SENIOR COLLEGE ASSESSMENT
POLICY FOR 2012/2013
135 Frenchs Forest Road, Frenchs Forest 2086
Phone: 02 9451 5111 Fax: 02 9975 3293
www.theforest-h.school.nsw.edu.au
TABLE OF CONTENTS
INTRODUCTION (GENERAL PRINCIPLES) ................................................................................................ 3
THE SCALED EXAMINATION MARK ........................................................................................................... 3
THE MODERATED SCHOOL ASSESSMENT MARK .................................................................................. 4
MODERATION OF ASSESSMENT .............................................................................................................. 4
‘N’ AWARDS................................................................................................................................................. 4
TERMS USED .............................................................................................................................................. 4
THE FOREST HIGH SCHOOL PRELIMINARY COURSE ASSESSMENT POLICY ..................................... 5
SCHOOL ASSESSMENT PERIOD ............................................................................................................... 5
STUDENT'S RESPONSIBILITIES ................................................................................................................ 5
MALPRACTICE ............................................................................................................................................ 6
ILLNESS/MISADVENTURE APPEALS PROCESS ...................................................................................... 6
HSC ASSESSMENT RANK ORDER NOTICE .............................................................................................. 7
SCHOOL RIGHTS/RESPONSIBILITIES ....................................................................................................... 7
VOCATIONAL EDUCATION AND TRAINING (VET) COURSE ASSESSMENT INFORMATION ................. 7
ADVANCED ENGLISH (PRELIMINARY) ...................................................................................................... 9
ADVANCED ENGLISH (HSC) .................................................................................................................... 10
STANDARD ENGLISH – (PRELIMINARY) ................................................................................................. 11
STANDARD ENGLISH – STANDARD A (HSC) .......................................................................................... 12
STANDARD ENGLISH – STANDARD B AND C (HSC) .............................................................................. 13
ENGLISH AS A SECOND LANGUAGE (PRELIMINARY) ........................................................................... 14
ENGLISH AS A SECOND LANGUAGE (HSC) ........................................................................................... 15
ENGLISH EXTENSION 1 (PRELIMINARY) ................................................................................................ 16
ENGLISH EXTENSION 1 UNIT (HSC) ..................................................................................................... 17
ANCIENT HISTORY (PRELIMINARY) ........................................................................................................ 18
ANCIENT HISTORY (HSC) ........................................................................................................................ 19
MODERN HISTORY (PRELIMINARY) ........................................................................................................ 20
MODERN HISTORY (HSC) ........................................................................................................................ 21
HISTORY EXTENSION (HSC) ................................................................................................................... 22
BUSINESS STUDIES (PRELIMINARY) ...................................................................................................... 23
BUSINESS STUDIES (HSC) ...................................................................................................................... 24
BUSINESS SERVICES (PRELIMINARY) ................................................................................................... 25
BUSINESS SERVICES (HSC) .................................................................................................................... 26
GENERAL MATHEMATICS (PRELIMINARY) ............................................................................................ 29
GENERAL MATHEMATICS (HSC) ............................................................................................................. 30
MATHEMATICS (2 UNIT) (PRELIMINARY) ................................................................................................ 31
MATHEMATICS (2 UNIT) (HSC) ................................................................................................................ 32
EXTENSION 1 MATHEMATICS (PRELIMINARY) ...................................................................................... 33
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION (PRELIMINARY) .............................. 34
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION (HSC) .............................................. 35
COMMUNITY AND FAMILY STUDIES (PRELIMINARY) ............................................................................ 36
COMMUNITY AND FAMILY STUDIES (HSC) ............................................................................................ 37
SPORT, LIFESTYLE & RECREATION (PRELIMINARY) ............................................................................ 39
SPORT, LIFESTYLE & RECREATION (HSC) ............................................................................................ 40
BIOLOGY(PRELIMINARY) ......................................................................................................................... 41
BIOLOGY (HSC)........................................................................................................................................ 42
INFORMATION PROCESSES AND TECHNOLOGY (PRELIMINARY) ...................................................... 43
INFORMATION PROCESSES AND TECHNOLOGY (HSC) ....................................................................... 44
METAL AND ENGINEERING (PRELIMINARY) .......................................................................................... 45
METAL AND ENGINEERING (HSC)........................................................................................................... 46
DESIGN AND TECHNOLOGY (PRELIMINARY) ........................................................................................ 47
DESIGN AND TECHNOLOGY (HSC) ......................................................................................................... 48
APPENDIX 1 - ASSESSMENT TASK APPEAL FORM ................................................................................. A
APPENDIX 2 – OFFICIAL WARNING – Non-completion of a Preliminary Higher School Certificate Course C
APPENDIX 3 – OFFICIAL WARNING – Non-completion of a Higher School Certificate Course ................... E
Glossary of Key Words ................................................................................................................................. G
2
INTRODUCTION (GENERAL PRINCIPLES)
This Assessment Guide is based on information provided to schools from the Board of Studies and is as correct as possible
at the time of printing.
If for any reason the Board’s policy changes, the school reserves the right to modify the procedures.
For Board Developed Courses two marks are recorded on a student's Higher School Certificate (H.S.C.) Statement of
Attainment.
These are:

a scaled examination mark

a moderated school assessment
The course mark is the average of these two scores and places a student in a performance band from 1 (bottom) to 6 (top) or
in an extension course from E1 (bottom) to E4 (top).
For Board Endorsed Courses whether Content Endorsed Courses such as Photography and Marine Studies or School
Designed Courses, such as Languages Tourism where there is no external HSC examination, only the assessment mark is
recorded. These courses cannot be included in the 10 units used to calculate an Australian Tertiary Admission Rank (ATAR).
For Vocational Education and Training (VET) Courses schools are not required to submit internal assessment marks.
Students who elect to undertake the optional written HSC examination in one of the 240 hour VET courses have an estimated
mark provided to the Board of Studies for their HSC. The optional examination allows students to count one of these 2 unit
courses in the calculation of their ATAR.
THE SCALED EXAMINATION MARK
Once HSC examination papers are marked a team will determine which performance band is relevant for which papers by
referring to each syllabus performance descriptors.
The marks in 2 unit courses other than extension courses will then be scaled so that students achieving
Band 6
receives a mark from 90 to 100
Band 5
receives a mark from 80 to 89
Band 4
receives a mark from 70 to 79
Band 3
receives a mark from 60 to 69
Band 2
receives a mark from 50 to 59
and
Band 1
Below 50
An achievement in Band 1 is below the minimum standard expected. There is no predetermined percentage of students to
be placed in each band and this distribution of achievement will therefore vary from course to course.
In extension courses the marks will be placed in bands as follows:
1 unit
2 unit
Band E4
between 45 and 50
between 90 and 100
Band E3
between 35 and 44
between 70 and 89
Band E2
between 25 and 34
between 50 and 69
Band E1
below 25
below 50
3
THE MODERATED SCHOOL ASSESSMENT MARK
The School Assessment Mark provides an indication of student performance:
a) over a wider range of syllabus objectives than the H.S.C. Examination e.g. inquiry skills
b) in tasks undertaken throughout the course - rather than at a single examination.
It allows weight to be given to student achievement which is evident to the school, but may not be adequately assessed in the
single external examination.
Tasks to be completed for the school assessment mark may include tests, assignments and practical work. They are based
on clusters of syllabus objectives, called components, which are given a prescribed weighting and assess students’
achievement of course outcomes.
The assessment will cover the whole course including the content and outcomes measured by the external examination. It
will not, however, take into account interest, attitudes or conduct.
It is intended to be a measure of the students' achievements relative to each other by the end of Year 12.
The mark which is recorded on the Higher School Certificate reflects not only the school's order-of-merit, but also the set of
scaled marks achieved by the students in the H.S.C. examination. The mark therefore becomes a moderated school
assessment mark.
MODERATION OF ASSESSMENT
Each school group's pattern of marks in each course in the external examination forms a spread which is used to adjust the
assessment marks awarded by the school to each student.
For a course with 15 or more students, the assessments are adjusted so as to have the same mean (average) and standard
deviation (spread) as the group's examination marks. This adjustment is called moderation. It ensures that students'
assessment marks in any Board Developed course can be compared fairly with assessment marks for the same course
gained by students at other schools in the State.
The rank order of students in the group and the relative differences between their assessments are retained throughout this
process.
For a course with fewer than 15 students the total of the actual scaled HSC scores is used as a pool which is distributed
across the student group as the moderated assessment marks. The moderated assessments have a similar spread to the
scaled HSC scores while maintaining the rank order and the relative differences shown by the unmoderated school
assessment marks.
Because assessments given by different schools in any course cannot be compared fairly before they are moderated, schools
are not permitted to reveal candidates' final school assessment marks to them.
Schools and TAFE Colleges are required to submit assessment marks for students attempting any Board Endorsed
Courses in Year 12. These marks are reported on the HSC but are not moderated by the Board
‘N’ AWARDS
If a student is not satisfactorily studying a course they will be warned officially of the danger of receiving an ‘N’ Award (noncompletion of course).
After a warning students who fail to catch up on required work or students who fail to complete 50% of the value of
assessment tasks will be given an ‘N’ Award.
Courses in which students receive an ‘N’ Award are not recorded on the HSC.
Students achieving a Band 1 mark of less than 50% can still be regarded as having completed a course, unlike students
receiving an ‘N’ Award.
TERMS USED
 Components are areas of the syllabus such as topics to be covered or content to be assessed
 Outcomes are the specific information students are expected to know and the specific things students are
expected to be able to do
 Weightings are the relative importance of each component in the overall assessment of student’s achievement in a
course.
4
THE FOREST HIGH SCHOOL PRELIMINARY COURSE ASSESSMENT POLICY
Students will be advised
 what is to be assessed
 how it will be assessed
 when it will be assessed
 the relative value of each task
Detailed information about tasks is supplied by the teacher concerned.
Assessment at The Forest High
Good teaching and learning practice involves regular feedback to students from assignments, tests and examinations.
Selected tasks will be chosen by the teaching staff to be part of the final assessment and, in accordance with the
guidelines laid down by the Board, these assessable tasks will be kept to the minimum number essential for accurate
ranking of the candidates. The other tasks – essays, tests, assignments, etc – are integral to the satisfactory study of
each course. If these are not completed conscientiously then the student is in danger of not meeting the requirements of
the course. This could result in the non-award of the Preliminary Course Certificate.
The following arrangements will be observed to ensure accurate ranking of the candidates:
SCHOOL ASSESSMENT PERIOD





