Marist College North Shore
ASSESSMENT
PROGRAMME
2015 - 2016
HSC
(Year 12)
Year 12 2015 - 2016
MARIST COLLEGE NORTH SHORE
YEAR 12 HSC
ASSESSMENT TASK CALENDAR
TERM 4 - YEAR 12/2015-2016
Week
Subject
Task
Date
Period/Time
4
5
English Ext 2
Viva Voce Part 1
6/11/15
In class
6
Design Technology
MDP Proposal
12/11/15
In class
Industrial Technology
MP Proposal
10/11/15
In class
Music
20th Century Music
20/11/15
In class
Modern History
Source Analysis in class
18/11/15
In class
Biology
In class Prac
20/11/15
In class
Studies of Religion II
Hand in Written Report
20/11/15
In class
Ancient History
Research Task
24/11/15
8.15 – 8.35am
Chemistry
Investigation – Hand in
27/11/15
in class
Drama
Black Comedy: Includes workshop and reflection 27/11/15
English Studies
Representing / Speaking
25/11/15
In class
Mathematics
Class Test
25/11/15
In class
Mathematics General 2 Class Test
25/11/15
In class
Senior Science
23/11/15
In class
7
8
Practical exam
In class
Double Period
P3&4
Year 12 2015 - 2016
MARIST COLLEGE NORTH SHORE
YEAR 12 HSC
ASSESSMENT TASK CALENDAR
TERM 4 - YEAR 12/2015-2016 CONTINUED
Week
9
10
Subject
Task
Date
Period/Time
English Advanced
Speaking and Representing
3/12/15
Submit
Electronically
English Standard
Speaking and Representing
3/12/15
Submit
Electronically
Mathematics Ext 1
Class Test
1/12/15
In class
Studies of Religion I
Hand in Written Report
4/12/15
8.15 – 8.35am
Mathematics Ext 2
Class Test
7/12/15
In class
PDHPE
Research Task on Health Priority
9/12/15
8.15 – 8.35am
Physics
Prac exam, research and exam
7/12/15
In class
SLR
Research Task
8/12/15
In class
11
Year 12 2015 - 2016
TERM 1 - YEAR 12/2016
Week
1
Subject
Task
Date
Period/Time
English Extension 2
Viva Voce
Visual Arts
Body of Work Research and Case Studies
3/2/16
In class
Business Studies
Hand in Research Task
10/2/16
8.15am – 8.35am
Economics
Research and Case Study – Hand in before school
11/2/16
8.15am – 8.35am
English Extension 1
Creative Writing
10/2/16
Library Hand in
Hospitality
Competency Task – Basic Methods of Cookery Folio
8/2/16
Submit online
Legal Studies
Research Task – Oral Presentation
9/2/16
In class
Ancient History
Research Task
4/3/16
8.15am – 8.35am
Design and Technology
Case Study Task 2
4/3/16
In class
Drama
In class workshop and reflection
4/3/16
In class
Industrial Technology
Industry Study
3/6/16
In class
Music
An instrument and its repertoire comparative study and
1 option – Viva Voce
Commencing
In class
2
3
4
5
6
7
ASSESSMENT FREE WEEK – WEEK 7
YEAR 12 ASSESSMENT WEEKS 7 & 8
8
9
10
11
29/2/16
English Studies
Research and in class test
23/3/16
In class
Mathematics General 1
Class Test
21/3/16
In class
Catholic Studies
Research Task
1/4/16
Drama
Planning and development of individual project
30/3/16
Hand in before
school
8.15am – 8.35am
English Standard
Writing / Reading
30/3/16
English Advanced
Writing
30/3/16
Hand in before
school
In class
SLR
Online Certification Task – hand in
29/3/16
In class
English Extension 2
Draft
5/4/15
Electronic
Submission
Year 12 2015 - 2016
TERM 2 – YEAR 12/2016
Week
Subject
Task
Date
Period/Time
1
Hospitality
Hospitality Competency Task
28/4/16
Online
2
Visual Arts
Task 2: Body of Work Progress
2/5/16
In class
16/5/16
In class
20/5/16
8.15am – 8.35am
Year 12 Retreat Week
3
4
Legal Studies
In class Extended Response Research Task
Modern History
Research Task
Music
Performance
Senior Science
Research
Biology
Research Task and Orals – In class Dashboard submission
English Extension 2
5
6
7
8
9
Commencing
In class
23/5/16
24/5/16
In class
TBA
In class
Report
30/5/16
Electronic
Submission
English Standard
Module A Speech
1/6/16
Library hand in
English Advanced
Writing / Listening
1/6/16
Library hand in
Mathematics Extension 1
Class Test
31/5/16
In class
Studies of Religion II
Research and Report on one Religious Tradition
3/6/16
Hand in task
Business Studies
Research Extended Response
5/6/16
In class
History Extension
Case Study to be handed in
10/6/16
8.15am – 8.35am
Hospitality
In class Topic Test
8/6/16
Period 6
Mathematics General 2
Class Test
8/6/16
In class
Mathematics
Class Test
8/6/16
In Cass
Visual Arts
Case Study
8/6/16
In class
Chemistry
Practical exam
TBA
In class
Drama
Planning and development of group project
14/6/16
In class
Economics
Stimulus Task
17/6/16
8.15am – 8.35am
Mathematics Extension 2
Presentation
Physics
Research Task Critical Thinking – Dashboard submission
15/6/16
In class
Studies of Religion I
Research and Report on one Religious Tradition
14/6/16
Hand in in class
Ancient History
Source Analysis in class
16/6/16
Catholic Studies
Research Paper - Hand in before school
20/6/15
8.15am – 8.35am
English Studies
Diary Entries
23/6/16
In class
Mathematics Extension 2
Presentation
Mathematics General 1
Class Test
Music
An instrument and its Repertoire comparative study and 1
option – Elective Performance / Composition / Viva Voce
PDHPE
Design Training Programme (Hand in)
SLR
English Extension 1
Legal Studies
TBA
TBA
22/6/16
In class
Commencing
In class
21/6/16
21/6/16
8.15am – 8.35am
Practical Demonstration and Written Task – hand in in class
21/6/16
In class
Speaking / Writing
28/6/16
Electronic
Submission
Research Task – Hand in
26/6/16
In class
10
Year 12 2015 - 2016
TERM 3 – YEAR 12/2016
Week
1
Subject
Task
Date
Period/Time
English Standard
Writing / Listening
20/7/16
In class
English Advanced
Writing / Listening
20/7/16
In class
Modern History
Analysis and Research Task
22/7/16
8.15am – 8.35am
Studies of Religion II
Research and Report
20/7/16
Hand in
Major Works Week (No Other Assessments)
Design and Technology
Major Design Project
28/7/16
Hand in
Drama
IP and GP Performance Exam (before Trials)
28/7/16
6.00pm after school
Thursday
History Extension
Hand in Project
29/7/16
8.15am – 8.35am
Visual Arts
Task 4: Body of Work Submission – Hand in
27/7/16
In class
Industrial Technology
Major Project
28/7/16
In class
2
3
4
Trial HSC
5
6
7
Hospitality
Practical Exam and Evidence Portfolio
29/8/16
In class
English Studies
Script and Storyboard
13/9/16
In class
8
9
10
Year 12 2015 - 2016
MARIST COLLEGE NORTH SHORE
HIGHER SCHOOL CERTIFICATE (YEAR 12)
ASSESSMENT PROGRAMME 2015/2016
Introduction – The Purpose of Assessment
Assessment is the process of gathering information and making judgements about student achievement. It is useful in:
• Assisting student learning
• Evaluating and improving teaching programmes
• Providing evidence of satisfactory achievement
• Providing HSC results
The Assessment Programme within the College allows for a broader range of tasks than those used in HSC
examinations and, therefore, provides opportunity to demonstrate achievement of the standards in different ways.
Assessment at Marist College North Shore in the Preliminary and HSC courses will follow a standards reference
approach for all subjects other than VET. This means that assessments are measured against standards of
performance.
The Competency-Based Vocational Education Courses studied as part of a Career/TAFE Preparation Programme or as
part of a Blended Programme do not have a formal HSC Assessment Mark that is submitted to the Board of Studies by
the College. Consequently students in these courses will not receive an Assessment Mark on their Year 12 Record of
Achievement in these subjects.
Students in Vocational Education and Training (VET) courses, who choose to sit for the HSC Examination in their
particular VET courses, will receive an HSC Examination Mark on their Record of Achievement. All VET students will be
issued with a Competency Log Book compiled throughout their course. Although competencies in VET courses are
often assessed while students are completing practical tasks, there will also be opportunities for competencies to be
demonstrated in a more formal way through written assignments, presentations, tests, etc.
Students sitting Board Endorsed Courses (e.g. Catholic Studies) will have the assessment mark submitted by the
College only, which will appear on their Year 12 Record of Achievement. There is no external HSC examination in
these subjects.
Australian Tertiary Admission Rank (ATAR) Requirements:
The requirements for the ATAR are determined by the universities. A candidate’s ATAR is calculated from the scaled
aggregate of the marks in the best 10 units of Board Developed HSC courses.
NOTE: It is a student’s responsibility to ensure he meets the requirements for an ATAR.
Year 12 2015 - 2016
EXPLANATION OF RoSA FOR PARENTS AND STUDENTS
The Record of School Achievement (RoSA) is the new credential for students who leave school after
Year Ten and before they receive their Higher School Certificate (HSC).
A cumulative record of all academic achievement
The RoSA is designed to record and credential all secondary school students’ academic results up until
the HSC.
▪ While all students currently receive grades for courses they complete at the end of Year Ten, this
system will be extended to also capture grades for courses a student completes in Year Eleven.
▪ If a student leaves school before receiving a grade in Years Eleven or Twelve courses, their RoSA
will record the courses they commenced.
▪ This measures acknowledges the fact that many students begin senior secondary study but leave
school for employment or other training opportunities before receiving their HSC.
Fair allocation of grades
It is important for parents, employers and students to know that grades awarded for the RoSA
credential are given fairly and consistently.
▪ NSW teachers are very experienced in determining the standard of work that warrants a particular
grade. As grading is extended into senior secondary courses, the Board will work with teachers to
ensure that appropriate standards are developed and applied at that level.
▪ The Board will also provide schools with information about the historical allocation of grades to
their students. This will serve as a guide for the allocation of grades to current students.
▪ These methods of moderation and monitoring of grades will help ensure that parents and
employers can know that a grade awarded in one school is equivalent to the same grade awarded
in another school.
Literacy and numeracy tests
Students who leave school before they get their HSC will have the option to undertake literacy and
numeracy tests.
▪ The tests, which will be offered online and under teacher supervision, will be reported separately
to the RoSA credential.
▪ The tests will not be available to all students, only those who indicate they wish to leave school.
The tests will be designed to reflect the needs and expectations of students who leave school
before undertaking the HSC.
▪ Students will be able to take the tests during ‘windows’ of availability throughout the year. They
will be able to sit the tests only once during each window, but can sit for them again should they
decide to stay on longer at school. The most recent results will be issued as part of the RoSA when
a student leaves school.
Recording extra-curricular achievements
The Board recognises many employers are interested in more than academic results and is
working on an online resource to help students bring together evidence of a range of extracurricular activities. A pilot programme began in 2012 to develop a resource for students to
record their achievements in areas such as first-aid or volunteer work.
More information on the RoSA can be found at: www.boardofstudies.nsw.edu.au
Year 12 2015 - 2016
SECTION ONE
HIGHER SCHOOL CERTIFICATE (YEAR 12)
ASSESSMENT POLICY
The following policy relates to Assessment Tasks in all HSC courses conducted at Marist College,
North Shore.
Formal Assessment Task results contribute to the overall mark achieved by a student and
subsequently contribute to his school-based assessment mark submitted for the HSC.
SATISFACTORY COMPLETION OF A COURSE
“To have satisfactorily completed a course, students will have •
•
•
followed the course;
applied themselves with diligence and sustained effort to the set tasks
and experiences provided in the course by the school; and
achieved some or all of the course outcomes.”
[ACE 11.4]
ATTENDANCE
At Marist College North Shore, 85% attendance is considered a minimum.
a)
b)
c)
d)
PARTICIPATION
Exceptional cases involving less than 85% attendance need to be approved
by the Headmaster.
In particular, any extended overseas leave requires the approval of the
Headmaster two weeks prior to the student commencing their leave.
There are to be no unexplained absences.
Attendance deemed unsatisfactory will proceed to Review Process.
A GENUINE ATTEMPT must be made concerning the learning and teaching activities
of a course.
a)
b)
c)
Participating in a course involves completing assignments, homework and
set tasks.
It is up to the teacher’s professional judgment to determine what
constitutes genuine participation.
Those deemed unsatisfactory will be referred to the Review Process.
Year 12 2015 - 2016
COMPLETION
A student must make A GENUINE ATTEMPT at all Assessment Tasks in each
course in which he is entered.
OF ASSESSMENT
TASKS
a)
Any student who fails to complete Assessment Tasks worth in excess of 50 percent
of the available marks will be issued with an official Board of Studies Educational
and Teaching Standards (BOSTE) “N” (Non-Completion) notice, which will
disqualify him from this particular course.
This may in turn disqualify him from receiving the HSC and possibly an ATAR.
Warnings are sent to parents in writing if this eventuality appears likely.
b)
c)
UNSATISFACTORY COMPLETION OF A COURSE
STEP 1
NOTIFICATION: Parents will be notified by letter when students are reviewed
for their performance in a course. This formal WARNING is called an ‘NWarning’.

