HSC ASSESSMENT GUIDE - St Paul's College, Kempseymoodle.kmpslism.catholic.edu.au/file.php/1/2017/HSC...
Transcript of HSC ASSESSMENT GUIDE - St Paul's College, Kempseymoodle.kmpslism.catholic.edu.au/file.php/1/2017/HSC...
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Contents A GLOSSARY OF KEY WORDS ................................................................................................... 6
INTRODUCTION .......................................................................................................................... 7
NESA POLICIES .......................................................................................................................... 7
ELIGIBILITY ............................................................................................................................. 7
PATTERNS OF STUDY ............................................................................................................. 7
SATISFACTORY COMPLETION OF A COURSE ........................................................................ 7
‘N’ DETERMINATIONS .............................................................................................................. 7
CREDENTIALING ..................................................................................................................... 8
WHAT ARE BOARD ENDORSED VET COURSES? .................................................................... 8
COMPLETION OF COURSE REQUIREMENTS IN A VET COURSE ............................................. 9
ATTENDANCE IN RELATION TO THE SATISFACTORY COMPLETION OF A COURSE .............. 9
GRANTING OF LEAVE ............................................................................................................. 9
ACCUMULATION OF THE HIGHER SCHOOL CERTIFICATE ..................................................... 9
STUDY WITH AN OUTSIDE TUTOR .......................................................................................... 9
STUDY OF COURSES – INDICATIVE TIME AND UNIT VALUE .................................................... 10
PROCEDURES RELATING TO MALPRACTICE ....................................................................... 11
POLICIES AND PROCEDURES .................................................................................................. 11
PURPOSES OF INTERNAL ASSESSMENT.............................................................................. 11
COLLEGE ASSESSMENT COMMITTEE ................................................................................. 11
STUDENT RESPONSIBILITIES ............................................................................................... 11
SUBMISSION OF TASKS ........................................................................................................ 11
ILLNESS - MISADVENTURE PROVISIONS .............................................................................. 12
GUIDELINES FOR ILLNESS/MISADVENTURE ASSESSMENT ITEMS ...................................... 12
LATE SUBMISSION OF INTERNAL ASSESSMENT TASKS ..................................................... 13
PARTIAL SUBMISSION OF AN ASSESSMENT TASK .............................................................. 13
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CHEATING ............................................................................................................................. 13
EXAMINATION PENALTIES .................................................................................................... 13
EXTENSION OF TIME ............................................................................................................. 14
THE TERM AND WEEK IN WHICH ASSESSMENT ITEMS ARE DUE ........................................ 14
NON SERIOUS ATTEMPTS ..................................................................................................... 14
STUDENT RESPONSIBILITIES BEYOND ASSESSMENT TASKS ............................................. 14
INVALID ASSESSMENT TASKS .............................................................................................. 14
SATISFACTORY COMPLETION OF A COURSE ...................................................................... 14
REVIEWS AND APPEALS ....................................................................................................... 14
WARNING LETTERS - ‘N’ DETERMINATION ........................................................................... 14
EXAMINATION EQUIPMENT FOR ALL INTERNAL EXAMINATIONS ........................................ 15
ATTENDANCE ........................................................................................................................ 15
CHANGE OF COURSE ............................................................................................................ 15
LEAVING HSC EXAMINATIONS AND HSC TRIAL EXAMINATIONS ......................................... 15
Request for Extension of Time or a Substitute Assessment Task Illness/Misadventure
Appeal ..................................................................................................................................... 16
Assessment Task Coversheet (HSC)..................................................................................... 17
HSC ASSESSMENT SCHEDULE 2017/2018 ..................................................................... 18
Studies of Religion 2............................................................................................................... 19
Studies of Religion 1............................................................................................................... 20
Catholic Studies 1 Unit .......................................................................................................... 21
English Extension 1 ................................................................................................................ 22
English Extension 2 ................................................................................................................ 22
Advanced English................................................................................................................... 23
Standard English .................................................................................................................... 24
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English Studies ....................................................................................................................... 25
Mathematics Extension 2 ...................................................................................................... 26
Mathematics Extension 1 ...................................................................................................... 28
Mathematics ........................................................................................................................... 29
Mathematics General 2.......................................................................................................... 30
Mathematics General 1.......................................................................................................... 32
Agriculture.............................................................................................................................. 33
Biology ..................................................................................................................................... 34
Business Studies ..................................................................................................................... 35
VET Primary Industries........................................................................................................ 36
VET Hospitality ..................................................................................................................... 37
VET Construction .................................................................................................................. 38
Chemistry................................................................................................................................ 39
Drama...................................................................................................................................... 40
Industrial Technology ............................................................................................................ 41
Music 1 .................................................................................................................................... 42
PD/H/PE .................................................................................................................................. 43
Physics ..................................................................................................................................... 44
Textiles and Design ................................................................................................................ 45
Visual Arts .............................................................................................................................. 46
Community & Family Studies .............................................................................................. 47
Ancient History ...................................................................................................................... 48
Senior Science ......................................................................................................................... 49
Legal Studies........................................................................................................................... 50
Food Technology .................................................................................................................... 51
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Work Studies .......................................................................................................................... 52
History Extension ................................................................................................................... 53
A Glossary of Key Words
This glossary contains key words that appear frequently in Board of Studies syllabuses, performance descriptions and examinations. The purpose behind the glossary is to help students prepare better for the HSC by showing them that certain key words are used similarly in examination questions across the different subjects they are studying. In classrooms, teachers of different subjects could use the glossary to help students to better understand what the examination questions in their subject require. Students should recognise the consistent approach of teachers of different subjects and get cues about how to approach examination questions. For example, students would be better placed to respond to 'explain' questions if, in the context of different subjects, they developed an understanding that 'explain' could require them to relate cause and effect; make the relationships between things evident; provide why and/or how. It is also important that the key words should not be interpreted in an overly prescriptive way. Teachers must ensure that they do not use them in ways that conflict with their particular meaning within subjects. To do this would be counterproductive. A term like 'evaluate', for example, requires a different kind of response in Mathematics from that required in History and this needs to be respected. When using key words to construct questions, tasks and marking schemes, it is helpful to ask what the use of the term in a particular question requires students to do. Key words are best discussed with students in the context of questions and tasks they are working on, rather than in isolation. It is important to note that examination questions for the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set limits on legitimate subject-based questions in examination papers.
