HSC Assessment schedule – 2014-2015
Term
4
2014
1
2015
2
2015
3
2015
Week
Commencing
1
2
3
4
5
6
7
7 Oct
13 Oct
20 Oct
27 Oct
3 Nov
10 Nov
17 Nov
8
24 Nov
9
10
11
1 Dec
8 Dec
15 Dec
1
28 Jan
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
2 Feb
9 Feb
16 Feb
23 Feb
2 Mar
9 Mar
16 Mar
23 Mar
30 Mar
21 Apr
27 Apr
4 May
11 May
18 May
25 May
1 Jun
8 Jun
15 Jun
22 Jun
14 July
20 July
27 July
3 Aug
10 Aug
17 Aug
24 Aug
31 Aug
7 Sep
14 Sep
Assessments Due
CAFS, Biology
Yr 12 Work placement
English Ext.I
Chemistry, Eng. Stud., Maths Gen. 2, Mathematics, Ancient History
IPT, Maths Gen1, PDHPE
Music, Design & Technology, Maths Ext.I, Modern History
Drama, Visual Art, Legal Studies, Drama, Maths Ext.II
English, Adv. English
Aboriginal Studies
Biology, Physics,
Design &Technology
CAFS, Drama,
Yr 12 Work placement Modern History
English Ext.I, English, Adv.English, Legal studies, Anc.History, Eng St
Assessment free week PDHPE
Half Yearly Exams
Half Yearly Exams
English Ext1,
Biology, English Ext I, Modern History, Ancient History
Chemistry, PDHPE, Physics, English, Adv. English, Aboriginal Studies
Maths Gen.1, Maths Gen.2, Mathematics, Maths Ext. I, Visual Arts
Maths Ext.II, Legal Studies, Aboriginal Studies, English Stud.
Biology, English Ext.I, IPT, Music, PDHPE
CAFS, D&T, Music, Physics, Drama, Mod. History, Chemistry,
Assessment free week English, Visual Arts,
Assessment free week.
Trial Exams
Trial Exams,
Adv. English
English Stud.
I
Year 12 Assessment Booklet
A Note to Students
Foreword
Dear Year 12 Student
It is important for you to read and understand this comprehensive description of Assessments
for each HSC subject. At the end of your reading you should understand fully what
Assessment Tasks you are required to complete for each subject that you are studying in the
Higher School Certificate.
You can then use this detail provided in this booklet as the basis of your planning and your
scheduling of tasks for your subjects throughout the year.
The number of tasks for each subject is clearly set out. For each of your Higher School Certificate
subjects you should clearly understand the sequence, approximate time of the task, the relative value
of the task and the outcomes to be assessed. From these descriptions you can draw up your own
calendar of assessments with all tasks from all of the subjects you are studying. This will enable you
to identify times of heavier demands and workload and times where fewer tasks are planned and
adapt your planning to complete all tasks on time.
This information is extremely important for you in planning effectively, organising your time and
scheduling your effort to meet these demands. You will consequently be better prepared by knowing
what tasks are still ahead.
Please remember, if some of your subjects are VET subjects, the assessment for each module in
these is based on you achieving a range of competencies and completing the required number of
hours of work placement. At different times through the course, your skills and knowledge will be
assessed but at times that are appropriate and relevant to your own development. This is a matter to
be determined by you and your teacher.
This Year 12 Subject Assessment Schedule is critical to your future, so it is also important for you to
develop a close, working relationship with each of your teachers. You should immediately contact
them when you have problems; you should use the positive feedback they give you as an extremely
important means of improving your results.
Finally, the contents of this Assessment Booklet will enable you to be better organised and prepared.
Consequently this will help to minimise the stress and pressure you put on yourself. Use this booklet
wisely in your final year of schooling.
M Gray
(Principal)
II
Contents
Page
Assessment – the basics & assessment advice
IV
Important rules you should remember
V
Board of studies rules

Malpractice breaches of examinations rules &“n” determinations
VI

Expulsion of students, mandatory work placement,
VII
Invalid/unreliable results and
VII
Assessment reviews
VIII
Other matters incomplete task, non-serious attempt, truanting
VIII
“N” determination flow diagram
IX-X
“N” determination key roles
XI
Glossary of key words
XIII
Appendix A
XIV
Using computers to prepare assessments
XV
Responsibilities of students in examinations
XV
Plagirism
Specific subject assessment schedules – refer to HSC assessment booklet emailed to you
III
Year 12 Assessment 2014 – 2014
Assessment – The Basics

Assessment in Year 12 is based on your individual Subject Assessment Advice (see below),
issued by your subject teacher.

Whilst your final assessment rank position will be made available to you, you will not be
informed of your final assessment mark.


Your ATAR is calculated differently and separately.

You will receive clear feedback on your performance in each task- using this feedback is a
major way to improve your results.

A marking guide will be provided for each task.
For each subject there will be approximately three to six tasks; any individual task is not
normally worth less than 10%, or more than 40% of the total weighted mark.
Besides describing the strengths and weaknesses of your task, teacher feedback should also
indicate:




the student’s attainment in the task relative to the outcomes.
the student’s relative position within the group.
the cumulative rank at the current time.
At the end of Year 12 you only receive your final assessment rank order ONLY in each
subject.
Assessment Advice
You will be provided with written advice about the assessment generally (this policy) and assessment
in each course (subject) from your teacher.
This advice will include:

Assessment components and their weightings (important)

the general nature of each assessment task.

a schedule of when assessment tasks are planned; there must be provision for adequate
notice of the precise timing of each assessment task.

the weight value of each task in relation to the total weighted mark for the course.

details of administrative arrangements associated with each task (eg the school will deal
with absence, late submission of tasks, illness during the tasks etc)

details on the school’s policy on malpractice (see later) in the assessment tasks.

Details of procedures to be implemented if tasks produce individual or unreliable
results.
o Note: that the results of assessment tasks that have been completed by students
generally cannot be discarded.