STEP 2
The appropriate Studies Coordinator / Head of Department and Director of
Teaching and Learning are responsible for notifying parents at all stages of a
review of a student’s performance in a course.
Students are given OPPORTUNITY TO RECTIFY THEIR SITUATION.

ATTENDANCE may involve students being placed on an attendance contract to meet
requirements.
PARTICIPATION may involve students being placed on a CLASS contract to meet
requirements.
COMPLETION OF ASSESSMENT requires students to complete the assessment task
within a two week period.


STEP 3
SECOND N-WARNING LETTER SENT - Students are given a second opportunity to
rectify their situation.
STEP 4
UNSATISFACTORY DETERMINATION (N-AWARD) An unsatisfactory result in a
course will be determined by the Headmaster, in conjunction with the
Director of Teaching and Learning.


This will occur after an Assessment Appeals Process has been completed.
The aim of the Assessment Appeals Process is restoration and the avoidance of
awarding unsatisfactory results.
Year 12 2015 - 2016
SCHEDULE OF TASKS
STEP 1
STEP 2
NOTIFICATION OF TASKS - The Schedule of Tasks (Section 2) indicates specific dates
scheduled from Term 4 2015 to Term 3, 2016.

For hand-in assessment tasks, written notice will also be given outlining details and marking
criteria at least two weeks prior to the task date. Teachers should use their professional
judgement to ensure students have adequate time to prepare for each task.

For in-class tasks and examinations, written notice may be given outlining details prior to
the task date; however, students should use the schedule of tasks for task dates, weightings
and outcomes assessed.

Notification of change will be given in writing at least two weeks prior to the task date.
RECORD IN STUDENT DIARY AND FAMILY CALENDAR - It is the student’s responsibility to
know and understand the expectations, tasks and timing for each of their
courses.
REPORTING AND TASK FEEDBACK
All students will receive meaningful feedback on their performance in each Assessment Task.
TIMING
Feedback will normally be provided as a raw mark, and/or ranked position
within the course cohort.
 If it is a major task and undertaken by a large group, feedback will normally be within 10
school days.
NATURE
The College will provide each student with formal details of his ranked
position within this school’s candidature for each course, as part of his final
HSC report.
 Board of Studies regulations prohibit the College from providing a raw aggregate of marks
scored in any course or subject.
APPEAL
Appeals against the ranking may be made within three school days of
receiving it and should be directed through the Director of Teaching and
Learning. SEE APPEALS PROCESS
 The onus is on students to check their mark calculations and report any discrepancies at the
time the assessment task is returned to them.
Year 12 2015 - 2016
Submission of Tasks
ELECTRONIC
ALL RESEARCH TASKS for Year 12 must be ELECTRONICALLY submitted by 8.15am on the
due date or handed in as a HARD COPY at the La Valla Hall between 8.15-8.35am.






GROUP WORK
ALL students are to submit tasks ON TIME regardless of illness on the day.
Teachers will inform students how the task is to be submitted.
Tasks will be time stamped with the student’s name when submitted
electronically.
Storage devices e.g. USB, cannot be submitted for a task.
COMPUTER MALFUNCTION cannot be used as a reason for submitting a task late.
To avoid this problem, students should manage their time to ensure that
tasks are not left to the last minute.
The EXPECTATIONS of the TASK will be made clear in WRITING relating to what is
required of each individual within that group, as distinct from what is expected of
the group as a whole.



The group work may require each student to submit his own report. In this
case, the task may be based on shared research and analysis. However, the
final presentation will be the work of each individual student.
Where a group submission is to be made, the teacher will generally award
the group mark to each individual student. However, where there is
evidence to support the suggestion that there has been an inequitable
distribution of work, or a group member has failed to make satisfactory
contribution to the group presentation, the teacher has the right to vary the
marks in order to reflect this.
Normally a logbook or other electronic means of tracking student
contribution is a co-requisite of such tasks.
LATE SUBMISSION
Students who are late submitting a task on the due date. MUST submit the task
the very next day they attend school to their Class Teacher or the appropriate
Studies Coordinator/Head of Department even if there is NO scheduled lesson on
that day.
EXTENSIONS
Under EXCEPTIONAL CIRCUMSTANCES the Director of Teaching and Learning may grant
an extension.



In this case, parents should contact the Director of Teaching and Learning,
either in writing or by telephone, to request an extension.
Medical or other documentation supporting the request may be required.
Extensions may only be requested with a minimum of THREE DAYS PRIOR to
the due date of the submitted task.
The College accepts no responsibility for a student’s work if he does not follow these procedures. All
students should retain a paper or electronic copy of the task.
Year 12 2015 - 2016
TASK LENGTH REQUIREMENTS
Students are expected to adhere to the requirements of the Assessment Task for word count and
time duration. Students are not expected to go beyond the requirements outlined in the
Assessment Task Notification.
Work submitted that is beyond the word count or time duration will not be considered towards
their mark.
In consultation with their classroom teacher, students can develop the skills required in ensuring
their task meet the allocated requirements.
Year 12 2015 - 2016
PROCEDURES FOR
STUDENT ABSENCE FROM AN ASSESSMENT TASK
UNFORESEEABLE ABSENCE
NOTE: ALL RESEARCH TASKS for Year 12 must be ELECTRONICALLY submitted by 8.15am on the day the
task is due, or handed in as a hard copy between 8.15 – 8.35am at the La Valla Hall unless
otherwise stated by the Subject Coordinator. This means ALL students are to submit
assignments ON TIME regardless of illness on the day.
STEP 1
NOTIFY the Director of Teaching and Learning personally before 8.30am on the
morning of the task or task due-by date. (Tel: 9957 5000)
STEP 2
OBTAIN documentation


Illness – a Doctor’s Medical Certificate will be required covering the absence.
Funeral – a detailed letter from home prior to the assessment task.
Other documentation such as police reports in the case of accidents, hospital documents for
family illness or other equivalent professional (objective) documents may be considered. Letters
from family members or friends are rarely acceptable.
STEP 3
SUBMIT documentation to Director of Teaching and Learning. This must be done before the
commencement of the student’s first period on the day of his return to the College.
A student must:


Complete all details on the absence form.
Attach documentation to the form and submit it to the Director of Teaching and Learning.
Documentation provided must cover all days absent from the College up to and
including the task date OR from the task date until the day before returning to
College. Undocumented absence beyond this/these dates may result in a zero
determination.
WHEN IS A DOCTOR’S CERTIFICATE REQUIRED?
A Doctor’s Certificate is required if a student is absent:




the week before the Assessment Block
the day before an Assessment Task is due.
for College events such as Opening Mass, Swimming Carnival etc.
the last day of term.
A Doctor’s Certificate is also required for all missed Assessment Tasks as outlined above.
Year 12 2015 - 2016
FORESEEABLE ABSENCE - LEAVE
A student requiring Leave must obtain written permission from the Headmaster before commencement
date. Students who do not have leave approved are at risk of not meeting attendance requirements.
STEP 1
OBTAIN approval from the Headmaster.



STEP 2
Parent/Guardian to write letter to the Headmaster requesting leave at least two
weeks prior to the leave.
Student to deliver letter to College Office, not Tutor Teacher.
The Headmaster will respond in writing.
RESCHEDULE task(s) with the Director of Teaching and Learning and the Senior Academic
Advisor PRIOR to leave.


Student must discuss with the Director of Teaching and Learning details of the
task(s) that will be missed during their absence.
Arrangements will then be made regarding submission of missed task(s) with the
Director of Teaching and Learning and the relevant Studies Coordinator.
FORESEEABLE ABSENCE – PRIOR APPOINTMENTS
An appointment made for the date or submission of an Assessment Task is not an acceptable reason, unless
there is an emergency as evidenced by acceptable documentation. Such documentation would need to be
presented before the appointment (if it was known), or immediately upon return. If it is not possible to
present documentation before the task date, the student or his parent/guardian must telephone the
Director of Teaching and Learning on the day of the appointment to inform her of the circumstances.
Failure to comply may result in a zero determination for the Assessment Task.
STEP 1
SCHEDULING APPOINTMENTS
 Check appointments and task dates at beginning of the year.
 Reschedule appointments, where possible, and ensure further clashes are avoided.
STEP 2
NOTIFY the Director of Teaching and Learning of absence BEFORE task date.
(Tel: 9957 5000)
STEP 3
RESCHEDULE task with Director of Teaching and Learning BEFORE the due date.


STEP 4
Student must discuss with Director of Teaching and Learning, details of task(s) that
will be missed during absence.
Arrangements will then be made regarding submission of missed task(s).
SUBMIT documentation to Director of Teaching and Learning.
(Refer to Step 3 Instructions on previous page.)
If a student complies with these requirements, then he may:
i)
ii)
sit the task or a substitute task; or
be provided with an estimate based on his whole year’s work.
Year 12 2015 - 2016
PENALTIES APPLIED FOR
STUDENTS NOT MEETING REQUIREMENTS
PENALTIES FOR LATE SUBMISSION WITHOUT SUPPORTING DOCUMENTATION
The following penalties will apply in the case of an Assessment Task not being submitted on time
and where there is no acceptable supporting documentation.
ONE SCHOOL DAY LATE
2o% of the total mark awarded will be deducted
 Parents notified via the diary by the classroom teacher.
40% the total mark awarded will be deducted
TWO DAYS LATE
 Parents notified via the diary by the classroom teacher.
MORE THAN THREE
zero awarded
SCHOOL DAYS LATE





LATE SUBMISSION
In this case, the task must still be submitted.
This will be marked and returned to the student with feedback.
The mark, however, may not contribute to the aggregated
assessment mark in that subject or course.
Failure to submit the task may lead to an “N” determination.
PARENTS NOTIFIED IN WRITING BY THE STUDIES COORDINATOR
AND THE DIRECTOR OF TEACHING AND LEARNING.
For assessments that CANNOT BE SUBMITTED ELECTRONICALLY, students
who are late in submitting a task on a given day MUST hand in the
task the next day they attend school to their class teacher or the
appropriate Studies Coordinator even if there is NO scheduled
lesson on that day.
 There is NO EXCUSE for submitting a RESEARCH TASK LATE if these can be
submitted electronically.
MALPRACTICE IN EXAMINATIONS AND EXAMINATION-TYPE TASKS
All Assessment Tasks are conducted under conditions set by the College, and are based on HSC
Examination Rules and Procedures as specified by the BOSTE. Each instance of a breach of rules is
treated separately and penalties may be imposed as a result.
Year 12 2015 - 2016
Two main breaches are outlined below:
NOTES
If a student is found to have notes, texts or summaries of the subject being
examined with him during an examination (whether he uses them or not) it
will be assumed that it was for the purpose of using it during the examination
and he may be awarded a zero determination for that task.