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A GLOSSARY OF KEY WORDS
Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
Analyse Identify components and the relationship between them; draw out and relate implications
Apply Use, utilise, employ in a particular situation
Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Explain Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
Synthesise Putting together various elements to make a whole
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INTRODUCTION This handbook has been put together to communicate to parents and students the assessment strategies which our school will undertake for the HSC Course in the 2018 academic year. The information stated before these Assessment Guidelines are vital for all students and parents to read as they contain rules on student’s progression and the HSC. These rules are broken into two main areas: -‘Board of Studies’ and ‘College Based’ Policies. Students will receive a minimum of two weeks’ notice for any such change to Assessment Tasks not already published in this document.
NESA POLICIES ELIGIBILITY
To be eligible for the award of the Higher School Certificate students must:
(a) have gained the School Certificate or such other qualifications as the Board of Studies considers satisfactory;
(b) have attended a government school, an accredited non-government school, a school outside New South Wales recognised by the Board or a college of TAFE;
(c) have satisfactorily completed courses that comprise the pattern of study required by the Board for the award of the Higher School Certificate;
(d) sit for and make a serious attempt at the requisite Higher School Certificate external examinations. PATTERNS OF STUDY
To qualify for the Higher School Certificate, students must satisfactorily complete a HSC (Preliminary) pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:
at least six units from Board Developed courses;
at least two units of a Board Developed course in English, English Studies counts as a Board Developed Course;
at least three courses of two units value or greater (either Board Developed or Board Endorsed courses);
at least four subjects. To satisfy pattern of study requirements for the Higher School Certificate a student may count a maximum of six HSC (Preliminary) units and six HSC units from courses in Science. All Science subjects are separate courses. SATISFACTORY COMPLETION OF A COURSE
The following course completion criteria refer to both HSC (Preliminary) and HSC courses. A student will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that the student has: (a) followed the course developed or endorsed by the Board; and (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the
course by the school; and (c) achieved some or all of the course outcomes. ‘N’ DETERMINATIONS
While NESA does not stipulate attendance requirements, principals may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by principals who must give students early warning of the consequences of such absences. Warning letters must relate students’ absence to the non-completion of course requirements. If at any time it appears that a student is at risk of being given an ‘N’ (Non-completion of course requirements) determination in any course, the principal must warn the student as soon as possible and advise the parent or guardian (if the student is under 18 years of age) in writing. This warning should be given in time for the problem to be corrected. If the first warning letter is not effective, a further warning letter(s) should be sent.
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Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The principal will then apply the ‘N’ determination. In some cases this means the student may need to repeat this course the following year and the student may not receive an HSC or HSC/ATAR.
HSC (Preliminary) Courses Satisfactory completion of the HSC (Preliminary) course or its equivalent is a prerequisite for entry into an HSC course. In cases of non-completion of course requirements, an ‘N’ determination will be submitted on the appropriate forms. Courses that were not satisfactorily completed will not be printed on Records of Achievement. The Extension courses in English and Mathematics comprise 60 hours HSC (Preliminary), 60 hours HSC Extension Course 1 and 60 hours HSC Extension Course 2. HSC Extension Course 1 may not be completed without completion of the HSC (Preliminary) Extension Course. HSC Extension Course 2 may not be completed without completion of the HSC (Preliminary) Extension Course and HSC Extension Course 1. With the exception of VET, in all other subjects where extension courses are available, they comprise a 60-hour HSC course, which may not be commenced until the related HSC (Preliminary) course has been completed. Principals may allow a student who has received an ‘N’ determination to proceed to the HSC course provisionally while concurrently satisfying any outstanding HSC (Preliminary) course requirements. Normally this does not occur. Principals will be required to confirm, at the time of HSC entries, that the student has now satisfactorily completed HSC (Preliminary) course requirements and that their entry for the HSC course is valid.
Students who have received an ‘N’ determination have a right of appeal.
CREDENTIALING All students who meet the eligibility, pattern of study and assessment requirements are entitled to the award of a Higher School Certificate testamur and a Record of Achievement. Where a student receives an ‘N’ determination in a course, that course will not appear on the student’s Record of Achievement. In some cases the student will not then meet the pattern of study requirements and hence will be ineligible for the award of the Higher School Certificate in that year. The Board may withhold a course if a student is found to have engaged in malpractice or a non-serious attempt at the examination(s). If the ‘N’ determination or the Board’s withholding of the course results in a student not satisfactorily completing the required pattern of study, the student may complete the pattern by either repeating that course or undertaking another course(s) within the five-year accumulation period. If a student is found to have engaged in malpractice in examinations for more than one course in any single year, then all courses attempted in that year may be withheld by the Board. Students may, however, meet the requirements for the award of the Higher School Certificate within the five-year accumulation period.
Credentialing Courses in the VET Curriculum Frameworks If the student elects to sit for the examination in the 240-hour VET Industry Curriculum Framework course, the examination is reported as a separate entry on the Record of Achievement with an examination mark, HSC mark and performance band. The student will also receive a Course Report. If the student elects not to sit for the examination, no additional entry is made. For all courses within the VET Industry Curriculum Frameworks, reference is made to other documentation. VET Board Endorsed Courses studied at school are reported on the Higher School Certificate Record of Achievement without a mark.
Credentialing VET Board Endorsed Courses VET Board Endorsed Courses delivered by TAFE will be reported on the Higher School Certificate Record of Achievement without a mark. Students receive additional documentation from TAFE that provides more detailed information regarding the TAFE subjects studied and the results obtained.
WHAT ARE BOARD ENDORSED VET COURSES? Board Endorsed Vocational Education and Training (VET) courses are courses based on National Industry Training Packages that are endorsed by the Board of Studies for inclusion in the Higher School Certificate (HSC). Board Endorsed VET Courses for the HSC must describe:
The course structures proposed for endorsement, for example as 120 indicative hours (2 HSC units).
