropriately in business situations

31

CHEMISTRY


Syllabus WEIGHTING

Syllabus TASK 1


TASK 2 Half Yearly Exam

TASK 3 Research Task

TASK 4 Trial HSC

Examination

TASK 5 First-hand

Investigation

Week 9 Term 4

Week 4 Term 1

Week 2 Term 2

Week 9/10 Term 2

Week 4 Term 3

Knowledge and Understanding 40% 10% 10% 15% 5%



30% 10% 5% 15%




30% 5% 5% 10% 10%

Total 100% 15% 20% 20% 25% 20%

32

CHEMISTRY - OBJECTIVES & OUTCOMES


resc

ribe

d Fo

cus

Are

a Students will develop knowledge and understanding of: A student:

1. the history of chemistry H1. evaluates how major advances in scientific understanding and technology have changed the direction or

nature of scientific thinking

2. the nature and practice of chemistry H2. analyses the ways in which models, theories and laws in chemistry have been tested and validated

3. applications and uses of chemistry H3. assesses the impact of particular advances in chemistry on the development of technologies

4. implications for society and the environment H4. assesses the impacts of applications of chemistry on society and the environment

5. current issues, research and developments H5. describes possible future directions of chemical research

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6. atomic structure, the periodic table and bonding H6. explains reactions between elements and compounds in terms of atomic structures and periodicity

7. energy H7. describes the chemical basis of energy transformations in chemical reactions

8. chemical reactions H8. assesses the range of factors which influence the type and rate of chemical reactions

9. carbon chemistry H9. describes and predicts reactions involving carbon compounds

10. stoichiometry H10. analyses stoichiometric relationships

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11. planning investigations H11. justifies the appropriateness of a particular investigation plan

12. conducting investigations H12. evaluates ways in which accuracy and reliability could be improved in investigations

13. communicating information and understanding H13. uses terminology and reporting styles appropriately and successfully to communicate information and

understanding

14. developing scientific thinking and problem-solving H14. assesses the validity of conclusions from gathered data and information

15. working individually and in teams H15. explains why an investigation is best undertaken individually or by a team

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16. themselves, others, learning as a lifelong process, chemistry and the environment

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

33

COMMUNITY AND FAMILY STUDIES

HSC COURSE

OUTCOMES COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 TASK 2 Research and Short answer

questions

TASK 4 Trial HSC

Examination

TASK 5 Extended Response Project

Plan Diary IRP

Week 3 Term 4

Week 8 Term 4

Week 9 Term 4

Week 6 Term 1

Week 9/10 Term 2

Week 5 Term 3

H1.1 H2.1 H3.1 H3.2 H3.3 H3.4 H5.2 H6.1

& H6.2

Knowledge and understanding of how the following impact on well-

being, resource management, positive relationships, range of

societal factors and nature of groups, families

and communities

40% 10% 15% 15%

H2.2, H2.3 H5.1

Skills in applying management process to

meet the needs of individuals, groups,

families and communities and planning to take responsible action to promote well-being

25% 5% 10% 10%

H4.1, H4.2

Knowledge and understanding about

research methodology and skills in researching, critical thinking, analysing

and communicating

35% 25% 5% 5%

Total 100% 25% 20% 30% 25%

34

COMMUNITY & FAMILY STUDIES- OBJECTIVES & OUTCOMES Objectives HSC Outcomes

Students will develop:

1. knowledge and understanding about resource management and its role in ensuring individual, group, family and community wellbeing 2. knowledge and understanding about the contribution positive relationships make to individual, group, family and community wellbeing

3. knowledge and understanding about the influence of a range of societal factors on individuals and the nature of groups, families and communities

4. knowledge and understanding about research methodology and skills in researching, analysing and communicating

5. skills in the application of management processes to meet the needs of individuals, groups, families and communities

6. skills in critical thinking and the ability to take responsible action to promote wellbeing

7. an appreciation of the diversity and interdependence of individuals, families, groups and communities

A student:

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

7.1 appreciates differences among individuals, groups and families within communities and values their contributions to society

7.2 develops a sense of responsibility for the wellbeing of themselves and others

7.3 appreciates the value of resource management in response to change

7.4 values the place of management in coping with a variety of role expectations

35

DRAMA

HSC COURSE 2018 COMPONENTS

Syllabus WEIGHTING

Syllabus OUTCOMES

TASK 1 Group

Performance & Rationale +

In-class essays

(CS, M+P)

TASK 2 IP

Proposal & Prelim.

Logbook Research Interview

and/or progress

performance (M)

TASK 3 Group

Performance & Rationale +

In-class Essays

(CS, M+P)

TASK 4 Trial HSC

Examination (Wk 9/10)

+ Essays x 2

IP & Group Performance

Trial

TASK 5

Group Performance

& IP Post trial

Examination

(P)

Submission of Group & IP Logbooks + Rationales

(M)

Week 8,9,10 Term 4

Week 9 Term 4

Progressive Term 1

Week ,9/10 Term 2

Week 3 Term 3

Core Component 1 (Australian Drama &

Theatre) 25%

Workshop H1.2, H1.3, H1.7, H2.1,

H2.2

10% (P+M)

10% (CS)

5% (CS)

Core Component 2 (Studies in Drama &

Theatre) 25%

Research H3.1, H3.2,

H3.3, H3.4,H3.5

10% (P+M)

10% (CS)

5% (CS)

Development of Group Presentation 20%

H1.1, H1.4, H1.2, H1.6, H1.3, H1.8

5% 5% (P)

10% (M)

Development of Individual Project 30%

H1.2, H1.9, H1.3, H2.1,

H1.7, H3.2,H3.5

10% (M) 5% 5%

(P) 10% (M)

Total 100% 20% 10% 20% 20% 10% 20%

Performing 30% 5% 5% 10% 10%

Making 30% 5% 10% 5% 10%

Critically Studying 40% 10% 10% 10% 10%

36

DRAMA- OBJECTIVES & OUTCOMES MAKING Objectives: Through Drama, students will develop knowledge and understanding about and skills in:

HSC Course Outcomes The student:

• using drama, through participation in a variety of dramatic and theatrical forms • making drama and theatre, using a variety of dramatic and theatrical techniques and

conventions

H1.1 uses acting skills to adopt and sustain a variety of characters and roles H1.2 uses performance skills to interpret and perform scripted and other material H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance

individual and group devised works H1.4 collaborates effectively to produce a group-devised performance H1.5 demonstrates directorial skills H1.6 records refined group performance work in appropriate form H1.7 demonstrates skills in using the elements of production

and values and attitudes* about: HSC Course Outcomes

• the collaborative nature of drama and theatre H1.8 recognises the value of the contribution of each individual to the artistic effectiveness of productions H1.9 values innovation and originality in group and individual work

PEFORMING Objectives: Through Drama, students will develop knowledge and understanding about and skills in:


• using the elements of drama and theatre in performance • performing in improvised and play built theatre and scripted drama

H2.1 demonstrates effective performance skills H2.2 uses dramatic and theatrical elements effectively to engage an audience H2.3 demonstrates directorial skills for theatre and other media


• the diversity of the art of dramatic and theatrical performance H2.4 appreciates the dynamics of drama as a performing art H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance

CRITICAL STUDYING Objectives: Through Drama, students will develop knowledge and understanding about and skills in:


