HSC ASSESSMENT 2012/2013
Doonside Technology High School
TABLE OF CONTENTS
Introduction
The Higher School Certificate
Senior Assessment Policy
Sample N Warning Letter
Sample Misadventure Form
Assessment Guidelines for Students
Student Exam Rules & Procedures
Ancient History
Biology
Business Studies
Community and Family Studies (CAFS)
Design & Technology
English – Advanced
English – ESL
English – Standard
Food Technology
Industrial Technology – Timber Technology
Information Processes & Technology
Legal Studies
Mathematics
Mathematics General
Mathematics Extension 1
Music
PDHPE
Science – Chemistry
Science – Physics
Science – Senior Science
Software Design & Development
Visual Arts
Vocational Education & Training (VET)
Assessment
VET Assessment
VET – Construction
VET – Hospitality
VET – Metal & Engineering
VET – Primary Industries
Content Endorsed Course
Early Childhood Studies
English Studies
Mathematics Applied
Photography
Sport Lifestyle & Recreation (SLR)
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4
5
10
12
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17
19
20
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25
26
27
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29
30
31
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HSC Assessment Booklet 2012/2013
Page 2
INTRODUCTION
This booklet outlines the work that students must complete and the conditions that apply to
assessment at the HSC level (Year 12) at Doonside Technology High School.
Students are reminded that the issuing of this book to each to each student is evidence that they have
been informed of the assessment requirements.
Students enrolling to do the HSC course at the beginning of Term 4 confirm their pattern of study
at enrolment. The individual printed school timetable is evidence of courses confirmed by each
student.
BOARD ENDORSED COURSES

School-based assessment tasks contribute to 50% of the HSC mark. The assessment mark
from the school is moderated by the Board of Studies after the examination is completed. The
school assessment mark will be based on the student's performance in assessment tasks
undertaken during the course.

The other 50% will come from the HSC external examination.

The HSC mark for 2 unit courses will be reported on a scale of 0 to 100. A mark of 50 will
represent the minimum standard expected. If you achieve the minimum standard expected in a
course you will receive a mark of 50. There will be five performance bands above 50 that
correspond to different levels of achievement in knowledge, skills and understanding. The band
from 90 — 100 will correspond to the highest level of achievement.
VOCATIONAL EDUCATION & TRAINING COURSES

The total 100% will come from the HSC external examination.

The HSC mark for 2 unit courses will be reported on a scale of 0 to 100. A mark of 50 will
represent the minimum standard expected. If you achieve the minimum standard expected in a
course you will receive a mark of 50. There will be five performance bands above 50 that
correspond to different levels of achievement in knowledge, skills and understanding. The band
from 90 — 100 will correspond to the highest level of achievement.

Students will also receive an AQF Records of Achievement that lists the competencies that
have been achieved.
CONTENT ENDORSED COURSES

School-based assessment tasks contribute to 100% of the HSC mark. The school assessment
mark will be based on the student's performance in assessment tasks undertaken during the
course.
HSC Assessment Booklet 2012/2013
Page 3
THE HIGHER SCHOOL CERTIFICATE
The Higher School Certificate is the highest educational award you can gain in New South Wales
schools.
To be eligible for the HSC you must have:





Gained a School Certificate or other qualifications that the Board of Studies considers
satisfactory
A satisfactory record of attendance and application to your studies
Satisfactorily completed course requirements for each subject in the Preliminary Pattern of
Study
Satisfactorily completed course requirements for each subject in the HSC Pattern of Study
Sat for and made a serious attempt at the HSC exam
For the award of the Higher School Certificate students must
have satisfactorily completed courses. This includes the
completion of the practical, oral or project works required for
specific courses and the assessment requirements for each
course. Students will receive a separate Assessment Booklet
for the Preliminary and HSC. Students must also sit for and
make a serious attempt at the Higher School Certificate
examinations. Students studying VET Curriculum
Frameworks must also complete 35 hours of work placement
each year.
On satisfactory completion of your HSC you will receive a
portfolio containing:

The Record of Achievement
This document lists the courses you have studied and
reports the marks and bands you have achieved.

Course Reports
For every HSC Board Developed Course and
VET Curriculum Framework courses that you
sit for the external HSC Exam, you will receive a
Course Report showing your marks, the
Performance Scale and the band descriptions
for that course indicating the knowledge,
skills and understanding attained in that subject. A
graph showing the statewide distribution of
marks in the course is also shown.