The VET qualification outcomes.
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The course requirements for each course structure proposed, including compulsory and elective units of competency and work placement requirements.
Board Endorsed VET Courses for the HSC do not have an HSC external examination and are not eligible for an ATAR.
COMPLETION OF COURSE REQUIREMENTS IN A VET COURSE As with all other HSC courses, students undertaking VET courses may be deemed to have either completed or not completed course requirements. The Course Completion Criteria listed under Satisfactory Completion of a Course on page 5, form the basis for this decision. It should be noted that if a student fails to undertake any mandatory work placement component it may be determined that the student has not made a genuine attempt to complete course requirements. In this case the principal can indicate that the course has not been satisfactorily completed and the student may be eligible for an ‘N’ determination. If at any stage a student appears to be at risk of receiving an ‘N’ determination in a VET course the principal should follow the same procedure as for any other HSC course.
ATTENDANCE IN RELATION TO THE SATISFACTORY COMPLETION OF A COURSE For post-compulsory students (over the age of 17), principals may determine an appropriate attendance pattern(s) that will allow each student to achieve the outcomes of each course being studied. Principals may determine that, as a result of absence, the course completion criteria may not be met. All absences will be regarded seriously by Principals who must give students early warning of the consequences of such absences. Warning letters must relate the student’s absence to the non-completion of course requirements.
GRANTING OF LEAVE Granting of leave is a matter for the individual school principal to determine. The principal has discretion in granting leave provided that he or she is satisfied that the reason for the absence is substantial and that the progress of the student towards course outcomes will not be unduly affected. Where the period of leave requested is extensive, the student must demonstrate to the principal that outcomes in each course will be achieved. ACCUMULATION OF THE HIGHER SCHOOL CERTIFICATE There is no time restriction on the accumulation of HSC (Preliminary) courses. Students may accumulate HSC courses towards the Higher School certificate over up to five years. The five-year period will commence in the first year the student satisfactorily completes an HSC course. It will apply regardless of whether the student defers studies for one or more years during the five-year period. Accumulation of HSC courses cannot extend over more than a five-year period. The five-year period is a ‘rolling period’ so that students wishing to go beyond the five years will have the earliest year’s presentation deleted. Students should submit a Higher School Certificate entry by the due date in any year in which they attempt an HSC course. Students who are accumulating courses will receive a Record of Achievement or, for each calendar year of study. These cumulative transcripts will record all HSC (Preliminary) or HSC courses satisfactorily completed, including repeat attempts. On completion of the accumulation, all patterns of study requirements must have been met for both the HSC (Preliminary) and HSC study patterns. They need not be met for each calendar year of accumulation.
STUDY WITH AN OUTSIDE TUTOR Students who wish to study with an outside tutor must ensure that their pattern of study includes at least eight units in both the HSC (Preliminary) and HSC courses taken at an accredited school in NSW. The principal may give approval for the student to study additional courses with an outside tutor provided that the principal has determined that the proposed tutor is, by qualifications and/or experience and/or expertise, a suitable person to teach the Board’s syllabus and is satisfied that: (a) the student’s study of the course cannot be accommodated within the school; (b) the student will be able to study the HSC course with the outside tutor after completing the HSC (Preliminary)
course; (c) the student and tutor have a copy of, or easy access to, the appropriate syllabus package;
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(d) the tutor has indicated in writing that the course will be taught in accordance with the Board’s syllabus; (e) the tutor will provide to the principal and the student an assessment program for the course detailing:
(i) what will be assessed (i.e. components) (ii) when tasks have been scheduled (iii) how each task will be assessed (iv) how much weight will be given to each task (v) what administrative arrangements have been made;
(f) the tutor will provide assessment marks determined in accordance with syllabus guidelines but these marks will not be used except in the case of illness/misadventure.
STUDY OF COURSES – INDICATIVE TIME AND UNIT VALUE HSC (Preliminary) and HSC Courses Satisfactory completion of the HSC (Preliminary) course or its equivalent is a prerequisite for entry into an HSC course. For HSC examining purposes, the HSC (Preliminary) course is to be regarded as assumed knowledge that has been covered by all candidates. Examination specifications ensure that the major focus of the examination will be on HSC course content. The HSC course is to be defined in terms of course content (i.e. the knowledge, skills and understandings outcomes) achievable following completion of the HSC (Preliminary) course or its equivalent. The study of prescribed texts (in any medium) for the Higher School Certificate must not commence until the relevant HSC (Preliminary) course has been completed. Where an HSC course has a project as part of the HSC examination, work on the following projects must not commence until the relevant HSC (Preliminary) course has been completed:
Design and Technology Major Design Project;
Drama Group Performance or Individual Projects;
Industrial Technology Major Project;
Music Performances, Elective Compositions, Elective Musicology Essays or Viva Voces;
Textiles and Design Major Textiles Project;
Visual Arts Body of Work;
English Extension 2 Major Work. With the exception of General Mathematics, Mathematics and Mathematics Extension 1 courses, internal assessment of a course for the HSC is to be conducted in relation to the HSC course only. For the General Mathematics course no more than 30%, and for the Mathematics course no more than 20%, of the assessment is to be based on the HSC (Preliminary course). Assessment for Mathematics Extension 1 can be based on the whole of the Extension 1 course (HSC (Preliminary) and HSC).
Units of study A unit of study comprises 60 hours indicative time in each of the HSC (Preliminary) and HSC courses. Indicative time is the time expected for a typical student to achieve the objectives and outcomes of the course. The indicative time for a course is therefore directly related to that course’s objectives and outcomes. An HSC (Preliminary) 2 Unit Course and HSC (Preliminary) Extension course (in English and Mathematics) may be studied concurrently. For all HSC Extension courses except HSC Mathematics Extension 2, an HSC Extension Course may only be studied concurrently with, or after completing, the HSC 2 unit course in the subject. Studies of Religion I must be studied as both an HSC (Preliminary) Course and a HSC Course (120 hours) and students must satisfactorily complete the HSC (Preliminary) Course before commencing the HSC Course.