• recognising the place and function of drama and theatre in communities and societies, past and present

• critically studying a variety of forms and styles used in drama and theatre

H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements

H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses

H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements


• drama and theatre as a community activity, a profession and an industry H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies

H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements

37

Earth and Environmental Science


Syllabus WEIGHTING

Syllabus TASK 1

First-hand Investigation Task


Examination

TASK 3 Trial HSC

Examination

TASK 4 Skills & Secondary

Data Task

Week 6 Term 4

Week 4 Term 1

Week 9/10 Term 2

Week 5 Term 3

Knowledge and Understanding 40% 15% 15% 10%

Skills in planning and conducting first-hand investigations and in

communicating information and understanding based on these investigations

30% 25% 5%

Skills in scientific thinking, problem solving and in

communicating understanding and

conclusions

30% 10% 5% 5% 10%

Total 100% 35% 20% 25% 20%

38

Earth and Environmental Science - OBJECTIVES & OUTCOMES


resc

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a

Students will develop knowledge and understanding of : A student :

1 the history of Earth and Environmental Science H1 evaluates how major advances in scientific understanding or technology have changed the direction or nature of scientific thinking

2 the nature and practice of Earth and Environmental Science H2 analyses the ways in which models, theories and laws in Earth and Environmental Science have been tested and validated

3 applications and uses of Earth and Environmental Science H3 assesses the impact of particular advances in Earth and Environmental Science on the development of technologies

4 implications for society and the environment H4 assesses the impact of applications of Earth and Environmental Science on society and the environment

5 current issues, research and developments H5 identifies possible future directions of Earth and Environmental Science research

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6 the resources of Earth H6 evaluates the use of the Earth’s resources

7 the abiotic features of the environment H7 discusses geological, biological, physical and chemical evidence of the evolving Australian and world environments

8 models to explain structures and processes of change H8 describes models which can be used to explain changing environmental conditions during the evolution of Australia and other continents

9 Australian resources H9 evaluates the impact of resources utilisation on the Australian environment

10 biotic impacts on the environment H10 assesses the effects of current pressures on the Australian environment

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11 planning investigations H11 justifies the appropriateness of a particular investigation plan

12 conducting investigations H12 evaluates ways in which accuracy and reliability could be improved in investigations

13 communicating information and understanding H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14 developing scientific thinking and problem-solving skills H14 assesses the validity of conclusions drawn from gathered data and information

15 working individually and in teams H15 explains why an investigation is best undertaken individually or by a team

39

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&

16 themselves, others, learning as a lifelong process, Earth and Environmental Science and the environment

H16 justifies positive values about and attitudes towards 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

ENGINEERING STUDIES

HSC COURSE OUTCOMES COMPONENTS

Syllabus WEIGHTING

Syllabus TASK 1

Engineering Report

TASK 2 Research

TASK 3 Test

TASK 4 Trial HSC

Examination

TASK 5 Aero-

Engineering Report

Week 9 Term 4

Week 7 Term 1

Week 10 Term 1

Week 9/10 Term 2

Week 4 Term 3

1.1, 1.2 Scope of Profession 20% 5% 5% 10%

2.1, 2.2, 4.1 Knowledge of Engineering principles

40% 5% 10% 10% 10% 5%

3.1, 3.2, 3.3 Communication skills 10% 5% 5%

4.2, 4.3, 6.1, 6.2

Understanding impacts of

Engineering 10% 5% 5%

5.1, 5.2 Management & Problem Solving 10% 5% 5%

6.1, 6.2 The application of Engineering Methodology

10% 5% 5%

Total 100% 15% 20% 20% 25% 20%

40

ENGINEERING STUDIES- OBJECTIVES & OUTCOMES Objectives

Students will develop:

HSC Course Outcomes A student:

1. understanding of the scope of engineering and the role of the engineer H1.1 describes the scope of engineering and critically analyses current innovations H1.2 differentiates between properties of materials and justifies the selection of materials,

components and processes in engineering

2. knowledge and understanding of engineering principles and an appreciation of the responsibilities of engineers in society

H2.1 determines suitable properties, uses and applications of materials in engineering H2.2 analyses and synthesises engineering applications in specific fields and reports on the

importance of these to society

3. communication skills appropriate to engineering practices H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice

H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports

H3.3 develops and uses specialised techniques in the application of graphics as a communication tool 4. knowledge and understanding of developments in technology and an

appreciation of their influence on people and engineering practice H4.1 investigates the extent of technological change in engineering H4.2 applies knowledge of history and technological change to engineering- based problems H4.3 appreciates social, environmental and cultural implications of technological change in

engineering and applies them to the analysis of specific problems 5. management and problem-solving in engineering contexts H5.1 works individually and in teams to solve specific engineering problems and in the preparation of

engineering reports H5.2 selects and uses appropriate management and planning skills related to engineering

6. skills in the application of engineering methodology H6.1 demonstrates skills in research and problem-solving related to engineering H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering

41

ENGLISH ADVANCED

HSC COURSE 2018 SYLLABUS Weightings

COURSE Component

TASK 1 Area of Study


TASK 3 Module A

TASK 4 Module B

TASK 5 Trial HSC

Examination

TASK 6 Module C

Part 1

TASK 6 Module C

Part 2

Week 4 Term 4

Week 9 Term 4

Week 9 Term 1

Week 6 Term 2

Week 9/10 Term 2

Week 4 Term 3

Week 7 Term 3

40% Area of Study 10% 15% 15%

20% Module A 15% 5%

20% Module B 15% 5%

20% Module C 10% 10%

100% TOTAL 10% 15% 15% 15% 25% 10% 10%

Mode Writing(10) Speaking (15)

Reading (5) Listening (5)

Viewing and representing(5)

Reading (15) Writing (5)

Listening (5)

Reading (10) Writing (10) Viewing &

Representing (5)

Listening (5) Viewing &

Representing (5)

Writing (10)

Total Outcomes 3, 4, 8, 11 2, 5, 7, 10 1, 2, 3, 10 2a, 4, 6, 12a All except 12, 12a, 13

5, 12, 12a, 13 7, 9, 13

42

ENGLISH ADVANCED - OBJECTIVES & OUTCOMES

HSC Objectives HSC Outcomes

Objectives are general statements, organising the more specific learning goals contained in the English (Advanced) outcomes. Students will develop knowledge and understanding of: • the purposes and effects of a range of textual forms in their personal, social,

historical, cultural and workplace contexts • the ways language forms and features, and the structures of texts shape

meaning in a variety of textual forms. Students will develop skills in: • responding to and composing a range of complex texts • effective communication at different levels of complexity • independent investigation, individual and collaborative learning • imaginative, critical and reflective thinking about meaning • reflection as a way to evaluate their processes of composing,

responding and learning. Students will come to value and appreciate: • the role of language in developing positive interaction and cooperation • their developing skills as users of English • the pleasure and diversity of language and literature • the role of language and literature in their lives • the study and use of English as a key to learning • reflection on their own processes of responding, composing and learning • English as a language of communication and culture • appropriateness, subtlety and aesthetics in language use

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. Advanced only 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. Advanced only A student explains and evaluates different ways of responding to and

composing text.