MOBILE
Students who accidentally take notes, texts etc into an examinationtype task must report this to the supervising teacher immediately they
become aware of the fact.
Supervising teachers will take the material from the student, make a
note of the incident on your paper and report it to the Studies
Coordinator. However, no action will be taken provided no evidence
exists that shows the material was used during the examination.
Students are NOT permitted to take mobile phones into an examination.
PHONES

PENALTIES
Any student who is found to have taken a mobile phone into an
examination will be penalised.
EXAMINATIONS – a zero determination for the whole paper.
Year 12 2015 - 2016
APPEALS PROCESS
ZERO OR N-WARNINGS
The aim of the Assessment Appeals Process is restoration and the avoidance of awarding unsatisfactory results. If a
student has a Zero determination or ‘N-Warning’ made against him, he has the right of appeal.
STEP 1
LODGE APPEAL with the Director of Teaching and Learning.


STEP 2
SUBMITTED to the College Assessment Appeals Committee.


STEP 3
Must be lodged within three school days of receiving the zero or ‘n-warning’
notice.
See the Director of Teaching and Learning for the appropriate paper work.
This committee will consider the procedures surrounding the determination and
evaluate them against the College’s Assessment Policy and the requirements of
the BOSTE.
This committee is made up of the Director of Teaching and Learning, the relevant
Studies Coordinator, the Assistant Principal and where necessary a Year 12 Leader.
LODGE APPEAL with the Board of Studies Teaching and Educational Standards.

Failure at STEP TWO procedure may lead a student to appeal to the BOSTE, in which
case he must see the Director of Teaching and Learning for details of the
procedure to be followed.
APPEAL AGAINST MARKS OR RANKS AWARDED
STEP 1
NOTIFY TEACHER at the time assessment task is handed back.
 The task MUST NOT go home if an appeal is to be lodged.
 Hand back the task to the Class Teacher with reasons for the appeal, in writing,
outlined on the front of the task.
STEP 2
REMARKING OF TASK - The task may be remarked by a different teacher OR reviewed by the
teacher who initially marked the task.
 Marks may change at this stage or further explanation as to why
marks were not awarded given.
STEP 3
SPEAK TO the appropriate Studies Coordinator about the reasons for the appeal of marks or
rank.
 Marks may change at this stage or further explanation as to why
marks were not awarded given.
STEP 4
LODGE APPEAL with the DIRECTOR OF TEACHING AND LEARNING.
 MARKS – May only be lodged if the assessment task or exam paper has not been
taken home.
 RANKS – Must be lodged within three school days of receiving the RANKS notice.
 STEP TWO procedure followed.
If not resolved with the marking teacher or Leader of Learning, obtain an Assessment Task Appeal form from the
Director of Teaching and Learning within one (1) day of the task being returned.
ILLNESS AND MISADVENTURE
Students whose performance during the HSC Examination is impaired by either illness or misadventure (the death of a
family member or friend for example) must make the supervisor of the examination aware of the situation prior to
or during the examination. The student must see the Director of Teaching and Learning as soon as possible in order
to commence the necessary paperwork. Documentation including professional assessment will be needed to support
the claim. Should the claim be upheld, the student’s Assessment Mark or his Examination Mark (whichever is the
higher) will be awarded in the affected course or courses.
Year 12 2015 - 2016
SECTION TWO
SUBJECT ASSESSMENT SCHEDULES
Please note:
Dates are correct at the time of printing:
February, 2016.
This booklet forms official notification of assessment
tasks for the HSC Year.
Where ever possible students will be given
two weeks notice of Assessment scheduling
for Assessment Blocks.
Year 12 2015 - 2016
ANCIENT HISTORY
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of
Task
Type of
Task
Component being
assessed
40%
Source- based
skills: analysis,
synthesis and
evaluation of
historical
information from
a variety of
sources
20%
Historical inquiry
and research
20%
Communication of
historical
understanding in
appropriate forms
20%
Outcomes

Task 2
Task 3
Task 4
Task 5
Term 4, 2015
Week 8
24/11/15
Term 1, 2016
Week 6
4/3/15
Term 1, 2016
Week 7-8
Term 2, 2016
Week 9
16/6/16
Term 3, 2016
Weeks 3 -5
Research Task
Hand in before
school
8.15 – 8.35am
Research Task
Hand in before
school
8.15 – 8.35am
Mid-Course
Examination
Source Analysis
In class
Trial HSC
5%
5%
15%
15%
5%
10%
5%
Syllabus
Weighting
Knowledge and
understanding of
course content
Task Weighting
Task 1
100%
10%
10%
10%
5%
5%
H3.1, 3.3, 3.6,
4.2
H1.1, 2.1, 3.1,
3.2, 3.3, 3.6,
H1.1, 2.1, 3.4,
3.6, 4.1, 4.2
H2.1, 3.1, 3.2,
4.1, 4.2
H1.1, 2.1, 3.1,
3.2, 3.3, 3.4,
4.1, 4.2
10%
25%
15%
25%
25%
No more that 40% weightings may be allocated to test and examinations
Year 12 2015 - 2016
Ancient History – Summary of Internal Assessment
Component
Weighting %
Personalities in Their Times – Section III
25
Ancient Societies – Section II
25
Historical Periods – Section IV
25
Section I – Core (Pompeii and Herculaneum)
25
In designing an assessment programme that maintains the weightings of each course
component the following distribution of areas of assessment should be observed:
Knowledge and understanding of course content
Source-based skills: analysis, synthesis and evaluation
of historical information from a variety of sources
Historical inquiry and research
Communication of historical understanding in appropriate forms
40%
20%
20%
20%
100%
Ancient History – HSC Course Outcomes
A student:
1.
People, places, societies and events in the context of their times
H1.1
Describes and assesses the significance of key people, groups, events, institutions, societies
and sites within the historical context.
2.
Change and continuity over time
H2.1
Explain historical factors and assess their significance in contributing to change and
continuity in the ancient world.
3.
The process of historical inquiry
H3.1
Locate, select and organize relevant information from a variety of sources.
H3.2
Discuss relevant problems of sources for reconstructing the past.
H3.3
Analyse and evaluate sources for their usefulness and reliability.
H3.4
Explain and evaluate differing perspectives and interpretations of the past.
H3.5
Analyse issues relating to ownership and custodianship of the past.
H3.6
Plan and present the findings of historical investigations, analysing and synthesising
information from a range of sources.
4.
Communicating an understanding of history
H4.1
Use historical terms and concepts appropriately.
H4.2
Communicate knowledge and understanding of historical features and issues using
appropriate oral and written forms.
Year 12 2015 - 2016
BIOLOGY
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component
being assessed
Syllabus
Weighting
Knowledge and
understanding
40%
Planning and
conducting firsthand
investigations
30%
Scientific
thinking,
problem-solving
30%
Outcomes
Task Weighting
100%
Task 1
Task 2
Task 3
Task 4
Term 4, 2014
20/11/14
Week 7
Term 1, 2016
Week 7/8
Term 2, 2016
Week 6
TBA
Term 3, 2016
Weeks 3 - 5
Investigation
(Hand in task)
Mid-Course
Examination
Oral and
Research Task
Trial HSC
10%
10%
20%
20%
10%
10%
10%
10%
H11-14
H1, 4 – 16
H4,5,9,13,14,16
H1-16
20%
20%
30%
30%
Year 12 2015 - 2016
Biology – Summary of Internal Assessment
Component
Weighting %
Knowledge and understanding of:
 the history, nature, and practice of biology, applications and uses of biology and their
40
implications for society and the environment, and current issues, research and
developments in biology
 cell ultrastructure and processes, biological diversity, environmental interactions,
mechanisms of inheritance and biological evolution
Skills in planning and conducting first-hand investigations and in communicating
information and understanding based on these investigations
30
Skills in scientific thinking, problem-solving, and in communicating understanding and
conclusions
30
100%
Biology – HSC Course Outcomes
A student:
H1
Evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking.
H2
Analyses the ways in which models, theories and laws in biology have been tested and validated.
H3
Assess the impact of particular advances in biology on the development of technology.
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.
Year 12 2015 - 2016
BUSINESS STUDIES
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Task 1
Task 2
Task 3
Task 4
Term 1, 2016
Week 3
10/2/16
Term 1, 2016
Weeks 7/8
Term 2, 2016
Week 7
5/6/16
Term 3, 2016
Weeks 3 - 5
Research Task –
Hand in
8.15 – 8.35am
Mid-Course
Examination
Research
Extended Response
In class
Trial HSC
Component
being assessed
Syllabus
Weighting
knowledge and
Understanding
40%
5%
10%
5%
20%
Stimulus-based
Skills
20%
5%
5%
5%
5%
Inquiry and
Research
20%
Communication
of Business
information,
ideas and
issues in
appropriate
forms
20%
10%
10%
5%
5%
5%
5%
H2
H1-H9
H1-H10
All Outcomes
20%
25%
30%
Outcomes
H4-H9
Task Weighting

100%
25%
No more that 50% weightings may be allocated to test and examinations
Year 12 2015 - 2016
Business Studies – Summary of Internal Assessment
Component
Weighting
Knowledge and Understanding
40%
Stimulus-based Skills
20%
Inquiry and Research
20%
Communication of Business information,
ideas and issues in appropriate forms
20%
100%
Business Studies – HSC Course Outcomes
A student:
H1
critically analyses the role of business in Australia and globally
H2
evaluates management strategies in response to changes in internal and external influences
H3
discusses the social and ethical responsibilities of management
H4
analyses business functions and processes in large and global businesses
H5
explains management strategies and their impact on businesses
H6
evaluates the effectiveness of management in the performance of businesses
H7
plans and conducts investigations into contemporary business issues
H8
organises and evaluates information for actual and hypothetical business situations
H9
communicates business information, issues and concepts in appropriate formats
H10
applies mathematical concepts appropriately in business situations
Year 12 2015 - 2016
CATHOLIC STUDIES
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component being
assessed
Task 1
Task 2
Task 3
Term 1, 2016
Weeks 10
1/4/16
Term 2, 2016
Week 9
20/6/16
Term 3
Weeks 3- 5
Research Task
Hand in before school
Research Paper Hand in before school
Examination
10
Syllabus
Weighting
Knowledge and
understanding of
course content
20
5
5
Investigation and
research
15
7.5
7.5
Communication of
information, ideas
and issues in
appropriate form
15
7.5
7.5
B6-3
Being Catholic
C6-1
Living with Good and Evil
E6-3
Moral Issues
20
20
10
Outcomes-Unit
Task Weighting
50
Catholic Studies – Summary of Internal Assessment
Year 12 Students choosing to study Catholic Studies follow the Catholic Studies Course endorsed by the
Catholic Education Office, Sydney.
Throughout the year they will cover a range of outcomes for each topic through class work, assessments
and exams.
Students will complete the following topics in their course:
 Christian Prayer
 Being Catholic
 Moral Issues
 Living with Good and Evil
Year 12 2015 - 2016
CHEMISTRY
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Component being
assessed
Task 1
Task 2
Task 3
Task 4
Date of Task
Term 4, 2016
Week 8
27/11/15
Term 1, 2016
Week 7/8
Term 2, 2016
Week 8
TBA
Term 3, 2016
Weeks 3 -5
Type of Task
Investigation
(Hand in)
Mid-Course
Examination
Practical
(In class)
Trial HSC
Syllabus
Weighting
Knowledge and
understanding
40%
5%
10%
5%
20%
Planning and
conducting first-hand
investigations
30%
5%
5%
15%
5%
Scientific thinking,
problem-solving
30%
10%
5%
10%
5%
H2 - 16
H1,2,4 -16
H2,3, 5 - 16
H1 - 16
20%
20%
30%
30%
Outcomes
Task Weighting
100%
Year 12 2015 - 2016
Chemistry – Summary of Internal Assessment
Component
Weighting
Knowledge and understanding of:


The history, nature, and practice of chemistry, applications and uses of chemistry and
their implications for society and the environment, and current issues, research and
developments in chemistry
40
Atomic structure and periodic table, energy, chemical reactions, carbon chemistry and
stoichiometry
Skills in planning and conducting first-hand investigations and in communicating
information and understanding based on these investigations
30
Skills in scientific thinking, problem-solving, and in communicating understanding and
conclusions
30
100%
Chemistry – HSC Course Outcomes
A student:
H1
Evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking
H2
Analyses the ways in which models, theories and laws in chemistry have been tested and validated
H3
Assesses the impact of particular advances in chemistry on the development of technologies
H4
Assesses the impacts of applications of chemistry on society and the environment
H5
Identifies possible future directions of chemical research
H6
Explains reactions between elements and compounds in terms of atomic structures and periodicity
H7
Describes the chemical basis of energy transformations in chemical reactions
H8
Assesses the range of factors which influence the type and rate of chemical reactions
H9
Describes and predicts reactions involving carbon compounds
H10
Analyses stoichiometric relationships
H11
Justifies the appropriateness of a particular investigation plan
H12
Evaluates ways in which accuracy and reliability could be improved in investigations
H13
Uses terminology and reporting styles appropriately and successfully to communicate information
and understanding
H14
Assesses the validity of conclusions from gathered data and information
H15
Explains why an investigation is best undertaken individually or by a team
H16
Justifies positive values about and 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.
Year 12 2015 - 2016
DESIGN AND TECHNOLOGY
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of
Task
Type of
Task
Component being
assessed
Task 1
Task 2
Task 3
Term 4
Week 6
Term 1
Week 6
4/3/16
Term 1
Weeks 7/8
Project Proposal
MDP
Case Study
Task 2
Mid-Course
Examinations
20%
Term 3
Week 2
28/7/16
Hand in
Term 3
Weeks 5-6
Major
Design
Project
Trial HSC
Syllabus
Weighting
Innovation and
Emerging
Technologies
40%
5%
5%
Designing and
Producing
60%
10%
10%
H1.1, 4.1, 5.1
H3.2, 5.1 and
others to be
determined
15%
15%
Outcomes
Task Weighting
Task 4
100%
10%
35%
5%
H1.2, 3.1, 3.2,
5.2
H2.1, 2.2, 4.2,
4.3, 6.1, 6.2
H1.1, 2.1, 2.2,
3.1, 3.2, 4.2,
4.3, 5.2, 6.1, 6.2
20%
35%
15%
Year 12 2015 - 2016
Design and Technology – Summary of Internal Assessment
Component
Innovation and Emerging Technologies
 including a compulsory case study of a specific innovation
 other tasks
Weighting
20
20
Designing and Producing

which may include aspects of the major design project
60
100%
A student will develop:
1.
Knowledge and understanding about design theory and design processes in a range of contexts.
2.
Knowledge, understanding and appreciation of the interrelationship of design, technology, society
and the environment.
3.
Creativity and an understanding of innovation and entrepreneurial activity in a range of contexts.
4.
Skills in the application of design processes to design, produce and evaluate quality design projects
that satisfy identified needs and opportunities.
Design and Technology – HSC Course Outcomes
A student:
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.
Year 12 2015 - 2016
DRAMA
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of
Task
Type of
Task
Component
being assessed
Syllabus
Weighting
Making
40%
Performing
30%
Critically
Studying
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4, 2015
Week 8
27/11/15
Periods 3 & 4
Term 1, 2016
Week 6
Commencing
4/3/16
Term 1, 2016
Week 10
In class
30/3/16
Term 2, 2016
Week 8
In class
14/6/16
Term 3, 2016
Week 2
6.00pm
28/7/16
In -class
workshop
written
reflection
Black Comedy
In –class
workshop
written
reflection
Traditional
Australian
Planning &
Development
of Individual
Project
Planning &
Development
of Group
Project
IP & GP
Performance &
Exam before
Trial HSC
5%
5%
10%
10%
10%
10%
20%
30%
10%
H1.1, H1.2,
H1.3, H1.5,
H1.7, H1.9,
H2.3, H2.4,
H3.1, H3.2,
H3.3,
H3.4, H3.5
Total
Weightings
100%
15%
10%
H1.1, H1.2,
H1.3, H1.5,
H1.7, H1.9,
H2.3, H2.4,
H3.1, H3.2,
H3.3, H3.4, H3.5
15%
10%
H1.2, H1.3,
H1.5, H1.7,
H1.9, H2.1,
H2.4, H3.2,
H3.3, H3.5
10%
H1.1, H1.2,
H1.3, H1.4,
H1.6, H1.8,
H1.9, H2.1,
H2.2, H2.3,
H2.4, H3.2
H3.3, H3.5
H1.1 – H1.9
H2.1 – H2.5
H3.1 – H3.5
20%
40%
Drama – Summary of Internal Assessment
Component
Weighting %
Making
40%
Performance
30%
Critically Studying
30%
100%
Year 12 2015 - 2016
Content: Drama HSC Course
The HSC course comprises:
▪
Australian Drama and Theatre (Core component)
▪
Studies in Drama and Theatre
▪
the Group Performance (Core component)
▪
the Individual Project.
Australian Drama and Theatre (Core component) and Studies in Drama and Theatre
Outcomes
The student:
H1.1 uses acting skills to adopt and sustain a variety of characters and roles
H1.2 uses performance skills to interpret and perform scripted and other material
H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and
enhance individual and group-devised works
H1.5 demonstrates directorial skills
H1.7 demonstrates skills in using the elements of production
H1.9 values innovation and originality in group and individual work
H2.3 demonstrates directorial skills for theatre and other media
H2.4 appreciates the dynamics of drama as a performing art
H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced
specific drama and theatre practitioners, styles and movements
H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral
and written responses
H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical
styles and movements
H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns
in Australian and other societies
H3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements.
Year 12 2015 - 2016
ECONOMICS
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Component
being assessed
Knowledge and
Understanding
Stimulus-based skills
Inquiry and Research
Communication of
economic ideas,
issues in appropriate
forms
Task 1
Task 2
Task 3
Task 4
Date of Task
Term 1, 2016
Week 3
11/2/15
Term 1, 2016
Week 7/8
Exam Period
Term 2, 2016
Week 8
17/6/2016
Term 3, 2016
Weeks 3 – 5
Mid-Course
Examination
Stimulus Task –
Economic Issues
Hand in before
school
Trial HSC
Type of Task
Research and Case
Study: Extended
Response. Global
Economy
Hand in before school
10%
10%
15%
5%
10%
5%
Syllabus
Weighting
40%
20%
20%
20%
Outcomes
Task Weighting

5%
100%
5%
15%
5%
5%
5%
5%
H1, H4, H5
H8, H9, H10, H12
H1,2,3,4,9,10,11
H1,H2 , H4, H7,H9,
H10, H,11, H12
ALL Outcomes
25%
20%
30%
25%
No more that 50% weightings may be allocated to test and examinations
Year 12 2015 - 2016
Economics – Summary of Internal Assessment
Component
Weighting %
Knowledge and Understanding
40%
Stimulus-based Skills
20%
Inquiry and Research
20%
Communication of economic ideas, issues in
appropriate forms
20%
100%
Economics – HSC Course Outcomes
A student:
H1
Demonstrates understanding of economic terms, concepts and relationships
H2
Analyses the economic role of individuals, firms, institutions and governments
H3
Explains the role of markets within the global economy
H4
Analyses the impact of global markets on the Australian and global economies
H5
Discusses policy options for dealing with problems and issues in contemporary and
hypothetical contexts
H6
Analyses the impact of economic policies in theoretical and contemporary Australian contexts
H7
Evaluates the consequences of contemporary economic problems and issues on individuals, firms
and governments
H8
Applies appropriate terminology, concepts and theories in contemporary and hypothetical
economic contexts
H9
Selects and organises information from a variety of sources for relevance and reliability
H10
Communicates economic information, ideas and issues in appropriate forms
H11
Applies mathematical concepts in economic contexts
H12
Works independently and in groups to achieve appropriate goals in set timelines
Year 12 2015 - 2016
ENGLISH - ADVANCED
Assessment Schedule
2016 HSC Year
Assessment Task Distribution1 and Weighting Table
Date of Task
Type of Task
Component being
assessed
Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Term 4, 2015
Week 9
3/12/15
Term 1,
Week 7
Term 1
Week 10
30/3/16
Term 2
Week 6
1/6/16
Term 3
20/7/16
Term 3,
Weeks 3 - 5
Speaking /
Representing
HalfYearly
Exams
Writing
In class
Writing /
Listening –
Library
hand in
In class
Writing /
Representing
Trial HSC
15%
10%
Syllabus
Weighting
Area of Study –
Discovery
40%
Module A:
Comparative Study
of texts – Exploring
Connections. Richard
III and Looking for
Richard
20%
Module B: Critical
Study of Texts
20%
Module C:
Representation and
Text
20%
15%
15%
15%
Outcomes
1, 2, 3, 4, 6,
9, 10
1, 3, 4, 6,
7, 8, 10,
2A
1, 2A, 4,6,8,10
1, 2A, 3, 4,
5, 8, 12A
1, 2, 4, 6, 10
15%
10%
15%
15%
15%
Task Weighting
100%

30%
No more that 30% weightings may be allocated to test and examinations
Year 12 2015 - 2016
English (Advanced and Standard) Summary of Internal Assessment
Syllabus
Components
Syllabus Component
Weighting %
Modes to be assessed across the
components
Weighting %
Area of Study
40
Listening
15
Module A
20
Speaking
15
Module B
20
Reading
25
Module C
20
Writing
30
Viewing/Representing
15
Total
100%
Total
100%
English – HSC Course Outcomes
1.
A student explains and evaluates the effects of different contexts of responders and composers on
texts.
2.
A student explains relationships among texts.
2A.
Advanced only
A student recognises different ways in which particular texts are valued.
3.
A student develops language relevant to the study of English.
4.
A student explains and analyses the ways in which language forms and features, and structures of
texts shape meaning and influence responses.
5.
A student explains and evaluates the effects of textual forms, technologies and their media of
production on meaning.
6.
A student engages with the details of text in order to respond critically and personally.
7.
A student adapts and synthesises a range of textual features to explore and communicate
information, ideas and values, for a variety of purposes, audiences and contexts.
8.
A student articulates and represents own ideas in critical, interpretive and imaginative texts from a
range of perspectives.
9.
A student evaluates the effectiveness of a range of processes and technologies for various learning
purposes including the investigation and organisation of information and ideas.
10.
A student analyses and synthesises information and ideas into sustained and logical argument for a
range of purposes, audiences and contexts.
11.
A student draws upon the imagination to transform experience and ideas into text demonstrating
control of language.
12.
A student reflects on own processes of responding and composing.
12A.
Advanced only
A student explains and evaluates different ways of responding to and composing text.
13.
A student reflects on own processes of learning.
Year 12 2015 - 2016
ENGLISH – EXTENSION 1
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Task 2
Task 3
Term 1, 2016
Week 3
10/2/16
Term 2, 2016
Week 10
28/6/16
Term 3, 2016
Weeks 3 – 5
Creative Writing
Writing / Representing
Hand in to Library
Listening / Speaking /
Writing
Electronic Submission
Trial HSC
15
20
15
1, 2, 3
1, 2, 3
1, 2, 3
15
20
15
Date of Task
Type of Task
Component being
assessed
Syllabus
Weighting
Module B:
Texts and Ways of
Thinking
50
Elective 2: Navigating
the Global
Outcomes
Task Weighting
50
English (Extension 1) – Summary of Internal Assessment
Syllabus
Components
Module A B or C
Total
Syllabus Component Weighting
50
50
Modes to be assessed across the
components
Weighting
/50
Speaking/Listening
10
Reading/Writing
30
Viewing/Representing
10
Total
50
English (Extension 1) – HSC Course Outcomes
1.
A student distinguishes and evaluates the values expressed through texts.
2.
A student explains different ways of valuing texts.
3.
A student composes extended texts.
4.
A student develops and delivers sophisticated presentations.
Year 12 2015 - 2016
ENGLISH – EXTENSION 2
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of
Task
Type of
Task
Component
being assessed
Task 1
Task 2
Task 3
Term 4, 2015
Week 5
6/11/15
In class
Term 1, 2016
Week 1
In class
Viva Voce
Viva Voce
Draft
Report
5
5
25
15
1, 2
1, 2
1, 2
1, 2
5
5
25
15
Term 1, 2016
Week 11
5/4/16
Electronic
Submission
Task 4
Term 2, 2016
Week 6
30/5/16
Electronic
Submission
Syllabus
Weighting
Major Work
50
Outcomes
Task
Weighting
50
English (Extension 2) – Summary of Internal Assessment
Syllabus Components
Major Work
Total
Syllabus Component Weighting
50
50
Tasks
Weighting /50
Viva Voce
10
Draft Major
25
Report
15
Total
50
English (Extension 2) – HSC Course Outcomes
1.
2.
A student develops and presents an extended composition which demonstrates depth, insight,
originality and skills in independent investigation.
A student reflects on and documents own process of composition.
Year 12 2015 - 2016
ENGLISH - STANDARD
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component being
assessed
40%
Module A:
Experience Through
Language
20%
Module B:
Close Study of Text
20%
Module C:
Texts and Society
20%
Outcomes