Changes of Subjects/Courses/Units Decisions regarding changes of subjects/courses/units will be left to the discretion of the principal within the guidelines provided below.
HSC Courses Students studying an HSC course may not change subjects or courses unless the Principal is satisfied they:
have satisfactorily completed the HSC (Preliminary) course (or equivalent) of the subject/course they wish to enter; and
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will be able to complete all HSC course requirements, including assessment requirements. No changes in HSC entries may occur after 30 June in the HSC examination year.
PROCEDURES RELATING TO MALPRACTICE All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be your own or must be acknowledged appropriately. Malpractice, including plagiarism, could lead to you receiving zero marks and will jeopardise your HSC results. Malpractice is any activity that allows you to gain an unfair advantage over other students.
COLLEGE ASSESSMENT AT ST PAUL'S COLLEGE
POLICIES AND PROCEDURES
PURPOSES OF INTERNAL ASSESSMENT The assessment marks are intended to indicate students’ achievements at the end of the HSC course. The assessment marks are based on;
a wider range of syllabus outcomes than can be measured by the external examination;
multiple measures and observations made throughout the HSC course rather than a single assessment event.
Measuring achievement at several points during the course can provide a better indication of student achievement than a single, final assessment event. Multiple measures also cater for any knowledge and skills outcomes that are better assessed in specific settings or at specific times (e.g. research, fieldwork or practical skills).
COLLEGE ASSESSMENT COMMITTEE An Assessment Committee is established within the College which consist of:
The Leader of Curriculum
The Relevant Key Learning Area Leader(s)
Pastoral Care Leader
Any other staff members as required.
The functions of this committee are:
The committee is responsible for arbitration of grievances and mediation of the same.
Liaise with the Principal.
STUDENT RESPONSIBILITIES
Assessment Tasks Must be Students Own Work The purpose of the assessment procedure is to reward students for their individual efforts over the duration of the assessment period. Thus it is essential that the assessment be the student's own individual effort, not that of others including other authors unless it is acknowledged. Therefore, with designated assessment tasks such as home assignments and research tasks, students may be required to sign a statement that the work is, in fact, essentially their own. If, at a subsequent date, the work is found to be not essentially their own, a mark of zero may be recorded for the assignment. Further, students who lend their work for such purposes are jeopardising the marks they have gained and their rank position within that course. All students need to be aware of the penalties associated with Plagiarism.
SUBMISSION OF TASKS At all times it remains the student's responsibility to ensure that all assessment items are attempted and submitted on time. Students are to ensure that all assessment items are handed directly to;
1. their course teacher, or if the teacher is absent, 2. the head of department (KLA Leader), or, 3. the Leader of Curriculum, or, 4. the Assistant Principal, or, 5. the Principal.
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Under no circumstances are students to leave assessment items at the Front Office or on teacher's desks. Do not hand Assessments to your home room teacher. All Assessment Task submissions must have an Assessment Task Coversheet (HSC) attached. (see p.18)
Students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks in the course. If a student fails to attempt assessment tasks that contribute in excess of 50% of available marks in the course, that course will not be included on the result notice. If a student is then left with less than 10 units, the student may not be eligible for the Higher School Certificate and consequently an ATAR.
ILLNESS - MISADVENTURE PROVISIONS Students may lodge an illness/misadventure appeal if they believe that circumstances occurring immediately before or during an assessment task or assessment task due date, and which were beyond their control, diminished their performance. The right to submit an illness/misadventure appeal and the responsibility for doing so rests with the student, except where it is impossible for the student to do so, such as in cases of severe illness. Illness/misadventure appeals cannot be submitted on the basis of:
Difficulties in preparation or loss of preparation time: for example as a result of an illness during year 12.
Alleged deficiencies in tuition e.g. extended teacher absence.
Loss of study time or facilities prior to the assessment task or assessment task due date.
Long-term illness such as glandular fever – unless you suffer a flare-up or exacerbation of the condition during the assessment task or assessment task due date.
Illness/Misadventure for HSC Trial Exams
All outcomes for any successful HSC Trial Examination illness/misadventure request will
be awarded an estimate which will be given by the class teacher in consultation with the
respective leader of learning.
GUIDELINES FOR ILLNESS/MISADVENTURE ASSESSMENT ITEMS A. Misadventure (catch-up) Assessment Items (year 10-12), or estimates will be allowed for funeral attendance,
school approved activities, illness (with a Medical Certificate) and Cases for exceptional circumstances (see point C.).
B. There will NOT be any misadventure (catch-up) Assessment Items for any other reason. Students who are aware they will be absent for Assessment Items may be eligible to complete them prior to their departure or upon return, as long as they have obtained Principals leave Approval and it is agreed to by the relevant KLA Leader and the Leader of Curriculum. This will be through a “Request for Extension of Time or a Substitute Assessment Task Illness/Misadventure Appeal” form (see page 17).
C. Cases for exceptional circumstances will be reviewed by the Principal upon written application, and if approved, either misadventure Assessment Items, or estimates will be allowed.
An ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’ form can be found on page 17 of this booklet or can be obtained by seeing or contacting the Curriculum Co-ordinator. In each case a detailed note must accompany the request. The provision of an explanatory note does not guarantee that the request will be approved. It is recommended that if you are ill you should seek Medical advice and validation of your illness; this will positively support your request. Likewise if you have a Misadventure, supporting evidence from newspaper clippings, Police records, Counsellors or Religious Ministers will again positively support you request. This decision is determined by the Leader of Curriculum in consultation with the relevant KLA Leader. (see “Reviews and Appeals’ p.15)
If the illness/misadventure occurs on the day the assessment task is to be performed then the request for extension of time or a substitute task must be made on the first day of returning to school. If the illness/misadventure occurs prior to the task then the request must detail how this has inhibited the student's preparation and the request must be made on the first school day following the illness/misadventure. Under no circumstances are students to assume that a request will be approved automatically. Each request will be determined by the Leader of Curriculum in consultation with the relevant KLA Leader. (see “Reviews and Appeals’ p.15)
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LATE SUBMISSION OF INTERNAL ASSESSMENT TASKS Students are to be given a due date for each internal assessment item they are required to complete. The assessment item submission must be handed in by 9:10 am on the date due. Late submissions of work will be accepted with penalty for lateness. An Assessment item is deemed to be one day late if it is submitted after 9:10am on its due date. It is therefore deemed to be two days late after 9:10am the following day, and at this point a warning letter must be given.