13. A student reflects on own processes of learning.

43

ENGLISH STANDARD


COURSE Component



TASK 3 Module A

TASK 4 Module C

TASK 5 Trial HSC

Examination

TASK 6 Module B

Week 4 Term 4

Week 9 Term 4

Week 8 Term 1

Week 6 Term 2

Week 9/10 Term 2

Week 6 Term 3

40% Area of Study 10% 15% 15%

20% Module A 15% 5%

20% Module C 15% 5%

20% Module B 20%

100% TOTAL 10% 15% 15% 15% 25% 20%

Mode Writing (10) Speaking (15)

Writing (5) Listening (5)

Viewing & Representing (5)


Listening (5)

Reading (10) Writing (10) Viewing &

Representing (5)


Outcomes 3, 4, 8, 11 2, 4, 7, 10 1, 5, 9 6, 10, 12, 13 All except 12 & 13 2, 3, 4, 6

44

ENGLISH STANDARD - OBJECTIVES & OUTCOMES

English (Standard) Objectives

HSC English (Standard) Outcomes

HSC English (Standard) Content

Students will develop knowledge and understanding of the contexts, purposes and audiences of texts.

1. A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

1. Students learn about the ways meaning results from the relationships between composer, responder, text and context by: 1.1 identifying features of context and describing their effects on meaning in and through particular texts 1.2 comparing and contrasting texts in terms of their contexts 1.3 explaining the ways changes in elements of the contexts of particular texts influence meaning 1.4 responding to and composing texts to achieve particular meanings through a range of contexts.

2. A student demonstrates understanding of the relationships among texts.

2. Students learn about the relationships among texts by: 2.1 comparing and contrasting the forms and features of texts 2.2 describing and explaining the connections between texts 2.3 describing and explaining the ways texts are influenced by other texts and contexts.

Students will develop knowledge and understanding of the forms and features of language and structures of texts.

3. A student develops language relevant to the study of English.

3. Students learn the language relevant to their study of English including: 3.1 its terminology 3.2 language for making connections, questioning, affirming, challenging, speculating about and generalising about texts 3.3 language of personal, public and critical expression 3.4 conventions of language.

4. A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

4. Students learn about the ways language forms and features, and structures of texts shape meaning and influence responses by:

4.1 describing and explaining the effects of a variety of language forms and features, and structures of texts 4.2 identifying a range of possible responses to texts influenced by their language forms and features, and their structures 4.3 using various language forms and features, and structures of texts to influence meaning and responses.

5. A student analyses the effect of technology and medium on meaning.

5. Students learn about the ways technology and medium affect meaning by: 5.1 analysing texts produced in a range of media 5.2 describing and explaining the effects of technological forms and conventions 5.3 choosing a variety of appropriate technologies to compose texts for specific audiences and purposes in personal, social,

historical, cultural and workplace contexts 5.4 reflecting on the effects of a change in technology on their own process of composition.

Students will develop skills in responding to and composing a range of texts.

6. A student engages with the details of text in order to respond critically and personally.

6. Students learn about the ways they can respond to texts by: 6.1 analysing texts in personal, social, historical, cultural and workplace contexts in detail 6.2 composing sustained arguments supported by textual evidence 6.3 composing and supporting a personal response to texts 6.4 considering the responses of others.

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.

7. Students learn about communicating information, ideas and values for a variety of purposes, audiences and contexts by: 7.1 identifying and explaining the effects of language forms and features, and structures of texts 7.2 composing and adapting texts to address different purposes and audiences.

45

ENGLISH STANDARD - OBJECTIVES & OUTCOMES

English (Standard) Objectives

HSC English (Standard) Outcomes

HSC English (Standard) Content

Students will develop skills in effective communication.

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

8. Students learn to compose imaginative, personal and critical texts from a range of perspectives by: 8.1 engaging with complex texts 8.2 refining the clarity of their composition to meet the demands of increasing complexity of thought and expression in personal,

social, historical, cultural and workplace contexts 8.3 using and manipulating a range of generic forms in a range of modes and media for different audiences and purposes 8.4 using stylistic devices appropriate to purpose, audience and context.

Students will develop skills in individual and collaborative learning. Students will develop skills in investigation, imaginative and critical thinking, and synthesis of ideas. Students will develop skills in reflection as a way to review, reconsider and refine meaning.

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

9. Students learn to assess the effectiveness of processes and technologies by: 9.1 using, individually and in groups, different technologies to investigate, clarify, organise and present ideas 9.2 using individual and collaborative processes to generate, clarify, organise, refine and present ideas 9.3 assessing the most appropriate technologies and processes for particular purposes of investigating, clarifying, organising and

presenting ideas in personal, social, historical, cultural and workplace contexts.

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

10. Students learn to synthesise information and ideas into sustained and logical argument by: 10.1 discerning ideas, attitudes and values reflected in texts from personal, social, historical, cultural and workplace contexts 10.2 making connections between information and ideas, and synthesising these for various purposes and audiences 10.3 using the information and ideas gathered from a range of texts to present a point of view in analytic, expressive and

imaginative ways.

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

11. Students learn about the role of imagination in responding to and composing texts by: 11.1 making connections between life experience and imagined experience 11.2 experimenting with ways of transforming experience and ideas into imaginative texts in different contexts for specified

audiences 11.3 recreating texts into new texts by changing perspective and context 11.4 analysing and explaining the relationships between imagination and cultural forms and ideas.

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

12. Students learn about reflecting on their own processes of responding and composing by: 12.1 questioning meaning in and through texts 12.2 articulating the ways they approach texts 12.3 editing their work to correct errors and ensure consistent and appropriate style 12.4 assessing and engaging with the strengths and weaknesses of their own compositional style 12.5 amending their compositions as a result of the process of reflection 12.6 assessing compositional style in a variety of texts.

13. A student reflects on own processes of learning.

13. Students learn to reflect on their own processes of learning by: 13.1 articulating and monitoring their own learning and that of others 13.2 assessing the effectiveness of their various learning strategies 13.3 comparing their own learning processes with those of others 13.4 writing to reflect on their own learning and that of others.

46

ENGLISH STUDIES


COURSE Component

TASK 1 Electronic

Presentation

TASK 2 Feature Article

TASK 3 Electronic

Presentation

TASK 4

Exam

TASK 5

Portfolio

Week 9 Term 4

Week 8 Term 1

Week 6 Term 2

Week 9/10 Term 2

Week 6 Term 3

30% Module A 20% 10%

30% Module B 20% 10%

20% Module C 10% 10%

20% Module D 20%

100% TOTAL 20% 20% 10% 30% 20%

Component

Textual Knowledge, Viewing, Speaking,

Listening, Language, Planning

Textual Knowledge, Reading, Writing,

Language

Textual Knowledge, Viewing, Speaking,

Representing, Planning

Textual Knowledge, Reading, Writing,

Language

Textual Knowledge, Language, Planning

Total Objectives 1, 2, 3, 4 1, 2, 3 1, 2, 4 1, 2, 3 1, 3, 4

47

ENGLISH STUDIES - OBJECTIVES & OUTCOMES

OBJECTIVE 1: Students will experience and develop knowledge, understanding and appreciation of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning. HSC outcomes H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning H1.2 explains the ideas and values of the texts

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 OBJECTIVE 2: Students will develop skills in reading, listening and viewing and in writing, speaking and representing, to enrich their personal lives and to consolidate a sound basis for current and future education, careers and citizenship. HSC outcomes H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis 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 OBJECTIVE 3: Students will develop knowledge, understanding and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

HSC outcomes

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 OBJECTIVE 4: Students will develop skills in planning and working independently and collaboratively and reflect on learning.