£mp411
The HSC Testamur
This is the official certificate confirming your achievement
of all requirements for the award.
HSC Assessment Booklet 2012/2013
Page 4
DTHS SENIOR ASSESSMENT POLICY
Nature of Assessment
Assessment is an ongoing process which requires the completion of a number of set tasks at different
times during the course.
This policy relates to the administration of assessment tasks in stage 6. This policy is a supplement to
the information contained in the Senior Assessment Booklet and should be read in conjunction with
that material and any relevant DET Policies.
Number and Types of Tasks to be used:
Types of tasks:
The syllabus provides guidance in relation to the types of tasks that are suitable for each subject.
There should be a balance between tasks that assess content knowledge, skills and understanding.
Final assessment should be based on a range and balance of assessment instruments.
Formal examinations may contribute toward assessment. The Head Teacher will clearly show how the
examination component of the final assessment is determined for Stage 5 & 6.
Number of tasks:
Three to five tasks, including the trial HSC, are considered sufficient to adequately assess the
components of most courses. English however, may require up to six tasks. For one unit courses, two
to three tasks would generally be sufficient.
Value of tasks:
An individual task should not be worth less than 10%, nor more than 40% of the total assessment
marks. One task may address several course outcomes. In general, later tasks should carry more
weight than earlier tasks.
Common tasks:
Where more than one class is completing the same course, tasks must be the same in nature and
also administered and marked in the same way.
Assessment Schedules:
The Head Teacher of a Faculty is to ensure that, for each subject course offered, an assessment
statement is produced for both the Year 10 School Certificate, Year 11 Preliminary HSC and The HSC
Course. This is to clearly show the broad syllabus areas and their relative values together with the
actual tasks planned in each area and their weighting.
An indication should also be given as to when the course assessment tasks are to be given.
HSC Assessment will not commence until the completion of the preliminary course which is the
beginning of Term 4.
Notice of Assessment Schedule:
Students should be given written notice of the approximate nature and due date of each task at the
commencement of the course. This information is to be included in the Assessment Booklet. The
information included in this booklet is binding. Any alterations should be provided to the student as a
written notification and signed for with a minimum 2 weeks notice. If not provided this schedule may
be subject to student appeal.
Scheduling of tasks:
Tasks should not be scheduled either during or within one week of exam periods. Nor should any
tasks be scheduled after the completion of the trial or yearly exams. Non assessment weeks are
communicated on the assessment planner distributed to both staff and students.
Evaluating the Assessment Schedule:
After all courses have submitted their proposed assessment schedules, the Assessment and
Review Committee (ARC) or the Principal’s delegate/s will evaluate the schedule in view of the
assessment policy, the syllabus requirements and student and teacher workloads. The schedule
may then be adjusted in order to ensure that it is fair and compliant with BOS standards.
HSC Assessment Booklet 2012/2013
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Administration of Tasks:
Notice of tasks:
At least two weeks written notice of the specific details of each task should be given to the student.
This notice should include information on the marking criteria, format, duration, due date and time,
weightings and outcomes assessed. In general, students should not be given longer than a terms
notice, though longer may be appropriate for some practical works.
Student absences:
Faculties should display assessment information on the school assessment planner so that students
who are absent when an assessment notification is distributed can access this information
immediately on their return to school. Student responsibility, in checking this information when they
return, should be emphasized. Assessment notification can also be emailed to students’ DET account.
Submission of tasks:
Students must be given clear written information on the required format of the task (paper or
electronic), the precise date and time it is due and to whom it is to be submitted. It must be made clear
that students who are absent on the day of an assessment must submit it immediately on their return
to school accompanied by the required documentation ie; medical certificate
Extensions:
Extensions are to be granted on the basis of illness or misadventure. In the case of illness, a
supporting medical certificate must be provided covering the entire period between the due date of the
task and the date on which it was submitted. In the case of illness/misadventure, students must
complete the required form from the Head Teacher and submit it for review. The illness/misadventure
is referred to the Deputy or ARC committee for ratification and determination. Under no circumstances
should a teacher grant or attempt to secure an extension for a student without Head Teacher approval
and an illness/misadventure form being submitted as this constitutes grounds for appeal to the BOS.
Late submission of tasks:
If a task is not submitted by the precise due date and time stipulated in the assessment notification, it
is considered late and must receive a zero award until the illness/misadventure process has been
followed through with the Head Teacher. This includes instances where a student submits a task on
the due date, but fails to submit it by the precise time indicated on the assessment notification.
Non Serious Attempts:
In instances where students have not applied themselves with due diligence to an assessment this is
deemed a non–serious attempt and warrants an N-Award warning. This includes exams situations
where students have only partially completed it by attempting the multiple choice section.
Collection of tasks:
When collecting tasks, teachers need to ensure that students clearly sign their name against the class
roll to indicate that they have submitted the task. Where multiple sections are due, the teacher should
tick off each section and then have the student sign. Students should be given a signed receipt
acknowledging their submission of the task. This should be kept by the student as proof of
submission.
Substitute tasks:
A substitute task will be given for assessment tasks missed with valid reason where the student or
other students may be disadvantaged by the administration and/or completion of the original task.
Estimates:
Only in exceptional circumstances may an estimate be given for missed assessment tasks. Such
cases will be determined by consultation with the Head Teacher and Principal. Estimates will be
based upon work done prior to the task missed. Rank distribution should not be altered in this
process.
Teacher absences:
If a teacher is absent on the day of an assessment, the faculty head teacher must collect, sign and
receipt the assessment. For speaking and presentation tasks, students must be required to provide
HSC Assessment Booklet 2012/2013
Page 6
the faculty head teacher with evidence of their preparedness for the task but may not be required to
submit it.
Awarding Marks and Providing Feedback:
Marking of tasks:
Marking guidelines should indicate the marks to be awarded for different levels of achievement in
each task, using the full range of marks. They should be clearly linked to course outcomes. In some
cases, double or panel marking may be appropriate. When a task, or part of a task, is to be marked
once only, consistency may be improved if one person marks the task for the entire candidature.
Feedback on specific tasks:
Feedback provided on specific tasks should be detailed enough to allow students to identify the
improvements they need to make. Assessment Tasks should be returned to students within a
reasonable period of time prior to any subsequent assessment being set.
Feedback on overall course performance:
At no point should students be given their cumulative assessment mark nor should this information be
indicated on school reports. However, they may be given their cumulative rank at the completion of
the course and at any point during the course.
Malpractice:
Staff:
Staff malpractice refers to any instances in which staff fail to follow the BOS and School Assessment
Policy or allow students to gain an unfair advantage over others. This may include contributing to
student work in a manner that is inequitable or constitutes collusion or plagiarism. This does not
include assisting students in developing content knowledge or understanding the requirements of a
task.
Students:
Student malpractice refers to any instances in which students submit work that is not entirely their
own, breach examination rules, contrive false explanations as to why work was not submitted on time
or assists other students to engage in malpractice.
Process for addressing malpractice:
Suspected instances of staff malpractice must be referred to the Deputy Principal for review. If staff
malpractice is proven, a substitute task should be administered for the students involved.
Suspected instances of student malpractice must be referred to the faculty Head Teacher for review. If
student malpractice is proven, a zero award should be determined.
In cases where the work presented for assessment is suspected as being work other than the
student’s own, the following procedure will be implemented:
a) The teacher involved will report in writing the situation to the Head Teacher of the faculty
concerned. This report will be as specific as possible and list all the appropriate evidence
relating to the believed malpractice; this includes talking during examinations or copying set
assessments
b) The Head Teacher is to provide the Deputy Principal with a copy of the report and arrange an
interview time for the student with the Deputy Principal
c) The student concerned will be interviewed by the Deputy Principal or Head Teacher
d) Should malpractice be shown to have taken place the Deputy Principal will inform the student’s
parents/guardians
e) Where malpractice has occurred, the assessment task provided by students will be deemed to
have not been presented by the due date and a zero score awarded. It will also attract all other
penalties imposed for the non-submission of Assessment Tasks
f)
A report (on the outcomes) and supporting documents will be placed in the student’s central
file and the student advisor informed
HSC Assessment Booklet 2012/2013
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g) In cases where the application of (e) above will result in a student not meeting course
requirements, the Deputy Principal will organise a meeting between the student and the
Principal. The Principal may involve parents/guardians
All My Own Work:
This is a 25 hour course that all students must complete to satisfy the requirements of a Higher School
Certificate. This course addresses the issues of malpractice, plagiarism, copyright and emphasises
the importance of students producing and submitting original ideas and correctly referenced work.
Maintaining Secure Records:
Teachers:
Marks for individual assessments should be recorded by the teacher responsible for marking the task.
Multiple copies of records should be retained in case of damage or loss in accordance with DET policy
for approx 7 years including one copy kept off site.
The school:
Faculty Head Teachers are responsible for maintaining the security of assessment data. Electronic
copies of such records should be stored centrally on the school’s server and duplicates of these
should be stored off-site. All assessment marks need to be retained so that they can be accessed in
the event of a school review of assessments and /or student appeal.
Entering marks:
While faculty Head Teachers are responsible for submitting HSC assessment marks to the BOS, this
process should be overseen by another staff member such as the senior co-ordinator or Principal’s
delegate in order to eliminate any errors in the submission of marks to the BOS.
Assessment of transfer, accelerants and accumulants:
Transfer students:
Where a student transfers into a course after the commencement of the assessment program, every
effort should be made to acquire their existing assessment marks from their previous school. Where
this is not possible, alternate tasks may be administered if they do not disadvantage the student in any
way or alternatively the student may be given the average mark resulting from subsequent
assessments. It is important that all measures are taken to ensure that a fair and valid assessment
mark can be recorded.
Accelerants:
Accelerants should complete all assessments that are undertaken by students completing
requirements in the normal time. However, there may need to be flexibility in the order and timing of
assessment tasks. Therefore, programs of work may need to be specifically tailored to the accelerants
needs.
Accumulants:
Accumulants must complete the same assessment program that is undertaken by the regular student
cohort. Where students are repeating a subject where a major work is required, the major work
marked or entered in the previous year cannot be resubmitted without the permission of the BOS.
Students repeating year 12 should be assessed on the current Year 12 work completed during the
repeated year.
Pathways Students:
Pathways students have 5 years to complete the HSC Course. The pattern of study will be determined
by the school’s curriculum structure.
HSC Assessment Booklet 2012/2013
Page 8
Life Skills Students:
Life Skills students who elect to undertake courses of studies that do not have specific life skills
outcomes are required to follow the same assessment schedule as the regular student cohort
including completion of mandatory work placements and examinations.
Determining the Final Assessment
In tallying marks to determine the final assessment correction of decimal points in the usual manner is
to occur only with the final total score. Order of position and rank is determined on individual total
scores. Final rank position can be released to the student in accordance with school policy.
Advising Students of Unsatisfactory Progress
Failure to submit and assessment task:
Where a student fails to submit a task a zero award must be recorded. An N-Award warning
notification must be issued to the student and a copy mailed home within one week after the due date
of the task with a copy of the task attached. Parental acknowledgement should be obtained by phone.
Attempts to make parental contact should be recorded on the school’s welfare system. Copies of all
N-Award warnings should be retained by the class teacher and copies should be placed in the
student’s school file. Subsequent N-Award warning notifications must follow a numerical progression
(2nd, 3rd and so forth) even if the initial task is completed.
Students in danger of receiving an N-Determination:
If a student is in danger of receiving an N-Determination, they are to be informed in writing and
interviewed by the Principal in the presence of their parents. Students must then be given two weeks
to complete any outstanding tasks before the N-Determination is confirmed.
If tasks totaling more than 50% in a HSC subject are not submitted then the Principal is required to
certify the subject as not being satisfactorily studied.
Reviewing Assessment Marks and Appeals
Resolving disputes over assessment tasks:
On occasions when disputes arise over marks awarded, the administration of tasks or whether the
task conforms to BOS and school assessment requirements, the matter should be referred to the
faculty head teacher initially. If the dispute cannot be resolved at that level, it should be reviewed by
the deputy principal, who will examine evidence from those involved.
Review of Rank Order and N-Determinations
Reviews may only be made in relation to order of merit expectations of the student in relation to their
final order of merit as awarded in the course or N-Determinations.
Appeals to be lodged to the Principal within four days of the order of merit being received and must
relate to the appropriate guidelines as developed by BOS.
A review committee will be established if the grounds for appeal are appropriate.
Appeals
Where the review process cannot be resolved within the school provision has been made for an
appeal to the BOS. The only ground for appeal is where the student alleges that the conduct of the
school review did not comply with BOS requirements.
Evaluating the policy
The School Senior Assessment Policy will be reviewed annually by the Deputy Principal and
Executive.
HSC Assessment Booklet 2012/2013
Page 9
SAMPLE N WARNING LETTER
OFFICIAL WARNING
Non-completion of a HSC Course
I am writing to advise that your child
is in danger of not meeting the Course
Completion Criteria for the Higher School Certificate course:
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
official warning
we have issued concerning:
A minimum of two course-specific warnings must be issued prior to a final ‘N” determination being made for a course.
Course Completion Criteria
The satisfactory completion of a course requires principals to have sufficient evidence that the student
has:
a)
followed the course developed or endorsed by 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. In year 12, students must make a genuine attempt at assessment
tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient;
tasks worth in excess of 50% must be completed.
To date,
has not satisfactorily met:
A
B
C
of the Course Completion Criteria.
The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved and/or for which a
genuine attempt has not been made. In order for
to satisfy the Course
Completion criteria, the tasks requirements or outcomes listed overleaf need to be satisfactorily completed/achieved.
Please discuss this matter with
and contact the school if further information or
clarification is needed.
Yours sincerely,
Class Teacher
Head Teacher
Principal
Enter Date
Enter Date
Enter Date
HSC Assessment Booklet 2012/2013
Page 10
SAMPLE N WARNING LETTER
To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily
completed by
Enter students full name
Task name/
Course requirement/
Course outcome
Percentage
Weighting
(if
applicable)
Original Due
Date
(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
I have received the letter dated …………………….. indicating that ………………………………………….. is in
danger of not having satisfactorily completed
…………………………………………………………………………………………..