Assessment for the Preliminary Course can be held at any time during Term 4 (from Week 6 onwards) and Term
1. Assessment for HSC can be held at any time from Term 2 to the end of Term 3.
The number of assessment tasks set in this period will be kept to a minimum.
More than one assessment task may be set on any one day.
Students will, in general, receive a minimum of 2 weeks notice of assessable tasks.
Parents will be informed in writing when an assessment task has not been completed. (see Appendix 2 & 3)
STUDENT'S RESPONSIBILITIES
Students are expected to be aware of and perform ALL TASKS scheduled in the school assessment period.
(a) Tasks performed at school (including examinations)
When a student misses an assessment task that student must:
 Phone the school to inform them of their absence
 If ill, bring a medical certificate, a statutory declaration or other evidence acceptable to the Principal, and/or Head
of Department. Students absent from an assessment task without an acceptable reason will be awarded a zero.
 Approach the teacher or Head of Department on the FIRST DAY BACK to make arrangements for the missed
task or an alternative task to be completed. Failure to do so will result in a zero mark.
(b) Submitting tasks performed outside school
 Students will be awarded a zero mark for tasks which have not been submitted on time, unless there is illness
(medical certificate supplied) or exceptional circumstances, as determined by the Principal and/or Head of
Department.
 Computer failure will not be accepted as exceptional circumstance when work is not handed in on time. Copies
must be kept, e.g. back up disks, paper copies, etc.
 Assessment tasks must be handed in to the class teacher before or in the subject period on the due date set
down. Failure to do so may result in zero marks.
 Students absent on the day an assessment task is due must present it on the "DAY OF RETURN" together with
acceptable explanation for absence. If ill, a medical certificate, a statutory declaration or other evidence
acceptable to the Principal, and/or Head of Department, must be presented. Failure to present such
documentation may result in zero marks.
(c) Anticipated Absences
 Students must inform their teachers if they have reason to expect that they might be absent for an assessment
task. Such notice should be given in writing at least 2 weeks prior to the task for review by the Head of
Department.
 Vacations taken outside normal school holidays will not be accepted as a valid reason for absence from
assessment tasks, unless granted written permission from the Principal.
(d) Truancy
 Truancy for any part of a day where assessment tasks are set down may result in zero marks. Students must not
miss lessons or school to complete assessment tasks.
5
(e) Non-Attempts and Non-Serious Attempts at Tasks
 A non-attempt is given a zero mark.
 An attempt considered non-serious may be regarded as a non-completed task, and a zero mark given.
NOTE:
 Only in exceptional circumstances (e.g. where the completion of a substitute task is not feasible, would be
unreasonable, or when a task is too difficult to duplicate) the Principal may authorise the use of an estimate for a
task that has not been completed by the student.
In all other cases, when a candidate fails to complete an assessment task by the due date, a zero may be
recorded for that task.
 If students fail to submit or perform tasks which make up more than 50% of the total assessment marks for a
course, the Principal will not verify that the course has been satisfactorily studied. The student will then be
awarded an N Award for this course.
 This disqualifies the student from continuing on with the course in Year 12, and may rule the student ineligible for
the HSC as an inadequate number of mandatory units (i.e. 12) have not been completed.
 Candidates may jeopardise the award of a Preliminary Certificate or a Higher School Certificate because the
mandatory number of units needed to complete the course has not been achieved.
(f) Suspension
Unless forbidden by the Principal a suspended student is required to attend school for the time span only during which
the Assessment Task is being completed. If the Assessment Task is in the form of a written submission, it must be
handed to the class teacher or relevant Head Teacher, in the subject period on the due date, set down. Failure to
comply with the above will result in a zero (0) mark being awarded for the task.
MALPRACTICE
Students must NOT:
 smoke or eat in an examination room;
 speak to any person other than a supervisor during an examination/ assessment task;
 behave in any way likely to disturb the work of any other candidate or upset the conduct of an
examination/assessment task;
 attend an examination/assessment task while under the influence of alcohol or illegal drugs;
 take into an examination room any books, notes, the examination timetable, any paper, or any equipment other
than the aids specified in the Course Requirements. A list of specified aids will be issued before each
examination/assessment task.
 take into an examination room a mobile phone, a walkman or any playing or recording device.
Proven malpractice and/or dishonesty will result in the award of zero for that task, and subject to the Principal's
recommendation could jeopardise the student satisfactorily completing the Preliminary or H.S.C. Course.
If in the opinion of the Principal a student has attempted to gain an unfair advantage over other students by not
completing or performing an assessment task at the due time then a zero will be awarded irrespective of the excuse or
the submission of a Doctor's certificate.
ILLNESS/MISADVENTURE APPEALS PROCESS




In the event of illness or accident during or before an assessment task, the student must inform the Head of
Department or teacher immediately and complete the ‘Assessment Task Appeal Form.’ (Appendix 1)
An appeal in regards to the marks awarded for an assessment task must be made to the Head of Department
within three school days of the task’s return. The ‘Assessment Task Appeal Form’ must be completed and
accompanied with supporting documentation. All appeals will be considered by the appeals committee. The
appeals committee consists of the Principal, a Deputy Principal, and the Head Teacher of the subject concerned.
If a student wishes to apply for an extension of time due to an extenuating circumstance they must do so by using
the ‘Assessment Task Appeal Form.’ This form must be presented to the Head of Department before the due
date of the task in time for an alternative time to be negotiated if permitted.
Appeals to the Board of Studies about the final HSC assessment rank in any course can be made after the final
rankings are released. The Board will consider only whether the school appeal process was adequate and
whether the conduct of the appeal was proper in all respects. There is no appeal against the marks awarded for
assessment tasks as this should have been resolved at the time the task was returned to the student.
6
HSC ASSESSMENT RANK ORDER NOTICE

An HSC assessment rank order notice can be collected from the school after the last HSC examination held at
the school. Students may also see their rank in each course by using the Student Online Service.
SCHOOL RIGHTS/RESPONSIBILITIES
a) The School makes every effort to see that all students perform assessment tasks under the same conditions.
b) The School reserves the right to change the date or conditions of an assessment task if necessary to be fair to all
students or because of unforeseen circumstances.
c) The School reserves the right to set a substitute task if for any reason the initial task fails to discriminate or is found
to be invalid.
d)
If a problem occurs during the performance of an assessment task, the student should complete the task and
its validity will be determined later.
VOCATIONAL EDUCATION AND TRAINING (VET) COURSE ASSESSMENT INFORMATION
Vocational Education Training (VET) Courses are dual accredited courses. Students have the opportunity to be awarded
with:
 Units towards Preliminary and HSC qualification
 Competencies which can lead to a statement of Attainment, Certificate 1, 2 or 3 which is awarded under the
Australian Qualifications Framework (AQF)
Students will be assessed in both areas during each VET Course.
AQF Assessment
All Industry Curriculum Framework Courses are assessed under national Competency standards that have been determined
by industry for inclusion in the framework training packages.
Competency based assessment means that students work to develop the competencies, skills and knowledge described in
each Unit of Competency to be assessed as competent. A student must demonstrate to a qualified assessor that they can
effectively carry out various tasks and combinations of tasks listed, to the standard required in the appropriate industry. There
is no mark awarded in competency based assessment. Students are assessed as either competent or not yet competent.
Demonstrating competence means that you can perform the task or show an understanding to the level required by the
industry standards. The units of competency achieved will be recognised on a vocational qualification.
Students will be involved in a variety of assessment tasks ranging from practical tasks to written tasks. If students are
deemed not competent at that time, they will be given at least one further opportunity at an agreed time to be re assessed.
There are a number of competencies that may only be offered once during the course due to their:





OHS REQUIREMENT
Cost
Time frame
Supervision required
Resource availability
Specific information about these competencies will be issued to students at the beginning of the course.
Higher School Certificate (HSC)
Students will be awarded units towards their Preliminary and HSC by studying a VET course.
Some VET Courses eg. Curriculum Framework Courses will allow students to include a mark from the written HSC
examination which can be used in the calculation of the Australian Tertiary Admission Rank (ATAR)
As with all HSC courses, Board of Studies (BOS) procedures apply to all VET Courses. (refer to school BOS procedures)
7
VET courses will be listed on the HSC Certificate Record of Achievement. No mark will be listed for the achievement of
competency. AQF qualification will be assessed by BOS separately.
For students who have undertaken the HSC examination, a scaled examination mark will be recorded on the HSC Certificate.
No school based assessment mark will be recorded.
No Assessment mark for VET Courses is required by the BOS. An estimated examination mark for students entered for the
HSC written examination must be submitted. This mark will be used only in the case of an illness/disadvantage appeal.
The estimate mark will reflect each student’s achievement on one or more written tasks, similar in nature to the HSC
examination. A trial HSC examination mark would be a suitable task.
Workplacement
Workplacement is a mandatory HSC requirement of curriculum framework VET courses. Appropriate hours are as follows:
 120 hour course – a minimum of 35 hours in a workplace
 240 hour course – a minimum of 70 hours in a workplace
 60 hour course (extension) – a minimum of 14 hours in a workplace
Failure to comply with HSC mandatory workplace hours will mean that students have not fulfilled the BOS course
requirements. Penalties will occur if mandatory hours are not met. Learning in the workplace will enable students:





Progress towards the achievement of industry competencies
Develop appropriate attitude towards work
Learn a range of behaviours appropriate to the industry
Practice skills acquired off the job in a classroom or workshop
Develop additional skills and knowledge, including key competencies
Note:
 Information Technology course may simulate 35 hours of workplacement. This must be documented and
authorised by the school.
 Entertainment Industry course permissible for up to 50% of workplacement to be undertaken in other
entertainment production environments intended for public performance, including school productions. Evidence
must be documented and authorised by school.
Assessment Schedule
Information regarding mandatory assessment tasks will be set out in an assessment schedule. These tasks will be used as
evidence of competency. Refer to School Assessment Booklet.
Appeals Procedure
Normal school assessment appeals procedures will apply for VET courses. Refer to School Assessment Booklet
8
ADVANCED ENGLISH (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Weighting %
Task 1
Term 4 Week 9
Task 2
Term 1 Week 2
Writing Portfolio:
Comprehension, Creative and Analytical
Response to Film and Drama:
Creating a Website
P2, P5, P6, P11, P13
30
P3, P4, P5, P6, P12
30
Task 3
Term 1 Week 6
Task 4
Term 1 Week 11
Total
Response to Shakespeare
P1, P8, P10, P12A
20
Preliminary Yearly Examination
Prepared Responses
P7, P9, P10
20
Component/Mode
Area of Study: Journey
Reading and Writing
Module A: Comparative Study
Viewing and Representing
Listening Task
Module B: Critical Study
Speaking and Writing
Modules A, B and C
Writing
100%
Outcomes
P1
P2
P3
P4
P5
P6
P7
P8
A student describes and explains the relationships between composer, responder, text and context in particular texts.
A student describes and explains relationships among texts.
A student develops language relevant to the study of English.
A student describes and explains the ways in which language forms and features, and structures of particular texts shape meaning and influence responses.
A student demonstrates an understanding of the ways various textual forms, technologies and their media of production affect meaning.
A student engages with a wide range of texts to develop a considered and informed personal response.
A student selects appropriate language forms and features, and structures to explore and express ideas and values.
P9
A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.
P10
A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.
P11
A student draws upon the imagination to transform experience into text.
P12
A student reflects on own processes of responding and composing.
P12A
P13
A student articulates and represents own ideas in critical, interpretive and imaginative texts.
Advanced only: A student demonstrates a capacity to understand and use different ways of responding to and composing particular texts.
A student reflects on own processes of learning.
9
ADVANCED ENGLISH (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2 Week 3/4
Task 2
Term 2 Week 6
Task 3
Term 2 Week 8
Response to Visual and Aural Texts
H5, H6, H7, H12
Viva Voce: Analysis of Prescribed and Related
Texts
Half Yearly Examination: Comprehension,
Creative and Essay Writing - Prepared
Responses
Critical Essay Response – Submitted
Electronically
Trial HSC: Area of Study and Modules A, B and C
H2, H4, H8
Task 4
Term 3 Week 2/3
Task 5
Term 3 Week 6
Total
H2, H4, H6, H8
H1, H2A, H3, H9, H10
H2A, H9, H10, H11, H12A,
H13
Weighting %
30
15
20
15
20
Component/Mode
Module C: Representation and Text
Viewing and Representing, Listening
Area of Study: Belonging
Speaking
Area of Study: Belonging
Reading and Writing
Module B: Critical Study of Text
Reading and Writing
Paper 1: Reading and Writing
Paper 2: Writing
100%
OUTCOMES
H1
H2
H2A
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H12A
H13
A student explains and evaluates the effects of different contexts of responders and composers on texts.
A student explains relationships among texts.
A student recognises different ways in which particular texts are valued.
A student develops language relevant to the study of English.
A student explains and analyses the ways in which language forms and features, and structures shape meaning and influence responses.
A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.
A student engages with the details of text in order to respond critically and personally.
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.
A student articulates and represents own ideas in critical, interpretative and imaginative texts from a range of perspectives.
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.
A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
A student draws upon the imagination to transform experience and logical argument for a range of purposes, audiences and contexts.
A student reflects on own processes of responding and composing.
A student explains and evaluates different ways of responding to and composing text.
A student reflects on own processes of learning.
10
STANDARD ENGLISH – (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
1. Term 4
Writing Portfolio:
Comprehension, Creative and Analytical
P2, P5, P11, P13
Response to Film
P3, P4, P6, P12
Week 10
2. Term 1
Week 5
3. Term 1
Week 6
4. Term 1
Weighting
%
30
30
Response to Drama
P1, P8, P9
Preliminary Yearly Examination
Prepared Responses
P2, P7, P10,
Week 11
Total
20
20
Component/Mode
Area of Study: Journey
Reading and Writing
Module A: Encountering Conflict
Viewing and Representing
Listening
Module C: Change and the Individual
Speaking and Writing
Modules A, B & C ( B - Close Study of
Poetry)
Reading and Writing
100%
OUTCOMES
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10
P11
P12
P13
A student demonstrates understanding of the relationships between composer, responder, text and context.
A student identifies and describes relationships among texts.
A student develops language relevant to the study of English.
A student identifies and describes language forms and features and structures of particular texts that shape meaning and influence responses.
A student describes the ways different technologies and media of production affect the language and structure of particular texts.
A student engages with a wide range of texts to develop a considered and informed personal response.
A student selects appropriate language forms and features, and structures of texts to explore and express ideas and values.
A student articulates and represents own ideas in critical, interpretive and imaginative texts.
A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.
A student analyses and synthesises information and ideas from a range of texts for a variety of purposes, audiences and contexts.
A student draws upon the imagination to transform experience into text.
A student reflects on own processes of responding and composing.
A student reflects on own processes of learning
11
STANDARD ENGLISH – STANDARD A (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2 Week 3/4
Task 2
Term 2 Week 8
Creative Response to the Prescribed Text
Composing a Website
Half Yearly Examination: Comprehension,
Creative and Essay Writing - Prepared
Responses
Response to Visual and Aural Texts
H3, H4, H6
Task 1
Term 3 Week 4
Viva Voce: Analysis of Prescribed and Related
Texts
H1, H4 , H8
Task 5
Term 3 Week 6
Total
Trial HSC: Area of Study and Modules A, B and C
H4, H7, H11, H13
Task 3
Term 3 Week 3
Weighting
%
15
H2, H4, H5, H10
20
H7, H8, H9, H12
30
15
20
Component/Mode
Module B: Close Study of Text
Writing
Area of Study: Belonging
Reading and Writing
Module A: Experience through Language
– Distinctively Visual
Viewing & Representing, Listening
Module C: Texts and Society – Into the
World
Speaking
Paper 1: Reading and Writing
Paper 2: Writing
100%
OUTCOMES
H1
A student explains and evaluates the effects of different contexts of responders and composers on texts.
H2
H3
H4
H5
H6
H7
A student explains relationships among texts.
A student develops language relevant to the study of English.
A student explains and analyses the ways in which language forms and features, and structures shape meaning and influence responses.
A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.
A student engages with the details of text in order to respond critically and personally.
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.
A student articulates and represents own ideas in critical, interpretative and imaginative texts from a range of perspectives.
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.
A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
A student draws upon the imagination to transform experience and logical argument for a range of purposes, audiences and contexts.
A student reflects on own processes of responding and composing.
A student reflects on own processes of learning
A student reflects on own processes of learning
H8
H9
H10
H11
H12
H13
P13
12
STANDARD ENGLISH – STANDARD B AND C (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2 Week 4
Response to Visual and Aural Texts
H3, H4, H6
Task 2
Term 2 Week 8
H2, H4, H5, H10
Task 3
Term 3 Week 3
Half Yearly Examination: Comprehension,
Creative and Essay Writing - Prepared
Responses
Creative Response to the Prescribed Text
Composing a Website
Task 1
Term 3 Week 4
Viva Voce: Analysis of Prescribed and Related
Texts
H1, H4 , H8
Task 5
Term 3 Week 6
Total
Trial HSC: Area of Study and Modules A, B and C
H4, H7, H11, H13
Weighting
%
15
20
H7, H8, H9, H12
Component/Mode
Module A: Experience through Language
– Distinctively Visual
Viewing & Representing
Area of Study: Belonging
Reading and Writing
30
Module B: Close Study of Text
Listening and Writing
15
Module C: Texts and Society – Into the
World
Speaking
20
Paper 1: Reading and Writing
Paper 2: Writing
100%
OUTCOMES
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
A student explains and evaluates the effects of different contexts of responders and composers on texts.
A student explains relationships among texts.
A student develops language relevant to the study of English.
A student explains and analyses the ways in which language forms and features, and structures shape meaning and influence responses.
A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.
A student engages with the details of text in order to respond critically and personally.
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.
A student articulates and represents own ideas in critical, interpretative and imaginative texts from a range of perspectives.
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.
A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
A student draws upon the imagination to transform experience and logical argument for a range of purposes, audiences and contexts.
A student reflects on own processes of responding and composing.
A student reflects on own processes of learning
13
ENGLISH AS A SECOND LANGUAGE (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 4 Week 8
Task 2
Term 4 Week 10
Task 3
Term 1 Week 4
Task 4
Term 1 Week 8
Task 5
Term 1 Week 11
Area of Study: Journey
P3, P8, P13, P14
Area of Study: Journey
P2, P5, P6
Module A
Experience Through Language
Module B
Texts and Society
P1, P4, P9
P3, P7, P10
P11, P12
Preliminary Yearly Examination
Total
Weighting
%
15
15
15
25
30
Component/Mode
Reading (10%) and Speaking (5%)
Writing (15%)
Speaking (15%)
Viewing and Representing (15%)
Listening (10%)
Paper 1: Reading (10%) and Writing
(10%)
Paper 2: Listening (10%)
100%
OUTCOMES
P1
A student demonstrates an understanding of the relationships between composer, responder, text and context.
P2
A student identifies and describes relationships among texts.
P3
A student demonstrates understanding of cultural reference in texts.
P4
A student develops language relevant to the study of English.
P5
A student demonstrates understanding of how audience and purpose affect the language and structure of texts.
P6
A student interprets texts using key language patterns and structural features.
P7
A student describes the ways different technologies and media of production affect the language and structure of texts.
P8
A student uses a variety of textual forms appropriately, for different purposes, audiences and contexts, in all modes.
P9
A student engages with a wide range of texts to develop a considered and informed personal response.
P10
A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.
P11
A student analyses and synthesises information and ideas from a range of texts in a range of modes and media.
P12
A student draws upon the imagination to transform experience into text.
P13
A student reflects on own processes of responding and composing.
P14
A student reflects on own processes of learning of English.
14
ENGLISH AS A SECOND LANGUAGE (HSC)
Date and Task
Number
Task 1
Term 2 Week 3/4
Task 2
Term 2 Week 5/6
Task 3
Term 2 Week 8
Task 4
Term 3 Week 2/3
Task 5
Term 3 Week 5
Description of Task
Outcomes
Writing Portfolio on Academic English
H8, H3, H14, H13
Speaking Task on Peter Skrzynecki
H2, H5, H6
Half Yearly: Paper 1 Sections 1 and 2
H1, H4, H9
Reading and Viewing/Representing Task on
Australian Visions
H3, H7, H10
Trial HSC: Papers 1, 2 and 3
H11, H12
Weighting
%
Component/Mode
15
Module B: Academic English
Reading and Writing
20
Area of Study: Belonging
Speaking
10/5/10
5/15
5/5/10
Area of Study: Belonging
Reading / Writing / Listening
Module A: Experience Through
Language
Reading, Viewing & Representing
Reading/ Writing/Listening
100%
Total
OUTCOMES
H1
H2
H3
H4
H5
H6
H7
H8
H9
A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.
A student describes and explains different relationships among texts.
A student demonstrates understanding of cultural reference in texts.
A student uses language relevant to the study of English.
A student demonstrates understanding of how audience and purpose affect the language and structure of texts.
A student interprets texts using key language patterns and structural features.
A student analyses the effects of technology on meaning.
A student adapts a variety of textual forms to different purposes, audiences and contexts, in all modes.
A student engages with the details of text in order to develop a considered and informed personal response.
H10
H11
H12
H13
H14
A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.
A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.
A student draws upon the imagination to transform experience and ideas into texts, demonstrating control of language.
A student reflects on own processes of responding and composing.
A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.
15
ENGLISH EXTENSION 1 (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Weighting
%
Component/Mode
Task 1
Term 4 Week 10
Research Task
P1, P2
20
Reading and Writing
Task 2
Term 1 Week 3
Creative Writing
P1, P3
20
Viewing and Representing
Task 3
Term 3 Week 6
Seminar
P1, P2, P3
30
Listening and Speaking
Task 4
Term 3 Week 8
Yearly Examination
P1, P2, P3
30
Viewing and Representing
Reading and Writing
Total
100%
OUTCOMES
P1
P2
P3
A student understands how and why texts are valued in and appropriated into a range of contexts.
A student develops skills in independent investigation, involving particular texts and their manifestations in various forms, and within particular cultural contexts.
A student develops skills in extended composition in a range of modes and media for different audiences and purposes.
16
ENGLISH EXTENSION 1 UNIT
Date and Task
Number
Task 1
Term 2 Week 5
Task 2
Term 2 Week 9
Task 3
Term 3 Week 4
Task 4
Term 3 Week 6
Description of Task
Outcomes
Research Task
H1, H2,
Creative Writing
H1, H3
(HSC)
Weighting
%
Component/Mode
20
Reading and Writing
Viewing and Representing
20
Seminar
Trial HSC Examination
H1, H2, H3, H4
30
Speaking and Listening
H1, H2, H3
30
Reading and Writing
Total
100%
OUTCOMES
H1
A student distinguishes and evaluates the values expressed through texts.
H2
A student explains different ways of valuing texts.
H3
A student composes extended texts.
H4
A student develops and delivers sophisticated presentations.
17
ANCIENT HISTORY (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Term 4
Extended response
P1.1,P2.1, P4.1, P4.2
Week 9, 2012
Term 1 Week 3
Half Yearly Examination
P1.1,P3.1, P3.3, P3.2, P3.5
2013
Term 1 Week 6
Historical Investigation
P2.1,P3.1,P3.6, P4.2
2013
Term 1
End of Course Examination
P1.1,P3.1,P3.3, P3.4,P4.1
Week 10
2013
Total
The week listed for this task may vary and is only meant to serve as a guide.
Weighting
%
Component/Mode
20
Tutankhamun
20
30
Reconstructing the Past and Case Study
– Ancient Societies
Topic of Choice
30
All Topics
100%
OUTCOMES
P1.1
describe and explain the contribution of key people, groups, events, institutions, societies and sites within the historical context.
P2.1
identify historical factors and explain their significance in contributing to change and continuity in the ancient world.
P3.1
locate, select and organise relevant information from a variety of sources.
P3.2
identify relevant problems of sources in reconstructing the past
P3.3
comprehend sources and analyse them for their usefulness and reliability.
P3.4
identify and account for differing perspectives and interpretations of the past.
P3.5
discuss issues relating to ownership and custodianship of the past.
P3.6
plan and present the findings of historical investigations, analysing and synthesising information from a range of sources.
P4.1
use historical terms and concepts appropriately
P4.2
communicate knowledge and understanding of historical features and issues using appropriate oral and written forms.
18
ANCIENT HISTORY (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2, Week 5
2013
Task 2
Term 2 Week 8
2013
Task 3
Term 3 Week 2
2013
Task 4
Term 3 Week 5/6,
2013
Total
Source Study
H1.1, H3.1, H3.2, H3.5,
H4.1
20
Ancient Society/Sparta
Half Yearly Examination
H1.1, H2.1, H3.2, H3.3,
H3.4, H4.1, H4.2
20
Core Study and Historical Period
In class research based essay
H2.1, H3.2, H3.3, H3.4
30
Julio-Claudian period
H1.1, H2.1, H3.1, H3.2,
H3.3, H3.4, H4.1, H4.2
30
Trial HSC