HSC outcomes

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

48

ENGLISH EXTENSION 1


COURSE Component

TASK 1 Imaginative/Textual

Link

TASK 2 Trial HSC

TASK 3 Multi-media response

Week 10 Term 1

Week 9-10 Term 2

Week 6 Term 3

25%

Knowledge and understanding of complex

texts and how/why they are valued

5% 15% 5%

25%

Skills in: • Complex analysis • Sustained

composition • Independent

investigations

10% 5% 10%

50% Totals 15% 20% 15%

Mode Reading & Writing (15) Reading & writing (15) Viewing & Representing (5)

Speaking & listening (10) Viewing & representing (5)

Outcomes 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4

49

ENGLISH EXTENSION 2


COURSE Component

FORMATIVE TASK

Proposal

TASK 1 Viva Voce

TASK 2 Report

TASK 3 Draft Version –

Major Work

Week 9 Term 4

Week 6 Term 1

Week 2 Term 2

Week 1 Term 3

25%

Objective 1 Skills in extensive

independent investigation

N/A 5% 10% 10%

25% Objective 2

Skills in sustained composition

N/A 5% 5% 15%

50% Totals N/A 10% 15% 25%

IMPORTANT INFORMATION regarding HSC assessment in Extension 2:

You are required to submit your Major Work Journal on AT LEAST THREE KEY POINTS during the course:

Dates for submissions are as follows:

1. Term 1, Week 2

2. Term 2, Week 1

3. Term 2, Week 9

50

ENGLISH EXTENSION 1 & 2 - OBJECTIVES & OUTCOMES

These outcomes are derived from the English (Extension) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning. Students will work to achieve the outcomes by responding to and composing highly complex texts in a variety of modes and media.

HSC Extension 1 Outcomes

A student distinguishes and evaluates the values expressed through texts.

A student explains different ways of valuing texts.

A student composes extended texts.

A student develops and delivers sophisticated presentations.

HSC Extension 2 Outcomes

A student develops and presents an extended composition which demonstrates depth, insight, originality and skills in independent investigation.

A student reflects on and documents own process of composition.

51

FOOD TECHNOLOGY


Syllabus WEIGHTING

Syllabus TASK 1

Australian Food Industry

TASK 2 Food Manufacture

TASK 4 Part A

Food Product Development

& Contemporary

Nutrition issues

TASK 3 All areas

Trial HSC Examination

TASK 4 Part B

Food Product Development

& Contemporary

Nutrition issues

Week 7 Term 4

Week 7 Term 1

Week 6 Term 2

Week 9/10 Term 2

Week 3 Term 3


20% 5%

15%

Research analysis & communication 30% 15%

5% 5% 5%

Experimentation & preparation 30% 10%

10% 10%

Design implementation

evaluation 20% 10%

10%

Total 100% 15% 25%

15% 30% 15%

Outcomes H1.2, H3.1, H1.4 H1.1, H4.2 H3.2, H2.1, H5.1, H1.3,

H4.1

All outcomes with the exception of H3.2,

H4.1, H5.1

H3.2, H2.1, H5.1, H1.3,

H4.1

52

FOOD TECHNOLOGY - OBJECTIVES & OUTCOMES Objectives Students will develop:

HSC Outcomes A student:

1. knowledge and understanding about food systems in the production, processing and consumption of food and an appreciation of their impact on society

H1.1 explains manufacturing processes and technologies used in the production of food products H1.2 examines the nature and extent of the Australian food industry H1.3 justifies processes of food product development and manufacture in terms of market,

technological and environmental considerations H1.4 evaluates the impact of the operation of an organisation within the Australian Food Industry on

the individual, society and environment

2. knowledge and understanding about the nature of food, human nutrition and an appreciation of the importance of food to health

H2.1 evaluates the relationship between food, its production, consumption, promotion and health

3. skills in researching, analysing and communicating food issues H3.1 investigates operations of one organisation within the Australian food industry H3.2 independently investigates contemporary nutrition issues

4. 4.skills in experimenting with and preparing food by applying theoretical concepts

H4.1 develops, prepares and presents food using product development processes H4.2 applies principles of food preservation to extend the life of food and maintain safety

5. skills in designing implementing and evaluating solutions to food situations H5.1 develops, realises and evaluates solutions to a range of food situations

53

GEOGRAPHY


Syllabus WEIGHTING

Syllabus TASK 1

Fragile Ecosystems (in-class response)

TASK 2 Skills Test

TASK 3 Trial HSC

Examination

TASK 4 Depth Study

In-class assessment

Week 9 Term 4

Week 9 Term 1

Week 9/10 Term 2

Week 6 Term 3


40% 10% 5% 10% 15%

Geographical tools and skills 20% 10% 10%

Geographical inquiry and research, including

fieldwork 20% 5% 5% 10%

Communication of geographical

information, ideas and issues in appropriate

forms

20% 5% 5% 10%

Total 100% 20% 25% 30% 25%

Outcomes H1, H2, H5, H6 H8, H9, H10, H13 H1, H2, H5, H9, H10, H11, H12, H13

H1, H4, H6, H12, H13

54

GEOGRAPHY - OBJECTIVES & OUTCOMES

Objectives: Outcomes - a student:

The student will develop knowledge and understanding about:

The student:

• the characteristics and spatial distribution of environments H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

• the processes that form and transform the features and patterns of the environment

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

• the global and local forces which impact on people, ecosystems, urban places and economic activity

H3 analyses contemporary urban dynamics and applies them in specific contexts

• the contribution of a geographical perspective

H4 analyses the changing spatial and ecological dimensions of an economic activity

H5 evaluates environmental management strategies in terms of ecological sustainability

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

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

The student will develop skills to: The student:

• investigate geographically H8 plans geographical inquiries to analyse and synthesise information from a variety of sources

• communicate geographically H9 evaluates geographical information and sources for usefulness, validity and reliability

H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples

H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms

55

HISTORY EXTENSION

HSC COURSE WEIGHTING

Syllabus TASK 1

History Project research proposal and source

analysis

TASK 2 What is History?