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/Guardian’s signature: ………………………………………………………….. Date: ………………………
Student’s signature: ……………………………………………………………………. Date: ………………………
HSC Assessment Booklet 2012/2013
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SAMPLE MISADVENTURE FORM
Student Illness, Accident or Misadventure Appeal Form
Date: ______________________
Section A:
Student’s Name: ______________________________________ Year: __________________
I hereby request a review in:
Subject: ___________________________________ Course: __________________________
Assessment: ________________________________ Date Due: _______________________
Reason(s) for appeal:
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
I have attached medical certificates from:
Dr____________________________________________________________________________
I have attached statements from:
______________________________________________________________________________
______________________________________________________________________________
The Subject Teacher was notified of the illness/misadventure on:
Date: ____ / ____ / ____
Time: _______ am / pm By: ________________________
Signed: _____________________________________
(Candidate/Parent/Guardian)
Date:__________________________
STUDENTS MUST HAND THE COMPLETED FORM, TOGETHER WITH CERTIFICATES AND/OR
STATEMENTS TO THE HEAD TEACHER OF THE SUBJECT.
----------------------------------------------------------------------------------------------------------------------------Section B:
Comment by Head Teacher:
________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________
______________________________________________________________________________
Signed: ___________________________________
Date: _________________________
HSC Assessment Booklet 2012/2013
Page 12
ASSESSMENT GUIDELINES FOR STUDENTS
1. The start of the HSC assessment program
Assessment for HSC courses starts in Term Four and concludes at the end of course examinations in
Term Three of the following year.
2. Satisfactory Course Completion
Students who succeed at the HSC level have:
 Attended Doonside Technology High School for the required period of time for each course.
Where a student has not met this requirement, the Principal will determine whether the
student has made sufficient progress towards achieving the outcomes of the course and
completing course requirements, including assessment.

Applied themselves with diligence and sustained effort to the set tasks and experiences
provided by the school.

Achieved some of the course outcomes as demonstrated in assigned work, practical
requirements, formal assessment tasks and examinations.

Maintained a satisfactory level of class attendance. Doonside Technology High School uses
85% as a guide to satisfactory attendance. Although attendance will not be used by itself as
an indicator of student progress, a student whose attendance falls below that level is at risk of
non-completion of required course work, whether that attendance is explained or
unexplained.
Note:
Where the student has been able to maintain or make up work that was missed during absences,
class teachers will use their professional judgment in determining whether the student is still at risk of
non-completion.
Students are responsible for explaining their absences to each of their teachers. If they do not, the
absence will be viewed as unexplained.
In cases of extended leave which have been approved by the Principal, the student is required to
maintain a satisfactory level of course work and to negotiate with course coordinators in regard to
formal assessment.
3. School-Based Assessment
a ) Each student can expect to receive from DTHS:

Guidelines for HSC level assessment with the administrative details associated with
assessment of student work.

Course requirements for each course including prescribed projects, topics and texts, and
the nature and value of each assessment task.

Changes to the information in this handbook if needed. Students will be notified of the
changes in writing.

At least TWO weeks written notification that an assessment task will take place or be due
on a particular date. Where appropriate this will include details of the specific nature of the
task.

Feedback on each assessment task as soon as possible. If students have concerns about
a mark on a particular task, they should speak to their teacher as soon as possible (see
below),
b) Students are responsible for:

Meeting all course requirements, including attendance at classes. Applying themselves
HSC Assessment Booklet 2012/2013
Page 13
with diligence and sustained effort to the set tasks and experiences involved in each
course.

Making a genuine attempt at all assessment tasks. To avoid receiving a N determination,
the BOS requires that students make a genuine attempt at assessment tasks, which
contribute in excess of 50% of the available marks.


Personal honesty. Work submitted must be the student's own work and sources consulted or
quoted must be acknowledged.
Submitting all tasks on or before the due date.

Being present for all in-class tasks and examinations.
4. Failure to complete tasks
a)
Absence from and non-completion of tasks:
Failure to complete any assessment task will automatically result in that task being
recorded as a non-attempt. A course official warning letter will be issued, work must be
submitted to achieve course outcomes. A zero will be recorded to indicate that the work has
been received. A 2m warning letter will also be issued if work is not submitted. An NIA is
recorded if work is not handed in. The 3`d notification will inform of likely N determination for
that course.
b)
Work submitted late (without an Illness/Misadventure Form):
All assignments handed in after the due date will receive a zero mark. Exceptions to this
policy will require the implementation of the Misadventure Form Process. A student can
complete a misadventure form and seek support from the classroom teacher, relevant
Head Teacher and Deputy Principal for a range of options to support the completion of the
assignment.
c)
Illness/Misadventure:
Students who are absent for a formal task or believe they have special circumstances
which affected their performance on a task may complete an Illness/Misadventure Form.
These are available from the Head Teacher or Deputy Principal on the first day back from
leave. Each case will be considered via the appeal process.
Students who complete an Illness/Misadventure Form because of illness will need a
medical certificate.
d)
Genuine attempts:
Students will have made a genuine attempt if they have completed the task and have made a
genuine effort to complete the requirements of the task.
5. Concerns about assessment, misadventure and appeals for special consideration
a)
Misadventure:
Students must prepare their comments on the Misadventure Form very carefully as this will
provide the basis for the review. If the appeal is upheld, the student will usually be required to
complete an alternative task
b)
Appeals for consideration of accident or misadventure must
 Be submitted at the time that the assessment task is due. Students who are not at school
at the time of the task must submit their applications immediately on return to school.
 Outline the task being appealed, date for submission and reasons for their appeal.
 Dated doctor's certificates that identify the nature of the illness and relevance to the
assessment task should be submitted in the case of illness.
HSC Assessment Booklet 2012/2013
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c) Appeals that will not be upheld include appeals that:

Are submitted after results of the task have been published, or more than two school days
after the task was to be completed (except where the student has been unable to attend
school and the school has been informed of the reasons. In this case the Misadventure
Form is submitted within two days of their return to school).

Are submitted by students who do not make themselves available to attempt an alternative
task.

Do not clearly identify the task being appealed and the reasons for the appeal in the
application for consideration.

Claim the influence of long-term illnesses or disabilities for which special consideration has
not been requested and granted through BOS procedures.
Claim the influence of events that could reasonably be avoided.

Note: The Board of Studies does not allow students to appeal against a teacher's professional
judgement about the relative quality of student work .
6. Unsatisfactory Progress
a) Procedures:


b)
If a student is at risk of not meeting course requirements, they are notified in writing. These
standard letters list concerns and outline the consequences of receiving an N
Determination.
The purpose of the warning is to give students the opportunity to correct the problem.
N Determinations:
An N Determination is a very serious matter. If the N Determination is in a course which is
part of the required pattern of study for the HSC, a student may not be able to complete the
HSC within the planned time. In addition, the course does not appear on the student's
Record of Achievement.
c)
An N Determination maybe issued to a student who has NOT satisfied requirements
in one or more of these areas:
 Not studied the required pattern of courses for the required time.
 Not applied themselves with diligence and sustained effort to set tasks and experiences of
‘course work'. Students who find work difficult but complete all tasks to the best of their
ability are not given N Determinations.
 Not achieved some of the course outcomes as demonstrated in assigned work, practical
requirements and HSC assessment tasks. The BOS requires students doing HSC courses
to make a genuine attempt at Assessment Tasks worth more than 50% of the available
marks (ie. 51% or more).
 Not maintained a satisfactory level of class attendance. This school uses 85% as a guide.
Although attendance will not be used by itself as an indicator of student progress, a student
whose attendance falls below that level is at risk of

Non-completion of required course work, whether that attendance is explained or
unexplained. Where the student has been able to maintain or make up work that
was missed during absences teachers will use their professional judgment in
determining whether the student is still at risk.

Students are responsible for explaining their absences to each teacher. They
need to support these absences with notes from parents or Medical Certificates for
illness. If they do not do this, the absence will be viewed as unexplained.
HSC Assessment Booklet 2012/2013
Page 15
d) Warnings:
In general, a student who enrolled at the start of a course receives two warnings before the
Principal recommends an N determination for that course.
First Warning:
This warning is an initial indication that a student is at risk of receiving an N Determination in
a course and the student will have had an interview with the class teacher. The teacher will
have explained the reasons for the warning and indicated what has to be done to correct the
situation. Parents/guardians will be contacted by the teacher or the Head Teacher of the
faculty.
Second Warning:
This warning indicates that a student needs to speak immediately with his/her teacher and
make every effort to correct any problems. The student will have had an interview with the
Head Teacher whose name appears on this letter and will have been told what steps will
need to be taken to avoid an N Determination. The teacher and the Head Teacher will seek
an interview with the parent.
Third Notification:
This notification indicates that the student will have to act immediately to avoid receiving an N
determination. The student will have had an interview with the Deputy Principal to explain
why he/she has not completed the task. The Deputy Principal will have explained what
actions, if any, the student can take to meet course requirements. At this time,
parents/guardians must meet with the teacher and the Principal, or Deputy Principal.
Malpractice:
a) Definition:
Malpractice refers to any activity undertaken by a student that allows them to gain an unfair
advantage over other students. Student malpractice may include any instances in which
students submit work that is not entirely their own, breach examination rules, contrive false
explanations as to why work not submitted on time or assist other students to engage in
malpractice.
b) Procedures:
Suspected instances of student malpractice will be referred to the faculty Head Teacher for
review. If the issue cannot be resolved at that level, it will be referred to the Deputy Principal
for consideration. If student malpractice is proven, a zero mark will be awarded for the task.
HSC Assessment Booklet 2012/2013
Page 16
STUDENT EXAM RULES & PROCEDURES
Examination Dates & Times
1. You must be at the hall at least 10 minutes before the start of each examination.
2. If you cannot attend an examination because of illness or misadventure, you must notify
the school immediately. You will need to provide a Medical Certificate and follow the
misadventure process by completing a form available from the Deputy Principal
3. If you miss an examination simply because you have misread the timetable, you will
receive an examination mark of zero in that course. This is not a ground for an appeal or
misadventure.
Equipment for Examinations
1. When in the examination room, students must remove watches and place them in
clear view on the examination table
2. Mobile phones or other electronic communication devices must not be taken into
the examination room.
3. Students may only take equipment that is specific for HSC examinations as listed on the
BOS website or on the exam paper into the examination room. No other equipment is
allowed
4. It is the responsibility of the student to supply equipment that is in good working order.
This includes calculators
5. Equipment failure is not a ground for an appeal or misadventure
6. Supervisors will not be responsible for the safe keeping of unauthorised material /
equipment
7. When answering multiple choice questions students should use black or blue pen.
8. You are not permitted to borrow equipment during examinations.
Examination Room Procedures
1. It is your responsibility to make sure that the correct examination paper has been
provided for the course you have entered. When asked to do so by the supervisor, you
must also check examination papers to make sure that there are no pages missing
2. Reading time for examination papers is as follows:

10 minutes reading and familiarisation time for the first paper of the examination in
English;

5 minutes reading time for all other examinations.
3. During reading time you must not write nor use any equipment including highlighters
4. During written examinations, you must:

Read the instructions on the examination paper carefully as well as all questions;

Write your name on all writing booklets, special answer books and answer sheets;

Write with blue or black pen. Pencil may only be used where specified;

Stop writing immediately when told to do so by the supervisor.
5. You must not:

Commence writing until instructed to do so.

Leave the examination room (except in an emergency) until one hour after the start
of the examination.

If you have to leave and want to return and resume the examination, you must be
supervised while you are absent from the examination room;

Leave the examination room during the last 15 minutes of the examination. If
you have completed the examination you must remain seated and quiet;
HSC Assessment Booklet 2012/2013
Page 17

Speak to any person other than a supervisor during the examination

Behave in any way likely to disturb the work of any other student or upset the
conduct of the examination.

Take into the examination room, or refer to during the examination, any books or
notes, the examination timetable, any paper or unauthorised equipment
6. If you do not follow these rules, or if you cheat in the examinations in any way, you may
be asked to leave the examination room and will be reported to the Principal. The
penalty may be the cancellation of the paper for the course and zero marks awarded.
7. If you do not make a serious attempt at an examination, you may not receive a result in
that course and an N Award Warning may be issued. Students are required to attempt a
range of question types throughout the examination paper. Simply attempting multiplechoice questions is not sufficient for an attempt to be considered serious.
HSC Assessment Booklet 2012/2013
Page 18
Ancient History
Task
Name of Assessment Task
Source Analysis
Essay/Research
Half Yearly Exam
1
2
3
Oral Presentation
Trial HSC Exam
4
5
Outcomes Assessed
H1.1, H3.2, H3.3
H2.1, H3.4, H3.6
H1.1, H2.1, H3.2, H3.3, H3.4,
H4.4
H3.1, H3.5, H4.2
H1.1, H2.1, H3.3, H3.4, H4.1
Term/Wk Due
Weighting
Term 4, Week 6
Term1, Week 6
Term 1, Week 9
25
25
20
Term 2, Week 8
Term 3, Week 5
10
20
TOTAL
100%
Outcomes:
H1.1
H2.1
H3.1
H3.2
H3.3
H3.4
H3.5
H3.6
H4.1
H4.2
Describe and assess the significance of key people, groups, events, institutions, societies and sites within the 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 knowledge and understanding of historical features and issues using appropriate oral and written forms.
HSC Assessment Booklet 2012/2013
Page 19
Biology
Task
Name of Assessment Task
Open ended Task
Field task report
Half Yearly Exam
Practical exam
Trial HSC Exam
1
2
3
4
5
Outcomes Assessed
H6, H11, H12, H13, H14, H15
H1, H4, H6, H8, H13, H14, H15
H2, H3, H4, H8, H9, H10
H1 to H16
H1 to H16
Term/Wk Due
Term 4, Week 7
Term1, Week 7
Term 1, Week 9
Term 2, Week 8
Term 3, Week 5
TOTAL
Weighting
20
15
20
20
25
100%
Outcomes:
H1
evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking
H2
analyses the ways in which models, theories and laws in biology have been tested and validated
H3
assesses the impact of particular advances in biology on the development of technologies
H4
assesses the impacts of applications of biology on society and the environment
H5
identifies possible future directions of biological research
H6
explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism
H7
analyses the impact of natural and human processes on biodiversity
H8
evaluates the impact of human activity on the interactions of organisms and their environment
H9
describes the mechanisms of inheritance in molecular terms
H10
describes the mechanisms of evolution and assesses the impact of human activity on evolution
H11
justifies the appropriateness of a particular investigation plan
H12
evaluates ways in which accuracy and reliability could be improved in investigations
H13
uses terminology and reporting styles appropriately and successfully to communicate information and understanding
H14
assesses the validity of conclusions from gathered data and information
H15
explains why an investigation is best undertaken individually or by a team
H16
justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a
critical evaluation of the consequences of the applications of science
HSC Assessment Booklet 2012/2013
Page 20
Business Studies
Task
1
2
3
4
5
6
Topic Test
Name of Assessment Task
Outcomes Assessed
H2.1, H3.2, H3.3, H5.1, H5.3
Term/Wk Due
Term 4, Week 7
Weighing
10
Management Change
Half Yearly Exam
H1.2, H2.1, H3.1, H3.2, H4.1, H5.3,
Term 1, Week 9
20
Business Report
H2.1, H3.2, H3.3, H4.2, H5.3, H5.4,
Term 2, Week 6
15
Financial Management
Stimulus Based Class Test
H1.2, H2.1, H3.1, H3.2, H4.1, H5.3
Term 2. Week 8
10
Business Report
H1.2, H2.2, H5.3
Term 3, Week 3
15
Globalisation
Trial HSC Exam
All Outcomes
Term 3, Week 5
TOTAL
30
100%
Outcomes:
H1.1
H1.2
H2.1
H2.2
H3.1
H3.2
H3.3
H4.1
H4.2
Explains the impact of the global business environment on business role and structure.
Critically analyses the role of business in Australia.
Describes and analyses business functions and operations and their impact on business success.
Evaluates processes and operations in global business.
Explains management theories and strategies and their impact on business.
Evaluates the effectiveness of management in the organisation and operations of business and its responsiveness to change.
Analyses the impact of management decision-making on stakeholders.
Critically analyses the social and ethical responsibilities of management.
Evaluates management strategies in response to internal and external factors.
HSC Assessment Booklet 2012/2013
Page 21
Community and Family Studies (CAFS)
Task
1
Name of Assessment Task
Independent Research Project
Half Yearly Exam
2
3
4
Groups in Context Task
Parent of the Year Report
Trial HSC Exam
5
Outcomes Assessed
Term/WkDue
Weighting
H4.1, H4.2
Wk 1 Term 1
15%
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
H1.1, H2.2, H2.3, H3.1, H3.3, H3.4,
H4.1, H4.2, H5.1, H6.2
H1.1, H2.1, H2.2, H2.3, H3.3, H4.3,
H5.1, H5.2, H6.1
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
Wk 9 Term 1
15%
Week 1 Term 2
20%
Week 9 Term 2
25%
Week 5 Term 3
25%
TOTAL
100%
Outcomes:
H1.1 Analyses the effect of resource management on the wellbeing of individuals, groups, families and communities.
H2.1 Analyses different approaches to parenting and caring relationships.
H2.2 Evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities.
H2.3 Critically examines how individual rights and responsibilities in various environments contribute to wellbeing.
H3.1 Analyses the sociocultural factors that lead to special needs of individuals in groups.
H3.2 Evaluates networks available to individuals, groups and families within communities.
H3.3 Critically analyses the role of policy and community structures in supporting diversity.
H3.4 Critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities.
H4.1Justifies and applies appropriate research methodologies.
H4.2 Communicates ideas, debates issues and justifies opinions.
H5.1 Proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to
resources.
H5.2 Develops strategies for managing multiple roles and demands of family, work and other environments.
H6.1 Analyses how the empowerment of women and men influences the way they function within society.
H6.2 Formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social
environments.
HSC Assessment Booklet 2012/2013
Page 22
Design & Technology
Task
1
Name of Assessment Task
Outcomes Assessed
Term/WkDue
Weighting
Case Study of Innovation
H2.2, H3.1, H3.2, H6.2
Term 4 Week 9
20%
Presentation based on Major Design Project
H4.1, H4.2
Term 1 Week 6
20%
Written Report
H4.3, H5.2, H6.1
Term 2 Week 4
20%
Management Plan for Advertising Campaign
H5.1, H5.2
Term 3 Week 3
20%
Trial HSC (Written examination)
H1.1, H1.2, H2.1, H2.2, H3.1, H6.2
Term 3 Week 5
20%
2
3
4
5
TOTAL
100%
Outcomes:
H1.1 Critically analyses the factors affecting design and the development and success of design projects.
H1.2 Relates the practices and processes of designers and producers to the major design project.
H2.1 Explains the influence of trends in society on design and production.
H2.2 Evaluates the impact of design and innovation on society and the environment.
H3.1 Analyses the factors that influence innovation and the success of innovation.
H3.2 Uses creative and innovative approaches in designing and producing.
H4.1 Identifies a need or opportunity and researches and explores ideas for design development and production of the major design project.
H4.2 Selects and uses resources responsibly and safely to realise a quality major design project.
H4.3 Evaluates the processes undertaken and the impacts of the major design project.
H5.1 Manages the development of a quality major design project.
H5.2 Selects and uses appropriate research methods and communication techniques.
H6.1 Justifies technological activities undertaken in the major design project through the study of industrial and commercial practices.
H6.2 Critically assesses the emergence and impact of new technologies, and the factors affecting their development.
HSC Assessment Booklet 2012/2013
Page 23
English – Advanced
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Narrative and Evaluation
3, 8, 9, 11
T4 Week 9
25%
2
Essay
Performance and Evaluation
10, 13, 12, 7
10, 8, 7, 5
T1 Week 7
T2 Week 7
25%
15%
Poster and Analysis
10, 7, 5, 4
T3, Week 3
15%
Half yearly examination
ALL
ALL
Term 1 Week 9
Term 3 Week 5
TOTAL
10%
20%
100%
3
4
5
6
Trial examination