Weighting
%
Component/Mode
All topics
100%
Assessment task dates are approximate and may vary from those specified
OUTCOMES
H 1.1
H 2.1
H 3.1
H 3.2
H 3.3
H 3.4
H3.5
H 3.6
H 4.1
H 4.2
describe and assess the significance of key people, groups, events, institutions, societies and sites within their historical context
explain historical factors and assess their significance in contributing to change and continuity in the ancient world
locate, select and organise relevant information from a variety of sources
discuss relevant problems of sources for reconstructing the past
analyse and evaluate sources for their usefulness and reliability
explain and evaluate differing perspectives and interpretations of the past
analyse issues relating to ownership and custodianship of the past
plan and present the findings of historical investigations analysing and synthesising information from a range of sources
use historical terms and concepts appropriately
communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms
19
MODERN HISTORY (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Weighting
%
Component/Mode
Term 4
Week 8, 2012
Term 1 Week 3
2013
Term 1 Week 6
2013
Term 1
Week 10, 2013
Total
Source Based assessment
P1.1, P1.2, P2.1 P3.1, P4.1
20%
Case Study 1
Half Yearly Examination
P1.1, P1.2, P2.1 P4.1, P4.2
20%
Case Study 1 & 2
Oral Presentation
Historical Investigation
Preliminary Final Examination
P1.1, P1.2, P2.1 P3.1
30%
Research, Speech
P1.1 – P4.2
30%
Examination Source Analysis and Essay
100%
OUTCOMES
P1.1
describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present
P1.2
investigate and explain the key features and issues of selected studies from the eighteenth century to the present
P2.1
identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present
P3.1
ask relevant historical questions
P3.2
locate, select and organise relevant information from different types of sources
P3.3
comprehend and analyse sources for their usefulness and reliability
P3.4
identify and account for differing perspectives and interpretations of the past
P3.5
plan and present the findings of historical investigations, analysing and synthesising information from different types of sources
P4.1
use historical terms and concepts appropriately
P4.2
communicate knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms
20
MODERN HISTORY (HSC)
Date and Task
Number
Task 1
Term 2 Week 5
Description of Task
Outcomes
Source analysis
H1.1, H1.2, H3.2, H3.3
Half Yearly Examination
H3.3, H3.4
Research report/essay
H3.5
Trial HSC Examination
H4.1, H4.2
Weighting
%
20
Component/Mode
Core Study: World War One 1914-1919
2013
Task 2
Term 2 Week 8
2013
Task 3
Term 3 Week 4
25
25
Core Study: World War One
National Study: Germany 1918-1939
National Study: Germany 1918-1939
2013
Task 4
Term 3, Week 5&6,
2013
Total
H1.1
H1.2
H3.2
H3.3
H3.4
H3.5
H4.1
H4.2
30
All topics
100%
OUTCOMES
Describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies
Analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentieth-century studies
Locate, select and organise relevant information from different types of sources
Analyse and evaluate sources for their usefulness and reliability
Explain and evaluate differing perspectives and interpretations of the past
Plan and present the findings of historical investigations, analysing and synthesising information from different types of sources
Use historical terms and concepts appropriately
Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms
21
HISTORY EXTENSION (HSC)
Date and Task
Number
Description of Task
Outcomes
Project proposal
E1.1
Task 2
Term 2 Week 8
Half Yearly Examination
E1.1, E2.1, E2.2, E2.3
Task 3
Term 3 Week 4
Historical investigation project
Task 1
Term 2 Week 9
5
Component/Mode
History project
Historiography
5
E1.1, E2.1, E2.2, E2.3,
35
Task 4
Term 3 Weeks 5/6
Trial HSC Examination
E1.1, E2.1, E2.2, E2.3
Total

Weighting
%
5
50%
History project
All topics
Assessment task dates are approximate and may vary from those specified
OUTCOMES
E1.1
analyses and evaluates different historical perspectives and approaches to history and the interpretations from these perspectives and approaches
E2.1
plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from 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
22
BUSINESS STUDIES (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Term 4
Week 8
Term 1 Week 3
Media File and Report
P1, P2, P9
15%
The Nature of Business
Half Yearly Exam
P1, P2, P3, P6
20%
Business Management
And The Nature of Business
Business Management
All Topics
Term 1 Week 7
Report
P2, P3, P6, P7, P8, P9
Term 1
Preliminary Final Examination
P1, P2, P3, P4, P5, P6, P9,
Week 10
P10
Total
*The weeks listed for this task may vary and is only meant to serve as a guide.
PRELIMINARY COURSE OUTCOMES
P1
P2
P3
P4
P5
P6
P7
P8
P9
P510
discusses the nature of business, its role in society and types of business structure
explains the internal and external influences on businesses
describes the factors contributing to the success or failure of small to medium enterprises
assesses the processes and interdependence of key business functions
examines the application of management theories and strategies
analyses the responsibilities of business to internal and external stakeholders
plans and conducts investigations into contemporary business issues
evaluates information for actual and hypothetical business situations
communicates business information and issues in appropriate formats
applies mathematical concepts appropriately in business situations
23
Weighting
%
30%
35%
100%
Component/Mode
BUSINESS STUDIES (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2 Week 4
Task 2
Term 2 Week 8
Business Report based on case study research
H5, H6, H7, H8, H9
Half Yearly Examination
H1, H2, H3, H4, H5, H6,
H7, H8, H9, H10
Task 3
Term 3 Week 3
Human Resources research essay
H2, H4, H8, H9, H10
Task 4
Term 3 Week 5&6
Trial HSC Examination
H1, H2, H3, H4, H5, H6,
H7, H8, H9, H10
Total