TASK 3 Trial HSC Examination

TASK 4 Major Project

Week 2 Term 1

Week 8 Term 1

Week 9/10 Term 2

Week 4 Term 3

Total Marks

20 50 50 40

Weighting 5% 5% 10% 80%

Outcomes

E1.1,E2.1, E2.3, E3.1 E1.1, E2.2, E2.3 E1.1, E2.1, E2.2, E2.3, E1.1, E2.1, E2.2, E2.3

HISTORY EXTENSION - OBJECTIVES & OUTCOMES

Objectives

A student develops knowledge and understanding about:

Outcomes

A student:

1. significant historiographical ideas and processes E1.1 analyses and evaluates different historical perspectives and approaches to history and the interpretations developed from these perspectives and approaches

A student develops skills in: A student:

2. designing, undertaking and communicating historical inquiry

E2.1 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches

E2.2 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

E2.3 constructs a historical position about an area of historical inquiry and discusses and challenges other positions

56

INDUSTRIAL TECHNOLOGY – TIMBER PRODUCTS & FURNITURE

HSC COURSE OUTCOMES COMPONENT

S Syllabus

WEIGHTING Syllabus

TASK 1 Design & Planning Portfolio

Major Design Project

TASK 2 • Selection &

Justification

• Project Progress

• Major Design Project

TASK 3 Industry Study

TASK 4 Trial HSC

Examination

TASK 5 • Major

Project • Production

Evaluation • Portfolio

Week 6 Term 4

Week 7 Term 1

Week 3 Term 2

Week 9/10 Term 2

Week 2 Term 3

H1.1, H1.3, H7.1, H7.2 Industry Study 15% 10% 5%

H3.1, H3.2, H3.3, H4.1, H5.1, H5.2,

H6.2

Major Project 60% 15% 20% 25%

H1.2, H2.1, H4.2, H4.3,

H6.1

Industry-related Manufacturing

Technology 25% 5% 20%

Total 100% 15% 25% 10% 25% 25%

57

INDUSTRIAL TECH NOLOGY– TIMBER PRODUCTS & FURNITURE- OBJECTIVES & OUTCOMES Objective

Students will develop

HSC Outcomes

A student:

1. knowledge and understanding of the focus area industry and of manufacturing processes and techniques used by industry 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

H1.3 identifies important historical developments in the focus area industry

2. knowledge and understanding of safe and cooperative work practices and of the need for a safe and cooperative work environment H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance

techniques

3. competence in designing, managing and communicating within a relevant industry context H3.1 demonstrates skills in sketching, producing and interpreting drawings

H3.2 selects and applies appropriate research and problem-solving skills

H3.3 applies and justifies design principles through the production of a Major Project

4. knowledge and skills in producing quality products H4.1 demonstrates competency in a range of 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

5. knowledge and skills in communication and information processing related to the industry focus area

H5.1 selects and uses communication and information processing skills

H5.2 examines and applies appropriate documentation techniques to project management

6. an appreciation of quality products and the principles of quality control H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

7. an appreciation of the relationships between technology, the individual, society and the environment

H7.1 explains the impact of the focus area industry on the social and physical environment

H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

58

LEGAL STUDIES


Syllabus WEIGHTING

Syllabus TASK 1 Crime:

Media File & Crime Test

TASK 2 Human Rights

Topic Test

TASK 3 Assessment

TASK 4 Trial HSC

Examination

TASK 5 Assessment

Week 7 Term 4

Week 8 Term 1

Week 4 Term 2

Week 9/10 Term 2

Week 4 Term 3


60% 10% 10% 30% 10%

Research 20% 10% 10%

Communication 20% 10% 10%

Total 100% 20% 10% 20% 30% 20%

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

59

LEGAL STUDIES - OBJECTIVES & OUTCOMES

Objectives

A student develops knowledge and understanding about:

HSC course outcomes

A student:

1. 1. the nature and institutions of domestic and international law H1. identifies and applies legal concepts and terminology

H2. describes and explains key features of and the relationship between Australian and international law

2. 2. the operation of Australian and international legal systems and the significance of the rule of law H3. analyses the operation of domestic and international legal systems

H4. evaluates the effectiveness of the legal system in addressing issues

3. 3. the interrelationship between law, justice and society and the changing nature of the law. H5. explains the role of law in encouraging cooperation and resolving conflict, as well as

initiating and responding to change

H6. assesses the nature of the interrelationship between the legal system and society

H7. evaluates the effectiveness of the law in achieving justice

A student develops skills in:

4. investigating, analysing and communicating relevant legal information and issues. H8. locates, selects, organises, synthesises and analyses legal information from a variety

of sources including legislation, cases, media, international instruments and documents

H9. communicates legal information using well-structured and logical arguments

H10. analyses differing perspectives and interpretations of legal information and issues.

60

MATHEMATICS (Advanced)

HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Topic Test

TASK 2 Investigation Style

Task

TASK 3 Trial HSC

Examination

TASK 4 Topic Test

Week 6

Term 4

Week 4

Term 1

Week 9/10

Term 2

Week 5

Term 3

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

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

Totals 100% 20% 30% 30% 20%

Outcomes: To be advised (at least two weeks prior to task date)

61

MATHEMATICS (ADVANCED) - OBJECTIVES & OUTCOMES

Students will develop: A student:

• appreciation of the scope, usefulness, beauty and elegance of mathematics H1 seeks to apply mathematical techniques to problems in a wide range of practical contexts

• the ability to reason in a broad range of mathematical contexts H2 constructs arguments to prove and justify results

• skills in applying mathematical techniques to the solution of practical problems H3 manipulates algebraic expressions involving logarithmic and exponential functions

H4 expresses 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

• understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

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

• the ability to interpret and communicate mathematics in a variety of forms H9 communicates using mathematical language, notation, diagrams and graphs

62

MATHEMATICS EXTENSION 1 HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Topic Test

Task 2 Mid-Course

Examination

Task 3 Trial HSC Examination

Week 9

Term 4

Week 5

Term 1

Week 9/10

Term 2

Concepts, skills and techniques 50% 15% 15% 20%

Reasoning and communication 50% 15% 15% 20%

Totals 100% 30% 30% 40%

Outcomes To be advised (at least two weeks prior to task date)

63

MATHEMATICS EXTENSION 1 - OBJECTIVES & OUTCOMES


• appreciation of the scope, usefulness, beauty and elegance of mathematics HE1 appreciates interrelationships between ideas drawn from different areas of mathematics

• the ability to reason in a broad range of mathematical contexts HE2 uses inductive reasoning in the construction of proofs

• skills in applying mathematical techniques to the solution of practical problems HE3 uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay


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

• the ability to interpret and communicate mathematics in a variety of forms HE7 evaluates mathematical solutions to problems and communicates them in an appropriate form

64

MATHEMATICS EXTENSION 2

HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Test

TASK 2 Test

TASK 3 Trial HSC Examination

Week 10

Term 4

Week 6

Term 1

Week 9/10

Term 2

Concepts, skills and techniques 50% 15% 15% 20%

Reasoning and communication 50% 15% 15% 20%

Totals 100% 30% 30% 40%

Outcomes To be advised (at least two weeks prior to task date)

65

MATHEMATICS EXTENSION 2 - OBJECTIVES & OUTCOMES


• appreciation of the scope, usefulness, beauty and elegance of mathematics E1 appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems

• the ability to reason in a broad range of mathematical contexts E2 chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings

• skills in applying mathematical techniques to the solution of practical problems 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

• the ability to interpret and communicate mathematics in a variety of forms E9 communicates abstract ides and relationships using appropriate notation and logical argument

66

MATHEMATICS GENERAL 1

(Non ATAR course)

HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Project


Task

TASK 3 Trial HSC

Examination

TASK 4 Topic Test

Week 8

Term 4

Week 6

Term 1

Week 9/10

Term 2

Week 5

Term 3



Totals 100% 20% 30% 30% 20%


67

MATHEMATICS GENERAL 1 - OBJECTIVES & OUTCOMES

Objectives

Students will develop the ability to:

HSC Outcomes

A student:

• apply reasoning, and the use of appropriate language, in the evaluation and construction of arguments and the interpretation and use of models based on mathematical and statistical concepts