Details of procedures for dealing with student appeals arising from assessment tasks.
Assessment marks must not be modified to take into account possible effects of illness or
domestic situation. We may offer you a substitute task or, in exceptional circumstances, an
estimate based on other tasks.
IV
Important rules you should remember
1) You must hand in your assessment task in at the beginning of the period when you have that
subject or by the nominated due time to your teacher or head teacher of the faculty if you do not
have the subject that day.
2) Your teacher will give you at least 10 school days notice in writing, before any assessment
task is due, and the precise time required for it to be handed in.
3) You will also be told of the nature of the task, the topic area, outcomes to be assessed and
relative importance of the task.
4) Your teacher will usually mark and return the task within 10 school days after the task is due –
this may be delayed through student absences and other interruptions.
5) You will receive your mark/grade and your rank (where you came in that subject compared to all
other students) and your cumulative rank, after every assessment task. You will not be informed
of your final assessment mark.
6) The teacher will also provide you with meaningful feedback about how you went in the task –
strengths and weaknesses in your performance. Using this feedback, you can make significant
improvement in your results.
7) You can always obtain access to your marks/ranks from your teacher at mutually convenient
times (with the exception of the final assessment mark).
8) There will be no assessment tasks in the five school days before your Half Yearly and
Yearly examinations and no assessment tasks (other than examinations) during the exam
period, although some tasks, such as major projects for the Board of Studies, may fall
during formal examinations.
What to do when things go wrong!
(1)
If you do not hand in an assessment task before the nominated due time/absent from
school on the day of the assessable:
 On your first day back you must approach the Head Teacher of the faculty, prior to 9 am, and
obtain, fill in and return an Appendix A Form as soon as possible.
 You should also include with your APPENDIX A, a Doctor’s Certificate (when sick) and/or
note from your mother/father/caregiver explaining your justified absence.
Note: A note from home may not be sufficient to prevent you from receiving 0 for a task.
 The Head Teacher/Principal will decide what happens.
 Possibilities include:
 receiving zero for the task
 do the task at a later (mutually convenient) date.
 do a substitute task
 in extreme cases – receive an estimate for the task based on your current rank order.
 Students using “Appendix A’s” will be monitored and interviewed by the Principal when more
than one Appendix A is used by a student.(recorded in First Class Welfare)
If you receive a zero for any assessment task:
 You should seek immediate help/support from your teacher and ensure that this serious
problem will not arise again. This is your responsibility. Your Year Adviser may also be
able to help you.
 You will have a letter sent home advising your parents/caregivers of the circumstances and
warning them of possible future repercussions. You will receive a copy of this letter, as well
as digital advice, to sign and return the “receipt” at the end of the letter proving that you have
received it. The record in the schools postal book of the despatch of this letter will be
considered proof of both the dispatch and receipt of this correspondence.
V
(2) If you receive another zero in that subject:
 In addition to (2), you will also be interviewed by the Deputy Principal and Head Teacher. In
this interview you will have the process of an “N” determination, possibilities of expulsion
and the seriousness of the situation explained.
 You will also receive a copy of your second official warning.
 Your parents/caregivers will be asked to come to school by the Deputy Principal and Head
Teacher, for an interview; you will attend that interview.
 Even though you have received a zero, you will still have to submit a task to satisfy BOS
course requirements.
(2) If you receive another Zero – but in a different subject
 In addition to (2) you may be interviewed by the Head Teacher/Deputy Principal.
 Your parents/caregivers will be invited to come to the school for an interview by the Deputy
Principal and / or Head Teacher – with you in attendance.
Board of Studies HSC Rules
 The HSC rules state that you must make a genuine attempt to complete tasks to the value of
more than 50% of the assessment tasks marks in each subject.
 You must work in each subject with “diligence and sustained effort”. You are expected
therefore, to work every period in each subject and attend school regularly.
 “Diligence and sustained effort” is also important for assessing students for “Principal’s
Recommendations” for University entrance and also critical aspects of any character reference
for a student.
 Generally you must attend school for at least 85% of school time. Students who have high
levels of absence from school may be in danger of being given an “N” determination in that
subject. The best results in subjects are more often than not, from students who have high
levels of attendance. Warning letters will be sent home and interviews (with parents/caregivers)
will occur.
Malpractice and breaches of examination rules
Students who do not comply with the Board of Studies examination rules for a course may have their
paper cancelled for that course. This may render the student ineligible for the Record of
Achievement and/or the HSC
During the school formal examinations, student malpractice/breaches of the examination rules may
have their papers cancelled. In some subjects this may mean students have not completed at least
50% of assessment task marks and this would result in an “N” determination in that subject. Such
breaches would also have to be judged as to whether they constitute a “non-serious attempt”.
VI
“N” Determinations
An “N” determination decided by the Principal means that you have “failed” that subject. These
determinations are given to students who do not meet course requirements after support and
assistance. This may be due to a failure to meet the (85%) attendance requirements or failure to
completed at least 51% of assessment tasks’ marks.
A Course where the Principal gives an “N” determination will not be included on the student’s
Record of Achievement.
Sometimes an “N” determination may mean that the student is also ineligible for the Award of
HSC.
“Students studying an HSC course must make a genuine attempt to complete course requirements. It
is a matter for the teacher’s professional judgement to determine whether a student has made a
genuine attempt to complete these course requirements”.
This decision would be made after discussions with the Head Teacher and Principal.
“Students must make a genuine attempt at assessment tasks which contribute in excess of 50% of
the available marks”.
“Where students are studying VET Framework courses, they must also complete the mandatory
work placement hours in order to be deemed satisfactory.”
The Board of Studies will withhold a course if a student is found to have engaged in malpractice or a
non-serious attempt at the examination(s). If a student is found to have engaged in malpractice in the
examinations for more than one course in any single year, then all courses attempted in that year will
be withheld by the Board.”
Expulsion of Students
A post-compulsory aged student may be expelled from school for:
“Unsatisfactory participation in learning, eg a documented pattern of non-satisfactory completion,
non-serious attempts to meet course objectives and/or compliance with the Board of Studies
requirements for the award of a Higher School Certificate”.
“Prior to making a decision to expel… the student must receive at least one formal written warning
that such action is being contemplated. A program of improvement should be developed in
conjunction with the student. The student must also be provided with a reasonable period in which to
demonstrate an improvement in his or her participation”.
Mandatory work placement
An “N” determination may be given to a student who has not undertaken or completed the
compulsory work placement – the student has not made a “genuine attempt” to complete course
requirements. Organising this work placement is your responsibility (with the support/advice of your
teacher and the Workplace Coordinator).
Invalid/unreliable assessment results
If the assessment task is deemed to have produced invalid or unreliable results, the assessment task
will not be included in the final compilation of final assessment marks. After discussions with the
Head Teacher and students, the teacher will decide to:
(a)
use a substitute, re-scheduled task or
(b)
given the number of assessment tasks remaining, omit the task in question entirely