20
25
25
30
100%
Assessment task dates are approximate and may vary from those specified
OUTCOMES
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
Weighting
%
critically analyses the role of business in Australia and globally
evaluates management strategies in response to changes in internal and external influences
discusses the social and ethical responsibilities of management
analyses business functions and processes in large and global businesses
explains management strategies and their impact on businesses
evaluates the effectiveness of management in the performance of businesses
plans and conducts investigations into contemporary business issues
organises and evaluates information for actual and hypothetical business situations
communicates business information, issues and concepts in appropriate formats
applies mathematical concepts appropriately in business situations
24
Component/Mode
Marketing
Marketing and Finance
Human Resources
All topics
BUSINESS SERVICES (PRELIMINARY)
1
2
3
1
2
Administration
FNSICGEN305B (E)
Maintain daily
financial/business
records (20)
4
3
Half
Yearly
Exam
4
Administration
FNSICGEN305
B (E) Maintain
daily
financial/busines
s records (20)
5
5
Business
Technology
6
7
Safety in the
workplace
8
9
Business Technology/
Technology in Action
BSBITU201A (E) Produce
BSBOHS201A
simple word processed
(C) Participate
documents (20)
in OHS
BSBWOR204A (C) Use
Processes (15)
Business Technology (15)
BSBITU102A (E) Develop
keyboard skills (15)
6
7
8
Work Placement Information Management
BSBINM201A (C) Process
and maintain workplace
information (30)
BSBITU203A
(E)Communicate
electronically (15)
C –compulsory unit/examined in the HSC
E- elective unit/not examined in the HSC
(15) fifteen hours duration
(20) twenty hours duration
Units covered in Year 11 2013
BSBOHS201A (C) Participate in OHS Processes (15)
BSBWOR204A (C) Use Business Technology (15)
BSBITU102A (E) Develop keyboard skills (15)
BSBITU201A (E) Produce simple word processed documents (20)
BSBITU203A (E) Communicate electronically (15)
BSBITU202A (E) Create and use spreadsheets (20)
FNSICGEN305B (E) Maintain daily financial/business records (20)
BSBINM201A (C) Process and maintain workplace information (30)
25
10
Technology in Action
BSBITU202A (E) Create and use
spreadsheets (20)
9
Revision
10
Yearly
Exams
BUSINESS SERVICES (HSC)
1
2
Information
Management
3
Work
Placement
4
5
6
Industry at Work
BSBCMN201A (C) Communicate in the
workplace (15)
BSBINM202A (E) Handle
mail (15)
1
2
Workplace
Effectiveness
BSBWOR202A (C)
Organise and complete
daily work activities (15)
3
4
Industry at Work
BSBIND201A (C) Work
effectively
in a business environment
(20)
5
6
Trial examinations
C –compulsory unit/examined in the HSC
E- elective unit/not examined in the HSC
(15) fifteen hours duration
(20) twenty hours duration
Units covered in Year 12 2013
BSBINM202A (E) Handle mail (15)
BSBCMN201A (C) Communicate in the workplace (15)
BSBCUS201A (C) Deliver a service to customers (15)
BSBAWOR203A (C) Work effectively with others (15)
BSBSUS201A(C) Participate in environmentally sustainable work practices (15)
BSBIND201A (C) Work effectively in a business environment (20)
BSBWOR202A (C) Organise and complete daily work activities (15)
26
7
Industry at
Work
BSBCUS2
01A (C)
Deliver a
service to
customers
(15)
8
9
10
½ Yearly exams Workplace Effectiveness
BSBAWOR203A (C)
Work effectively with
others (15)
7
8
Industry at Work (cont)
9
10
Workplace Effectiveness(cont)
BSBIND201A (C) Work
effectively
in a business environment
(20)
BSBSUS201A(C) Participate in
environmentally sustainable work practices
(15)
CHINESE BACKGROUND SPEAKERS (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 4, Week 9
Task 2
Term 1, Week 3
Written exchanges
(Research)
Listening and Responding
Writing in Chinese
1.2, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3,
3.4
Task 3
Term 1 Week 7
Reading and Responding
Spoken exchanges
Task 4
Term 1, Week 10
Yearly Preliminary
exam period
Total
Listening and Responding
Writing in Chinese
1.1, 1.2, 1.3, 1.4, 4.1, 4.2, 4.3
1.2, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4
1.2, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,
2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4
compares and contrasts Australian and Chinese communities
27
Component/Mode
30
Objectives 1 and 4
15
(5)
(15)
15
(10)
(5)
40
(20)
(20)
Objectives 1 and 4
100%
Objectives and Outcomes
OBJECTIVE 1: exchange information, opinions and ideas in Chinese
1.1
1.1 conveys information, opinions and ideas appropriate to context, purpose and audience
1.2
1.2 exchanges and justifies opinions and ideas
1.3
1.3 uses appropriate features of language in a variety of contexts
OBJECTIVE 2: express ideas through the production of original texts in Chinese
2.1
2.1 sequences and structures information and ideas
2.2
2.2 uses a variety of features to convey meaning
2.3
2.3 produces texts appropriate to context, purpose and audience
2.4
2.4 produces texts which are persuasive, creative and discursive
OBJECTIVE 3: analyse, evaluate and respond to a range of texts that are in Chinese
3.1
3.1 identifies main points and detailed items of specific information
3.2
summarises and interprets information and ideas
3.3
infers points of view, values, attitudes and emotions from features of language in texts
3.4
compares and contrasts aspects of texts
3.5
presents information in a different form and/or for a different audience
3.6
explains the influence of context in conveying meaning
3.7
recognises, analyses and evaluates the effectiveness of a variety of features in texts
3.8
responds to texts personally and critically
OBJECTIVE4: understand aspects of the language and culture of Chinese-speaking communities
4.1
examines and discusses sociocultural elements in texts
4.2
recognises and employs language appropriate to different sociocultural contexts
4.3
Weighting
%
Objectives 1, 2 and 3
Objectives 1, 2 and 3
CHINESE BACKGROUND SPEAKERS (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2, Week 1
Task 2
Term 2, Week 3
Written exchanges
1.1, 1.2, 1.3, 4.1, 4.2, 4.3
Reading and Responding
Writing in Chinese
1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,
3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1
Task 3
Term 2, Week 5
Listening and Responding
Writing in Chinese
1.1, 1.2, 1.3, 1.4, 4.1, 4.2, 4.3
Task 4
Term 3, Week 2
Reading and Responding
Spoken exchanges
1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4,
3.5, 3.6, 4.1
Task 5
Trial HSC exam
period,
Term 3 Week 5
Total
Listening and Responding
Reading and Responding
Writing in Chinese
2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3,
3.4, 3.5, 3.6, 3.7, 3.8, 4.1, 4.2,
4.3
Objectives and Outcomes
OBJECTIVE 1: exchange information, opinions and ideas in Chinese
1.1
1.1 conveys information, opinions and ideas appropriate to context, purpose and audience
1.2
1.2 exchanges and justifies opinions and ideas
1.3
1.3 uses appropriate features of language in a variety of contexts
OBJECTIVE 2: express ideas through the production of original texts in Chinese
2.1
2.1 sequences and structures information and ideas
2.2
2.2 uses a variety of features to convey meaning
2.3
2.3 produces texts appropriate to context, purpose and audience
2.4
2.4 produces texts which are persuasive, creative and discursive
OBJECTIVE 3: analyse, evaluate and respond to a range of texts that are in Chinese
3.1
3.1 identifies main points and detailed items of specific information
3.2
summarises and interprets information and ideas
3.3
infers points of view, values, attitudes and emotions from features of language in texts
3.4
compares and contrasts aspects of texts
3.5
presents information in a different form and/or for a different audience
3.6
explains the influence of context in conveying meaning
3.7
recognises, analyses and evaluates the effectiveness of a variety of features in texts
3.8
responds to texts personally and critically
OBJECTIVE4: understand aspects of the language and culture of Chinese-speaking communities
4.1
examines and discusses sociocultural elements in texts
4.2
recognises and employs language appropriate to different sociocultural contexts
4.3
compares and contrasts Australian and Chinese communities
28
Weighting
%
10
15
(10)
(5)
15
(10)
(5)
25
(15)
(10)
35
(10)
(15)
(10)
100%
Component/Mode
Objectives 1 and 4
Objectives 1, 2, 3 and 4
Objectives 1 and 4
Objectives 1, 3 and 4
Objectives 2 , 3 and 4
GENERAL MATHEMATICS (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 4, Week 11
Test
P1, P2, P7, P11
25
M1, FM1, AM1
Task 2
Term 1, Week 5
Test
P3, P4, P5, P6, P7
35
DA1, DA2, M2, M4
Yearly Examination
P2 – P10
40
Earlie topics as well as probability,
summary statistics
Task 3
Term 1, Week 11
Total
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10
P11
Weighting
%
100%
OUTCOMES
develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation
applies mathematical knowledge and skills to solving problems within familiar contexts
develops rules to represent patterns arising from numerical and other sources
represents information in symbolic, graphical and tabular forms
represents the relationships between changing quantities in algebraic and graphical form
performs calculations in relation to two-dimensional and three-dimensional figures
determines the degree of accuracy of measurements and calculations
models financial situations using appropriate tools
determines an appropriate form of organisation and representation of collected data
performs simple calculations in relation to the likelihood of familiar events
justifies his/her response to a given problem using appropriate mathematical terminology
29
Component/Mode
GENERAL MATHEMATICS (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2, Week 5
Test
H3,H5,H6,H7, H10
25
M5, FM4
Task 2
Term 2 Week 8
Half Yearly Examination
H6, H7, H9, H10
35
M5, DA6, FM6
Trial HSC Examination
All Outcomes
Task 3
Term 2, Week 5/6
Total
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
Weighting
%
40
Component/Mode
All topics except AM4 and DA7
100%
OUTCOMES
appreciates the importance of mathematics in her/his own life and its usefulness in contributing to society
integrates mathematical knowledge and skills from different content areas in exploring new situations
develops and tests a general mathematical relationship from observed patterns
analyses representations of data in order to make inferences, predictions and conclusions
makes predictions about the behaviour of situations based on simple models
analyses two-dimensional and three-dimensional models to solve practical and mathematical problems
interprets the results of measurements and calculations and makes judgements about reasonableness
makes informed decisions about financial situations
develops and carries out statistical processes to answer questions which she/he and others have posed
solves problems involving uncertainty using basic principles of probability
uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her
position clearly to others.
30
MATHEMATICS (2 UNIT) (PRELIMINARY)
Date and Task
Number
Task 1
Week 4 Week 11
Task 2
Term 1 Week 5
Description of Task
Outcomes
Weighting
%
25
Test
P1, P3, P4
Test
P1, P2, P3, P4, P5
35
Task 3
Term 1
Week 11
Total
Yearly Examination
P1 - P8
40
Component/Mode
Basic arithmetic, Algebra & surds,
equations/inequations, geometry
Arithmetic, algebra,
equations/inequations, plane
geometry
All preliminary topics
100%
OUTCOMES
P1
demonstrates confidence in using mathematics to obtain realistic solutions to problems.
P2
provides reasoning to support conclusions which are appropriate to the context.
P3
performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities.
P4
chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques.
P5
understands the concept of a function and the relationship between a function and its graph.
P6
relates the derivative of a function to the slope of its graph.
P7
determines the derivative of a function through routine application of the rules of differentiation
P8
understands and uses the language and notation of calculus.
31
MATHEMATICS (2 UNIT) (HSC)
Date and Task
Number
Task 1
Term 2, Week 5
Task 2
Term 2, Week 8
Task 3
Term 3, Weeks 5/6
Description of Task
Outcomes
Test
H1, H4, H5, H6, H7, H8
25
Locus and parabola, Series 1, Geometric
application of calculus
Half Yearly Examination
H3, H5, H8
35
Integration, exponential functions
Trial HSC Examination
H1 – H9
40
All topics except Probability, Financial
applications of series
Total
H1
H2
H3
H4
H5
H6
H7
H8
Weighting
%
Component/Mode
100%
OUTCOMES
seeks to apply mathematical techniques to problems in a wide range of practical contexts
constructs arguments to prove and justify results
manipulates algebraic expressions involving logarithmic and exponential functions
expresses practical problems in mathematical terms based on simple given models
applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems
uses the derivative to determine the features of the graph of a function
uses the features of a graph to deduce information about the derivative
uses techniques of integration to calculate areas and volumes
32
EXTENSION 1 MATHEMATICS (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 4 Week 11
Test
PE1,PE2, PE3, PE6
Task 2
Term 1, Week 11
Half Yearly Examination
PE1, PE3, PE6
Task 3
Term 2, Week 8
Test (Hall)
PE1, PE3, PE4, PE6
Task 4
Term 3, Week 5
Yearly Examination
All outcomes
Total