Task 2
Task 3
Task 4
Task 5
Term 4
3/12/15
Term 1
Week 7
Term 1
Week 10
30/3/16
Term 2,
Week 6
1/6/16
Term 3
Week 1
20/7/16
Term 3,
2016
Weeks 3 - 5
Speak /
Represent
Half-Yearly
Exams
Writing /
Reading
Hand in
before school
Module A
Speech
Library
Hand in
Writing /
Listening
In class
Trial HSC
15%
10%
Syllabus
Weighting
Area of Study –
Discovery
Task Weighting
Task 1
100%
15%
15%
15%
1, 2, 3, 4,
6, 9, 10
1, 3, 4, 6, 8,
10
1, 3, 4, 6, 8,
10
4, 6, 10, 11
1, 3, 4, 6, 10
15%
10%
15%
15%
15%
30%
No more that 30% weightings may be allocated to test and examinations
Year 12 2015 - 2016
English (Advanced and Standard) Summary of Internal Assessment
Syllabus
Components
Syllabus Component
Weighting %
Modes to be assessed across the
components
Weighting %
Area of Study
40
Listening
15
Module A
20
Speaking
15
Module B
20
Reading
25
Module C
20
Writing
30
Viewing/Representing
15
Total
100%
Total
100%
English – HSC Course Outcomes
1.
A student explains and evaluates the effects of different contexts of responders and composers on
texts.
2.
A student explains relationships among texts.
2A.
Advanced only
A student recognises different ways in which particular texts are valued.
3.
A student develops language relevant to the study of English.
4.
A student explains and analyses the ways in which language forms and features, and structures of
texts shape meaning and influence responses.
5.
A student explains and evaluates the effects of textual forms, technologies and their media of
production on meaning.
6.
A student engages with the details of text in order to respond critically and personally.
7.
A student adapts and synthesises a range of textual features to explore and communicate
information, ideas and values, for a variety of purposes, audiences and contexts.
8.
A student articulates and represents own ideas in critical, interpretive and imaginative texts from a
range of perspectives.
9.
A student evaluates the effectiveness of a range of processes and technologies for various learning
purposes including the investigation and organisation of information and ideas.
10.
A student analyses and synthesises information and ideas into sustained and logical argument for a
range of purposes, audiences and contexts.
11.
A student draws upon the imagination to transform experience and ideas into text demonstrating
control of language.
12.
A student reflects on own processes of responding and composing.
12A.
Advanced only
A student explains and evaluates different ways of responding to and composing text.
13.
A student reflects on own processes of learning.
Year 12 2015 - 2016
ENGLISH STUDIES
________________________________________________________________________________
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component being
assessed
N/A
The Big Screen
N/A
Part of the Family
N/A
Playing the Game
N/A
Outcomes

Task 2
Task 3
Task 4
Term 4, 2015
Week 8
25/11/15
Term 1
Week 9
/3/16
In class
Term 2
Week 9
23/6/16
In class
Term 3
Week 9
13/9/15
Representing
Speaking
Research and in
class task
Diary Entries
Script and
Storyboard
Syllabus
Weighting
We are Australian:
English in Citizenship
Task Weighting
Task 1
100%
30%
20%
20%
30%
1.4, 2.1, 2.3,
3.2, 4.1, 4.2
1.4, 2.3,
3.1, 4.1
1.1, 1.2, 3.1
1.3, 1.2, 3.1
30%
20%
20%
30%
No more that 30% weightings may be allocated to test and examinations
Year 12 2015 - 2016
English Studies – Summary of Internal Assessment
Component
Students will develop knowledge and understanding
of various forms of texts, exploring the ideas and
values of those texts and how language and other
techniques are used in the texts to convey meaning
Weighting %
30
Students will develop skills in reading, listening and
viewing and in writing, speaking and representing
30
Students will develop knowledge and skills in using
language accurately, effectively and appropriately
for a range of purposes, audiences and contexts.
25
Students will develop skills in planning and working
individually and collaboratively.
15
100%
English Studies – HSC Course Outcomes
A student:
H1.1
H1.2
H1.3
H1.4
H 2.1
H2.2
H2.3
H3.1
H3.2
H4.1
H4.2
Analyses extended and short texts in a range of forms to gain knowledge, understanding and
knowledge, understanding and appreciation of how English is used to convey appreciation of how
English is used to convey meaning.
Explains the ideas and values of the texts.
Explains how language and other techniques are used to convey meaning in extended and short
texts in a range of forms.
Produces a range of texts that demonstrate knowledge, understanding and skills gained in
conveying meaning through language and other techniques.
Comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich
their personal lives and provide a sound basis for current and future education, careers and
citizenship.
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.
Demonstrates skills in using the language conventions of a variety of textual forms, including
literary texts, informative texts and texts for vocational context.
Recognises a range of purposes for the contexts in which language is used and selects appropriate
text forms, vocabulary, style and tone when writing and speaking for those purposes.
Recognises a range of audiences and selects appropriate texts forms, vocabulary, style and tone
when writing and speaking for those audiences.
Plans and organises to complete tasks or projects, both individually and collaboratively.
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.
Year 12 2015 - 2016
HISTORY – EXTENSION
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Component being
assessed
Date of Task
Term 2, 2016
Week 7
10/6/16
Type of Task
Case Study –
Hand in
Task 3
Term 3, 2016
Week 2
29/7/16
Term 3, 2016
Weeks 3 - 5
Project –
Hand in
HSC Trial Exam
Syllabus
Weighting
Knowledge and
understanding of
significant
historiographical ideas
and processes
10
Skills in designing,
undertaking and
communicating
historical inquiry – the
History Project
40
Outcomes
Task Weighting
Task 2
50
5
5
40
E1.1
E2.1, E2.2, E2.3
E1.1
5
40
5
Year 12 2015 - 2016
History (Extension 1) – Summary of Internal Assessment
Component
 Knowledge and understanding of significant historiographical
ideas and process
10
 Skills and designing, undertaking and communicating
historical inquiry – the History Project
40
50
Objectives
A student develops knowledge and understanding about:
1.
Significant historiographical ideas and processes.
A student develops skills in:
2.
Designing, undertaking and communicating historical inquiry.
History (Extension 1) – HSC Course Outcomes
A student:
E1.1
Analyses and evaluates different historical perspectives and approaches to history and the
interpretations developed from these perspectives and approaches
E2.1
Plans, conducts and presents a substantial historical investigation involving analysis, synthesis and
evaluation of information from historical sources of differing perspectives and historical approaches
E2.2
Communicates through detailed, well-structured texts to explain, argue, discuss, analyse and
evaluate historical issues
E2.3
Constructs a historical position about an area of historical inquiry and discusses and challenges
other positions
Year 12 2015 - 2016
HOSPITALITY – KITCHEN OPERATIONS
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component
being
assessed
Task 2
Term 1
Week 3
8/2/16
Submit
online
Term 1
Weeks 7/8
Hospitality
Competency
Assessment
Basic
Methods of
Cookery
Folio
Half Yearly
Exams
Competency
Assessment
Various
Task 3
Task 4
Task 5
Task 6
Term 2
Week 1
28/4/16
Term 2
Week 7
8/6/16
Term 3
Weeks 3- 5
Term 3
Weeks 7
29/8/16
In Class
Topic Test
HSC Trials
Various
Various
Various
25%
25%
25%
Source and
use
information
on the Hops
Industry
Hospitality
Practical
Exam and
Evidence
Portfolio
Maintain the
Quality of
Perishable
Items
Syllabus
Weighting
Competencies
Weightings
Task 1
100%
25%
Competency
Assessment
Practical Competency Assessments:
There will be ongoing practical competency assessments throughout the year where full participation is
required to be assessed. Students will receive notification of these competency tasks with a minimum of
two- weeks notice.
The Trial HSC will be used to indicate your estimated HSC mark between 1 – 100.
A thirty-five (35) hour Work Placement takes place during this year (70 hours in total). This is mandatory.
Students who are absent MUST provide a Doctor’s Certificate for each day absent.
Expected Attendance:
Marist Christmas Function: November 2016. Attendance is expected at different times, as this will
contribute to the holistic practical assessment of several competencies.
Volunteers Lunch – Catering for 150 people. Prep and Cooking December. Attendance is expected at
different times, as this will contribute to the holistic practical assessment of several competencies.
Immersion Dinner Prep and Cooking. Attendance is expected at different times, as this will contribute to the
holistic practical assessment of several competencies.
Year 12 2015 - 2016
Year 12 Competency Assessment Schedule
Term 1, 2016
1. Produce dishes using basic methods of cookery digital portfolio – 8/2/16
Term 2, 2016
1. Source and use information on the Hospitality Industry – 28/4/16
Term 3, 2016
1. Use cookery skills effectively and service
2. Prepare eggs, fruit, veg and farinaceous dishes
3. Participate in safe food handling practices
Year 12 2015 - 2016
INDUSTRIAL TECHNOLOGY
Assessment Policy
2016 HSC Year
Assessment Task Distribution and Weighting Table
Component
being assessed
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4
Week 6
10/11/15
In class
Term 1
Date of
Task
Week 6
3/3/16
In class
Term 1
Weeks 7 /8
Term 3
Week 2
28/7/16
In class
Term 3
Weeks 3-5
Type of
Task
Project
Proposal
Industry
Study
Mid-Course
Exam
Major
Project
Trial HSC
Exam
Syllabus
Weighting
Industry Study
15%
Major Design
Project
60%
IndustryRelated
Manufacturing
Technology
100%
5%
40%
20%
25%
Outcomes
Task Weighting
10%
10%
15%
H3.1, H3.2,
H4.2, H 5.1
H4.3, H7.2,
H7.1
H1.1, H1.3,
H1.2
H2.1, H3.3,
H4.1, H5.2,
H6.1, H6.2
Various
Outcomes
20%
10%
10%
40%
20%
Year 12 2015 - 2016
Industrial Technology – Summary of Internal Assessment
Component
Weighting %
Industry study
15
Major Project
60
Industry-related manufacturing technology
25
100
Objectives
Students will develop:
 Knowledge and understanding of the focus area industry and of manufacturing processes and
techniques used by industry
 Knowledge and understanding of safe and cooperative work practices and of the need for a safe and
cooperative work environment
 Competence in designing, managing and communicating within a relevant industry context
 Knowledge and skills in producing quality products
 Knowledge and skills in communication and information processing related to the industry focus area
 an appreciation of quality products and the principles of quality control
 an appreciation of the relationships between technology, the individual, society and the environment
Industrial Technology – HSC Course Outcomes
A student:
H1.1 investigates industry through the study of businesses in one focus area
H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the
impact of new and developing technologies in industry
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 effectively through the production of a Major Project
H4.1 demonstrates competence 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
Year 12 2015 - 2016
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
Year 12 2015 - 2016
LEGAL STUDIES
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of
Task
Type of
Task
Component
being assessed
Task 1
Task 2
Task 3
Task 4
Task 5
Term 1
Week 3
8.15 – 8.35am
9/2/16
Term 1
Week 7/8
Term 2
Week 4
In class
16/5/16
Term 2
Week 10
26/6/16
Hand in
Term 3
Week 3-5
Research Task
Oral
Presentation
Mid-Course
Exam
In class
extended
response
research task
Research
Task
Trial HSC
Exam
20%
5%
5%
30%
5%
7%
8%
10%
5%
5%
Syllabus
Weighting
Knowledge and
Understanding
Research
Communication
Outcomes
Task Weighting
100%
H3-10
H1-7
H9-10
H3-10
H3-10
H1-7
H9-10
15%
20%
17.0%
18.0%
30%
Year 12 2015 - 2016
Legal Studies – Summary of Internal Assessment
Internal Assessment
Knowledge and Understand
Research
Weighting %
60
20
20
Communication
100%
Legal Studies – HSC Course Outcomes
A student:
H1
Identifies and applies legal concepts and terminology
H2
Describes and explains key features of and the relationship between Australian and International
law
H3
Analyses the operation of domestic and international legal systems
H4
Evaluates the effectiveness of the legal system in addressing issues
H5
Explains the role of law in encouraging co-operation and resolving conflict, as well as initiating and
responding to change
H6
Assesses the nature of the interrelationship between the legal system and society
H7
Evaluates the effectiveness of the law in achieving justice
H8
Locates, selects, organises, synthesises and analyses legal information from a variety of sources
including legislation, cases, media, international instruments and documents
H9
Communicates legal information using well-structured and logical arguments
H10
Analyses differing perspectives and interpretations of legal information and issues
Year 12 2015 - 2016
MATHEMATICS GENERAL 1
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Component being
assessed
Task 1
Task 2
Task 3
Date of Task
Term 1, 2016
Week 9
21/3/16
Term 2, 2016
Week 9
22/6/16
Term 3, 2016
Week 6
Type of Task
In class task
In class task
Project
Syllabus
Weighting
Knowledge and
understanding
50%
15
15
20
Skills
50%
15
15
20
MG1H-1, MG1H-2, MG1H-3,
MG1H-7, MG1H-9, MG1H-10
MG1H-1, MG1H-2, MG1H-3,
MG1H-7, MG1H-9, MG1H-10
MG1H-1, MG1H-2, MG1H-3,
MG1H-4, MG1H-5, MG1H-8,
MG1H-9, MG1H-10
30%
30%
40%
Outcomes
Task Weighting
100%
HSC Course
·
·
·
Up to 30% of the internal assessment may be based on the Preliminary course.
Questions based on the Preliminary course can also be asked when they lead into questions based on the HSC
course.
Marks from these lead-in questions will not be counted in the 30% Preliminary allowance.
Year 12 2015 - 2016
General Mathematics 1 – Summary of Internal Assessment
Component
Weighting
Knowledge and understanding
50%
Skills
50%
100%
General Mathematics 1 – HSC Course Outcomes
A student:
MG1H-1
uses mathematics and statistics to evaluate and construct arguments in a range
of familiar contexts
MG1H-2
analyses representations of data in order to make predictions
MG1H-3
makes predictions about everyday situations based on simple mathematical models
MG1H-4
analyses simple two-dimensional and three- dimensional models to solve practical problems
MG1H-5
interprets the results of measurements and calculations and makes judgements about
reasonableness, including the conversion to appropriate units
MG1H-6
makes informed decisions about financial situations likely to be encountered post-school
MG1H-7
develops and carries out simple statistical processes to answer questions posed
MG1H-8
solves problems involving uncertainty using basic counting techniques
MG1H-9
chooses and uses appropriate technology to organise information from a range
of practical and everyday contexts
MG1H-10
uses mathematical argument and reasoning to evaluate conclusions drawn from other sources,
communicating a position clearly to others.
Year 12 2015 - 2016
MATHEMATICS GENERAL 2
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component being
assessed
Syllabus
Weighting
Concepts
50%
Reasoning and
Communication
50%
Outcomes
Task Weighting
100%
Task 1
Task 2
Task 3
Task 4
Term 4, 2015
Week 9
25/11/15
Term 1, 2016
Weeks 7/ 8
Term 2, 2016
Week 7
8/6/16
Term 3, 2016
Weeks 3 - 5
Class Test
Mid-Course
Exam
Class Test
Trial HSC
Exam
7.5%
12.5%
12.5%
17.5%
7.5%
12.5%
12.5%
17.5%
MG2H 1, 3, 4, 5,
9, 10
MG2H 1, 2, 3, 4, 5,
7, 9, 10
MG2H 1, 2, 3, 6,
8, 9, 10
MG2H 1-10
15%
25%
25%
35%
HSC Course