Where more than one class undertakes the assessment task, the teachers will make the final
decision after negotiations and advice from the Head Teacher and students.
VII
Reviews
The school sends the final assessment marks to the Board of Studies with a particular final rank
order. Student marks remain confidential. The Board will send to the school, cards for each student,
detailing their rank order in each subject. It is the student’s responsibility to collect the card. A
student may request an assessment review – based on their rank order placement.
The review will focus on the school’s procedures for determining the final assessment mark (not the
teachers’ judgements of the worth of the individual performances in assessment tasks)
The marks and grades awarded will not be subject to review. Students may also seek a review
of any “N” determination.
Any review is managed by the Principal. The Board of Studies– focusing on whether the school
review was conducted properly, may make further reviews. The student will be advised of the
outcome of the review.
Other Matters
Incomplete Tasks – It is better for a student to submit an incomplete task than not to submit a task at
all (you must attempt over 50% of assessment marks).
A Non-serious Attempt – student fails to seriously attempt all section/s of a task. A non-serious
attempt means the task is not included as part of the individual students’ assessment.
Truanting – if a student truants from school to avoid an assessable task, a zero will be awarded, with
the associated other repercussions.
More Help – contact your teacher, the Head Teacher, your Year Adviser, the Deputy Principal, the
Principal or any other staff member.
Assessment tasks – absences on the day prior to an assessment task being due must have a
justified reason for absence
M Gray
Principal
VIII
How Do You Receive an “N” Determination?
Advice provided to student and
parents /carers about ‘N’ award
procedure – booklet and emailed
digital copy to each student and copy
on “S” drive(1.2)
Students are issued with, and sign for
an assessment schedule for course,
beginning of course at P/T night (1.1)
Parent /carer and student is advised
in writing by mail and email, by Head
teacher of tasks or actions needed to
correct problem in ‘N’ Award warning
letter. HT maintains records (1.4)
Teacher identifies student not meeting
-course completion criteria or “zero” for
a task by letter and informs HT.
-student has missed an assessment
event or
Failing to meet course outcomes for
classwork or
-work placement with reason
explanation (1.3)
Student required to provide receipt
of ‘N’ Award warning letter.
Student is given 2 weeks to correct
problem, from mailing date.
New due date assigned. (1.5)
Task or action
completed as
serious attempt
Yes
N Award resolved (1.6) –
receiving a zero mark but
course outcomes satisfied
No
Parent /carer and student is
advised in writing by mail and
email by Head teacher of tasks or
actions needed to correct problem
in 2nd ‘N’ Award warning letter
Student required to provide receipt
of ‘N’ Award warning letter.
Student is given 2 weeks to correct
problem, from mailing date
New due date assigned. (1.7)
Faculty Head Teacher interview
with student and parent carers
(1.8)
Task or action
completed as
serious attempt
completed as
serious attempt
Yes
No
IX
N Award resolved (1.6)
receiving a zero mark but
course outcomes satisfied
No
‘N’ Award remains unresolved.
Student awarded (1.9)
Student has completed less than
51% of assessment marks‘
(1.10)
Under post
compulsory age
Repeat that
course
Student has completed more than
51% of assessment marks‘
(1.10)
Post compulsory
age
Continues with
studies
Expulsion
X
“N” Determination Key roles
Act
No.
Staff
member
Activity
Description
1.1
Teacher
Issue
assessment
schedule
 Assessment schedule with dates and weightings of
assessment tasks issued to students – mail, email & “s” drive.
Student and
Parent / Carer
provided
information on
N Award
procedure
 Advice provided to student and parents /carers about N
award procedure for
Identifying
failure of
student to meet
course criteria
 Student to meet course completion must have
1.2
1.3
Teacher
Teacher
 Assessment task schedule should be in assessment
handbook issued to students
 - Year 10 courses
 -Preliminary HSC
 -Higher School Certificate (HSC)
 -Followed the course developed by the NSW Board of
Studies
 -Applied themselves with diligence and sustained effort to the
set tasks and experiences provided in the course
 -Achieved some or all of the course outcomes
 -Where appropriate, made a genuine effort at assessment
tasks that contribute in excess of 50% of available marks
 -Completed the mandatory work placement component for
Industry Curriculum Framework courses.
 -Although attendance itself is not a criterion for the
completion of a course, it is possible that a student with
irregular attendance may not course completion criteria
1.4
Head
Teacher
Inform student
about N Award
 Head Teacher informs student, parent / carer in writing about
N award in N award notification letter
 Action to rectify problem noted in N Award notification letter N
1.5
Head
Teacher
N Award
warning letter
 Award warning letter must be receipted by student
 2nd N Award warning letter must given students 2 weeks to
rectify problem and state actions to rectify problem
 N due date for task must be stated
 A copy of N Award letter provided to Faculty Head teacher
 A copy of N Award letter in student file
1.6
1.7
Head
Teacher
Task
completed
 N Award resolved for assessment task or action
Head
Teacher
2nd N Award
letter for noncompletion of
1st N Award
warning letter
 Teacher informs student, parent / carer in writing about N
award in N award notification letter
 Faculty Head Teacher informed of N Award completion
 Action to rectify problem noted in N Award notification letter N
Award warning letter must be receipted by student
 2nd N Award warning letter must given students 2 weeks to
rectify problem and state actions to rectify problem
 N due date for task must be stated
XI
 A copy of N Award letter provided to Faculty Head teacher
 A copy of N Award letter in student file
1.8
 Faculty Head Teacher to interview student and parent carer.
All parties are advised of consequences of failure to resolve
N Award
Faculty
Head
Teacher
and
Deputy
Principal
 Faculty Head Teacher to liaise with Deputy Principal
 Record of interview copy to student file
 Record of interview to be placed on First Class Welfare by
Head Teacher
1.9
Head
Teacher
Unresolved N
Award
 Head Teacher record that the student has unresolved N
Award
 Parent / Carer Student sent a copy of the unresolved N
Award
 A copy of unresolved N Award to Faculty Head Teacher
 A copy of unresolved N Award letter in student file
 A copy of unresolved N Award letter to Year Level Head
teacher
1.10
Head
Teacher,
Deputy
Principal
Resolution
 Student if more than post compulsory age – leave the
course
 Student if younger than post compulsory age – repeat the
course
 Student may continue if assessment tasks completed are
above 51%
XII
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
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, and employ in a particular situation
Appreciate
Make a judgement about the value of
Assess
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,
(analysis/
questioning, reflection and quality to (analyse/evaluation)
evaluate)
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationships between things evident; provide why and/or
how
Extract
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or
action
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons in favour
Recount
Retell a series of events
Summarise
Express, concisely, the relevant details
Synthesise
Putting together various elements to make a whole
XIII
Appendix A
LATE SUBMISSION OF / OR ABSENCE ON DUE DATE OF AN ASSESSMENT TASK
Student Name: _________________________________________________________
Subject: ______________________________________________________________
Teacher: _________________________
Date of Task: ____________________
Reason: _____________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________
Supporting Evidence: _____________________________________________________
In applying for this special consideration I assure the Principal that I am not seeking unfair advantage
over other students in this course
Student Signature: ______________________________
Recommendation of Head Teacher:
Supported
Not Supported
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________
Head Teacher Signature: ____________________________
I have noted the above request and have taken the following action:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________
Principal's Signature: ____________________________
XIV
Using computers to prepare assessments
Students using computers to prepare assessments must have:
 A back-up disk
 A printout of progressive hard copies, as they work through their assignment
 Kept all rough notes during the preparation of the assignment
These excuses are not acceptable:



My disk or USB is corrupt
My printer ran out of paper
The files were lost
When situations like these arise it your responsibility to submit at least one of the following:
 rough notes
 Back-up disk which the student can print from later in the day using the school facilities.
Students are to be aware of incompatibility regarding software used and the school structures.
 progressive hardcopies
In the event that TECHNOLOGY is a necessary component of an assignment, it is essential that
satisfactory in class access is given to students to use this technology in either the library or computer
rooms. The marking guidelines must be structured in such a way that the content of the assignment
not the presentation generated by the use of the technology carries the majority of the weighting for
marks.
It is not satisfactory for a fully programmed POWERPOINT DISPLAY to be presented as a student’s
oral presentation. The student must speak and only use the PowerPoint display to visually enhance
their presentation.
Group work
Group work needs to be thoroughly planned to ensure no student is at a disadvantage. At the School
when a Group work task is issued it is mandatory that an INDIVIDUAL ASSIGNMENT is completed
for submission by each student in the group.
Responsibility of students in examinations

Full school uniform must be worn to all examinations. Prepare yourself properly for the
examination
 Be outside the examination room at least 10 minutes prior to the examination starting time
 Have pencils, pens, calculator etc in a clear plastic sleeve – pencil cases are not permitted in
the examination room
 Leave all books, paper, study notes in your bag outside the examination room
 No paper is to be brought into the examination room – writing paper will be supplied
 Respond properly to all directions given by the supervisor
 Use the full time allocated for an examination – no student will be permitted to leave the
examination room early
 There is to be no borrowing of equipment during the examination
 Put your hand up to ask a question
 Do not disturb any person during the time you are in an examination room
 Put up your hand and ask permission if you need to go to the toilet
 Mobile phones and IPods are not permitted in the examination room
Senior students who are unable to attend a scheduled examination due to illness must notify the
School Office prior to the commencement of the examination and provide a medical certificate on
their return to school.
Students who are unable to attend the scheduled time for examinations due to an important
appointment or commitment must see the subject Head Teacher prior to the examination period.
Depending on the situation the student may sit the paper at alternate time OR an estimate will be
given based on the student’s previous standard of performance. This will be at the discretion of the
Head Teacher and Principal.
XV
Plagiarism
What is plagiarism? In recent years a small number of students have found themselves in difficulties
as they result of submitting assessment tasks which have been copied in whole or in part, from the
intellectual work of others. On occasion this has been done innocently, the student not realising they
were doing anything wrong. However, whether innocent or not, the presentation of someone’s work
as your own (plagiarism) is against the rules of Glen Innes High School, and is not acceptable. It is
likely to result in severe penalties, depending on the extent of the plagiarism. Generally, a percentage
calculation of the proportion of the assessment that has been plagiarised is completed and this
proportion of the mark is awarded zero. If students are copying work from other students, then in this
instance both students will be penalised.
What do I need to do to avoid plagiarism?
1) Have a BIBLIOGRAPHY?
A Bibliography is a list of books and publications you have used in your research.
2) HOW DO I SET OUT A BIBLIOGRAPHY?
See your class teacher for examples. There are also samples available in the Library:
XVI
Weighting
Components
Course: Standard
Board Developed
Outcomes
Components
Knowledge and
understanding of
content
Investigation,
analysis,
synthesis and
evaluation of
information from
a variety of
sources and
perspectives
Subject: Aboriginal Studies, HSC
No of Units: 2
Length: 2 Years
Task 1
TERM 1
WEEK 2
Social Justice
& Human
Rights
Comparative
Study - Media
presentation
H1.2, H3.1, H3.2,
H3.3, H4.1, H4.3
30
5
20
5
Research and
inquiry methods
25
5
Communication
of information,
ideas and issues
in appropriate
forms
25
5
100
20%
Totals
TASK 2
TERM 1
WEEK 9/10
Task 3
TERM 2
WEEK 8
Heritage &
Identity
Source-based
skills
Mid-Course
Examination
H1.1, H1.2,
H2.2, H3.1,
H3.2, H3.3
H1.2, H1.3, H2.1,
H2.2
5
5
Task 4
TERM 2
WEEK 6/7
Task 5
TERM 3
WEEK 4/5
Major Project
Trial
HSC
Examination
H4.1, H4.2
10
H1.1, H1.2,
H2.2, H3.1,
H3.2, H3.3
5
10
5
10
5
5
10
5
15%
40%
15%
5
10%
Outcomes
A student:
H1.1 evaluates the impact of different viewpoints of colonialism on Aboriginal and other Indigenous peoples
H1.2 analyses and discusses the social justice and human rights issues that are contemporary consequences of colonialism on Aboriginal and
other Indigenous peoples
H1.3 assesses the representation of Aboriginal peoples and cultures for bias and stereotyping
H2.1 examines contemporary expressions of Aboriginal and other Indigenous peoples’ culture, heritage and identity
H2.2 analyses the importance of Country as a contemporary issue impacting on
H3.1 assesses the effectiveness of government policies, legislation and legal decisions in addressing discrimination
H3.2 evaluates the impact of key government policies, legislation and legal decisions on the socioeconomic status of Aboriginal peoples and
communities
H3.3 evaluates initiatives that promote the social, economic and political independence of Aboriginal and other Indigenous peoples
H4.1 plans, investigates, analyses, synthesises and communicates relevant information, incorporating Aboriginal and other Indigenous peoples’
perspectives
H4.2 undertakes community consultation and fieldwork and applies ethical research practices
H4.3 investigates and compares the histories and cultures of Aboriginal peoples and other Indigenous people
XVII
Course:
No of Units:
Ancient History
2 units
Subject:
Length:
Board Developed
2 years
Ancient History H.S.C. Course Assessment Schedule 2014
Component
Knowledge and
understanding of
course content
Source-based
skills
Historical inquiry
and research
Communication
of historical
understanding in
appropriate
forms
MARKS (Value)
Task 1
Cities of
Vesuvius:
Sourcebased
research
Task 2
The
Persian
WarsResearch
Task
Task 3
Mid-Course
examination
Term 4
2014 WK
8
H3.1,
H3.3,
H3.6, H4.2
Term 1
WK 7
Term 1
WK TBA
H1.1,
H3.1,
H3.2,
H3.5,
H4.2
H1.1, H2.1,
H3.1, H3.3,
H3.4, H4.1,
H4.2
Task 4
Historical
Period:
Greece in
the
Golden
Age
Term 2
WK 5
Task 5
Trial
Examination
including In
Class essay
on Pericles
H1.1,
H2.1,
H3.1,
H3.2,
H3.3,
H3.6
H1.1, H2.1,
H3.1, H3.3,
H3.4, H4.1,
H4.2
20
5
5
5
5
10
5
5
15
15
20
Weighting
Term 3
WK 4/5
20
40
5
20
20
5
10
20
15
35
100
Outcomes
Students:
H 1.1 describe and assess the significance of key people, groups, events, institutions,
societies and sites within their historical context
H 2:1 explain historical factors and assess their significance in contributing to change and
continuity in the ancient world
H 3.1 locate, select and organise relevant information from a variety of sources
H 3.2 discuss relevant problems of sources for reconstructing the past
H 3.3 analyse and evaluate sources for their usefulness and reliability
H 3.4 explain and evaluate differing perspectives and interpretations of the past
H 3.5 analyse issues relating to ownership and custodianship of the past
H 3.6 plan and present the findings of historical investigations, analysing and synthesising
information from a range of sources
H 4.1 use historical terms and concepts appropriately
H 4.2 communicate a knowledge and understanding of historical features and issues using
appropriate oral and written forms.
XVIII
HSC Assessment 2014/5
Course:
Biology
No of Units: 2 Units
Weightings
Subject: Biology
Length: 2 years
Task 1