The schedule of late penalties for an assessment task submission is: * One day late will incur a penalty of 20% of total marks available. * Two days will incur a penalty of 35% of total marks available, and a Warning Letter must be issued. * Three days late will incur a penalty of 50% of total marks available. * Four days late will incur a penalty of 65% of total marks available. * Five days late and thereafter will incur a penalty of 100% of total marks available. All assessment tasks must be submitted regardless of the lateness or penalty. To assist with this calculation, the school has attempted to schedule all Assessment task submissions on a Monday. All written task submissions will be due on a Monday, or the first day of the week in the event of a public holiday or Professional Development Day.
All speech type tasks are deemed to be ‘in class tasks’ and therefore not submissions. Speeches are due on the day of delivery or a zero will be awarded. In the case that speech type tasks are scheduled across more than one day, the first day of the task will be the due date for submissions. This is the method of implementation.
Eg 1. Assume one day late. Assessment total 100 marks Score awarded 75 marks -20 marks (ie.20 % of the total marks available) Final score 55 marks
Eg 2. Assume two days late. Assessment total 100 marks Score awarded 56 marks -35 marks (ie.35 % of the total marks available) Final score 21 marks
In the event that a student's mark is less than the penalty incurred, the student will be awarded a mark of zero (not a negative mark). For any assessment tasks which are submitted late, or for any ‘in class assessment task’ (examinations, speeches, etc.) where a student is absent, an ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’ form must be completed and any supporting evidence must be attached or else the assessment task will automatically be penalised.
PARTIAL SUBMISSION OF AN ASSESSMENT TASK Warning letters will be issued if 50% or more of the marks allocated for a given task is either; a) two days late, or; b) is deemed a non-serious attempt.
CHEATING In any instance where a student is shown to have cheated or there is conclusive evidence that the student intended to cheat or there is conclusive evidence that the student inappropriately colluded, then a mark of zero may be recorded for that assessment task. If it is shown that a student has gained an unfair advantage in an assessment task, a zero may be recorded. EXAMINATION PENALTIES Penalties will apply for students who, during an examination;
Communicate with other students (either verbally, non-verbally or by using technology)
Are found to have been cheating (See cheating policy above).
Disrupt or cause disruption in the examination venue.
Penalties Depending on the nature of the incident, penalties will be applied after discussions between any or all of the following have occurred; the exam supervisor, the relevant KLA Leader, the Leader of Curriculum and the Assistant Principal. If the incident is deemed severe enough, then the Principal may also be consulted.
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EXTENSION OF TIME The College has made all reasonable attempts to avoid "too many" assessment items occurring at once. This will not be an acceptable reason for a request for extension of time. Generally, requests for extension of time will not be granted unless made at least the day before the task is due, and is supported by the course teacher.
Requests for substitute tasks or an alternative date for in-class assessment items will not be granted unless made a minimum of two school days prior to the assigned date in writing. ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’ forms can be found on page 17 of this booklet or can be obtained by seeing or contacting the Leader of Curriculum. All decisions relating to substitute tasks will be made in consultation by the Leader of Curriculum and/or the College Assessment Committee (See P.12).
THE TERM AND WEEK IN WHICH ASSESSMENT ITEMS ARE DUE The accompanying Assessment Schedule for each course shows the term and week that each task is due. The teacher will give students a minimum of two weeks’ notice of the exact date of the task. The dates cannot be advised in this Handbook as they need to be set closer to the date to coincide with units of work and/or school calendar requirements. In some rare circumstances Assessment task dates may need to be changed up to and including the date of the task. Students will be notified of the new date and a new minimum of two weeks’ notice will be given. The KLA Leaders have attempted to schedule assessment tasks so that no more than three tasks occur each week for any given student.
NON SERIOUS ATTEMPTS Any student who does not make a serious attempt at any task will be awarded their result in that task and maybe asked to submit further work indicating that they have achieved some of the outcomes of that unit. They will be issued with a warning letter for all non-serious attempts.
STUDENT RESPONSIBILITIES BEYOND ASSESSMENT TASKS Satisfactory application to "in-class" tasks other than "School Assessment Tasks" is necessary in order to complete the overall requirements of a course, (Refer to Eligibility page 7.). Students are required to have a satisfactory attendance record. They are also required to have a satisfactory conduct record.
INVALID ASSESSMENT TASKS In the event of an Assessment Task being deemed invalid by the relevant KLA Co-ordinator, the Curriculum Co-ordinator and the Principal, it may be necessary for them to either; Reduce the weighting assigned to the task, add an additional task (with sufficient notice) and adjust the weightings accordingly. In extreme cases, an invalid task may need to be discarded completely or a replacement task may be organised.
SATISFACTORY COMPLETION OF A COURSE In addition to any other set tasks and experiences in any HSC course, students must complete HSC assessment tasks that contribute in excess of 50 % of available marks.
REVIEWS AND APPEALS Students may appeal to the College for a review of an assessment of their rank position if the College's rank order differs significantly from their expectations. Students may only appeal the school's procedures for arriving at a rank order, not the marks awarded for individual tasks.
Students may appeal the outcome of an ‘Assessment Request for Extension of Time/Substitute Task Illness/Misadventure Appeal’. Student appeals are to be submitted the Leader of Curriculum in writing, where each student appeal will be viewed by the College Assessment Committee. (See ‘College Assessment Committee’ p.11). WARNING LETTERS - ‘N’ DETERMINATION
The school’s Policy endorses the BOS requirements (refer to ‘N’ Determinations page 7.), and advises students that upon receipt of a second warning letter an interview must be arranged with the students’ parents/guardians, relevant KLA Leader, class teacher (and the Leader of Curriculum and Principal if required). The student is in serious risk of an ‘N’ determination after obtaining 3 (three) warning letters in any single course.