PE1
PE2
PE3
PE4
PE5
PE6
HE7
Weighting
%
10
20
30
40
Component/Mode
Circle geometry, geometry
Harder equations/inequations
Above topics + functions and graphs,
Trigonometry, Quadratic functions, Intro to
Calculus, Linear functions
Locus and parabola, polynomials
All Preliminary
100%
All dates are subject to change. Any change will be in consultation between teachers and students.
OUTCOMES
appreciates the role of mathematics in the solution of practical problems
uses multi-step deductive reasoning in a variety of contexts
Solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations
uses the parametric representation together with differentiation to identify geometric properties of parabolas
Determines derivatives which require the application more than one rule of differentiation
Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations
evaluates mathematical solutions to problems and communicates them in an appropriate form
33
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Term 4 Week 9, 2012
Term 1 Week 3, 2013
The Body in Motion
Task 2 Better health for individuals and body in
motion and fitness choices
Half Yearly Examination
Task 3 Better health for individuals research
project
Preliminary Final Examination
P2, 3, 4, 5, 6, 10, 11, 15, 16
P 5, 7, 8, 9, 10, 11, 12, 14,
15, 16, 17
20%
25%
P7, 8, 9, 10, 11, 16, 17
20%
P1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12, 13, 14, 15, 16, 17
35%
Term 1 Week 5, 2013
Term 1 Week 10,
2013
Total
Weighting
%
Component/Mode
Core 2
Core 2 – 10%
Option 1 – 5%
Core 1 – 10%
Core 1
Core 1 – 10%
Core 2 – 10%
Option 1 – 5
Option 2 -- 5
100%
NOTE: All dates are subject to change which will be in consultation between teachers and students.
OUTCOMES
P1
P2
P3
P4
P5
P6
P7
P8
P9
P10
P11
P12
P13
P14
P15
P16
P17
identifies and examines why people give different meanings to health and to physical activity
explains how a range of health behaviours affect an individual’s health
describes how an individual’s health is determined by a range of factors
evaluates aspects of health over which individuals can exert some control
describes factors that contribute to effective health promotion
proposes actions that can improve and maintain individual’s health
explains how body structures influence the way the body moves
describes the components of physical fitness and explains how they are monitored
describes biomechanical factors that influence the efficiency of the body in motion
plans for participation in physical activity to satisfy a range of individual needs
assesses and monitors physical fitness levels and physical activity patterns
demonstrates strategies for the assessment, management and prevention of injuries in first aid settings
develops, refines and performs movement compositions in order to achieve a specific purpose
demonstrates the technical and interpersonal skills necessary to participate safely in challenging outdoor recreation activities
forms opinions about health-promoting actions based on a critical examination of relevant information
utilises a range of sources to draw conclusions about health and physical activity concepts
analyses factors influencing movement and patterns of participation
34
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION (HSC)
Date and Task
Number
Description of Task
Outcomes
Weighting
%
Task 1
Term 2 Week 4
In class
Core 2 Analysis
H7, H8, H9, H11, H16
15
Task 2
Core 1 & 2
Term 2 Week 6
Task 3
Term 2 Week 8
Task 4
Term 3 Week 6
Half Yearly Examination
H1, H2, H3, H4, H5, H7, H8,
H12, H14, H16, H17
20
Case Study
H13, H16
15
Trial HSC Examination
H1, H2, H3, H5, H8, H9, H10,
H11, H13,H15
30
Task 5
Option 3 and 4
Term 3 Week 8
Research Assignment
H11, H10, H8, H16
20
Total
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
H14
H15
H16
H17
Component/Mode
Critical thinking research and analysis
Health and ways the body moves
Personal and community health and improving
participation and performance in physical activity
Health and ways the body moves
Personal and community health and improving
participation and performance in physical activity
Health and ways the body moves
Personal and community health and improving
participation and performance in physical activity
Critical thinking research and analysis
Health and ways the body moves
Personal and community health and improving
participation and performance in physical activity
100%
OUTCOMES
describes the nature, and justifies the choice, of Australia’s health priorities
analyses and explains the health status of Australians in terms of current trends and groups most at risk
analyses the determinants of health and health inequities
argues the case for health promotion based on the Ottawa Charter
explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities
demonstrates a range of personal health skills that enables them to promote and maintain health and movement potential
explains the relationships between physiology and movement potential
explains how a variety of training approaches and other interventions enhance performance and safety in physical activity
explains how movement skills are acquired and appraised
designs and implements training plans to improve performance
designs psychological strategies and nutritional plans in response to individual performance needs
analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)
selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)
argues the benefits of health-promoting actions and choices that promote social justice
critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all
devises methods of gathering, interpreting and communicating information about health and physical activity concepts
selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation
35
COMMUNITY AND FAMILY STUDIES (PRELIMINARY)
Date and Task
Number
Task 1
Term 4 Week 8 2012
Task 2
Term 1 Week 5 2013
Task 3
Term 1 Week 5
Task 4
Term 1 Week 9
Task 5
Term 1 Week 10
2013
Total
P1.1
P1.2
P2.1
P2.2
P2.3
P2.4
P3.1
P3.2
P4.1
P4.2
P5.1
P6.1
P6.2
Description of Task
Outcomes
Weighting
%
Class and Research Task
P1.2, 4.2, 5.1, 6.1
Individual groups
P1.1, 1.2, 2.1, 2.3, 3.2, 4.2, 6.1, 6.2
In class
Half Yearly test
P1.1, 1.2, 2.1, 2.2, 2.4, 3.1, 4.1, 5.1
Reearch task and in class task
P3.1, 4.1, 4.2
Preliminary HSC Examination
P1.1, 1.2, 2.1, 2.3,2.4, 3.1, 3.2,4.1, 4.2,
5.1, 6.1, 6.2
Component/Mode
20
Resource Management
Family and Communities
20
Resource Management
Individuals & Groups
20
20
20
Resource Management
Family and communities
Individuals & Groups
Family and communities
Resource Management
Family and communities
Individuals & Groups
100%
OUTCOMES
Describes the contribution an individual’s experiences, values, attitudes and beliefs make to the development of goals
Proposes effective solutions to resource problems
Accounts for the roles and relationships that individuals adopt within groups
Describes the role of the family and other groups in the socialisation of individuals
Examines the role of leadership and group dynamics in contributing to positive interpersonal relationships and achievement
Analyses the inter-relationships between internal and external factors and their impact on family functioning
Explains the changing nature of families and communities in contemporary society
Analyses the significance of gender in defining roles and relationships
Utilises research methodology appropriate to the study of social issues
Presents information in written, oral and graphic form
Applies management processes to maximise the efficient use of resources
Distinguishes those actions that enhance wellbeing
Uses critical thinking skills to enhance decision-making
36
COMMUNITY AND FAMILY STUDIES (HSC)
Date and Task
Number
Description of Task
Task 1
Term 2 Week 9
Independent Research Project
Task 2
Term 2 Week 10/11
Outcomes
Weighting
%
15
H4.1, H4.2
30
Half Yearly Exam
H1.1, H2.2, H2.3, H3.1, H3.3, H4.1, H4.2,
H5.1, H6.2
In Depth Study – Groups in
Context
H1.1, H2.2, H2.3, H3.1, H3.3
Task 4
Term 3 Week 6
Trial HSC Examination
H1.1, H2.1, H2.2, H2.3, H3.2, H3.3, H3.4,
H4.1, H4.2, H5.1, H5.2, H6.1, H6.2
25
Task 5
Term 3 Week 8
Parenting and Caring Report
H1.1, H2.1, H2.2, H3.4
15
Task 3
Term 3 Week 1
15
Total
100%
37
Component/Mode
Research Methodology
Research Methodology
Identifying groups with specific needs
Identifying the needs of specific groups
in the community
Identifying groups with specific needs
Identifying needs of specific groups in
the community
Research Methodology
Identifying groups with specific needs
Identifying the needs of specific groups
in the community
Supporting and protecting individuals
and families
Protecting children
Assisting young people to become
adults
Being a responsible adult family
member
Acknowledging and supporting the aged
The nature of work
Changing work patterns
Managing workplace and family roles
Recognising individuals in their
workplace
Supporting and protecting individuals
and families
Protecting children
Assisting young people to become
adults
Being a responsible adult family
member
Managing multiple roles
H1.1
H2.1
H2.2
H2.3
H3.1
H3.2
H3.3
H3.4
H4.1
H4.2
H5.1
H5.2
H6.1
H6.2
OUTCOMES
Analyses the effect of resource management on the wellbeing of individuals, groups, families and communities
Analyses different approaches to parenting and caring relationships
Evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities
Critically examines how individual rights and responsibilities in various environments contribute to wellbeing
Analyses the sociocultural factors that lead to special needs of individuals in groups
Evaluates networks available to individuals, groups and families within communities
Critically analyses the role of policy and community structures in supporting diversity
Critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities
Justifies and applies appropriate research methodologies
Communicates ideas, debates issues and justifies opinions
Proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources
Develops strategies for managing multiple roles and demands of family, work and other environments
Analyses how the empowerment of women and men influences the way they function within society
Formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments
38
SPORT, LIFESTYLE & RECREATION (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Term 4 2012
Fitness Analysis
1.2, 1.3, 2.2, 3.2, 3.3, 4.1
25
Term 1 2013
Sports Administration
25
Term 1 2013
Sports Coaching
Term 1 2013
Healthy lifestyle research assignment
1.1, 1.6, 1.3, 2.4, 3.2, 4.2,
4.5
1.1, 1.3, 2.1, 2.2, 3.1, 3.2,
4.2, 4.5
1.5, 2.3, 3.5, 4.3
Total
Weighting
%
25
25
100%
NOTE: All dates are subject to change which will be in consultation between teachers and students.
OUTCOMES
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
2.1
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
3.1
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
4.1
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
P4.5
recognises the skills and abilities required to adopt roles that support health, safety and physical activity
39
Component/Mode
Knowledge and Understanding
Skills
Knowledge and Understanding
Skills
Knowledge and Understanding
Skills
Knowledge and Understanding
Skills
SPORT, LIFESTYLE & RECREATION (HSC)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 2, 2013
Research assignment ‘Healthy Lifestyle’
1.5, 2.3, 3.5, 4.3
Task 2
Term 2, 2013
Research assignment ‘Social perspective of
Sports’
1.4, 2.4, 3.7, 4.5
Practical Team Games
1.2, 1.3, 2.1, 2.2, 2.3, 2.5,.
3.2, 3.3, 4.4
1.1, 1.3, 2.1, 2.2, 4.1, 4.5
Task 3
Term 2 & 3, 2013
Task 4
Term 2/3, 2013
Practical ‘Individual games’
Weighting
%
Total
1.1
1.2
1.3
1.4
1.5
1.6
2.1
2.2
2.3
2.4
2.5
3.1
3.2
3.3
3.4
3.5
3.6
3.7
4.1
4.2
4.3
25
25
25
25
100%
applies the rules and conventions that relate to participation in a range of physical activities
explains the relationship between physical activity, fitness and healthy lifestyle
demonstrates ways to enhance safety in physical activity
investigates and interprets the patterns of participation in sport and physical activity in Australia
critically analyses the factors affecting lifestyle balance and their impact on health status
describes administrative procedures that support successful performance outcomes
explains the principles of skill development and training
analyses the fitness requirements of specific activities
selects and participates in physical activities that meet individual needs, interests and abilities
describes how societal influences impact on the nature of sport in Australia
describes the relationship between anatomy, physiology and performance
selects appropriate strategies and tactics for success in a range of movement contexts
designs programs that respond to performance needs
measures and evaluates physical performance capacity
composes, performs and appraises movement
analyses personal health practices
assesses and responds appropriately to emergency care situations
analyses the impact of professionalism in sport
plans strategies to achieve performance goal
demonstrates leadership skills and a capacity to work cooperatively in movement context
makes strategic plans to overcome the barriers to personal and community health
40
Component/Mode
Knowledge and understanding
Knowledge and understanding
Skills
Skills
4.4
4.5
demonstrates competence and confidence in movement contexts
recognises the skills and abilities required to adopt roles that support health, safety and physical activity
BIOLOGY(PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Term 4 Week 10
Half Yearly
Examination
End Term 4
Investigation and Report
Term 1 Week 5