T1, Week 3
Secondary
sources
investigation
H1, H 5, H12,
H13, H14
Outcomes
Maintaining
a Balance
25%
Blue Print of
Life
25%
The Search
for Better
Health
25%
Option
25%
Marks
100%
10
Board Developed
Task 2
Task 3
T2, Wk 5
Mid Course
Exam
H3,H4, H6, H7,
H8, H9, H10, H13,
H14
Practical
Skills
Task 4
Task 5
T2 Wk 9
T3 Wk 4/5
Assignment
Research task Trial
Examination
H2, H11, H12,
H13, H14, H15
H2, H9, H11,
H12, H13, H14
10
5
10
10
10
10%
H3,H4, H6,
H7, H8, H9,
H10,H13,H14
20%
20%
5
10
5
20
5
30%
20%
H.S.C. Course Outcomes Biology:
A student :
H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of
scientific thinking
H2. analyses the ways in which models, theories and laws in biology have been tested and validated
H3. assesses the impact of particular advances in biology on the development of technologies
H4. assesses the impacts of applications of biology on society and the environment
H5. identifies possible future directions of biological research
H6. explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism
H7. analyses the impact of natural and human processes on biodiversity
H8. evaluates the impact of human activity on the interactions of organisms and their environment
H9. describes the mechanisms of inheritance in molecular terms
H10. describes the mechanisms of evolution and assesses the impact of human activity on evolution
H11. justifies the appropriateness of a particular investigation plan
H12. evaluates ways in which accuracy and reliability could be improved in investigations
H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding
H14. assesses the validity of conclusions from gathered data and information
H15. explains why an investigation is best undertaken individually or by a team
H16. justifies positive values about and 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.
XIX
Course:
No of Units:
Chemistry
2 Units
Weightings
Outcomes:
Components
Subject: Chemistry
Length: 2 years
Task 1
T4 Wk 8
Practical
Report
Task 2
T1 Wk 9
Mid Course
Exam
Outcomes
from: H5, 6,
7, 8, 9, 10,
11, 12
Outcomes
from:
H1, 2, 3, 4,
5, 6, 7, 8, 9,
10, 11, 12,
13, 14, 15,
16
10
Task 3
T2 Wk 6
Practical
Skills
Assessmen
t
Board Developed
Task 4
T3 Wk 2
Chemistry
Assignment
Task 5
T3 Wk4
Trial HSC
Outcomes
from:
H1, 2, 3, 4,
5, 6, 7, 8, 9,
10, 11, 12,
13, 14, 15,
16
Outcomes
from:
H1, 2, 3, 4,
5, 6, 7, 8, 9,
10, 11, 12,
13, 14, 15,
16
5
4
6
15
4
6
Outcomes
from: H3, 7,
8, 9, 10, 11,
12, 13, 14,
5, 16
Production
of Materials
25%
The Acidic
Environment
25%
Chemical
Monitoring
and
Management
25%
10
6
9
Option
25%
10
6
9
20%
20%
30%
Marks
100%
10%
20%
NB. Scheduled timings are approximates and will depend on the schools calendar of events, and thus
are subject to change. A minimum of 2 weeks notice will be given for any changes to scheduling.
H.S.C. Chemistry Course Outcomes:
A Student:
H1.
evaluates how major advances in scientific understanding and technology have changed the direction
or nature of scientific thinking
H2.
analyses the ways in which models, theories and laws in physics have been tested and validated
H3.
assesses the impact of particular advances in physics on the development of technologies
H4.
assesses the impacts of applications of Chemistry on society and the environment
H5.
identifies possible future directions of Chemistry research
H6.
explains reactions between elements and compounds in terms of atomic structures and periodicity
H7.
describes the chemical basis of energy transformations in chemical reactions
H8.
assesses the range of factors which influence the type and rate of chemical reactions
H9.
describes and predicts reactions involving carbon compounds
H10.
analyses stoichiometric relationships
H11.
justifies the appropriateness of a particular investigation plan
H12.
evaluates ways in which accuracy and reliability could be improved in investigations
H13.
uses terminology and reporting styles appropriately and successfully to communicate information and
understanding
H14.
assesses the validity of conclusions from gathered data and information
H15.
explains why an investigation is best undertaken individually or by a team
H16.
justifies positive values about and attitude towards both the living and non-living components of the
environment, ethical behaviour and a desire for critical evaluation of the consequences of the
applications of science
XX
Course:
Community & Family Studies
No of Units: 2 units
Subject:
Length:
CAFS Board Developed
2 years
Task 1
T4 Wk 5
Task 2
T1 Wk 5
Task 3
T1
Task 4
T3 Wk 1
In-class
Essay
Parenting &
Caring
Depth
Study
Mid
Course
Exam
IRP
Task 5
T3
Section
Weighting
Trial Exam
H1.1, H2.1, H1.1, H2.2, H1.1,
H4.1,
H2,.2 , H2.3, H2.3, H3.1, H2.2, H2.3, H4.2,
H4.2, H5.1 H3.1,
H.1.,
H3.3H4.2,, H2.1,
H5.1, H5.2, H2.2,
H2.3,
H3.4,
H5.2,
H6.1,
H6.2
Outcomes
H1.1, H2.1, H2.2,
H2.3, H3.1, H3.2,
H3.3, H3.4, H4.2,
H5.1, H5.2, H6.1,
H6.2
Components
Research
Methodology
25%
Groups in
Context
25%
Parenting
25%
5
15
15
15
5
5
5
5
5
and Caring
Option Module
- work
25%
Total
100%
5
15%
20%
15%
10
10
25%
25%
H.S.C. Course Outcomes Community and Family Studies:
A Student:
H 1.1 analyses the effect of resource management on the well being 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 well being of individuals, families and
communities.
H2.3
critically examines how individual rights and responsibilities in various environments contribute to well
being.
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
XXI
Course:
Design & Technology
Board Developed
No of Units: 2 units
Weightings
Task 1
T4 Wk 9
Section
Date
Subject: Design & Technology
Length:
Task 2
T1 Wk 4
Task 3
T1 Wk 10
Task 4
T3 Wk1
Task 5
T3 Wk 4/5
Case Study Proposal for Half Yearly Presentation
Trial
of
Major Design Examination to audience of Examination
Innovation
Project
MDP
Written
Report
H2.2, H3.1, H4.1, H4.2
H3.2, H6.2 H4.3, H5.2,
H6.1
Outcomes
2 years
H1.1, H1.2,
H2.1, H2.2,
H3.1, H6.2
H5.1, H5.2
H1.1, H1.2,
H2.1, H2.2,
H3.1, H6.2
Components
Knowledge and skills
in:
 Innovation
 Emerging
Technologies
40%
Designing and
Producing
60%
Marks
100%
20
20%
5
15
25
5
20
10
25%
10%
20%
25%
H.S.C. Course Outcomes
A Student:
1.1
1.2
2.1
2.2
3.1
3.2
4.1
4.2
4.3
5.1
5.2
6.1
6.2
critically analyses the factors affecting design and the development and success of the design projects.
relates the practices and processes of designers and producers to the major design project.
explains the influence of trends in society on design and production.
evaluates the impact of design and innovation on society and the environment.
analyses the factors that influence innovation and the success of innovation.
uses creative and innovative approaches in designing and producing.
identifies a need or opportunity and researches and explores ideas for design development and production of a
major design project.
selects and uses resources responsibly and safely to realise a quality major design project.
evaluates the processes undertaken and the impacts of the major design project.
manages the development of a quality major design project.
selects and uses appropriate research methods and communication techniques.
justifies technological activities undertaken in the major design project and relates these to industrial and
commercial practices.
critically assesses the emergence and impact of new technologies and the factors affecting their development.
XXII
Subject: Drama
Length: 2 years
Task 1
T 4 Wk 10
Task 2
T 1 Wk 5
Group
performance
based on
workshopping
and related
written reflections
on Aust Drama
and Studies in
Drama Theatre
Planning and
development of
Individual Project.
Oral presentation
and log book
including
preliminary drafts
and research. IP
rational and
reflection
statement
H1.1, H1.2,
H1.3, H2.4,
H3.1, H3.2,
H3.3
H1.1, H1.2,
H1.3, H1.5,
H1.7, H2.4,
H3.1
Making (5%)
Making
(10%)
Group
Independent Aust Drama Components
Project (GP) Project (IP) & Theatre +
Studies in
Drama
Theatre
Outcomes
Section Weightings
Course:
Drama
No of Units: 2 units
Performing
(5%)
40%
Written
Examination
Practical
Examination GP
work in progress
Task 4
T 3 Wk 1
Submission of GP
logbook and
reflection
statement.
Submission of IP
log book and
reflection
statement.
Task 5
T3
Trial HSC