HSC ASSESSMENT GUIDE 2018 Page 15
EXAMINATION EQUIPMENT FOR ALL INTERNAL EXAMINATIONS • You may only have the equipment listed below on your desk. No other equipment is allowed. • Any equipment brought into the examination room may be subject to inspection before the examination
commences. • It is your responsibility to supply equipment that is in good working order. This includes calculators. • Equipment failure is not a ground for an appeal under misadventure provisions. • When answering questions, you should use black or blue pen only, unless otherwise instructed. Equipment for all examinations You are expected to provide pens, pencils and erasers, and a ruler marked in millimetres and centimetres, for all examinations. You may use a pencil sharpener and/or highlighter pen. This list details specific equipment that you are expected to provide for particular examinations. • A Board-approved calculator, • A pair of compasses, • A protractor, • Set squares, • (optional) a curve-drawing template, • Coloured pencils and/or coloured felt pens. NOTE: Students cannot borrow any equipment under exam conditions even if their equipment fails. Students are reminded that mobile phones and electronic communication devices are not permitted in an examination room under any circumstances.
ATTENDANCE The school expects students to be present for all scheduled classes and school functions. Students who are absent must provide written support detailing reasons for their absence. Any prolonged absence needs to first be approved by the Principal.
CHANGE OF COURSE Any student wishing to change a course must complete a ‘request for course or level change’ application form located in the front Office. The application will then be assessed by the Course teacher, KLA Coordinator and Curriculum Coordinator. An interview may be requested, to determine the best possible progression for each application/student.
LEAVING HSC EXAMINATIONS AND HSC TRIAL EXAMINATIONS While it is a Board of Studies requirement that students must not leave the examination room until one hour after the start of the examination, and during the last 15 minutes of the examination, it is a policy of St. Paul’s College that no student is to leave a HSC examination room for the complete duration of each examination during the HSC Examination period. It is also a policy of St. Paul’s College that no student is to leave any HSC Trial Examination room for the complete duration of any HSC Trial Examination.
ACADEMIC EXCELLENCE AWARDS FOR HSC COURSES STUDIED WITH AN EXTERNAL PROVIDER (EG. DISTANCE ED., OTEN, TAFE, RTO.) Students, who have completed courses studied through an External Provider in their HSC year, and wish these courses to be eligible in the calculation of the Academic Achievement Award, are to make written application to the Principal. Attempts will then be made to source the students rank in these courses. There is no guarantee that all course ranks for courses studied through an External Provider will be available to the College. For courses where a rank is unavailable, no Academic Achievement Award points will be awarded. Academic Achievement Award points will be awarded for courses studied through an External Provider only if the student completed the course and was ranked in either first, second or third place in the cohort of that course.
HSC ASSESSMENT GUIDE 2018 Page 16
ERROR! BOOKMARK NOT DEFINED.EQUEST FOR EXTENSION OF TIME SUBSTITUTE ASSESSMENT TASK
LNESS/MISAENTURE APPEALSSESSMENT TASK COVERSHEET
Request for Extension of Time or a Substitute Assessment Task Illness/Misadventure Appeal
To be Completed by the student Name:
Signature:
Course:
Assessment Task Details
Title: __________________________________________Weighting:__________
Due Date: ____________________
Details of Request
Supporting Evidence for request (Medical, Police, Counsellor etc.)
Attach Certificate if you have one.
Course Teacher and KLA Co-ordinators Recommendation(s) & Signature(s).
Curriculum Co-ordinators Recommendation, Outcome & Signature.
HSC ASSESSMENT GUIDE 2018 Page 17
Assessment Task Coversheet (HSC)
STUDENT NAME/NUMBER:
PC GROUP:
SUBJECT:
TASK NUMBER:
CLASS TEACHER:
KLA CO-ORDINATOR:
TASK DUE DATE:
DATE TASK SUBMITTED:
Declaration of All My Own Work. 1. This assignment is submitted in accordance with the Assessment Guide. No part of
this assignment has been copied from any other source without acknowledgement of that source.
I confirm the above statement is true.
2. No part of this assignment has been written by any other person, except to the extent of collaboration/group work as defined in the subject outline.
I confirm the above statement is true.