1. A student explains and evaluates the effects of different contexts of responders and composers on texts.
2. A student explains relationships among texts.
2A. A student recognises different ways in which particular texts are valued.
3. A student develops language relevant to the study of English.
4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.
5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.
6. A student engages with the details of text in order to respond critically and personally.
7. A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes,
audiences and contexts.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of
information and ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.
12. A student reflects on own processes of responding and composing.
12A. A student explains and evaluates different ways of responding to and composing text.
13. A student reflects on own processes of learning.
HSC Assessment Booklet 2012/2013
Page 24
English as a Second Language
Task
Name of Assessment Task
Weighting
15%
Term 2 Week 2
15%
3
Module A: Writing and presentation 1, 2, 3, 4, 5, 9, 11
task
Area of Study: Collage and speech
3, 4, 9, 10, 11, 12, 13, 14
Term 2 Week 8
20%
4
Area of Study: Essay
1, 2, 4, 6, 9, 11
Term 3 Week 2
20%
5
6
Half yearly examination
Trial examination
ALL
ALL
Term 1 Week 9
Term 3 Week 5
TOTAL
10%
20%
100%
2
4, 5, 8, 10, 11, 12
Term/Wk Due
Term 4 Week 9
1
Module B: PowerPoint presentation
Outcomes Assessed
Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
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 effect 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.
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.
HSC Assessment Booklet 2012/2013
Page 25
English – Standard
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
3, 8, 9, 11
Week 9, Term 4
25%
10, 13, 12, 7
Week 7, Term 1
15%
10, 8, 7, 5
Week 7, Term 2
15%
10, 7, 5, 4
Week 3, Term 3
15%
4
Area of Study –
Narrative and speech
Distinctively Visual –
Collage and Analysis
Close Study –
Essay and Reflection
Into the World
Prepared and Timed Essay
5
6
Half-Yearly Examination
Trial Examination
ALL
ALL
Week 9, Term 1
Week 5, Term 3
TOTAL
10%
20%
100%
1
2
3
Outcomes:
1.
2.
3.
4.
5.
6.
7.
A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.
A student demonstrates understanding of the relationships among texts.
A student develops language relevant to the study of English.
A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.
A student analyses the effect of technology and medium 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.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and
ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.
11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.
12. A student reflects on own processes of responding and composing.
13. A student reflects on own processes of learning.
HSC Assessment Booklet 2012/2013
Page 26
Food Technology
Task
1
2
3
4
5
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
Australian Food Industry
H1.2, H3.1
Week 5
T1
10%
Food Manufacture
H1.2, H1.4, H4.2
Week 4
T2
25%
Food Product Development
H1.3, H4.1
Week 3
T3
25%
Half Yearly
H1.2, H1.4, H3.1, H4.2
Week 9, Term 1
20%
Yearly
H1.1, H1.2, H1.3, H1.4, H2.1 H3.1,
H3.2, H4.1, H4.2, H5.1
Week 5, Term 3
20%
TOTAL
100%
Outcomes:
H1.1
H1.2
H1.3
H1.4
H2.1
H3.1
H3.2
H4.1
H4.2
H5.1
Explains manufacturing processes and technologies used in the production of food products.
Examines the nature and extent of the Australian Food Industry.
Justifies processes of food product development and manufacture in terms of market, technological and environmental considerations.
Evaluates the impact of the operation of an organisation within the Australian Food Industry on the individual, society and environment.
Evaluates the relationship between food, its production, consumption, promotion and health.
Investigates operations of one organisation within the Australian Food Industry.
Independently investigates contemporary nutrition issues.
Develops, prepares and presents food using product development processes.
Applies principles of food preservation to extend the life of food and maintain safety.
Develops, realises and evaluates solutions to a range of food situations.
HSC Assessment Booklet 2012/2013
Page 27
Industrial Technology – Timber Technology
Task
1
2
3
4
5
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
Project Proposal
H1.1, H1.3, H4.2, H7.1
Term 4 Week 6
20%
Experimentation, Mock Up and Diary
H1.2, H3.1, H3.2, H4.1, H4.3
Term 1 Week 6
10%
Final Practical Project
Design Folio
H2.1, H4.1, H6.2
H1.2, H3.1, H3.2, H3.3, H4.3,
H5.1, H5.2, H6.1, H7.2
Term 2 week 8
Term 3 Week 2
30%
20%
Term 3 Week 5
TOTAL
20%
100%
Trial HSC Exam
Outcomes:
H1.1 Investigates industry through the study of businesses in one focus area.
H1.2 Identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies
in industry.
H1.3 Identifies important historical developments in the focus area industry.
H2.1 Demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques.
H3.1 Demonstrates skills in sketching, producing and interpreting drawings.
H3.2 Selects and applies appropriate research and problem-solving skills.
H3.3 Applies and justifies design principles through the production of a Major Project.
H4.1 Demonstrates competency in a range of practical skills appropriate to the Major Project.
H4.2 Explores the need to outsource appropriate expertise where necessary to complement personal practical skills.
H4.3 Critically applies knowledge and skills related to properties and characteristics of materials/components.
H5.1 Selects and uses communication and information processing skills.
H5.2 Examines and applies appropriate documentation techniques to project management.
H6.1 Evaluates the characteristics of quality manufactured products.
H6.2 Applies the principles of quality and quality control.
H7.1 Explains the impact of the focus area industry on the social and physical environment.
H7.2 Analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment.
HSC Assessment Booklet 2012/2013
Page 28
Information Processes & Technology
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
 Project Work
H1.1, H5.1, H7.2
Term 4, Week 8
20%
2
 Half yearly exam
H2.1, H7.1, H7.2
Term 1, Week 9
25%
3
 Project Work
H1.2, H3.2, H4.1
Term 2, Week 9
30%
4
 Trial HSC (Written examination)
Term 3, Week 5
25%
TOTAL
100%
H1.2, H2.2, H3.1, H3.2, H4.1,
H5.2 H6.1, H6.2, H7.1
Outcomes:
H1.1 Applies and explains an understanding of the nature and function of information technologies to a specific practical situation.
H1.2 Explains and justifies the way in which information systems relate to information processes in a specific context.
H2.1 Analyses and describes a system in terms of the information processes involved.
H2.2 Develops and explains solutions for an identified need which address all of the information processes.
H3.1 Evaluates and discusses the effect of information systems on the individual, society and the environment.
H3.2 Demonstrates and explains ethical practice in the use of information systems, technologies and processes.
HSC Assessment Booklet 2012/2013
Page 29
Legal Studies
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Crime File
H1.1, H3.3, H3.4
Term 4, Week 8
20%
2
Half yearly exam
H5.1, H5.2, H5.3, H5.4
Term 1, Week6
20%
3
Family law reseach essay
H2.3, H3.1, H4.1
Term 1, Week 9
20%
World order in class essay
H5.1, H5.2, H5.3, H5.4
Term 3, Week 1
20%
Trial Exam
H4.2, H4.3
Term, 3, Week 5
20%
TOTAL
100%
4
5
Outcomes:
H1. Identifies and applies legal concepts and terminology.
H2. Describes and explains key features of and the relationship between Australian and international law.
H3. Analyses the operation of domestic and international legal systems.
H4. Evaluates the effectiveness of the legal system in addressing issues.
H5. Explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change.
H6. Assesses the nature of the interrelationship between the legal system and society.
H7. Evaluates the effectiveness of the law in achieving justice.
H8. Locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media,
international instruments and documents.
H9. Communicates legal information using well-structured and logical arguments.
H10Analyses differing perspectives and interpretations of legal information and issues.
HSC Assessment Booklet 2012/2013
Page 30
Mathematics
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Assessment task 1
H2, H5
2
Half Yearly
H2, H4, H5, H9
3
Sighted Task
H1, H2, H4, H8, H9
Term 2 Wk 10
20%
4
Trial HSC
H2, H3, H4, H5, H6, H7, H8, H9
Term 3 Wk 5
30%
TOTAL
100%
Term 4 Wk 8 2012
20%
Term 1 Wk 9
30%
Outcomes:
H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts.
H2 Constructs arguments to prove and justify results.
H3 Manipulates algebraic expressions involving logarithmic and exponential functions.
H4 Expresses practical problems in mathematical terms based on simple given models.
H5 Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems.
H6 Uses the derivative to determine the features of the graph of a function.
H7 Uses the features of a graph to deduce information about the derivative.
H8 Uses techniques of integration to calculate areas and volumes.
H9 Communicates using mathematical language, notation, diagrams and graphs.
HSC Assessment Booklet 2012/2013
Page 31
Mathematics General
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Assignment
P6, P7, H1, H10, H11
Term 4 Wk10 2012
15%
2
Half Yearly
H2, H4, H5, H7, H9, H10
Term 1 Wk9
30%
3
Sighted Test
H1, H2, H3, H4, H8
Term 2 Wk9
25%
4
Trial HSC
All Outcomes
Term 3 Wk 5
30%
TOTAL
100%
Outcomes
H1 Appreciates the importance of mathematics in her/his own life and its usefulness in contributing to society.
H2 Integrates mathematical knowledge and skills from different content areas in exploring new situations.
H3 Develops and tests a general mathematical relationship from observed patterns.