Written
Examination
Practical
examination GP
Presentation of IP
and GP works in
progress.
H1.2, H1.3,
H1.4, H1.5,
H1.7, H1.9,
H2.1, H2.2,
H2.3, H2.5,
H3.1, H3.2,
H3.3, H3.4,
H3.5
Critical Studying
(15%)
Performing
(10%)
H1.1, H1.2,
H1.3, H1.4,
H1.6, H1.7,
H1.8, H1.9,
H2.1, H2.2,
H2.2, H2.4,
H2.5, H3.2,
H3.3, H3.5
Making (10%)
Performing
(5%)
Critical Studying
(10%)
20%
H1.2, H1.3,
H1.4, H1.5,
H1.6, H1.7,
H2.1, H2.2,
H2.3, H3.1,
H3.2, H3.3,
H3.5
Critical Studying
(15%)
Performing
(10%)
20%
5%
30%
10%
15%
5%
30%
10%
10%
10%
15%
30%
30%
20%
weighting
100%
Task 3
T1
MC Exam
Board Developed
HSC Course
A student:
H1.1 uses acting skills to adopt and sustain a variety of characters
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
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
XXIII
H2.1 demonstrates effective performance skills
H2.2 uses dramatic and theatrical elements effectively to engage and audience
H2.3 demonstrates directorial skills for theatre and other media
H2.4 appreciates the dynamics of drama and performing art
H2.5 appreciates the high level of energy and commitment necessary to develop and present performance
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 eh actor-audience relationship in various dramatic and theatrical styles
and movements
H3.4 appreciate 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
XXIV
Course: English
No of Units: 1 unit
Subject: Extension I
Length:
1 year
Module B –Texts and Ways of Thinking
Weightings
Board Developed
Elective 2– Romanticism
Task 1
Term 4
Week 7
Task 2
Term 1
Week 7
Task 3
Term 2
Week 1
Task 4
Term 2
Week 9
Task 5
Term 3
Week 4/5
Trial HSC
Outcomes
3
1, 4
3
2, 3, 4
1, 2, 3
(see below)
In Class
Narrative
5
5
30
Tutorial
Writing Folio
30
Trial HSC
Totals
MODES
Listening/
Speaking
Reading/
Writing
Viewing/
Representing
Totals
30
100%
5
20
60
5
30
30
5
30
20
20
5
20
100%
30
10
5
30
10
5
30
H.S.C. Course Outcomes English Extension I:
1.
A student distinguishes and evaluates the values expressed through texts.
2.
A student explains different ways of valuing texts.
3.
A student composes extended texts.
4.
A student develops and delivers sophisticated presentations.
XXV
30
Course:
English
No of Units: 2 units
Subject: Advanced
Length:
1 year
Task 1
T1
Wk 1
Weightings
Outcomes
Area of
Study
Discovery
Frost
1, 2, 3, 4,
5, 9 & 10
Task 2
Tm 1
Wk 7
Module C
Ten Canoes
5, 7, 8, 10 &
13
Task 3
Tm 1
Wk 9
MC
Exam
1, 2, 3
& 10
Board Developed
Task 4
Tm 2
Wk 6
Module
B
Hamlet
3, 5, 6&
10
Task 5
Tm 3
Wk 6
Module A
Pride&Pred/
Letters To
Alice
2A, 8, 11,
12, 12A, 13
(see below)
Components
40
25
10
Task 6
Tm 3
Wk
Trial
HSC
1, 2, 2A,
3, 4, 5,
6, 7, 8,
9, 10, 11
5
Area of Study
Module A
20
Module B
20
Module C
20
Totals
100%
25
15
15
10
5
15
10
5
25
5
Listening
Speaking
MODES
Reading
Totals
Writing
30
Viewing/
Representing
15
100%
15
15
15
15
5
15
5
10
15
15
20
5
5
5
5
5
10
5
10
5
5
15
20
5
25
5
10
15
H.S.C. Course Outcomes English Advanced:
1. A student explains and evaluates the effects of different contexts of responders and composers on text.
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.
XXVI
Course:
English
No of Units: 2 units
Subject: Standard
Length:
1 year
Weightings
Task 1
T1
Area of
Study
Discovery
Frost
1, 2, 3, 4,
5, 9, and
10
Outcomes
(see below)
Components
Wk 1
40
Board Developed
Task 2
Tm 1
Wk 7
Task 3
Tm 1
Wk 9
Task 4
Tm 2
Wk 6
Task 5
Module
B
MC
Exam
Module A
Henry
Lawson
Wk 2
A
Module C
Educ. Rita
Beautiful
Mind
3, 4, 6
and 10
25
Tm 3
1, 2, 11
and 10
8, 11, 12
and 13
7, 8, 10, 12
and 13
10
Task 6
Tm 3
Wk 4/5
Trial
HSC
1, 2, 3,
4, 5, 6,
7, 8, 9,
10, 11.
5
Area of Study
Module A
20
Module B
20
Module C
20
Totals
100%
25
15
10
5
15
10
5
25
5
Listening
Speaking
Reading
MODES
Writing
15
5
15
30
15
5
10
5
5
10
5
15
15
5
15
20
10
5
5
5
Viewing/
15
10
5
Representin
g
Totals
100%
25
15
10
15
15
20
H.S.C. Course Outcomes English Standard:
1. A student demonstrates understanding of how relationships between composer, responder, text and context
shape meaning.
2. A student demonstrates understanding of the relationships among texts.
3. A student develops language relevant to the study of English.
4. A student describes and analyses the ways that language forms and features, and structures of texts shape
meaning and influence responses.
5. A student analyses the effect of technology and medium on meaning.
6. A student engages with the details of text in order to respond critically and personally.
7. A student adapts and synthesises a range of textual features to explore and communicate information,
ideas and values for a variety of purposes, audiences and contexts.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives.
9. A student assesses the appropriateness of a range of processes and technologies in the investigation and
organisation of information and ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range
of purposes and audiences.
11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of
language.
12. A student reflects on own processes of responding and composing.
XXVII
13. A student reflects on own processes of learning.
XXVIII
HSC Assessment 2015
Course:
English
No of Units: 2 units
Subject: English Studies
Length:
1 year
Weightings
Task 1
T4
(see below)
Modes
We are
Australian
H1.1, H1.2,
H1.4,
H2.2,
H4.1, H4.2
Outcomes
Mandatory Unit
Wk 8
20
25
Module B
30
Module C
25
Totals
100
20
Knowledge
and
Understandi
ng
30
10
20
5
Planning,
independent
and group
work
Totals
Task 3
Tm 1
Task 4
Tm 2
Wk 8
Task 5
Tm 3
Wk4/5
Task 6
Module B
English in
film
making
Trial Exam
Wk 7
H1.1, H1.2,
H1.4, H3.1
H2.1, H2.2,
H2.3
25
5
MC Exam
Module A
English
and the
Media
H1.2, H1.3,
H2.2, H3.2,
H3.2, H4.2
H1.2, H1.3
20
5
Tm 3
Module C
English
and travel
H1.1, H1.4,
H2.2, H2.3,
H3.1, H3.2
20
Module A
Reading/list
ening
/viewing/
speaking/
representing
Using
language
accurately
Task 2
Tm 1
Wk 7
Board Developed
25
20
20
5
25
5
10
5
5
25
5
5
5
5
5
10
10
5
30
5
10
100
20
20
5
25
5
25
H.S.C. Course Outcomes English Studies:
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
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
XXIX
H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts,
informative texts and texts for vocational contexts
H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text
forms, vocabulary, style and tone when writing and speaking for those purposes
H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when
writing and speaking for those audiences
H4.1 plans and organises to complete tasks or projects, both individually and collaboratively
H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate
information and ideas related to a variety of topics
XXX
Course:
Legal Studies
No of Units: 2 units
Subject:
Length:
Task 1
T4 Wk 10
Components
Weightings
Legal Studies
2 years
Task 2
T1 Wk7
Crime: Unit
Human
Test/Research
Rights:
Response
Presentation
of a
Board Developed
Task3
T1 Wk
9/10
Mid
Course
Exam
contemporary
issue
Task 4
T2
Wk 8
Focus
Study 1:
Written
Research
Task
Task 5
T3
Trial HSC
H1, H2, H3, H4, H1, H3, H4, H1, H2, H3, H1, H4, H5, H1, H2, H3,
H5, H6, H7, H8, H5, H6, H7, H4, H5, H6, H6, H7, H8, H4, H5, H6,
H9.
H8, H9, H10. H7, H8, H9. H9, H10.
H7, H9,
H10.
Knowledge and
understanding of
course content
60
5
5
Research
20
5
5
10
Communnication
20
5
5
5
5
100
15
15
20
30
Marks
20
20
5
25
H.S.C. Course Outcomes (Legal Studies):
A student:
H1. identifies and applies legal concepts and terminology
H2. describes and explains key features of and the relationship between Australian and international law
H3. analyses the operation of domestic and international legal systems
H4. evaluates the effectiveness of the legal system in addressing issues
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
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.
XXXI
Course:
Mathematics General 1
No of Units: 2 units
Subject: Mathematics
Length:
2 years
Content Endorsed
Task 1
Task 2
Task 3
Task 4
T4 Wk 8 2014
Test
T1 Wk 10 2015
Half Yearly
Test
T2 Wk 7 2015
Test
T3 Wk 5
Trial Exam
FM, P & FS1
FM, P, D, M &
FS2
All + FS3
All + FS4
Concepts, skills
and techniques
15
10
15
10
Reasoning &
Communication
10
15
10
15
Marks
25
25
25
25
Outcomes
HSC Mathematics General 1 Course