Up to 30% of the internal assessment may be based on the Preliminary course.
Questions based on the Preliminary course can also be asked when they lead into questions based on the HSC
course.
Marks from these lead-in questions will not be counted in the 30% Preliminary allowance.
Year 12 2015 - 2016
General Mathematics – Summary of Internal Assessment
Component
Weighting
Knowledge and Skills
50%
Applications
50%
100%
General Mathematics – HSC Course Outcomes
A student:
MG2H – 1
uses mathematics and statistics to evaluate and construct arguments in a range of familiar
and unfamiliar contexts
MG2H – 2
analyses representations of data in order to make inferences, predictions and conclusions
MG2H – 3
Makes predictions about situations based on mathematical models, including those involving
cubic, hyperbolic and exponential functions
MG2H – 4
Analyses two-dimensional and three-dimensional models to solve practical problems,
including those involving spheres and non-right-angled triangles
MG2H – 5
Interprets the results of measurements and calculations and makes judgements about
reasonableness, including the degree of accuracy of measurements and calculations and the
conversion to appropriate units
MG2H – 6
Makes informed decisions about financial situations, including annuities and loan
repayments
MG2H – 7
Answers questions requiring statistical processes, including the use of the normal
distribution, and the correlation of bivariate data
MG2H – 8
Solves problems involving counting techniques, multistage events and expectation
MG2H – 9
Chooses and uses appropriate technology to locate and organize information from a range of
contexts
MG2H – 10
Uses mathematical argument and reasoning to evaluate conclusions drawn from other
sources, communicating a position clearly to others, and justifies a response
Year 12 2015 - 2016
MATHEMATICS
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Component being
assessed
Task 1
Task 2
Task 3
Task 4
Term 4, 2015
Week 7
25/11/15
Term 1, 2016
Weeks 7/ 8
Term 2, 2016
Week 7
8/6/16
Term 3, 2016
Weeks 3 - 5
Class Test
Mid-Course
Exam
Class Test
Trial HSC
Exam
Syllabus
Weighting
Concepts
50%
7.5%
12.5%
12.5%
17.5%
Reasoning and
Communication
50%
7.5%
12.5%
12.5%
17.5%
H1, 2, 4, 5, 6, 7, 9
H1, 2, 4, 5 – 9
H1 – 9
H1 – 9
15%
25%
25%
35%
Outcomes
Task Weighting
100%
Mathematics – Summary of Internal Assessment



Up to 20% of the Mathematics assessment may be based on the Preliminary Course.
Questions based on the Preliminary Course can be asked when they lead into questions based on the
HSC Course.
Marks from these lead-in questions will not be counted in the 20% Preliminary allowance.
Year 12 2015 - 2016
Mathematics – HSC Course Outcomes
A student:
H1
H2
H3
H4
H5
H6
H7
H8
H9
Seeks to apply mathematical techniques to problems in a wide range of practical contexts
Constructs arguments to prove and justify results
Manipulates algebraic expressions involving logarithmic and exponential functions
Expresses practical problems in mathematical terms based on simple given models
Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry
and series to solve problems
Uses the derivative to determine the features of the graph of a function
Uses the features of a graph to deduce information about the derivative
Uses techniques of integration to calculate areas and volumes
Communicates using mathematical language, notation, diagrams and graphs
HSC Courses
The mandatory components and weightings for the HSC courses are set out below.
For Mathematics Extension 1, the internal assessment mark submitted to the Board may be based on the
whole course (ie both Preliminary and HSC courses).
Component
Concepts, skills and techniques
Reasoning and communication
Description
Weighting
Use of concepts, skills and
techniques to solve mathematical
problems in a wide range of
theoretical and practical contexts
50%
Application of reasoning and
communication in appropriate
forms to construct mathematical
arguments and proofs and to
interpret and use mathematical
models
50%
100%
Year 12 2015 - 2016
MATHEMATICS – EXTENSION 1
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Task 1
Task 2
Task 3
Task 4
Term 4, 2015
Week 9
1/12/15
Term 1, 2016
Weeks 7/ 8
Term 2, 2016
Week 6
31/5/16
Term 3, 2016
Weeks 3 – 5
Class Test
Mid-Course
Exam
Class Test
Trial HSC
Exam
Component being
assessed
Syllabus
Weighting
Knowledge and
Skills
50%
7.5%
12.5%
12.5%
17.5%
Applications
50%
7.5%
12.5%
12.5%
17.5%
HE1 – HE7
HE1 – HE7
HE1 – HE7
HE1 – HE7
15%
25%
25%
35%
Outcomes
Task Weighting
100%
MATHEMATICS – EXTENSION 2
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of Task
Type of Task
Task 1
Task 2
Task 3
Task 4
Term 4, 2015
Week 10
7/12/15
Term 1, 2016
Weeks 7/8
Term 2, 2016
Weeks 8 & 9
Term 3, 2016
Weeks 3 - 5
Class Test
Mid-Course
Exam
Presentation
Trial HSC
Exam
Component being
assessed
Syllabus
Weighting
Knowledge and
Skills
50%
7.5%
12.5%
10%
20%
Applications
50%
7.5%
12.5%
10%
20%
E1 – 9
E1 – 9
E1 – 9
E1 – 9
15%
25%
20%
40%
Outcomes
Task Weighting
100%
Year 12 2015 - 2016
Mathematics – Summary of Internal Assessment
Component
Weightings %
Mathematics
Mathematics
Extension 1
Mathematics
Extension 2
Knowledge and Skills
50%
25 (50%)
50%
Applications
50%
25 (50%)
50%
100%
50 (100%)
100%
Marks
Note:
Bracketed figures are the Mathematics Extension 1 assessment weightings for students
studying the Mathematics Extension 2 course.
Mathematics – HSC Outcomes
Mathematics Extension 1
A student:
HE1
Appreciates interrelationships between ideas drawn from different areas of mathematics
HE2
Uses inductive reasoning in the construction of proofs
HE3
Uses a variety of strategies to investigate mathematical models of situations involving binomial
probability, projectiles, simple harmonic motion, or exponential growth and decay
HE4
Uses the relationship between functions, inverse functions and their derivatives
HE5
Applies the chain rule to problems including those involving velocity and acceleration as functions
of displacement
HE6
Determines integrals by reduction to a standard form through a given substitution
HE7
Evaluates mathematical solutions to problems and communicates them in an appropriate form
Mathematics Extension 2
A student:
E1
Appreciates the creativity, power and usefulness of mathematics to solve a broad range of
problems
E2
Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract
settings
E3
Uses the relationship between algebraic and geometric representations of complex numbers and of
conic sections
E4
Uses efficient techniques for the algebraic manipulation required in dealing with questions such as
those involving conic sections and polynomials
E5
Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of
forces, resisted motion and circular motion
Combines the ideas of algebra and calculus to determine the important features of the graphs of a
wide variety of functions
Uses the techniques of slicing and cylindrical shells to determine volumes
E6
E7
E8
Applies further techniques of integration, including partial fractions, integration by parts and
recurrence formulae, to problems
E9
Communicates abstract ideas and relationships using appropriate notation and logical argument
Year 12 2015 - 2016
MODERN HISTORY
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4, 2015
Week 8
18/11/15
Term 1, 2016
Weeks 7/8
Term 2, 2016
Week 4
20/5/16
Term 3, 2016
Week 1
22/7/16
Term 3, 2016
Weeks 3 – 5
Source Analysis
In Class
Mid-Course
Examination
Research Task
Structured
Response –
Hand in task
before school
Trial HSC
40%
5%
10%
5%
5%
15%
20%
10%
5%
Date of Task
Type of Task
Component being
assessed
Knowledge and
understanding of
course content
Source-based skills:
analysis, synthesis
and evaluation of
historical
information from a
variety of sources
Historical inquiry
and research
Communication of
historical
understanding in
appropriate forms
Syllabus
Weighting
20%
10%
10%
20%
10%
5%
5%
Outcomes
Task Weighting