H4 Analyses representations of data in order to make inferences, predictions and conclusions.
H5 Makes predictions about the behaviour of situations based on simple models.
H6 Analyses two-dimensional and three-dimensional models to solve practical and mathematical problems.
H7 Interprets the results of measurements and calculations and makes judgements about reasonableness.
H8 Makes informed decisions about financial situations.
H9 Develops and carries out statistical processes to answer questions which she/he and others have posed.
H10 Solves problems involving uncertainty using basic principles of probability.
H11 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to
others.
HSC Assessment Booklet 2012/2013
Page 32
Mathematics Extension 1
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Assessment Task 1
HE1, HE2, HE7
Term 4 Wk 9 2012
20%
2
Half Yearly
HE2, HE4, HE7
Term 1 Wk 9
30%
3
Assessment Task 3
HE2, HE3, HE4, HE5, HE7
Term 2 Wk 7
20%
4
Trial HSC
All Outcomes
Term 3 Wk 5
30%
TOTAL
100%
Outcomes:
HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics.
HE2 Uses inductive reasoning in the construction of proofs.
HE3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic
motion, or exponential growth and decay.
HE4 Uses the relationship between functions, inverse functions and their derivatives.
HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement.
HE6 Determines integrals by reduction to a standard form through a given substitution.
HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form.
HSC Assessment Booklet 2012/2013
Page 33
Music
Task
1
2
3
4
5
Name of Assessment Task
Elective 1:
Performance, Musicology, Composition
Elective 2:
Performance, Musicology, Composition
Half Yearly Aural
Elective 3:
Performance, Musicology, Composition
Trial HSC Performance including aural
Outcomes Assessed
H1, H2, H3, H4, H5, H6, H7, H8, H9,
H10, H11
H1, H2, H3, H4, H5, H6, H7, H8, H9,
H10, H11
H4, H6
H1, H2, H3, H4, H5, H6, H7, H8, H9,
H10, H11
H4, H6, H10, H1, H9, H11
Term/Wk Due
Weighting
Week 7 Term 4 2012
25 %
Week 7 Term 1
15 %
Week 9 Term 1
10 %
Week 6 Term 2
25 %
Week 3 Term 3
TOTAL
25 %
100%
Outcomes:
H1 Performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble.
H2 Reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied.
H3 Improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied.
H4 Articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles.
H5 Critically evaluates and discusses performances and compositions.
H6 Critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening
H7 Understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics
studied.
H8 Identifies, recognises, experiments with, and discusses the use and effects of technology in music.
H9 Performs as a means of self-expression and communication.
H11 Demonstrates a willingness to accept and use constructive criticism.
H10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities.
HSC Assessment Booklet 2012/2013
Page 34
Modern History
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
 Source Analysis Task
H1.1, H3.1, H3.2, H3.3, H3.5
Term 4, Week 7
15
2
Half Yearly Exam
H1.1, H1.2, H2.1, H3.4, H4.1, H4.2
Term 1, Week 9
20
3
Personality Research Task
H1.1, H4.2, H3.5, H3.4
Term, 2, Week 8
25
4
 Group Oral Presentation
H2.1, H3.3, H3.4, H4.2
Term, 3, Week3
15
5
 Trial HSC
H1.2, H2.1, H3.3, H3.4, H4.1, H4.2
Term 3, Week 5
25
TOTAL
100%
Outcomes:
H1.1
H1.2
H2.1
H3.1
H3.2
H3.3
H3.4
H3.5
H4.1
H4.2
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.
Explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century.
Ask relevant historical questions.
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.
HSC Assessment Booklet 2012/2013
Page 35
PDHPE
Task
1
2
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
National Health Priority Area
H1,H2, H15, H16
Wk 8 Term 4
25%
Half Yearly Exam
Energy Systems
H1, H2, H3, H4, H5, H14, H10, H17
H7, H17
Wk 9 Term 1
Wk 5 Term 2
25%
25%
Trial HSC Exam
H1 – H17
Wk 5 Term 3
25%
3
4
TOTAL
100%
Outcomes:
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
H11
H12
H13
H14
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 (Option 1)
Explains the relationship between physiology and movement potential.
Explains how a variety of training approaches and other interventions enhance performance and safety in physical activity.
Explains how movement skill is acquired and appraised.
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,
HSC Assessment Booklet 2012/2013
Page 36
Chemistry
Task
Name of Ass Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
Practical Reports
H11 to H16
Ongoing
20%
Half Yearly Exam
H1 to H16
Term 1 Week 9
20%
Practical Exam
H11 to H16
Term 2 Week 4
20%
4
Research Assignment
H1 to H5
Term 3 Week 3
20%
5
Trial Exam
H1 to H16
Term 3 Week 5
20%
1
2
3
TOTAL
100%
Outcomes:
H1. Evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking.
H2. Analyses the ways in which models, theories and laws in chemistry have been tested and validated.
H3. Assesses the impact of particular advances in chemistry on the development of technologies.
H4. Assesses the impacts of applications of chemistry on society and the environment.
H5. Describes possible future directions of chemical research.
H6. Explains reactions between elements and compounds in terms of atomic structures and periodicity.
H7. Describes the chemical basis of energy transformations in chemical reactions.
H8. Assesses the range of factors which influence the type and rate of chemical reactions.
H9. Describes and predicts reactions involving carbon compounds.
H10. Analyses stoichiometric relationships.
H11. Justifies the appropriateness of a particular investigation plan.
H12. Evaluates ways in which accuracy and reliability could be improved in investigations.
H13. Uses terminology and reporting styles appropriately and successfully to communicate information and understanding.
H14. Assesses the validity of conclusions from gathered data and information.
H15. Explains why an investigation is best undertaken individually or by a team.
H16. Justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a
desire for critical evaluation of the consequences of the applications of science.
HSC Assessment Booklet 2012/2013
Page 37
Physics
Task
Name of Ass Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Research Task
H2, H3, H5, H6, H8, H10
Term4 Week 7
20%
2
Oral/ PowerPoint
H4, H7, H9, H14, H15
Term1 Week 6
20%
3
Half Yearly Exam
H1 to H16
Term 1 Week 9
20%
4
Practical Test
H8, H11, H12, H13, H16
Term 2 Week 7
20%
5
Trial Exam
H1 to H16
Term 3 Week 5
20%
TOTAL
100%
Outcomes:
H1. Evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking.
H2. Analyses the ways in which models, theories and laws in physics have been tested and validated.
H3. Assesses the impact of particular advances in physics on the development of technologies.
H4. Assesses the impacts of applications of physics on society and the environment.
H5. Identifies possible future directions of physics research.
H6. Explains events in terms of Newton’s Laws, Law of Conservation of Momentum and Relativity.
H7. Explains the effects of energy transfers and energy transformations.
H8. Analyses wave interactions and explains the effects of those interactions.
H9. Explains the effects of electric, magnetic and gravitational fields.
H10. Describes the nature of electromagnetic radiation and matter in terms of the particles.
H11. Justifies the appropriateness of a particular investigation plan.
H12. Evaluates ways in which accuracy and reliability could be improved in investigations.
H13. Uses terminology and reporting styles appropriately and successfully to communicate information and understanding.
H14. Assesses the validity of conclusions from gathered data and information.
H15. Explains why an investigation is best undertaken individually or by a team.
H16. Justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a
desire for critical evaluation of the consequences of the applications of science.
HSC Assessment Booklet 2012/2013
Page 38
Senior Science
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Research Assignment
H1 to H6
Term 4 Week 8
20%
2
Half Yearly Exam
H1 to H16
Term 1 Week 9
20%
3
Field Task & Practical
H5, H7, H8, H9, H10
Term 2 Week 5
20%
4
Practical Exam
H11 to H16
Term 3 Week 2
20%
5
Trial Exam
H1 to H16
Term 3 Week 5
20%
TOTAL
100%
Outcomes:
H1. Discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking.
H2. Applies the processes that are used to test and validate models, theories and laws, to investigations.
H3. Assesses the contribution of scientific advances on the development of technologies.
H4. Assesses the impacts of applications of science on society and the environment.
H5. Describes possible future directions of scientific research.
H6. Describes uses of the Earth’s resources.
H7 Identifies effects of internal and external environmental changes on the human body.
H8. Relates the properties of chemicals to their use.
H9. Relates the structure of body organs and systems to their function.
H10. Discusses ways in which different forms of energy and energy transfers and transformations are used.
H11. Justifies the appropriateness of a particular investigation plan.
H12. Evaluates ways in which accuracy and reliability could be improved in investigations.
H13. Uses terminology and reporting styles appropriately and successfully to communicate information and understanding.
H14. Assesses the validity of conclusions from gathered data and information.
H15. Explains why an investigation is best undertaken individually or by a team.
H16. Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a
desire for a critical evaluation of the consequences of the applications of science.
HSC Assessment Booklet 2012/2013
Page 39
Software Design & Development
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1