Strand: Financial Mathematics (FM)

Strand: Data and Statistics (D)

Strand: Measurement (M)

Strand: Probability (P)

Strand: Algebra and Modelling (AM)

Focus Study 1: Mathematics and Design

Focus Study 2: Mathematics and Household Finance

Focus Study 3: Mathematics and the Human Body

Focus Study 4: Mathematics and Personal Resource Usage
XXXII
Course:
Mathematics General 2
No of Units: 2 units
Subject:
Length:
Mathematics
2 years
Task 1
Task 2
Task 3
T4 Wk 8 2014
Test
T1 Wk 10
2015
Mid-Course
Exam
T2
Wk 7
2015
Test
T3 Week 5
2015
Trial HSC
M & FM
M, FM, P, D
All + FS1
All strands
Concepts, skills and
techniques
10
15
5
20
Reasoning &
Communication
5
15
10
20
Marks
15
30
15
40
Outcomes
HSC Mathematics General 2 Course

Strand: Financial Mathematics (FM)

Strand: Data and Statistics (D)

Strand: Measurement (M)

Strand: Probability (P)

Strand: Algebra and Modelling (AM)

Focus Study 1: Mathematics and Health

Focus Study 2: Mathematics and Resources
XXXIII
Board Developed
Task 4
Course:
Mathematics
No of Units: 2 units
Subject:
Length:
Mathematics
2 years
Board Developed
Task 1
Task 2
Task 3
Task 4
T 4 Wk 8 2014
TEST
T1 Week 10
2015
Mid-Course
Exam
T2 Week 7
2015
Test
T3 Week 4
2015
Trial HSC
Outcomes
H2, H3, H4
H1-H9
H1-H9
H1-H9.
Concepts, skills and
techniques
5
15
10
20
Reasoning & Communication
5
15
10
20
Marks
10
30
20
40
H.S.C. Course Outcomes Mathematics:
A student:
H1
Seeks to apply mathematical techniques to problems in a wide range of practical contexts.
H2
Constructs arguments to prove and justify results.
H3
Manipulates algebraic expressions involving logarithmic and exponential functions.
H4
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.
H6
Uses the derivative to determine the features of the graph of a function.
H7
Uses the features of a graph to deduce information about the derivative.
H8
Uses techniques of integration to calculate areas and volumes.
H9
Communicates using mathematical language, notation, diagrams and graphs.
XXXIV
Course:
Mathematics Extension I Subject: Mathematics
No of Units: 1 unit
Length:
2 years
Board Developed
Task 1
Task 2
Task 3
Task 4
T4 Wk 9 2014
TEST
T1 Week 10 2015
Mid-Course
Exam
T2 Week 7
2015
Test
T3 Week 4 2015
Trial HSC
HE1, HE2.
HE7
HE1-HE7
HE3, HE4
HE1-HE7.
Concepts, skills and
techniques
5
15
10
20
Reasoning & Communication
5
15
10
20
Marks
10
30
20
40
Outcomes
H.S.C. Course Outcomes Mathematics Extension I:
A student:
HE 1
Appreciates the interrelationship between ideas drawn from different areas of mathematics.
HE 2
Uses inductive reasoning in the construction of proofs.
HE 3
Uses a variety of strategies to investigate mathematical models of situations involving binomial
probability, projectiles, simple harmonic motion, exponential growth and decay.
HE 4
Uses the relationship between functions, inverse functions and their derivatives.
HE 5
Applies the chain rule to problems including those involving velocity and acceleration as functions of
displacement.
HE 6
Determines integrals by reduction to a standard form through a given substitution.
HE 7
Evaluates mathematical solutions to problems and communicates them in an appropriate notation and
logic.
XXXV
Course:
Mathematics Extension II Subject: Mathematics
No of Units: 1 unit
Length: 1 year
Board Developed
Task 1
Task 2
Task 3
Task 4
T4 Wk 10 2014
T1 Week 10 2015
Mid-Course Exam
T2 Week 8 2015
Test
T3 Week 5 2015
Trial HSC
HE1-HE9
HE1-HE9
HE1-HE9
HE1-HE9
Concepts, skills
and techniques
10
15
5
20
Reasoning &
Communication
5
15
10
20
Marks
15%
30%
15%
40%
Outcomes
H.S.C. Course Outcomes Mathematics Extension II:
A student:
HE 2
HE2.
HE2.
HE2.
HE2.
HE2.
HE2.
HE2.
HE2.
1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems.
2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract
settings.
3. Uses the relationship between algebraic and geometric representations of complex numbers and of
conic sections.
4. Uses efficient techniques for the algebraic manipulation required in dealing with questions such as
those involving conic sections and polynomials
5. Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of
forces, resisted motion and circular motion.
6 Combines the ideas of algebra and calculus to determine important features of the graphs of a wide
variety of functions.
7. Uses the techniques of slicing and cylindrical shells to determine volumes.
8. Applies further techniques of integration, including partial fractions, integration by parts and recurrence
formulae, to problems.
9. Communicates abstract ideas and relationships using appropriate notation and logical argument.
XXXVI
Course:
No of Units:
Modern History
2 units
Task 1
T4 Wk9
Weightings
Outcomes
(see below)
25%
National Study
Germany
1918-1939
25%
International
Study Cold
War
25%
Personalities
Leni
Refenstahl
25%
Oral
10%
Resea
rch
25%
Sourc
e
Analys
is
25%
Exami
nation/
Test
Items
40%
Assessment
Core Study
WW1 19141918
Areas of
Standard
2 years
Task 2
T1 Wk 6
Task3
T1 Wk 10
Task 4
T2 Wk 5
Oral
Presentation
MC Exam
Research
Essay
Board Developed
Task 5
T3 Wk 1
Source
Analysis /
Research
Tasks 6
T3 Wk 6
Trial HSC
H3.1,H3.3,H3. H1.2,H2.1,H3. H3.2,H3.3, H1.2,H3.3,H H1.2,H3.3,H H1.2,H.3.3,
4H3.5,H4.1,H 2H3.3,H3.5,H H4.1,H4.2 3.4,H3.5,H4 3.4,H3.5,4.1 H3.4,H4.1,
4.2
4.1
.1,H4.2
,4.2
H4.2
H4.2
Components
Totals
Source
Analysis
Subject:
Length:
100%
15
10
5
5
10
5
20
5
20
5
10
15
10
10
15
10
15%
10%
10%
XXXVII
30
15%
20%
30%
MODERN HISTORY
SYLLABUS OUTCOMES
A student
H1.1 describes the role of key features, issues, individuals, groups and events of selected twentieth
century studies
H1.2 analyses and evaluates the role of key features, issues, individuals, groups and events of selected
twentieth century studies
H2.1 explains forces and ideas and assesses their significance in contributing to change and continuity
during the twentieth century
H3.1 asks relevant historical questions
H3.2 locates, selects and organises relevant information from different types of sources
H3.3 analyses and evaluates sources for their usefulness and reliability
H3.4 explains and evaluates differing perspectives and interpretations of the past
H3.5 plans and presents the findings of historical investigations, analysing and synthesising
information from different types of sources
H4.1 uses historical terms and concepts appropriately
H4.2 communicates a knowledge and understanding of historical features and issues, using appropriate
and well-structured oral and written forms
XXXVIII
Course:
Music
No of Units: 2 units
Subject:
Length:
Weighting
Task 1
Outcomes
(see below)
T 4 Wk 9
2014
Music Course 1
2 years
Board Developed
Task2
Task 3
Task 4
Task 5
T1
2015
MC Exam
T 2 Wk 9
2015
Composition &
Portfolio
T 3 Wk1
T3
2015
Musicology
Viva Voce
2015
Performance
H1,H2,H3,H4 H1,H2,H3,H H1,H2,H3,H4,H
,H5,
4,H5,
5,
Components
Trial HSC
H1,H2,H3,H4,H H1,H2,H3,H
5,H9
4,H5,H8,H1
1
Core Performance
10%
Core Musicology
10%
Core Composition
10%
Core Aural
25%
15%
10%
15%
10%
5%
15%
10%
5%
Elective 1
Elective 2
Elective 3
Totals
5%
5%
10%
10%
15%
100%
15%
5%
35%
10%
10%
40%
H.S.C. Course Outcomes Music Course I:
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member
of an ensemble
reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics
studied
improvises and composes music using the range of concepts for familiar sound sources reflecting the
cultural and historical contexts studied
articulates an aural understanding of musical concepts and their relationships in a wide variety of
musical styles
critically evaluates and discusses performances and compositions
critically evaluates and discusses the use of the concepts of music in works representative of the
topics studied and through wide listening