Open Ended Research Investigation
Term 1 Week 5
Practical Investigation
Term 1 Week 10
Yearly Examination
P1, P2, P5, P6, P7, P8,
P9, P10, P11, P12, P13,
P14, P15, P16
P2, P5, P6, P7, P8, P9,
P10, P11, P12, P13, P14,
P15, P16
P1, P2, P3, P5, P7, P8,
P11, P12, P13, P14, P15,
P16
P3, P4, P7, P9, P10, P11,
P12, P13, P14, P15, P16
All
Total
Weighting
%
Component/Mode
15
Topics 1 and 2 (8.2, 8.3)
15
In class Assessment (8.3)
15
Individual Research Topic 4 (8.5)
20
Practical Examination (8.1, 8.4)
35
Yearly Examination
(all Preliminary content)
100%
OUTCOMES
P1
outlines the historical development of major biological principles, concepts and ideas
P2
applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in
biology
P3
assesses the impact of particular technological advances on understanding in biology
P4
describes applications of biology which affect society or the environment
P5
describes the scientific principles employed in particular areas of biological research P9 explains how processes of reproduction ensure continuity of
species
P6
explains how cell ultrastructure and the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms
P7
describes the range of organisms in terms of specialisation for a habitat
P8
analyses the interrelationships of organisms within the ecosystem
P9
explains how processes of reproduction ensure continuity of species
P10
identifies and describes the evidence for evolution
P11
identifies and implements improvements to investigation plans
P12
discusses the validity and reliability of data gathered from first-hand investigations and secondary sources
P13
identifies appropriate terminology and reporting styles to communicate information and understanding in biology
P14
draws valid conclusions from gathered data and information
P15
implements strategies to work effectively as an individual or as a team member
41
P16
demonstrates 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
BIOLOGY (HSC)
Date and Task
Number
Task 1
Term 2 , Week 7
Task 2
Term 2, Week 10 &
11
Task 3
Term 3 , Week 4
Task 5
Term 3, Week 3 & 4
Total
Description of Task
Outcomes
Open Ended Investigation
H6, H11, H13, H14, H15,
Half Yearly Examination
H7, H8, H9, H10, H16
Practical Investigation and Report
H1, H2, H3, H5, H9, H11,
H12, H13, H14
Trial HSC Examination
All
Weighting
%
25
15
25
35
Component/Mode
Maintaining a balance
Maintaining a balance/Blueprint of Life
Maintaining a balance/Blueprint of Life/
Search for better health
All
100%
OUTCOMES
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
H14
evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking
analyses the ways in which models, theories and laws in biology have been tested and validated
assesses the impact of particular advances in biology on the development of technologies
assesses the impacts of applications of biology on society and the environment
identifies possible future directions of biological research
explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism
analyses the impact of natural and human processes on biodiversity
evaluates the impact of human activity on the interactions of organisms and their environment
describes the mechanisms of inheritance in molecular terms
describes the mechanisms of evolution and assesses the impact of human activity on evolution
justifies the appropriateness of a particular investigation plan
evaluates ways in which accuracy and reliability could be improved in investigations
uses terminology and reporting styles appropriately and successfully to communicate information and understanding
assesses the validity of conclusions from gathered data and information
42
H15
H16
explains why an investigation is best undertaken individually or by a team
justifies positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a
critical evaluation of the consequences of the applications of science
INDUSTRIAL TECHNOLOGY
INFORMATION PROCESSES AND TECHNOLOGY (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Term 4
Week 10
Tools for Information Systems, Planning Design
and Implementation, Personal Systems and
Projects
Half Yearly Examination
P1.1, P1.2, P2.1,
P2.2,P3.1
15
Personal Project
P1.1, P1.2, P2.1, P2.2,
P3.1 ,P4.1
P4.1, P6.1, P6.2, P7.1,
P7.2
P1.1., P1.2, P2.1, P2.2,
P3.1, P4.1, P5.1, P6.1,
P6.2, P7.1, P7.2
25
Examination/Written Response
25
Group Project
35
Examination/Written Response
Term 1
Week 3
Term 1 Week 9
Term 1 Week 10
Tools for Information Systems, Planning Design
and Implementation, Group Systems and Projects
Preliminary Examination
Total
Weighting
%
Component/Mode
100%
OUTCOMES
P1.1
Describes the nature of information processes and information technology
P1.2
Classifies the functions and operations of information processes and information technology
P2.1
Identifies and describes the information processes within an information system
P2.2
Recognises and explains the interdependence between each of the information processes
P3.1
Identifies and describes social and ethical issues
P4.1
Describes the historical development of information systems and relates these to current and emerging technologies
P5.1
Selects and ethically uses computer based and non-computer based resources and tools to process information
P6.1
Analyses and describes an identified need
P6.2
P7.1
P7.2
Generates ideas, considers alternatives and develops solutions for a defined need
Recognises, applies and explains management and communication techniques used in individual and team-based project work
Uses and justifies technology to support individuals and teams
43
INFORMATION PROCESSES AND TECHNOLOGY (HSC)
Date and Task
Number
Task 1:
Term 2 Week 5
Task 2
Term 2 Week 6
Task 3:
Term 3 Week 1
Task 4:
Term 3 Week 6
Description of Task
Outcomes
Written Task
H2.2, H3.1, H3.2, H1.2
Half yearly Exam
Weighting
%
15
Option One assessment - Multimedia
25
Option One – core units
Project Work – develop an information system Option 2
H7.1, H7.2, H6.2, H6.1,
H5.1, H1.2
25
Trial HSC
All
35
Total
Component/Mode
Option Two assessment – DSS
All Topics
100%
Note: Assessment task dates are approximate and may vary from those specified
OUTCOMES
H1.1
H1.2
H2.1
H2.2
H3.1
H3.2
H4.1
H5.1
H5.2
H6.1
H6.2
H7.1
H7.2
applies and explains an understanding of the nature and function of information technologies to a specific practical situation
explains and justifies the way in which information systems relate to information processes in a specific context
analyses and describes a system in terms of the information processes involved
develops and explains solutions for an identified need which address all of the information processes
evaluates and discusses the effect of information systems on the individual, society and the environment
demonstrates and explains ethical practice in the use of information systems, technologies and processes
proposes and justifies ways in which information systems will meet emerging needs
justifies the selection and use of appropriate resources and tools to effectively develop and manage projects
assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices
analyses situations, identifies needs, proposes and then develops solutions
selects, justifies and applies methodical approaches to planning, designing or implementing solutions
implements and explains effective management techniques
uses methods to thoroughly document the development of individual and team projects
44
METAL AND ENGINEERING (PRELIMINARY)
Term 4 2012- Preliminary
6
MEM09002B
MEM12024A
MEM13014A
MEM16007A
MEM18001C
MEM05005B
7
8
9
10
Manufacturing, engineering and related services industries induction
Interpret technical drawing
Perform computations
Apply principles of occupational health and safety in the work environment
Work with others in a manufacturing, engineering or related environment
Use hand tools
Carry out mechanical cutting
Term 1 2013 - Preliminary
1
MEM09002B
MEM12023A
MEM12024A
MEM13014A
MEM14004A
MEM16007A
MEM18001C
MEM18002B
MEM05005B
MEM07032B
MEM16008A
2
3
4
Interpret technical drawing
Perform engineering measurements
Perform computations
Apply principles of occupational health and
safety in the work environment
Plan to undertake a routine task
Work with others in a manufacturing, engineering
or related environment
Use hand tools
Use power tools/hand held operations
Carry out mechanical cutting
Use workshop machines for basic operations
Interact with computing technology
5
Work
Placement
6
MEM12023A
MEM14004A
MEM15002A
MEM15024A
MEM18002B
MEM03003B
MEM05005B
MEM05012C
MEM05050B
MEM07032B
MEM16008A
45
7
8
9
10
Perform engineering measurements
Plan to undertake a routine task
Apply quality systems
Apply quality procedures
Use power tools/hand held operations
Perform sheet and plate assembly
Carry out mechanical cutting
Perform routine manual metal arc welding
Perform routine gas metal arc welding
Use workshop machines for basic operations
Interact with computing technology
METAL AND ENGINEERING (HSC)
Term 2, 2013
1
MEM12023A
MEM14004A
MEM15002A
MEM15024A
MEM18002B
MEM03003B
MEM05005B
MEM05012C
MEM05050B
MEM07032B
MEM16008A
Term 3, 2013
1
2
3
4
5
6
7
8
9
10
Perform engineering measurements
Plan to undertake a routine task
Apply quality systems
Apply quality procedures
Use power tools/hand held operations
Perform sheet and plate assembly
Carry out mechanical cutting
Perform routine manual metal arc welding
Perform routine gas metal arc welding
Use workshop machines for basic operations
Interact with computing technology
2
Work
Placement
3
4
Review and competency
checks
5
6
Trial HSC Examination
46
7
8
9
10
DESIGN AND TECHNOLOGY (PRELIMINARY)
Date and Task
Number
Description of Task
Outcomes
Task 1
Term 4 Week 8
Case Studies
Innovation emerging
Technologies Impacts and influences
Design Project 1
P 1.1, P2.1, P2.2, P4.3, P 5.2, P5.3,
P6.1, P6.2
25
Designing and producing
P1.1, P2.1, P3.1, P4.1, P4.2, P4.3,
P5.1, P5.2, P5.3, P6.1, P6.2
10
Task 3
Term4 Week 10
Task 4
Term 1 Week 8
Preliminary Half Year Examination
P1.1, P3.1, P4.1, P6.2
10
Folio report, Action Time Finance
Management Analysis, Relevant
research, Experimentation and testing,
Appropriate communications to
appropriate audiences, innovative design
projects and quality solutions
Reading and written responses
Design Project 2
P1.1, P2.1, P3.1, P4.1, P4.2, P4.3,
P5.1, P5.2, P5.3, P6.1, P6.2
Task 5
Term 1 Week 9
Total
Final Preliminary Examination
P1.1, P2.1, P2.2, P4.3, P5.2, P5.3,
P6.1, P6.2
15
Folio report, Action Time Finance
Management Analysis, Relevant
research, Experimentation and testing,
Appropriate communications to
appropriate audiences, innovative design
projects and quality solutions
Reading and written responses
Task 2
Term 4 Week 9
Weighting
%
Component/Mode
100%
OUTCOMES
P1.1
examines design theory and practice, and considers the factors affecting designing and producing in design projects
P2.1
identifies design and production processes in domestic, community, industrial and commercial settings
P2.2
explains the impact of a range of design and technology activities on the individual, society and the environment through the development of projects
P3
investigates and experiments with techniques in creative and collaborative approaches in designing and producing
P4.1
uses design processes in the development and production of design solutions to meet identified needs and opportunities
P4.2
uses resources effectively and safely in the development and production of design solutions
P4.3
evaluates the processes and outcomes of designing and producing
P5.1
uses a variety of management techniques and tools to develop design projects
P5.2
communicates ideas and solutions using a range of techniques
P5.3
uses a variety of research methods to inform the development and modification of design ideas
P6.1
investigates a range of manufacturing and production processes and relates these to aspects of design projects
47
P6.2
evaluates and uses computer-based technologies in designing and producing
DESIGN AND TECHNOLOGY (HSC)
Date and Task
Number
Task 1:
Term 2 Week 3
Task 2:
Term 2 Week 8
Task 3:
Term 3 Week 1
Task 5:
Term 3 Week 5/6
Total
Description of Task
Outcomes
Weighting
%
Case Study
H1.1, H1.2, H2.1 H 2.2 H3.1, H6.2
Half Yearly Examination
H1.1, H1.2, H 2.1 H 2.2 H3.1 H 3.2
H 4.1, H4.2, H4.3, H5.1, H5.2, H 6.1. H6.2
5
Major Project and
accompanying design folio
H1.1, H1.2, H 2.1 H 2.2 H3.1 H 3.2
H 4.1, H4.2, H4.3, H5.1, H5.2, H 6.1. H6.2
60
Trial HSC Examination
H1.1, H1.2, H 2.1 H 2.2 H3.1 H 3.2
H 4.1, H4.2, H4.3, H5.1, H5.2, H 6.1. H6.2
15
20
Component/Mode
Written Task
Written Task
Practical Task plus Written Task
Written Task
100%
Note: Assessment task dates are approximate and may vary from those specified
HSC course - Assessment and Reporting
Major Design Project
60
External examination
Written examination
Section I Objective response questions
Section II Short-answer questions
Section III One structured extended
response question
Mark
10
15
15
Internal assessment
Innovation and emerging
technologies:
• case study of an innovation
• other tasks
Designing and producing
Weighting
40
H1.1
H1.2
H2.1
H2.2
H3.1
H3.2
H4.1
H4.2
H4.3
H5.1
H5.2
OUTCOMES
critically analyses the factors affecting design and the development and success of 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 the 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
48
20
20
60
100
H6.1
H6.2
justifies technological activities undertaken in the major design project through the study of industrial and commercial practices
critically assesses the emergence and impact of new technologies, and the factors affecting their development
49
APPENDIX 1 - ASSESSMENT TASK APPEAL FORM
Preliminary / HSC Course