Case study presentation
H1.2, H2.2, H3.1, H6.1, H6.2
T4 Wk 6
10%
2

Half yearly exam
All outcomes
T1 wk 9
15%
3

Programming a directional game in VB
H1.1, H1.3,H3.1,3.2, 4.1
T2 wk 6
15%
4

Major Project
All outcomes
T3 wk 2
25%
5

Trial HSC Exam
All outcomes
T3 wk 5
25%
TOTAL
100%
Outcomes:
H1.1
H1.2
H1.3
H2.1
H2.2
H3.1
H3.2
H4.1
H4.2
H4.3
H5.1
H5.2
H5.3
H6.1
H6.2
H6.3
H6.4
Explains the interrelationship between hardware and software.
Differentiates between various methods used to construct software solutions.
Describes how the major components of a computer system store and manipulate data.
Describes the historical development of different language types.
Explains the relationship between emerging technologies and software development.
Identifies and evaluates legal, social and ethical issues in a number of contexts.
Constructs software solutions that address legal, social and ethical issues.
Identifies needs to which software solutions are appropriate.
Applies appropriate development methods to solve software problems.
Applies a modular approach to implement well structured software solutions and evaluates their effectiveness.
Applies project management techniques to maximise the productivity of the software development.
Creates and justifies the need for the various types of documentation required for a software solution.
Selects and applies appropriate software to facilitate the design and development of software solutions.
Assesses the relationship between the roles of people involved in the software development cycle.
Communicates the processes involved in a software solution to an inexperienced user.
Uses a collaborative approach during the software development cycle.
Develops effective user interfaces, in consultation with appropriate people.
HSC Assessment Booklet 2012/2013
Page 40
Visual Arts
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1