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

• use concepts and apply techniques to the solution of problems in algebra and modelling, measurement, financial mathematics, data and statistics, and probability

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

• use mathematical skills and techniques, aided by appropriate technology, to organise information and interpret practical situations

MG1H-9 chooses and uses appropriate technology to organise information from a range of practical and everyday contexts

• interpret and communicate mathematics in a variety of written and verbal forms, including diagrams and statistical graphs

MG1H-10 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others

68

MATHEMATICS GENERAL 2

(ATAR course)

HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Topic Test


Task

TASK 3 Trial HSC

Examination

TASK 4 Topic Test

Week 10

Term 4

Week 8

Term 1

Week 9/10

Term 2

Week 5

Term 3



Totals 100% 25% 25% 30% 20%


69

MATHEMATICS GENERAL 2 - OBJECTIVES & OUTCOMES

Objectives

Students will develop the ability to:

HSC Outcomes

A student:

• apply reasoning, and the use of appropriate language, in the evaluation and

construction of arguments and the interpretation and use of models based

on mathematical and statistical concepts

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

• use concepts and apply techniques to the solution of problems in algebra and

modelling, measurement, financial mathematics, data and statistics, and

probability

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

• use mathematical skills and techniques, aided by appropriate technology, to

organise information and interpret practical situations

MG2H-9

chooses and uses appropriate technology to locate and organise information from a range of contexts

• interpret and communicate mathematics in a variety of written and verbal

forms, including diagrams and statistical graphs

MG2H-10

uses mathematical argument and reasoning to evaluate conclusions drawn from other sources,

communicating a position clearly to others, and justifies a response

70

MODERN HISTORY

HSC COURSE

COMPONENTS Syllabus

WEIGHTING Syllabus

TASK 1 Core Study

WW1 Source analysis

Take home

TASK 2 National Study

Russia Research and in-class essay

TASK 3 Trial HSC

Examination

TASK 4 Cold War ‘seen’ question essay

Week 8 Term 4

Week 8 Term 1

Week 9/10 Term 2

Week 5 Term 3


40% 10% 5% 20% 5%

Source-based skills 20% 10% 10%

Historical inquiry and research 20% 10% 10%

Communication of historical

understanding in appropriate forms

20% 10% 10%

Total 100% 20% 25% 30% 25%

Outcomes H3.2, H3.3, H3.4, H4.1

H1.2, H2.1, H4.1, H4.S

H1.1, H1.2, H2.1, H3.3, H3.4, H4.1,

H4.2

H1.2, H2.1, H4.1, H4.2

71

MODERN HISTORY - OBJECTIVES & OUTCOMES Objectives A student develops knowledge and understanding about:

HSC Course Outcomes A student develops the skills to:

1 key features, issues, individuals and events from the eighteenth century to the present

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

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

3 the process of historical inquiry

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

4 communicating an understanding of history 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

Values and Attitudes

Values and attitudes are inherent in the subject matter of Modern History Stage 6 and the skills that are developed in it. They result from learning experiences and reflection. Students need to develop values and attitudes that promote a democratic and just society.

Objectives A student develops values and attitudes about:

A student:

5 informed and active citizenship

• demonstrates an appreciation of the nature of various democratic institutions • demonstrates an appreciation of the individual rights, freedoms and responsibilities of citizenship

and democracy • demonstrates respect for different viewpoints, ways of living, belief systems and languages in the

modern world

6 a just society

• articulates concern for the welfare, rights and dignity of all people • displays a readiness to counter disadvantage and change racist, sexist and other discriminatory

practices • demonstrates respect for human life

7 the influence of the past on the present and the future

• demonstrates an awareness of the ways the past can inform and influence the present and the future

• recognises the impact of contemporary national and global developments on countries and regions, lifestyles, issues, beliefs and institutions

8 the contribution of historical studies to lifelong learning • demonstrates an awareness of the contributions of historical studies to lifelong learning

72

MUSIC

HSC COURSE 2018 OUTCOMES COMPONENTS

Syllabus WEIGHTING

Syllabus TASK 1

Aural Skills + Core

Performance

TASK 2 Core

Composition

TASK 3 Elective 1, 2

& 3

TASK 4 Musicology

& Aural Skills

TASK 5 Trial HSC

Examination

TASK 6 Core Aural

Week 6 & 8 Term 4

Week 4 Term 1

Week 8 Term 1

Week 2 Term 2

Week 9/10 Term 2

Week 9/10

Term 2

H4, H6 Core Aural Skills 25% 5% 5% 15%

H2, H6, H8 Core Musicology 10% 10%

H3, H5, H7, H8

Core Composition 10% 10%

H1, H7 Core Performance 10% 5% 5%

H1, H7 Elective Performance

45% 15% 30% H3, H5, H7, H8

Elective Composition

H2, H6, H8 Musicology

Total 100% 10% 10% 15% 15% 35% 15%

73

MUSIC- OBJECTIVES & OUTCOMES

Objectives: HSC Outcomes

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

to develop knowledge and skills about the concepts of music and of music as an art form through performance, composition, musicology and aural activities in a variety of cultural and historical contexts.

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

to develop the skills to evaluate music critically 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

to develop an understanding of the impact of technology on music 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

to develop personal values about music H9. performs as a means of self-expression and communication

H10. demonstrates a willingness to participate in performance, composition, musicology and aural activities

H11. demonstrates a willingness to accept and use constructive criticism

74

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION


Syllabus WEIGHTING

Syllabus TASK 1

Practical / Written Option 3

Sports Medicine 20%

TASK 2 Practical /

Written Core 2

Factors affecting Performance

20%

TASK 3 Practical /

Written Option 4

Improving Performance

20%

TASK 4 Trial HSC

Examination Core 1 Core 2

Option 3 & 4 20%

TASK 5 Research/In-

class Test Core 1 Health Priorities in

Australia 20%

Week 8 & 9 Term 4

Week 10 Term 1

Week 5 Term 2

Week 9/10 Term 2

Week 5 Term 3

Knowledge and understanding of the factors that

affect health and the way the body

moves

40% 10% 10% 10% 10%

Skills influencing personal and

community health and taking action

to improve participation and performance in physical activity

30% 5% 10% 10% 5%

Skills in critical thinking research

and analysis 30% 5% 10% 10% 5%

Totals 100% 20% 20% 20% 20% 20%

Outcomes H8, H16, H17, H13 H8, H9, H17 H10, H17 H1 – H 17 H1, H2

75

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION - OBJECTIVES & OUTCOMES

Values and Attitudes Objective

A student develops: Values and Attitudes Outcomes for Preliminary and HSC Courses – A student:

• values and attitudes that promote healthy active lifestyles and communities

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

• shows responsibility and a willingness to act for personal and community health

• shows a willingness to question issues that impact on health and performance

• values the technical and aesthetic qualities of and participation in physical activity

Objectives

A student develops:

HSC Course Outcomes

A student:

• knowledge and understanding of the factors that affect health

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

• a capacity to exercise influence over personal and community health outcomes

H4 argues the case for health promotion based on the Ottawa Charter 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)

• knowledge and understanding about the way the body moves

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

• an ability to take action to improve participation and performance in physical activity

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 (Option3)

H14 argues the benefits of health-promoting actions and choices that promote social justice