3. This assignment has not been recycled by using work previously submitted by myself or any other student.
I confirm the above statement is true
For teachers use only:
COLLECTING TEACHERS;
Name:
DATE:
SIGNATURE:
TIME:
HSC ASSESSMENT GUIDE 2018 Page 18
HSC ASSESSMENT SCHEDULE 2017/2018 TERM 4 2017 TERM 1 2018 TERM 2 2018 TERM 3 2018
WK 1
Drama – Trial Practical
English Advanced – Viewing &
Representing
English Standard – Reading Task
English Studies – Reading Task
WK 2 History Extension Project
Proposal
MORATORIUM
WK3
Chemistry – Prac Exam
Agriculture – Farm Product Study
English Ext 2 - Report
TRIAL EXAMS
WK4
English Ext 2 – Viva
Voce
Chemistry – Research
Assignment
Textiles – Oral Presentation
English Ext 1 – Viewing &
Representing
Ancient History –Research Task
TRIAL EXAMS
Textiles- Final Submission
Ind Tech – Final Submission
WK 5
CAFS – Project Plan Food Technology –
Nutrition research
Work Placement –
Hospitality/Contruction & Primary
TRIAL EXAMS – Finish Mon
Music Practical performance
Chemistry – Prac Investigation
Physics – Research Project
Senior Science – Skills Test
WK 6
Visual Arts – VAPD
BOW ideas
English Standard &
Advanced – Listening
Task
Mathematics – Practical Task
Biology – Investigation
Food Tech – AFI
Senior Science – Research Report
Visual Arts – Final Submission
Drama – Performance
WK 7
Senior Science –
research Project
Assessment Week
(Friday)
Work Placement – Block 2
Long Weekend (Holiday Monday)
English Standard - Viewing &
Representing
English Advanced – Reading Task
English Studies – Writing Portfolio
Physics – Practical
Maths Ext 1- Practical
CAFS – Case Study
Catholic Studies – Research
Work Studies – Survey &
Report
WK 8
Assessment Week
(Monday to
Thursday)
Ind Tech – Major Design
Project – Development &
Planning
Work Placement – Block 2 – Monday
only
PDHPE - Submission
SOR 2 – Research Task
Ind Tech – Major design Project
Visual Arts- VAPD Progress BOW
Business Studies– Research Task
General Maths – Practical Task
Moratorium
All internal assessment marks
due to NESA (14th Sept)
WK 9
Music – Composition
MORATORIUM
Work Placement – Block 3
Maths Ext 2 – Practical
Legal Studies – Research Assignment
Work Studies - Report
Music 1 - Musicology Viva Voce Core
Extension History Essay & Bibliography
Moratorium
WK
10
CAFS – IRP
SOR 1, SOR 2 &
Catholic Studies – Oral
Presentation
Music - Composition
MID COURSE
EXAM WEEK
Tuesday - Friday
Ancient History – Personality study
Agriculture – Electives
English Ext 2 – Draft
Catholic Studies - Presentation
Work Placement Catch-up
Week
Moratorium
WK
11
Year 12 Exams -
Monday
Year 12 Retreat
HSC ASSESSMENT GUIDE 2018 Page 19
HSC Course Assessment Schedules 2017/2018
Studies of Religion 2 Component Task 1 Task 2 Task 3 Task 4 Component
Weighting
Oral Presentation Religions and Belief Systems in Australia
Midcourse Examination Research Task Judaism, Christianity and Religion and Non-Religion
Research Task Islam
Trial Examination All Course Content
Term 4 2017 Week 10
Term 1 Week 10
Term 2 Week 8
Term 3 Week 3/4
H1-H2, H6-H9 H1, H2, H4-H9 H1, H2, H4-9 H1-H6, H8, H9
Knowledge and understanding of course content
5 10 10 15 40
Source-based skills
5 5 10 20
Investigation and research
5 5 5 5 20
Communication of information, ideas and issues in appropriate forms
5 5 5 5 20
Mark Weighting
20 20 25 35 100
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 from 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.
HSC ASSESSMENT GUIDE 2018 Page 20
Studies of Religion 1 Component Task 1 Task 2 Task 3 Component
Weighting
Oral Presentation Nature of Religions and Beliefs
Semester 1 Examination Research Task Nature of Religion and Beliefs, Judaism
Preliminary Examination Christianity
Term 4 2017 Week 10
Term 1 Week 10
Term 3 Week 3/4
H1, H2, H6-H9 H1, H2, H4-H9 H1-H6, H8, H9
Knowledge and understanding of course content
5 5 10 20
Source-based skills
5 5 10
Investigation and research
10 10
Communication of information, ideas and issues in appropriate forms
5 5 10
Mark Weighting 15 15 20 50
HSC Course Outcomes
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 from 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.
HSC ASSESSMENT GUIDE 2018 Page 21
Catholic Studies 1 Unit Component Task 1 Task 2 Task 3 Component
Weighting
Oral Presentation The Church in Australian Society
Midcourse Examination Research Task Sacraments at the Service of Communion
End of Course Examination Moral Issues
Term 4 2017 Week 10
Term 1 Week 10
Term 3 Week 3/4
Knowledge and understanding of course content
10 10 10 30
Skills: Investigation, research, communication of information, collarboration.
10 5 5 20
Mark Weighting 20 15 15 50
Course Content
The Church in Australian Society
Opinions on issues and attitudes evident in the development of the Christian Churches in Australia
The contribution of the Churches to life and culture in Australia Views on the role played by Christianity in Australian society The need for respect and empathy within Australia's multicultural, multifaith society Viewpoints on key issues facing religions in Australia today
Sacraments at the Service of Communion
The importance of self-esteem and the relational nature of being human
The vocation of ordained priesthood in the service of the Catholic community
The attitudes and values towards the Sacrament of Holy Orders within the Catholic community The sacramental nature of marriage The range of understandings of marriage, relationships and sexuality within society
Moral Issues
The Biblical foundations of Christian ethics
The place of Christian moral perspectives in a pluralist society
The consistent ‘ethic of life’ which underpins Catholic ethical teaching
The Church’s response to local and global moral issues
Moral decisions in light of Catholic teaching
HSC ASSESSMENT GUIDE 2018 Page 22
English Extension 1 Syllabus Modes Syllabus Task 1 Task 2 Task 3 Task 4
Outcomes Assessed (Syllabus)
Weighting (%)
Date: T4 W8
Date: T1 W10
Date: T2 W4
Date: T3 W3-4
Speaking & Listening
Mid-Course Exam
Viewing & representing
Trial Exam
H 1 - 4 Speaking/ Listening
20 20
H 1 – 4 Reading/ Writing 60 30 30
H 1 - 4 Viewing/ Representing
20 20
Syllabus Outcomes
H 1 - 4 H 1 - 4 H 1 - 4 H 1 - 4
HSC Course Outcomes H1 A student distinguishes and evaluates the values expressed through texts H2 A student explains different ways of valuing texts H3 A student composes extended texts H4 A student develops and delivers sophisticated presentations
English Extension 2
Syllabus
Outcomes
Tasks Assessed
(Syllabus)
Weighting %
(Syllabus)
Task 1 Task 2 Task 3
Date:
T1 W4
Date:
T2 W3
Date:
T2 W10
Viva Voce Report Draft
version
H1-2 Viva Voce-Interview & discussion addressing the proposal for Major Work
H1=10
H2=10
20
H1-2 Report- the impact of independent investigation on the development of the Major Work
H1=20
H2=10
30
H1-2 Draft version of major work, and reflection on progress to date
H1=20
H2=30
50
Outcomes (syllabus) H1-2 H1-2 H1-2
HSC Course Outcomes
H1 Skills in extensive independent investigation. H2 Skills in sustained composition. Students will also be required to submit their major work journals at least three times at key points during the course
HSC ASSESSMENT GUIDE 2018 Page 23
Advanced English
syllabus Component
Syllabus
Weighting
%
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6
T4 W8 T1 W6 T1 W10 T2 W7 T3 W1 T3 W3-4
Speaking/ Listening
Listening Mid-Course Exams
Reading Representation
Trial Exams
H1-13
Area of Study 40 20
10* 10
H1-13 Module A 20 10 5* 5
H1-13 Module B 20 15 5
H1-13
Module C 20
15 5
Marks 100% 20 10 15 15 15 25
Syllabus Outcomes
H - 2, 2A, 5, 9, 10, 12
H – 2A, 3, 6, 7
H – 1, 2, 3, 8, 10, 12A, 13
H - 4, 6, 8, 11, 13
H - 1, 5, 7, 8, 10, 11, 13
H – 1, 2, 3, 8, 10, 12A
10% - Open book and/or pre-set questions, therefore NOT exam conditions, therefore only 30% of Assessable Tasks = Exams, thus satisfying syllabus requirements. (Only Question 1 of Area of Study under conventional exam conditions)
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. A student recognises different ways in which particular texts are valued. 3. A student develops language relevant to the study of English. 4. A student explains and analyses the ways in which language forms and features, and
structures of texts shape meaning and influence responses. 5. A student explains and evaluates the effects of textual forms, technologies and their
media of production on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and
communicate information, ideas and values, for a variety of purposes, audiences and contexts.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