understands the capabilities of performing media, incorporates technologies into composition and
performance as appropriate to the topics studied
identifies, recognises, experiments with, and discusses the use and effects of technology in music
performs as a means of self-expression and communication
demonstrates a willingness to participate in performance, composition, musicology and aural
activities
demonstrates a willingness to accept and use constructive criticism
XXXIX
Course:
PD, Health & PE
No of Units: 2 Unit
Subject:
Length:
Task 1
T4 Wk.8
In – class
Essay
Weightings
H1 – H5 &
H14 – H16
Health
Priorities In
Australia
40%
10
Factors
Affecting
Performance
40%
Sports
Medicine
10%
Option of
Choice
10%
Outcomes /
Components
MARKS
100%
PD, Health & PE Board Developed
2 years
Task 2
# T1 Wk. 8. &
# T2 Wk. 9.
Study Log
Submission
Task 3
T1
Task 4
T2 Wk. 6
Task 5
T3
Mid Course
Exam
Exam
Simulation
Trial HSC
H1 – H5 & H14 H1 – H5,
– H16
H7– H11 &
H14 – H17
10
10
10
10
H7 – H11 &
H16 & H17
H1 – H5 & H7
– H11 & H16 –
H17
10
10
10
5
5
10
10%
10%
20%
15%
35%
H.S.C. Course Outcomes PD-H-PE:
A student:
H1
describes the nature, and justifies the choice, of Australia’s health priorities.
H2
analyses and explains the health status of Australians in terms of current trends and groups most at
risk.
H3
analyses the determinants of health and health inequalities.
H4
argues the case for the new public health approach to health promotion.
H5
explains the different roles and responsibilities of individuals, communities and governments in
addressing Australia’s health priorities.
H6
demonstrates a range of personal health skills that enables them to promote and maintain health.
H7
explains the relationship between physiology and movement potential.
H8
explains how a variety of training approaches and other interventions enhance performance and safety
in physical activity.
H9
explains how movement skill is acquired and appraised.
H10
designs and implements training plans to improve performance.
H11
designs psychological strategies and nutritional plans in response to individual performance needs.
H12
analyse the influence of socio-cultural factors on the way people participate in and value physical
activity and sport.
H13
select and applies strategies for the management of injuries and the promotion of safety in sport and
physical activity.
H14
argues the benefits of health promoting actions and choices that promote
social justice.
H15
critically analyses key issues affecting the health of Australians and proposes ways of working towards
better health for all.
H16
devises methods of gathering, interpreting and communicating information about health and physical
activity concepts.
H 17
selects appropriate options and formulates strategies based on a critical analysis of the factors that
affect performance and safe participation.
XL
Course:
No of Units:
Physics
2 units
Weight
Task 1
Term 1
Week 3
Physics
2 years
Task 2
Term 1
Mid Course
Exam
Outcomes
Outcomes
from
from
H1,2,3,4,5,6,7
H11,12,13,14,
,8,910,11,12,
15
13,14,15
Outcomes
Components
Subject:
Length:
25%
10
Board Developed
Task 3
Term 2
Practical
Skills
Assessment
Week 6
Outcomes
from
H9,10,11,
12,13,14,15
Task 4
Term 3
Assignment
Week 1
Task 5
Term 3
Trial HSC
Week 4/5
Outcomes
Outcomes
from
from
H1,2,3,4,5,6,7 H1,2,3,4,5,6,7
,8,9,
,8,9,
10,11,12,13,1 10,11,12,13,1
4,15
4,15
5
4
6
15
4
6
10
6
9
10
6
9
20%
20%
30%
Space
Motors and
Generators
25%
From Ideas to
Implementation
25%
Option
Marks
25%
100%
10%
20%
H.S.C. Course Outcomes Physics:
A student:
H1.
evaluates how major advances in scientific understanding and technology have changed the direction
or nature of scientific thinking
H2.
analyses the ways in which models, theories and laws in physics have been tested and validated
H3.
assesses the impact of particular advances in physics on the development of technologies
H4.
assesses the impacts of applications of physics on society and the environment
H5.
identifies possible future directions of physics research
H6.
explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity
H7.
explains the effects of energy transfers and energy transformations
H8.
analyses wave interactions and explains the effects of those interactions
H9.
explains the effects of electric, magnetic and gravitational fields
H10.
describes the nature of electromagnetic radiation and matter in terms of the particles
H11.
justifies the appropriateness of a particular investigation plan
H12.
evaluates ways in which accuracy and reliability could be improved in investigations
H13.
uses terminology and reporting styles appropriately and successfully to communicate information and
understanding
H14.
assesses the validity of conclusions from gathered data and information
H15.
explains why an investigation is best undertaken individually or by a team
H16
justifies positive values about and attitude towards both the living and non-living components of the
environment, ethical behaviour and a desire for critical evaluation of the consequences of the
applications of science
XLI
Course:
No of Units:
Component
Visual Art
2 units
Subject:
Length:
Visual Art
2 years
Board Developed
Task 1
Task 2
Task 3
Task 4
Task 5
Development
of BOW-VAPD
investigating
artmaking
practice with
materials,
written
reflections and
explanations.
Art criticism
and art
history
Development
of the body of
work-including
VAPD and
works under
development.
Development of
BOW.
Trial HSC
Art Criticism
Art History
Mid-course
Exam based
on case
study
content.
Total
Critical review by
art markers
Artist
study/essay
Research
about related
artist practice.
Term 4
Week 10
Term 1
March
Term 2
Week 7
BOW
Term 3
Week 2
Term 3
Week 4/5
H1, H2,H3, H4
H7, H8, H9
H1, H2, H3,
H4, H5
H1, H2,
H3,H4,H5,H6,H7,
H8, H9, H10
H7,H8,H9,H10
15
25
Artmaking
10
Art criticism
and Art
history
5
15
10
Marks
15
15
25
25
50
20
50
20
100
H1: initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions
H2: applies their understanding of the relationships among the artist, artwork, world and audience through the
making of a body of work
H3: demonstrates an understanding of the frames when working independently in the making of art
H4: selects and develops subject matter and forms in particular ways as representations in art-making
H5: demonstrates conceptual strength in the production of a body of work that exhibits
coherence and may be interpreted in a range of ways
H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to
the artistic intentions within a body of work
H7: applies their understanding of practice in art criticism and art history
H8: applies their understanding of the relationships among the artist, artwork, world and audience
H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical
investigations of art
H10: constructs a body of significant art histories, critical narratives and other documentary accounts of
representation in the visual arts
XLII
YEAR 12 Hospitality Assessment Schedule
XLIII
XLIV
YEAR 12 Metal & Engineering Assessment |Schedule
XLV
Term
Term 4
YEAR 12 PRIMARY INDUSTRIES ASSESSMENT SCHEDULE
Unit Code
Unit Title
Assessment
AHCLSK205A
Handle livestock Using Basic
techniques
EVENT 4
1. Muster Up
AHCLSK206A
Identify and mark Livestock
AHCLSK204A
AHCLSK209A
AHCLSK211A
Carry out regular Livestock
Observation
2. Feed Up
Monitor Water Supplies
Provide Feed for Livestock
Term 1
Term 2
Term 3
Event 4 continues into
Term 1
AHCINF201A
AHCWRK201A
AHCLSK202A
Carry out Electric Fence Op.
Observe and report on Weather
Care for health and welfare of
Livestock
Completion of
HSC
Qualification Achieved
Certificate II in AgricultureAHC20110
XLVI
EVENT 5
Graziers Alert