• an ability to apply the skills of critical thinking, research and analysis

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

76

PHYSICS


Syllabus WEIGHTING

Syllabus TASK 1

First-hand Investigation Task


Examination

TASK 3 Trial HSC

Examination

TASK 4 Skills & Secondary

Data Task

Week 8 Term 4

Week 4 Term 1

Week 9/10 Term 2

Week 5 Term 3


Skills in planning and conducting first-hand investigations and in

communicating information and understanding based on these investigations

30% 20% 5% 5%

Skills in scientific thinking, problem solving and in

communicating understanding and

conclusions

30% 5% 5% 5% 15%

Total 100% 25% 20% 30% 25%

77

PHYSICS - OBJECTIVES & OUTCOMES

Objectives HSC Course Outcomes

Pre

scri

bed

Focu

s A

rea


1. the history of physics H1. evaluates how major advances in scientific understanding and technology have changed the

direction or nature of scientific thinking

2. the nature and practice of physics H2. analyses the ways in which models, theories and laws in physics have been tested and validated

3. applications and uses of physics H3. assesses the impact of particular advances in physics on the development of technologies

4. implications for society and the environment H4. assesses the impacts of applications of physics on society and the environment

5. current issues, research and developments in physics H5. identifies possible future directions of physics research

Dom

ain

: K

now

ledg

e

6. kinematics and dynamics H6. explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

7. energy H7. explains the effects of energy transfers and energy transformations

8. waves H8. analyses wave interactions and explains the effects of those interactions

9. fields H9. explains the effects of electric, magnetic and gravitational fields

10. matter H10. describes the nature of electromagnetic radiation and matter in terms of the particles

Dom

ain

: S

kills



13. communicating information and understanding H13. uses terminology and reporting styles appropriately and successfully to communicate

information and understanding

14. developing scientific thinking and problem-solving techniques H14. assesses the validity of conclusions from gathered data and information


Dom

ain

: V

alu

es

& A

ttit

ud

es

16. themselves, others, learning as a lifelong process, physics and the environment

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

78

SENIOR SCIENCE


Syllabus WEIGHTING

Syllabus TASK 1


Task


Examination

TASK 3 Oral / Research

TASK 4 Trial HSC

Examination

Week 7 Term 4

Week 4 Term 1

Week 10 Term 1

Week 9/10 Term 2




30% 20% 5% 5%




30% 5% 5% 15% 5%

Total 100% 25% 20% 25% 30%

79

SENIOR SCIENCE - OBJECTIVES & OUTCOMES

Objectives HSC Course Outcomes

Pre

scri

bed

Focu

s A

rea


1. the history of science H1. discusses advances in scientific understanding and technology that have changed the direction or

nature of scientific thinking

2. the nature and practice of science H2. applies the processes that are used to test and validate models, theories and laws, to

investigations

3. applications and uses of science H3. assesses the contribution of scientific advances on the development of technologies

4. the implications of science for society and the environment H4. assesses the impacts of applications of science on society and the environment

5. current issues, research and developments in science H5. describes possible future directions of scientific research

Dom

ain

: K

now

ledg

e

1. the resources of the Earth H6. describes uses of the Earth’s resources

7. internal and external environments H7. identifies effects of internal and external environmental changes on the human body

8. chemical changes H8. relates the properties of chemicals to their use

9. organs and systems of the body H9. relates the structure of body organs and systems to their function

10. energy H10. discusses ways in which different forms of energy and energy transfers and transformations are

used

Dom

ain

: S

kills



13. communicating information and understanding H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14. developing scientific thinking and problem-solving techniques H14. assesses the validity of conclusions from gathered data and information


Dom

ain

: V

alu

es

&

A

ttit

ud

es

16. themselves, others, learning as a lifelong process, science and the environment

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

80

SOCIETY & CULTURE


Syllabus WEIGHTING

Syllabus TASK 1

Continuity and Change

Extended response

TASK 2 PIP Oral

presentation

TASK 3 Trial HSC

Examination

TASK 4 Depth Study 2

Research Report

Week 3 Term 1

Week 2 Term 2

Week 9/10 Term 2

Week 5 Term 3


50%

10% 5% 20% 10%

Application and evaluation of social

and cultural research methodologies

30%

5% 10% 5% 10%

Communication of information, ideas and issues in appropriate

forms

20%

5% 5% 10% 5%

Task Value 100% 20% 20% 35% 25%

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

H5, H7, H8, H10, H11

*N.B: PIP = 40% of HSC external assessment (Due Week 2, Term 3 2018). PIP proposal due Term 4, Week 5. Student’s PIP progress diary will be reviewed in Weeks 5 and 10 of each term prior to the submission of the PIP. Failure to maintain a standard of progress for the PIP will result in an N warning notification.

81

SOCIETY & CULTURE - OBJECTIVES & OUTCOMES

Objectives Students will develop knowledge and understanding about:


• personal, social and cultural identity • cultures shared by members of societies • interactions of persons, societies, cultures and environments across time • continuity and change, personal and social futures and strategies for change • the role of power, authority, gender and technology in societies and culture • the methodologies of social and cultural research

H1 explains the interaction between persons, societies, cultures and environments across time

H2 analyses relationships within and between social and cultural groups H3 accounts for cultural diversity and commonality within societies and cultures H4 evaluates continuity and change, and assesses social futures and strategies for

change and the implications for societies and cultures H5 evaluates the influence of power, authority, gender and technology on decision-

making and participation in society H6 applies and evaluates the methodologies of social and cultural research

Objectives Students will develop skills to:


• apply and evaluate social and cultural research • investigate and engage in effective evaluation, analysis and synthesis of

information from a variety of sources • communicate information, ideas and issues in appropriate forms to different

audiences and in a variety of contexts

H7 applies appropriate language and concepts associated with society and culture H8 selects, organises and evaluates information and sources for usefulness,

validity and bias H9 plans an investigation, analyses and synthesises information from a variety of

perspectives and sources H10 communicates information, ideas and issues using appropriate written, oral

and graphic forms H11 uses planning and review strategies to manage complex tasks, making

effective use of time and resources

82

SPORT, LIFESTYLE AND RECREATION (SLR)

HSC COURSE OUTCOMES COMPONENTS

Syllabus WEIGHTING

Syllabus TASK 1 Practical

Component

TASK 2 Topic Test

TASK 3 Practical

Component

TASK 4 Topic Test

TASK 5 Practical

Component

TASK 6 Topic Test

TASK 7 Practical

Component

TASK 8 Practical

Component

Week 8 Term 4

Week 8 Term 4

Week 8 Term 1

Week 8 Term 1

Week 5 Term 2

Week 5 Term 2

Week 5 Term 3

Week 5 Term 3

1.5, 2.3, 3.5, 4.3

Module 9 Healthy Living 25% 13% 12%

1.2, 1.3, 2.1, 2.2, 2.3, 2.5, 3.2, 3.3,

4.4

Module 14 Sports

Administration 25% 13% 12%

1.1, 1.3, 2.1, 3.1, 3.2, 4.1,

4.4

Module 11 Social

Perspectives of Sports

25% 13% 12%

1.1, 1.3, 2.1, 3.1, 3.2, 4.1,

4.4

Module 7 Games & Sports

Applications II

25% 13% 12%

Totals 100% 13% 12% 13% 12% 13% 12% 13% 12%

Note: Tasks 1, 3, 5 and 7 are all ongoing practical assessments. No preparation is necessary for these tasks.