Extension for Assessment Task
Consideration of Absence
Illness / Misadventure Appeal
Date: __________________________
Name of Applicant: _______________________________________________
Subject: _______________________________________________________
Task: _________________________ Due Date: ______________________
I hereby apply for consideration with respect to the task for the following reasons:
(Documentary evidence from Parent/Doctor must be provided other than in
exceptional circumstances)
In applying for this special consideration, I assure the Principal that the information
given above is accurate and that I am not seeking unfair advantage over other
students in this course.
Student: _______________________ Parent / Caregiver: ____________________
Recommendation of Teacher / Head Teacher:
Teacher: _______________________ Head Teacher: ____________________
A
Note:
 Application for an Extension
This application must be made prior to the due date of the task in time for
an alternative time to the negotiated.

Application due to a Known Absence
This application must be made to the Class Teacher and Head Teacher as
soon as the student knows that he/she will be absent on the day of an
assessment task.

Application due to an Unexpected Absence
o The Head Teacher of the subject must be notified as specified in The
Forest High School Assessment Policy Document
o The student must see his/her teacher and the Head Teacher
immediately on return to school.

Illness / Misadventure Appeal
o If the problem has occurred prior to the task then the student must
inform his/her teacher (or Year Adviser for formal examinations)
before he/she sits for the task that there are reasons why the student
feels that he/she may not perform to the usual standard.
o In the event of illness or an accident during the task, the student must
inform the teacher immediately and complete this form as soon as
possible.
A
APPENDIX 2 – OFFICIAL WARNING – Non-completion of a Preliminary Higher School
Certificate Course
Date: _______________________________
Dear _______________________________
Re: OFFICIAL WARNING – Non-completion of a Preliminary Course
I am writing to advise that your son/daughter _________________________ is in
danger of not meeting the Course Completion Criteria for the Preliminary Course
Subject:
_______________________________________
The Board of Studies requires schools to issue students with official warnings in
order to give them the opportunity to redeem themselves. Please regard this letter
as the _____ (eg 1st, 4th) official warning we have issued concerning this subject.
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 the Board: and
b) applied themselves with diligence and sustained effort to the set tasks and
experiences provided in the course by the school; and
c) achieved some or all of the course outcomes.
Where it is determined that a student has not met the Course Completion Criteria,
they place 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. It may also mean that the student is unable to
proceed to the HSC course as he/she has not satisfactorily completed the
Preliminary Course.
To date, ________________ (student name) has not satisfactorily met
(indicate a), b), or 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
_____________________ (student name) to satisfy the Course Completion Criteria,
the following tasks, requirements or outcomes listed overleaf need to be satisfactorily
completed.
Please discuss this matter with _____________________ (student name) and
contact the school if further information or clarification is needed.
Yours faithfully,
Class Teacher ___________________
Principal ___________________
B
To satisfy the Course Completion Criteria, the following tasks, requirements or
outcomes need to be satisfactorily completed by _________________(student
name).
Task Name /
Course Requirement /
Course Outcome
Date/s Task/s
Course
Requirement/s
Initially Due
(if applicable)
Action required by student
Date to be
completed by
(if applicable)
----------------------------------------------------------------------------------------------------------------Please detach this section and return to the school
REQUIREMENTS FOR THE SATISFACTORY COMPLETION OF A
PRELIMINARY COURSE

I have received the letter dated ___________________ indicating that
__________________ (student name) is in danger of not having satisfactorily
completed ___________________ (course name).

I am aware that this course may not appear on his/her Record of
Achievement.

I am also aware that the “N” determination may make him/her ineligible to
proceed to the Higher School Certificate course.

I am also aware that the “N” determination may make him/her ineligible for the
award of the Higher School Certificate
Parent/Caregiver’s signature: _____________________ Date: __________
Student’s signature: _____________________________ Date: ___________
B
APPENDIX 3 – OFFICIAL WARNING – Non-completion of a Higher School Certificate
Course
Date: _______________________________
Dear _______________________________
Re: OFFICIAL WARNING – Non-completion of a Higher School Certificate 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
Subject:
_______________________________________
The Board of Studies requires schools to issue students with official warnings in
order to give them the opportunity to redeem themselves. Please regard this letter
as the _____ (eg 1st, 4th) official warning we have issued concerning this subject.
A minimum of two course-specific warnings must be issued prior to a final ‘N’
determination being made for a course.
Course Completion Criteria
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.
The satisfactory completion of a course requires principals to have sufficient
evidence that the student has:
a) followed the course developed or endorsed by the Board: and
b) applied themselves with diligence and sustained effort to the set tasks and
experiences provided in the course by the school; and
c) achieved some or all of the course outcomes.
To date, ________________ (student name) has not satisfactorily met
(indicate a), b), or 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
_____________________ (student name) to satisfy the Course Completion Criteria,
the following tasks, requirements or outcomes listed overleaf need to be satisfactorily
completed.
Please discuss this matter with _____________________ (student name) and
contact the school if further information or clarification is needed.
Yours faithfully,
Class Teacher ___________________
Principal ___________________
C
To satisfy the Course Completion Criteria, the following tasks, requirements or
outcomes need to be satisfactorily completed by ____________________ (student
name).
Task Name /
Course Requirement /
Course Outcome
Date/s Task/s
Course
Requirement/s
Initially Due
(if applicable)
Action required by student
Date to be
completed by
(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
__________________ (student name) is in danger of not having satisfactorily
completed ___________________ (course name).

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
Parent/Caregiver’s signature: _____________________ Date: __________
Student’s signature: _____________________________ Date: ___________
C
Glossary of Key Words
Syllabus outcomes, objectives, performance bands and examination questions have
keywords 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: narrate a series of
events or transactions
Analyse
Identify components and the relationship between them; draw out and relate
implications
Apply
Use, utilise, employ in a particular situation
Appreciate
Make a judgement about the value of
Assess
Make a judgement of value, quality, outcomes, results or size
Calculate
Ascertain/determine from given facts, figures or information
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Critically
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 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
Synthesis
Putting together various elements to make a whole
D