Essay and practical
H1, H4, H5, H6, H7, H8, H9
T4 Week 6
20%
2

Practical Assessment
H1, H2, H3, H4
T1 Week 7
20%
3

Essay and Practical
H1, H2, H3, H4, H5, H6,H7, H8, H9
T2 Week 10
20%
4

Trial HSC
H7, H8, H9, H10
T3 Week 5
20%
5

Body of Work
H1, H2, H3, H4, H5, H6
T3
20%
TOTAL
100%
Outcomes:
H1
H2
H3
H4
H5
H6
H7
H8
H9
H10
Initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions.
Applies their understanding of the relationship among the artist, world and audience through the making of a Body of Work.
Demonstrates an understanding of the frames when working independently in the making of art.
selects and develops subject matter and forms in particular ways as representation in art making.
Demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways.
Demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work.
Applies their understanding of practice in art criticism and art history.
Applies their understanding of the relationships among the artist, artwork, world and audience.
Demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art.
Constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts.
HSC Assessment Booklet 2012/2013
Page 41
VOCATIONAL EDUCATION & TRAINING (VET) ASSESSMENT
HSC Assessment Booklet 2012/2013
Page 42
VET Assessment
Vocational Education and Training (VET) courses focus on the achievement of workplace competencies. Competence incorporates all aspects of work
performance including communication, problem solving and the capacity to apply skills and knowledge in both familiar and new situations as well as industry
specific skills.
Assessment for all preliminary VET courses within industry curriculum frameworks, have two distinct purposes:
a. Assessment for Australian Qualification Framework (AQF) VET qualifications -competency based assessment
b. Assessment for the Australian Tertiary Admission Rank (ATAR)
Assessment for AQF Certification is competency based. Students are given the opportunity to develop skills over time and have multiple opportunities to
demonstrate competence to qualified assessors. Assessment of competencies is judged against a prescribed industry standard.
Some forms of assessment will be on-going. Evidence of competence will be gathered on an on-going basis. Other evidence will be collected through specific
assessment tasks and events such as projects and assignments, written and practical tests and role plays and simulations.
Units of competency
The units of competency in the all VET courses (120 and 240 indicative hours) are listed under each framework.
Part B of each syllabus contains details of the examinable units of competency reproduced directly from the Relevant Integrated Framework Training Package.
For each unit of competency the details consist of:
• elements of competency
• performance criteria
• a range statement
• required skills and knowledge
• an evidence guide, containing: – overview of assessment
• critical aspects for assessment and evidence required to demonstrate competency in this unit
• context of and specific resources for assessment
• method of assessment.
In addition, there is a column headed HSC Requirements and Advice that prescribes the scope of learning and the minimum learning experiences expected for
each examinable unit of competency for the purposes of the HSC.
HSC examination
The HSC examination in VET courses is optional. Only students who have completed the VET course (240 indicative hours) course are eligible to sit for the
HSC examination. Students who undertake the examination can have their HSC mark contribute to their Australian Tertiary Admission Rank (ATAR).
HSC Assessment Booklet 2012/2013
Page 43
The HSC examination is independent of the competency-based assessment undertaken during the course and has no impact on student eligibility for AQF VET
qualifications. These examinations will also be used as sources of evidence of competence in some units and elements of competency and therefore will
contribute to the competency based assessment program.
Work Placement
Work Placement is a mandatory Preliminary requirement for each course within the VET frameworks. Indicative (70) hours must be met. Work Placement
must be completed. Failure to complete Work Placement will render the student ineligible for the award of a HSC in this course.
HSC Assessment Booklet 2012/2013
Page 44
Construction
Course Structure: Construction (240 indicative hours)
Core Units
CPCCCM1002A
CPCCCM1003A
CPCCCM1004A
CPCCCM1005A
CPCCCM2001A
CPCCOHS2001A
CPCCOHS1001A
CPCCCA2002A
Work effectively and sustainably in the construction industry
Plan and organise work
Conduct workplace communication
Carry out measurements and calculations
Read and interpret plans and specifications
Apply OHS requirements, policies and procedures in the construction industry
Work safely in the construction industry
Use carpentry tools and equipment
Elective Units
Attempt at least 110 hours from this section.
Both units in the Carpentry field must be delivered (45 hours).
Carpentry
CPCCCA2001A
CPCCCA2003A
Handle carpentry materials
Erect and dismantle formwork for footings and slabs on ground
General
CPCCCM2004A
CPCCCM2006A
CPCCCM2009A
BCCCM2004B
Handle construction materials
Apply basic leveling procedures
Carry out basic demolition
Drain and dewater site
Solid Plastering
CPCCSP2003A
Prepare surfaces for plastering
Floor and Wall
CPCCWF2002A
Use wall and floor tiling tools and equipment
Depending on competencies chosen, full or part qualifications from the General Construction Training Package (BSG03) are available in general construction;
bricklaying/ block-laying; carpentry; concreting; painting and decorating; and wall and floor tiling. Your teacher or VET Coordinator will advise the competencies and
qualifications that may be available.
The qualifications available through the Construction Curriculum Framework are:
 Certificate II in Construction Pathways CPC20208
COMPETENCIES MAY CHANGE DUE TO SYLLABUS REQUIREMENTS – PLEASE SEE CLASSROOM TEACHER FOR MORE
INFORMATION
HSC Assessment Booklet 2012/2013
Page 45
Hospitality
Course Structure: Hospitality (240 indicative hours)
Core Units
CAFÉ SKILLS STREAM:
SITXCOM001A
SITXCOM002A
SITXOHS001B
SITXOHS002A
SITXENV001A
SITHIND001B
SITXCOM004A
SITHACS006B
SITHFAB003A
SITHFAB010C
SITXFSA001C
HLTFA301B
SITHFAB012B
SITXINV001A
SITHIND002A
SIRXCCS001A
SITXADM002A
Work with colleagues & customers
Work in a socially diverse environment
Follow health, safety & security procedures
Follow workplace hygiene procedures
Participate in environmentally sustainable work practices ( import)
Develop & update hospitality industry knowledge
Communicate on the telephone
Clean premises and equipment
Serve food and beverage to customers
Prepare and serve non-alcoholic beverages
Implement food safety procedures
Apply first aide (outsourced)
Prepare and serve espresso coffee
Receive and store stock
Apply hospitality skills in the workplace
Apply point of sale handling procedures Core for Cert II ( NOTE below)
Source and Apply Information
This course has been revised by the Board of Studies to comply with the new Hospitality Training Package (SIT07.V2.3).
Depending on competencies chosen, full or part qualifications from the Hospitality Training Package are available in commercial cookery or food and
beverage. Your teacher or VET Coordinator will advise the competencies and qualifications that may be available.
The qualifications available in the Hospitality Curriculum Framework are:
 Certificate I in Hospitality (Operations) SIT10207.V2.3
 Certificate II in Hospitality (Operations) SIT20207.V2.3
OR
 Statement of Attainment towards Certificate II in Hospitality (Kitchen Operations) SIT20307.V2.3
 Certificate II in Hospitality (Kitchen Operations) SIT20307.V2.3
HSC Assessment Booklet 2012/2013
Page 46
Metals and Engineering
Course Structure: Metals and Engineering (240 indicative hours)
Core Units
N/A
MEM09002B
MEM12023A
MEM12024B
MEM13014A
MEM14004A
MEM15002A
MEM10024A
MEM16007A
MEM18001C
MEM18002B
Manufacturing, engineering and related services industry induction
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
Apply quality systems
Apply quality procedures
Work with others in a manufacturing, engineering or related environment
Use hand tools
Use power tools/hand held operations
Elective Units
MEM05005B
MEM05004C
MEM05012C
MEM05003B
MEM05006B
MEM05007C
MEM05049B
MEM05051A
MEM05052A
MEM03003B
MEM03001B
MEM04018B
MEM07032B
MEM11011B
MEM12001B
MEM12006C
MEM13001B
MEM13003B
Carry out mechanical cutting
Perform routine oxy acetylene welding
Perform routine manual metal arc welding
Perform soft soldering
Perform brazing and/or silver soldering
Perform manual heating and thermal cutting
Perform routine gas tungsten arc welding
Select welding processes
Apply safe welding practices
Perform sheet and plate assembly
Perform manual production assembly
Perform general woodworking machine operations
Use workshop machines for basic operations
Undertake manual handling
Use comparison and basic measuring devices
Mark off/out (general engineering)
Perform emergency first aid
Work safely with industrial chemicals and materials
HSC Assessment Booklet 2012/2013
Page 47
Depending on competencies chosen, full or part qualifications from the Metal and Engineering Industry Training Package (MEM05) are available in
mechanical, fabrication and electrical/electronic trade; production technology and systems; jewellery manufacture; boating services; and marine craft
construction. Your teacher or VET Coordinator will advise the competencies and qualifications that may be available.
The qualification through the Metal and Engineering Framework are:
Certificate II in Engineering MEM20105.V2.2
HSC Assessment Booklet 2012/2013
Page 48
Primary Industries
Course Structure: Primary Industries (240 indicative hours)
Core Units
AHCOHS201A
AHCWRK209A
AHCWRK204A
AHCCHM201A
AHCWRK201A
Participate in OHS processes
Participate in environmentally sustainable work practices
Work effectively in the industry
Apply chemicals under supervision
Observe and report on weather
Elective Units
AHCMOM203A
AHCMOM202A
AHCINF201A
AHCLSK202A
AHCLSK210A
AHCLSK205A
AHCLSK209A
AHCLSK211A
AHCINF202A
AHCPMG201A
AHCLSK316A
AHCWRK2025A
Operate basic machinery and equipment
Operate tractors
Carry out basic electric fencing operations
Care for health and welfare of livestock
Muster and move livestock
Handle livestock using basic techniques
Monitor water supplies
Provide feed for livestock
Install, maintain and repair fencing
Treat weeds
Prepare livestock for competition
Participate in workplace communications
Selected units of competency must be on the RTO Scope of Registration and in the delivery teacher’s qualifications.
Depending on competencies chosen, full or part qualifications are available through the Primary Industries Curriculum Framework. Your teacher or VET
Coordinator will advise the competencies and qualifications that may be available.
The qualifications through the Primary Industries Curriculum Framework are:
 Certificate II in Rural Operations RTE20703
 Certificate II in Agriculture RTE20103
 Certificate II in Horticulture RTF20103
Statements of Attainment in partial completion of these Certificates may also be available
HSC Assessment Booklet 2012/2013
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CONTENT ENDORSED COURSE ASSESSMENT
HSC Assessment Booklet 2012/2013
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Exploring Early Childhood
Task
Name of Assessment Task
 Research Assignment – Historically and
Outcomes Assessed
Term/Wk Due
Weighting
H 1.4, H5.1, H 6.1
W6 T4 2012
20%
W10 T1 and W 5 T2
25%
Design Project
H1.1, H 1.4, H1.5, H2.2, H2.4, H2.3,
H4.2, H6.1,
H1.3, H1.4, H4.1,
W10 T2
20%
4
Starting school
Research Assignment – Safety & Health
H1.2, H2.4, H2.5,
W2 T3
15%
5
Topic test
H1.1 – H6.2
W 5 T3
TOTAL
20%
100%
1
2
3
cultural context of childhood
Topic test
Outcomes:
H1.1
H1.2
H1.3
H1.4
H1.5
H2.1
H2.2
H2.3
H2.4
H2.5
H3.1
H4.1
H4.2
H4.3
H5.1
H6.1
H6.2
Analyses prenatal issues that have an impact on development.
Examines major physical, social-emotional, behavioural, cognitive and language development of young children.
Examines the nature of different periods in childhood — infant, toddler, preschool and the early school years.
Analyses the ways in which family, community and culture influence growth and development of young children.
Examines the implications for growth and development when a child has special needs.
Analyses issues relating to the appropriateness of a range of services for different families.
Critically examines factors that influence the social world of young children.
Explains the importance of diversity as a positive issue for children and their families.
Analyses the role of a range of environmental factors that have an impact on the lives of young children.
Examines strategies that promote safe environments.
Evaluates strategies that encourage positive behaviour in young children.
Demonstrates appropriate communication skills with children and/or adults.
Interacts appropriately with children and adults from a wide range of cultural backgrounds.
Demonstrates appropriate strategies to resolve group conflict.
Analyses and compares information from a variety of sources to develop an understanding of child growth and development.
Demonstrates an understanding of decision making processes.
Critically examines all issues including beliefs and values that may influence interactions with others.
HSC Assessment Booklet 2012/2013
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English Studies
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Media Portfolio
1.1, 1.4
T4 Week 9
25%
2
3
Analytical Essay
PPT presentation
3.1, 2.3, 1.2, 1.3
4.1, 4.2, 3.2, 2.1
T1 Week 7
T2 Week 7
25%
25%
4
Yearly Examination
ALL
T3 Week 5
25%
TOTAL
100%
H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to
convey meaning
H1.2 explains the ideas and values of the texts
H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms
H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and
other techniques
H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound
basis for current and future education, careers and citizenship
H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal
lives and to provide a sound basis for current and future education, careers and citizenship
H2.3 demonstrates skills in using the language conventions of a variety of textual forms including literary texts, informative texts and texts for
vocational contexts
H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone
when writing and speaking for those purposes
H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those
audiences
H4.1 plans and organises to complete tasks or projects, both individually and collaboratively
H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to
a variety of topics
HSC Assessment Booklet 2012/2013
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Mathematics Applied
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Assessment Task 1
H2, H5
Term 4 Wk 8 2011
30%
2
Half Yearly
H2, H4, H5, H9
Term 1 Wk 9
20%
3
Assessment Task 3
H1, H2, H4, H8, H9
Term 2 Wk 10
30%
4
Trial HSC
H2, H3, H4, H5, H6, H7, H8, H9
Term 3 Wk 5
20%
TOTAL
100%
Outcomes
H1.1
H1.2
H1.3
H1.4
H1.5
H1.6
H1.7
H1.8
H1.9
H1.10
Uses mathematics and statistics to evaluate and construct arguments in a range of familiar contexts.
Analyses representations of data in order to make predictions.
Makes predictions about everyday situations based on simple mathematical models.
Analyses simple two-dimensional and three-dimensional models to solve practical problems.
Interprets the results of measurements and calculations and makes judgements about reasonableness, including conversion to
appropriate units.
Makes informed decisions about financial situations likely to be encountered post-school.
Develops and carries out simple statistical processes to answer questions posed.
Solves problems involving uncertainty using basic counting techniques.
Chooses and uses appropriate technology to organise information from a range of practical and everyday contexts.
Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to
others.
HSC Assessment Booklet 2012/2013
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Photography
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
1
Supernatural(Digital)
M1, M2, M3, M4, M5
T4 WK 9
20%
2
City Scape (Wet)
M1, M2, M3, M4, M5, M6
T1 WK 7
20%
3
Half Yearly
CH1, CH2, CH3, CH4, CH5
T1 WK 9
15%
4
Identity Self
M1, M2, M3, M4, M5
T2
20%
Mini Body of Work
M1, M2, M3, M4, M5, M6
T3 WK 3
10%
Yearly
CH1, CH2, CH3, CH4, CH5
T3 WK 5
15%
5
6
WK 10
TOTAL
100%
Outcomes:
M1
M2
M3
M4
M5
M6
CH1
CH2
CH3
CH4
Generates a characteristic style that is increasingly self-reflective in their photographic and/or video and/or digital practice.
Explores concepts of artist/photographer, still and moving works, interpretations of the world and audience response, in their making of still and/or
moving works.
Investigates different points of view in the making of photographs and/or videos and/or digital images.
Generates images and ideas as representations/simulations in the making of photographs and/or videos and/or digital images.
Develops different techniques suited to artistic intentions in the making of photographs and/or videos and/or digital images.
Takes into account issues of occupational health and safety in the making of photographs and/or videos and/or digital works.
Generates in their critical and historical practice ways to interpret and explain photography and/or video and/or digital imaging.
Investigates the roles and relationships among the concepts of artist, work, world and audience in critical and historical investigations.
Distinguishes between different points of view and offers interpretive accounts in critical and historical studies.
Explores ways in which histories, narratives and other accounts can be built to explain practices and interests in the fields of photography and/or video
and/or digital imaging.
CH5 Recognises how photography and/or video and/or digital imaging are used in various fields of cultural production.
HSC Assessment Booklet 2012/2013
Page 54
Sport Lifestyle & Recreation (SLR)
Task
Name of Assessment Task
Outcomes Assessed
Term/Wk Due
Weighting
(Reference Letters Only)
1
Resistance Training Task
2.1, 3.2
Wk 7 Term 1
25%
2
Coaching assessment task
1.1, 2.1, 3.1
Wk 10 Term 2
25%
3
Half Yearly Exam
1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 4.5
Wk 9 Term 1
25%
4
Yearly Exam
1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 4.5
Wk 5 Term 3
25%
TOTAL
100%
Outcomes:
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
4.4
4.5
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.
Demonstrates competence and confidence in movement contexts.
Recognises the skills and abilities required to adopt roles that support health, safety and physical activity.
HSC Assessment Booklet 2012/2013
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