83

Objectives: Students will develop:

Outcomes: A student:

1. knowledge and understanding of the factors that influence health and participation in physical activity

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

1.2 explains the relationship between physical activity, fitness and healthy lifestyle 1.3 demonstrates ways to enhance safety in physical activity 1.4 investigates and interprets the patterns of participation in sport and physical activity in

Australia 1.5 critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 describes administrative procedures that support successful performance outcomes

2. knowledge and understanding of the principles and processes impacting on the realisation of movement potential

2.1 explains the principles of skill development and training 2.2 analyses the fitness requirements of specific activities 2.3 selects and participates in physical activities that meet individual needs, interests and

abilities 2.4 describes how societal influences impact on the nature of sport in Australia 2.5 describes the relationship between anatomy, physiology and performance

3. the ability to analyse and implement strategies that promote health, physical activity and enhanced performance

3.1 selects appropriate strategies and tactics for success in a range of movement contexts 3.2 designs programs that respond to performance needs 3.3 measures and evaluates physical performance capacity 3.4 composes, performs and appraises movement 3.5 analyses personal health practices 3.6 assesses and responds appropriately to emergency care situations 3.7 analyses the impact of professionalism in sport

4. a capacity to influence the participation and performance of self and others.

4.1 plans strategies to achieve performance goal 4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context 4.3 makes strategic plans to overcome the barriers to personal and community health 4.4 demonstrates competence and confidence in movement contexts 4.5 recognises the skills and abilities required to adopt roles that support health, safety and

physical activity

Objectives: Students will develop: Values and Attitudes:

5. a lifelong commitment to an active, healthy lifestyle and the achievement of movement potential

1.1 accepts responsibility for personal and community health 1.2 willingly participates in regular physical activity 1.3 values the importance of an active lifestyle 1.4 values the features of a quality performance 1.5 strives to achieve quality in personal performance

SPORT, LIFESTYLE & RECREATION (SLR) - OBJECTIVES & OUTCOMES

84

VAPD Refers to the Visual Arts Process Diary

BOW Refers to the ‘Body of Work’ developed across the course

VISUAL ARTS


Syllabus WEIGHTING

Syllabus TASK 1

BOW Proposal TASK 2

BOW Material Practice

TASK 3 Case Study

Series

TASK 4 Exam

TASK 5 Final BOW

Week 10 Term 4

Week 9 - 10 Term 1

Week 5 Term 2

Week 8/9 Term 2

Week 7 Term 3

Art & Criticism and

Art History

50% Case Studies &

Examination

10%

Material practice and concept research:

presented in VAPD

30% Focus Artist Series:

Case study research package

(6 artists)

10% Trial HSC

Examination

Art Making 50% BOW & VAPD

10% Progress review

period

40% Final Submission

Body of Work And VAPD

Task Value 100% 10% 10% 30% 10% 40%

Outcomes H1, 2, 3, 4, 5, 10 H6 H7, 8, 9, 10 H7,8,9,10 H1,2,3,4,5,6

85

VISUAL ARTS- OBJECTIVES & OUTCOMES ARTMAKING / CONTENT Objectives: Students will develop knowledge, skills and understanding of how they may represent their interpretations of the world in artmaking as an informed point of view.

HSC course outcomes A student:

practice H1: initiates and organizes artmaking practice that is sustained, reflective and adapted to suit particular conditions

conceptual framework H2: applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

frames H3: demonstrates an understanding of the frames when working independently in the making of art

representation H4: selects and develops subject matter and forms in particular ways as representations in artmaking

conceptual, strength and meaning

H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

resolution H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

ART CRITICISM & ART HISTORY / CONTENT: Objectives: Students will develop knowledge, skills and understanding of how they may represent an informed point of view about the visual arts in their critical and historical accounts


practice H7: applies their understanding of practice in art criticism and art history

conceptual framework H8: applies their understanding of the relationships among the artist, artwork, world and audience

frames H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

representation H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

and values and attitudes – students are encouraged to:

• appreciate the characteristics of practice in the visual arts in artmaking, art criticism, and art history • appreciate the role and contribution of the artist in different societies and cultures • appreciate the different meanings of artworks that are valued • appreciate the material, physical, transient or virtual qualities of expressive forms of artworks • appreciate the different ways the world can be interpreted in the making of art and in the critical and historical interpretation of art • value the role of an audience as a body of critical consumers and appreciate opportunities to view artworks as audience members • value how significant interpretations and meanings in the visual arts are sustained • appreciate the significance of expressive representation in the visual arts • value how their intellectual autonomy is advanced through the making of art and in the critical and historical investigation of art • appreciate how the field of the visual arts offers insights about themselves, art and the world. * While values and attitudes outcomes are included in this syllabus, they are not to be assessed in the HSC assessment program.

86

VISUAL DESIGN


Syllabus WEIGHTING

Syllabus TASK 1

Case Study & BOW

TASK 2 Case Study

TASK 3 Exam

TASK 4 BOW Progress

Report & Review

TASK 5 Final BOW

Week 5 Term 1

Week 4 Term 2

Week 8/9 Term 2

Week 1 Term 3

Week 5 Term 3

Critical & Historical Studies

30% Case Studies &

Exam

10% Design Brief

10% Mentor Artist Case

Study

10% Trial HSC

Examination

Designing & Making 70% BOW & VAPD

15% BOW Planning/

Ideas & Experiments VAPD

15%

Progress Review & VAPD

40% Final Practical Body of Work

Task Value 100% 25% 10% 10% 15% 40%

Outcomes

87

VISUAL DESIGN- OBJECTIVES & OUTCOMES Designing and Making Objectives: Students will develop knowledge, skills and understanding through the making of works in design that lead to and demonstrate conceptual and technical accomplishment.


practice DM1 generates a characteristic style that is increasingly self-reflective in their design practice

conceptual framework DM2 explores concepts of artist/designer, kinds of designed works, interpretations of the world and audience/consumer response in their making of designed works

frames DM3 investigates different points of view in the making of designed works

representation DM4 generates images and ideas as representations/simulations

conceptual, strength and meaning DM5 develops different techniques suited to artistic and design intentions in the making of a range of works

resolution DM6 takes into account issues of Work Health and Safety in the making of a range of works

Critical and Historical Studies Objectives: Students will develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of design


practice CH1 generates in their critical and historical practice ways to interpret and explain design

conceptual framework CH2 investigates the roles and relationships among the concepts of artist/designer, work, world and audience/consumer in critical and historical investigations

frames CH3 distinguishes between different points of view, using the frames in their critical and historical investigations

representation CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of design

and values and attitudes – students are encouraged to:

● appreciate the characteristics of practice in the different fields of design and in critical and historical investigations of these fields • appreciate the role and contribution of the artist/designer in different cultures • appreciate the different meanings designed images and works can sustain • appreciate the material and virtual properties of design • appreciate the different ways the world can be interpreted in design • value the role of an audience as a body of critical consumers and appreciate opportunities to view and use designed objects, products and images. * While values and attitudes outcomes are included in this syllabus, they are not to be assessed in the HSC assessment program.

Documents

Newcastle High School€¦ · CONTENTS . KEY TERMS............................................................................................................................. 1