5%
100%
H3.2, 3.3, 3.4,
3.5
H4.1, H4.2
H1.1, 1.2, 3.2,
3.3, 3.4 3.5, 4.2
H1.1, 1.2, 2.1,
3.4, 4.1, 4.2
H1.1, 1.2, 2.1,
4.1, 4.2
H1.1, 1.2, 2.1,
3.1, 3.2, 3.3,
3.4, 3.5, 4.1,
4.2
15%
15%
25%
20%
25%
No more that 40% weightings may be allocated to test and examinations
Year 12 2015 - 2016
Modern History – Summary of Internal Assessment
Internal Assessment
Weighting %
Core Study: World War I 1914-1919
25
National Studies
25
Personalities in the Twentieth Century
25
International Studies in Peace and Conflict
In designing an assessment program that maintains the weightings of each course
component the following distribution of areas of assessment must be observed:
Knowledge and understanding of course content
40%
Source-based skills: analysis, synthesis and evaluation
of historical information from a variety of sources
20%
Historical inquiry and research
20%
Communication of historical understanding in appropriate forms
20%
25
100%
Modern History – HSC Course Outcomes
A student develops the skills to:
1.
2.
Key features, issues, individuals and events from the eighteenth century to the present
H1.1
Describe the role of key features, issues, individuals, groups and events of selected
twentieth-century studies
H1.2
Analyse and evaluate the role of key features, issues, individuals, groups and events of
selected twentieth-century studies
Change and continuity over time
H2.1
3.
4.
Explain forces and ideas and assess their significance in contributing to change and
continuity during the twentieth century
The process of historical inquiry
H3.1
Ask relevant historical questions
H3.2
Locate, select and organise relevant information from different types of sources
H3.3
Analyse and evaluate sources for their usefulness and reliability
H3.4
Explain and evaluate differing perspectives and interpretations of the past
H3.5
Plan and present the findings of historical investigations, analysing and synthesising
information from different types of sources
Communicating an understanding of history
H4.1
Use historical terms and concepts appropriately
H4.2
Communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms
Year 12 2015 - 2016
MUSIC 1
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Date of
Task
Term 4, 2015
Week 7
20/11/15
Periods 1 & 2
Composition
Type of
Task
Component being
assessed
Task 3
Task 4
Task 5
Term 1, 2016
Week 6
Commencing
29/2/16
Term 2, 2016
Week 5
Commencing
23/5/16
Term 2, 2016
Week 9
Commencing
21/6/16
Term 3, 2016
Weeks 5
Musicology and
Viva Voce
(In Class)
Performance
(In class)
Elective
Performance/
Composition/
Viva Voce
(In class and
Hand in)
Trial HSC
Performance/
16/8/16
Examination
and Oral
Syllabus
Weighting
Performance
(Core)
10%
Composition
(Core)
10%
Musicology (Core)
10%
Aural (Core)
25%
Electives 1, 2, 3
45%
Outcomes
Task Weighting
(Hand in task)
Task 2
100%
10%
10%
10%
25%
15%
30%
H3,4,5,6,8,10,11
H2,4,6,8,10,11
H1,2,7,8,9,10,11
H 1- 11
H1-H11
10%
10%
10%
15%
55%
Year 12 2015 - 2016
Music 1 – Summary of Internal Assessment
The internal assessment mark for Music 1 is to be based on the HSC course only. Assessment for the HSC
course must not begin until the completion of the Preliminary course.
Throughout the course, a variety of assessment techniques should be used to assess understanding and
level of skill achieved.
The following components and weightings are mandatory.
Component
Weighting %
Performance Core
10
Composition Core
10
Musicology Core
10
Aural Core
25
Elective 1
15
Elective 2
15
Elective 3
15
100%
Tasks are to be set in each of the core components (55% of total marks) at least once during the course.
Electives 1, 2, 3 - A choice from Performance, Composition or Musicology
Music 1 – HSC Course Outcomes
Through activities in performance, composition, musicology and aural, a student:
H1
Performs stylistically, music that is characteristic of topics studied, both as a soloist and as a
member of an ensemble
H2
Reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics
studied
H3
Improvises and composes music using the range of concepts for familiar sound sources reflecting
the cultural and historical contexts studied
H4
Articulates an aural understanding of musical concepts and their relationships in a wide variety of
musical styles
H5
Critically evaluates and discusses performances and compositions
H6
Critically evaluates and discusses the use of the concepts of music in works representative of the
topics studied and through wide listening
H7
Understands the capabilities of performing media, incorporates technologies into composition and
performance as appropriate to the topics studied
H8
H9
Identifies, recognises, experiments with, and discusses the use and effects of technology in music
Performs as a means of self-expression and communication
H 10
Demonstrates a willingness to participate in performance, composition, musicology and aural
activities
H 11
Demonstrates a willingness to accept and use constructive criticism.
Year 12 2015 - 2016
PERSONAL DEVELOPMENT, HEALTH
AND PHYSICAL EDUCATION
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Component being
assessed
Task 1
Task 2
Task 3
Task 4
Date of Task
Term 4, 2015
Week 9
9/12/15
Term 1
Weeks 7 & 8
Term 2
Week 9
21/6/16
Term 3, 2016
Weeks 3 – 5
Type of Task
Hand in
Research Task on
Health Priority
Issue
Half-Yearly Exam
Hand in
Designing training
programme
Trial HSC
Syllabus Weighting
Knowledge and
understanding of:


Factors that affect
health
The way the body
moves
40%
10%
10%
10%
10%
30%
5%
5%
10w5%
10%
30%
5%
5%
10%
10%
H1,2,4,5,15,16
H1-5, H7-11,
H14-H17
H8,10,16
H1-5, H7-11,
H13-17
20%
20%
30%
30%
Skills in:

Influencing
personal and
community health
Taking action to
improve
participation and
performance in
physical activity
Skills in critical
thinking, research
and analysis
Outcomes
Task Weighting

100%
No more that 50% weightings may be allocated to test and examinations
Year 12 2015 - 2016
PDHPE – Summary of Internal Assessment
Internal Assessment
Weighting %
Knowledge and understanding of:


Factors that affect health
The way the body moves
40
Skills in:


Influencing personal and community health
Taking action to improve participation and performance in physical activity
Skills in critical thinking, research and analysis
30
30
100%
PDHPE – HSC Course Outcomes
A student:
H1 Describes the nature, and justifies the choice, of Australia’s health priorities
H2 Analyses and explains the health status of Australians in terms of current trends and groups most at
risk
H3 Analyses the determinants of health and health inequities
H4 Argues the case for the new public health approach to health promotion
H5 Explains the different roles and responsibilities of individuals, communities and governments in
addressing Australia’s health priorities
H6 Demonstrates a range of personal health skills that enables them to promote and maintain health
(Option 1)
H7 Explains the relationship between physiology and movement potential
H8 Explains how a variety of training approaches and other interventions enhance performance and
safety in physical activity
H9 Explains how movement skill is acquired and appraised
H10 Designs and implements training plans to improve performance
H11 Designs psychological strategies and nutritional plans in response to individual performance needs
H12 Analyses the influence of socio-cultural factors on the way people participate in and value physical
activity and sport
(Option 2)
H13 Selects and applies strategies for the management of injuries and the promotion of safety in sport
and physical activity (Option 3)
H14 Argues the benefits of health-promoting actions and choices that promote social justice
H15 Critically analyses key issues affecting the health of Australians and proposes ways of working
towards better health for all
H16 Devises methods of gathering, interpreting and communicating information about health and
physical activity concepts
H17 Selects appropriate options and formulates strategies based on a critical analysis of the factors that
affect performance and safe participation
Year 12 2015 - 2016
PHYSICS
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Date of
Task
Type of
Task
Task 1
Task 2
Task 3
Task 5
Term 4, 2015
Week 10
7/12/15
Term 1, 2016
Week 7/8
Term 2, 2016
Week 8
15/6/16
Term 3, 2014
Weeks 3 – 5
Prac exam, research
and exam
Mid-Course
Examination
Research Task
Critical Thinking
Dashboard
Submission
Trial HSC
10%
5%
20%
10%
5%
10%
H1, 3 – 7, 9,
13, 14
H1 - 16
H6, 9, 12 - 14
H1-16
20%
30%
20%
30%
Component
being
assessed
Syllabus
Weighting
Knowledge
and
understanding
40%
5%
Planning and
conducting
first-hand
investigations
30%
15%
Scientific
thinking,
problemsolving
30%
Outcomes
Task
Weighting
100%
Year 12 2015 - 2016
Physics – Summary of Internal Assessment
Component
Weighting %
Knowledge and understanding of:
 the history, nature, and practice of physics, applications and uses of physics and their
implications for society and the environment, and current issues, research and
developments in physics
40
 kinematics and dynamics, energy, waves, fields and matter
Skills in planning and conducting first-hand investigations and in communicating
information and understanding based on these investigations
30
Skills in scientific thinking, problem-solving, and in communicating understanding and
conclusions
30
100%
Physics – HSC Course Outcomes
A student:
H1
Evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking
H2
Analyses the ways in which models, theories and laws in physics have been tested and validated
H3
Assesses the impact of particular advances in physics on the development of technologies
H4
Assesses the impact of applications of physics on society and the environment
H5
Identifies possible future directions of research in physics
H6
Explains events in terms of Newton‘s Laws, Law of Conservation of Momentum and relativity
H7
Explains the effect of energy transfers and transformation
H8
Analyses wave interactions and explains the effects of those interactions
H9
Explains the effects of electric, magnetic and gravitational fields
H10
Describes the nature of electromagnetic radiation and matter in terms of the particles
H11
Justifies the appropriateness of a particular investigation plan
H12
Evaluates ways in which accuracy and reliability could be improved in investigations
H13
Uses terminology and reporting styles appropriately and successfully to communicate information
and understanding
H14
Assesses the validity of conclusions drawn from gathered data and information
H15
Explains why an investigation is best undertaken individually or by a team
H16
Justifies positive values about and attitudes towards both the living and non-living components of
the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the
applications of science.
Year 12 2015 - 2016
SENIOR SCIENCE
____________________________________________________________________________
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Task 2
Task 3
Task 4
Term 4
Week 8
23/11/15
Term 1
Week 8
Term 2
Week 5
24/5/16
Term 4
Weeks 3-5
Practical
Examination
Mid-Course
Examination
Research
Trial HSC
40
5
10
5
20
30
10
5
10
5
30
5
15
5
Date of Task
Type of Task
Component being
assessed

Knowledge and
understanding
Planning and
Conducting FirstHand Investigations
Scientific Thinking,
Problem Solving
Syllabus
Weighting
Outcomes
Task Weighting
100
5
H2, 7, 8, 11, 12, 13,
14
H1-16
H1, 3, 4, 5
12, 13
H1-16
20
20
30
30
Year 12 2015 - 2016
Senior Science - Summary of Internal Assessment
Component
Weighting
Knowledge and understanding of the underlying laws, theories and principles of Biology,
Chemistry, Earth and Environmental Science and Physics and their application to
technology and society.
40
Skills in planning and conducting first-hand investigations and in communicating
information and understanding based on these investigations.
30
Skills in scientific thinking, problem-solving, and in communicating understanding and
conclusions.
30
100%
Senior Science HSC Course Outcomes
A student:
H1
Evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking.
H2
Analyses the ways in which models, theories and laws in biology have been tested and validated.
H3
Assess the impact of particular advances in biology on the development of technology.
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.
Year 12 2015 - 2016
SPORT, LIFESTYLE AND RECREATION
2 UNIT
________________________________________________________________________________
Assessment Schedule
2015/2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Task 2
Task 3
Term 4, 2015
Week 10
8/12/15
Term 1
Week 10
29/3/16
Term 2
Week 9
21/6/16
Research Task
Hand in
8.15 – 8.35am
Online
Certification Task
Hand in in class
Practical
demonstration
and written task
(In class and
hand-in)
50
10
20
20
50
20
10
20
1.2, 1.3, 2.2, 3.2
1.1, 1.3, 1.6, 2.4
3.3, 4.1
3.2, 4.2, 4.5
1.1, 1.3, 2.1, 3.1,
3.2, 4.1, 4.4
30
30
Date of Task
Type of Task
Component being assessed
Knowledge and understanding of:

Planning to improve fitness

Types of sporting events and event
management

Games and sports strategies and skills
Skills in:

Measuring and conducting fitness
tests

Certifying in an area of sports
administration (ASC)

Confidently participating in selected
games and sports
Syllabus
Weighting
Outcomes
Task Weighting
100
40
Year 12 2015 - 2016
Sport, Lifestyle and Recreation (2 Unit) – HSC Course Outcomes
A student:
1.1
1.2
1.3
1.4
1.5
1.6
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
2.1
2.2
2.3
2.4
2.5
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
3.1
3.2
3.3
3.4
3.5
3.6
3.7
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
4.1
4.2
4.3
4.4
4.5
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
Year 12 2015 - 2016
STUDIES OF RELIGION I – 1 UNIT
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Component being
assessed
Task 1
Task 2
Task 3
Date of Task
Term 4, 2015
Week 9
4/12/15
Term 2, 2016
Week 8
14/6/16
Term 3, 2016
Weeks 3 - 5
Type of Task
Written Report: Religion
and Belief Systems in
Australia post 1945
(In class pre-prepared)
Research and Report on one
Religious Tradition
(Hand in task in class)
Trial HSC
5
10
Syllabus
Weighting
Knowledge and
understanding of
course content
20
5
Source-based skills
10
5
Investigation and
research
10
Communication of
information, ideas
and issues in
appropriate forms
10
Outcomes
Task Weighting
50
5
10
5
5
H1,2,6,7,8,9
H1,2,4,5,6,7,8.9
H1-9
15
15
20
Year 12 2015 - 2016
Studies of Religion (1 Unit) – Summary of Internal Assessment
Internal Assessment
Weighting
Knowledge and understanding of course content
20
Source-based skills
10
Investigation and research
10
Communication of information, ideas and issues in appropriate forms
10
50
Studies of Religion (1 Unit) – HSC Course Outcomes
A student:
H1
Explains aspects of religion and belief systems
H2
Describes and analyses the influence of religion and belief systems on individuals and society.
H3
Examines the influence and expression of religion and belief systems in Australia
H4
Describes and analyses how aspects of religious traditions are expressed by their adherents
H5
Evaluates the influence of religious traditions in the life of adherents
H6
Organises, analyses and synthesises relevant information about religion from a variety of sources,
considering usefulness, validity and bias
H7
Conducts effective research about Religion and evaluates the findings about the research
H8
Applies appropriate terminology and concepts related to religion and belief systems
H9
Coherently and effectively communicates complex information, ideas and issues using appropriate
written, oral and graphic forms.
Year 12 2015 - 2016
STUDIES OF RELIGION II – 2 UNITS
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Task 2
Task 3
Task 4
Task 5
Date of
Task
Term 4, 2015
Week 7
20/11/15
Term 1, 2016
Weeks 7/8
Term 2, 2016
Week 6
3/6/16
Term 3, 2016
Week 1
20/7/16
Term 3, 2016
Weeks 3 – 5
Type of
Task
Written Report:
Religion and
Belief Systems in
Australia post
1945
(In class preprepared )
Research and
Report on one
Religious
Tradition Christianity
(Hand in task)
Research and
related hand in
extended
response:
Religion and
Peace
10%
5%
Mid-Course
Examination
Component
being assessed
Syllabus
Weighting
Knowledge and
understanding
of course
content
40%
Source-based
skills
20%
Investigation
and research
20%
10%
Communication
of information,
ideas and
issues in
appropriate
forms
20%
5%
5%
P1,2,6,7,8,9
H1-9
15%
20%
Outcomes
Task Weighting
100%
15%
10%
Trial HSC
10%
10%
10%
5%
5%
H2 - 8
H1,2, 5-9
H1-9
20%
20%
25%
Year 12 2015 - 2016
Studies of Religion (2 Unit) – Summary of Internal Assessment
Internal Assessment
Weighting %
Knowledge and understanding of course content
40%
Source-based skills
20%
Investigation and research
20%
Communication of information, ideas and issues in appropriate forms
20%
100%
Studies of Religion (2 Unit) – HSC Course Outcomes
A student:
H1
Explains aspects of religion and belief systems
H2
Describes and analyses the influence of religion and belief systems on individuals and society.
H3
Examines the influence and expression of religion and belief systems in Australia
H4
Describes and analyses how aspects of religious traditions are expressed by their adherents
H5
Evaluates the influence of religious traditions in the life of adherents
H6
Organises, analyses and synthesises relevant information about religion from a variety of sources,
considering usefulness, validity and bias
H7
Conducts effective research about Religion and evaluates the findings about the research
H8
Applies appropriate terminology and concepts related to religion and belief systems
H9
Coherently and effectively communicates complex information, ideas and issues using appropriate
written, oral and graphic forms.
Year 12 2015 - 2016
VISUAL ARTS
Assessment Schedule
2016 HSC Year
Assessment Task Distribution and Weighting Table
Task 1
Task 2
Task 3
Task 4
Term 1, 2016
Week 2
3/2/16
Term 2, 2016
Week 2
2/5/16
Term 2, 2016
Week 7
8/6/16
Term 3, 2016
Week 2
27/7/16
Body of Work Research and
Case Studies
(Hand in)
Body of Work
progress
(In class)
Case Studies
(Hand in)
Body of Work
Completion
(Hand in)
50%
10%
5%
50%
15%
Date of
Task
Type of
Task
Component
being
assessed
Art Making
Art Critical
and
Historical
Writing –
Frames –
VAP
Task 5
Term 3, 2016
Weeks 3 - 5
Trial HSC
Syllabus
Weighting
35%
15%
20%
H 1-6
Outcomes
Task
Weighting
100%
25%
H1-6
H7-10
H1-6
H7-10
5%
15%
35%
20%
Year 12 2015 - 2016
Visual Arts – Summary of Internal Assessment
Internal Assessment
Weighting %
Artmaking
knowledge, understanding and skills of content
–
artmaking as a practice
–
conceptual framework
–
frames
evident in the lead-up working diaries, works under development, in the body of work, and
student explanations
Art criticism and art history
knowledge, understanding and skills of content
–
art criticism and art history as practices
–
conceptual framework
–
frames
evident in:
•
short answer responses and reports derived from critical and historical case studies
applied to understanding of practice, the conceptual framework and frames
•
class essays
•
critical and contemporary reviews and reports in class
•
research techniques suited to criticism and history in the investigation of particular cases
•
research assignments
•
research essays
•
written and oral accounts of particular cases
50
50
100 %
Visual Arts – HSC Course Outcomes
A student:
H1
Initiates and organizes art-making practice that is sustained, reflective and adapted to suit
particular conditions
H2
Applies their understanding of the relationships among the artist, artwork, world and audience
through the making of a body of work
H3
Demonstrates an understanding of the frames when working independently in the making of art
H4
Selects and develops subject matter and forms in particular ways as representations in art-making
H5
Demonstrates conceptual strength in the production of a body of work that exhibits coherence and
may be interpreted in a range of ways
H6
Demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic
intentions within a body of work
H7
Applies their understanding of practice in art criticism and art history
H8
Applies their understanding of the relationships among the artist, artwork, world and audience
H9
Demonstrates an understanding of how the frames provide for different orientations to critical and
historical investigations of art
H10
Constructs a body of significant art histories, critical narratives and other documentary accounts of
representation in the visual arts
Year 12 2015 - 2016
SECTION THREE
RULES AND PROCEDURES FOR EXAMINATIONS/TESTS
Examination Dates and Times
 The College publishes the examination/test timetable and distributes copies to students.
It is your responsibility to make sure you receive a timetable and read it carefully.
 If you miss an examination simply because you have misread the timetable you will receive
a mark of zero in that examination/test.
 You must be at the examination/test location at least 10 minutes before the start of each
examination/test.
Examination Attendance Rules
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You must sit for all examinations/tests/tasks unless prevented by illness or misadventure.
If you cannot attend an examination/test because of illness or misadventure, notify the Director of
Teaching and Learning immediately.
If illness occurs before the examination and you are still able to attend, notify the
Teacher-in-charge of the examination/test when entering the venue.
Equipment for the Examination/Test
 It is your responsibility to make sure that you know and possess the correct equipment.
 Before the examination/test begins, staff supervising will inspect any equipment brought into the
venue. It is recommended that you place all equipment into an A4 plastic sleeve.
 Equipment should bear only the original inscribed information. You must supply materials that are in
working order (this includes calculators). You cannot lodge an appeal on the grounds that your
examination equipment did not work correctly.
 Except for General Mathematics candidates, you may only use those calculator models that appear on
the Board of Studies’ list of approved calculators. Before the examination, you should verify with your
teachers that your calculator is an approved model. General Mathematics students must comply with
the special guidelines for calculators in the General Mathematics HSC Examination as advised by the
Board of Studies.
Year 12 2015 - 2016
 Where students are permitted to take dictionaries into a Languages examination, dictionaries cannot
be annotated in any way, including using stickers to mark a particular place.
 You are not permitted to borrow equipment during examinations/tests.
 Supervisors will not be responsible for the safekeeping of any unauthorised material and equipment,
including mobile telephones.
Examination/Test Room Procedures
 You must sit at the desk designated by the Teacher-in-charge of the examination/test.
 You must place your Identification Card at the top right hand side of the desk.
If necessary, a drivers licence or travel pass will be acceptable.
 It is your responsibility to check question papers to make sure there are no pages missing.
 Reading Time – there will be between 5 and 10 minutes of reading and familiarisation time. You must
not write during this time.
 During written examinations/tests, you must:
- Read the instructions on the front page of the examination paper carefully. Teachers
supervising are not permitted to interpret questions or instructions relating to questions.
- Write your name (or student number for Year 12 students) on all writing booklets/pages.
- Write with black or blue pen. Pencil may be used only where specifically directed.
- Make sure that you write your answers in the correct answer booklets. If you write an
answer in the wrong section or booklet, write a note on the front and back of all booklets
that an answer has been written in the wrong place. Do not rewrite your answers, but
ensure you label and hand in all parts of your answers.
- Stop writing immediately when told to do so by the teacher supervising.
- Arrange completed answers according to the supervisor’s instructions and wait for the
supervisor to collect them.
 You must not:
- Commence writing until instructed to do so by the Teacher-in-charge.
- Write your name on answer books or sheets.
- Leave the examination/test room (except in an emergency) without permission.
Year 12 2015 - 2016
Conduct During the Examination/Test
 You must follow the rules of the College at all times.
 You must follow the Teacher-in-charge’s instructions at all times and must behave in a polite and
courteous manner towards the teachers supervising and other students.
 You must not:
- Eat in the examination/test room.
- Speak to any person other than a teacher supervising during an examination/test.
- Behave in any way likely to disturb the work of any other student or upset the
conduct of the examination/test.
- Take into the examination/test room any books, notes, any paper, or any equipment
other than the equipment necessary.
- Take a mobile phone into the examination/test room.
- Take any electronic device into the examination/test room
- Remove any examination/test booklets, whether used or not, from the room.
Question papers may only be removed with the permission of the Teacher-in-charge.
 If you do not follow these rules, or if you cheat in the examinations/tests in any way, you
may be removed from the examination/test venue and reported to the Director of Teaching and
Learning.
 The penalty will be a zero mark for that examination/test.
What to do if you miss an examination due to illness or misadventure
 You must notify the College (9957 5000) if you are prevented from attending an examination/test
because of illness or misadventure.
 At the first opportunity after the test/examination you must provide written and complete details of
your illness or misadventure, and describe how it affected your performance in the examination/test.
 Provide independent written evidence which specifies the dates during which your illness or
misadventure has occurred. This documentation must be dated at the time of the examinations.
In the case of illness, the College requires a statement from a doctor or other health professional. The
statement should describe the nature and effects of your illness and its implications for your
examination presentation. Note that a medical certificate that merely states that you were unfit for
study/work is not acceptable.
In the case of misadventure, a Police Officer or a counsellor or another appropriate professional person
should be approached for a written statement. Again, it should outline the nature and effects of your
misadventure and its implications for your examination presentation.
Complete documentation must be presented to the Director of Teaching and Learning on the morning of
your return to school.
Year 12 2015 - 2016