9. A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.
11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.
12. A student reflects on own processes of responding and composing. 12A. A student explains and evaluates different ways of responding to and composing text. 13. A student reflects on own processes of learning.
HSC ASSESSMENT GUIDE 2018 Page 24
Standard English
Syllabus Outcomes
Syllabus Compone
nt
syllabus
Weighting
%
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6
Date: T4 W8
Date: T1 W6
Date: T1 W10
Date: T2 W7 Date: T3 W1
Date: T3 W3-4
Area of Study
Speaking/ Listening
Listening Mid-Course Exam
Viewing & Representing
Reading Trial Exams
H1-13 Area of Study
40 20 10* 10
H1-13 Module A
20 10 5* 5
H1-13 Module B
20 15 5
H1-13 Module C
20 15 5
Marks 100% 20 10 15 15 15 25
Outcomes (syllabus)
H - 2, 3, 5, 7, 8, 9, 11
H – 3, 5, 6, 7, 9
H – 1, 3, 4, 6, 7, 10, 11
H – 1, 3, 6, 8, 12, 13
H – 2, 3, 6, 7, 8, 11
H – 1, 2, 3, 4, 6, 9, 10, 11
10% - Open book and/or pre-set questions, therefore NOT exam conditions, therefore only 30% of Assessable Tasks = Exams, thus satisfying syllabus requirements. (Only Question 1 of Area of Study under conventional exam conditions)
HSC Course Outcomes 1. A student demonstrates understanding of how relationships between composer,
responder, text and context shape meaning. 2. A student demonstrates understanding of the relationships among texts. 3. A student develops language relevant to the study of English. 4. A student describes and analyses the ways that language forms and features, and
structures of texts shape meaning and influence responses. 5. A student analyses the effect of technology and medium on meaning. 6. A student engages with the details of text in order to respond critically and personally. 7. A student adapts and synthesises a range of textual features to explore and
communicate information, ideas and values for a variety of purposes, audiences and contexts.
8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.
9. A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.
10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.
11. A student draws upon the imagination to transform experience and ideas into text, demonstrating control of language.
12. A student reflects on own processes of responding and composing. 13. A student reflects on own processes of learning.
HSC ASSESSMENT GUIDE 2018 Page 25
English Studies
Task Number Task 1 Task 2 Task 3 Task 4
Date Date: T4 W8
Date: T1 W10
Date: T2 W7 Date: T3 W1
Type of Task Speaking
Task
Mid-Course Exam
Writing Portfolio
Reading Task
Marks 100% 25 25 25 25
Outcomes (syllabus)
1.11.2, 1.3, 4.1, 4.2
1.11.2, 1.3, 1.4, 2.1, 2.2
2.3, 3.1, 1.2, 4.1, 4.2
1.1 – 4.2
H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and and appreciation of how English is used to convey meaning H1.2 explains the ideas and values of the text H1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a range of forms H1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying meaning through language and other techniques H2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level multi-modal texts at an appropriate level to enrich their personal lives and to provide a sound basis for current and for current and future education, careers and citizenship H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences H4.1 plans and organises to complete tasks or projects, both individually and collaboratively H4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate information and ideas related to a variety of topics
HSC ASSESSMENT GUIDE 2018 Page 26
Mathematics Extension 2
Com
pone
nt
(sylla
bus)
We
ightin
g
(sylla
bu
s)%
Task 1 Task 2 Task 3
T1 W 10 T2 W9 T3 W3/4
Mid-year Exam
Practical Applications
Task
Trial
E 3, 4, 5, 6, 7 HE 2, 6, 7 PE 2, 3, 5, 6 H 3, 4, 6, 7, 8 P 1, 3, 5, 6, 7, 8
Concepts
and s
kill
s
50
15
12.5
22.5
E 2, 4, 5, 6, 8, 9 HE 1, 3, 4, 5, 7 PE 1, 4 H 1, 2, 4, 5, 9 P 1, 2, 4
Reason
ing
&
com
mu
nic
ation
50
15
12.5
22.5
Marks 100 30 25 45
Outcomes (syllabus)
E 3, 4, 6 HE 2, 4, 5, 6, 7 PE 2, 3, 4, 5, 6 H 2, 4, 7, 8, 10, 11 P 2, 4, 5, 6, 7
E 2,4,5, 6,8, 9 HE 1, 2,3, 5, 7 PE 1, 3,4,5 H 1, 2, 4,5,8, 9 P 1, 2, 4
E 2, 3, 4, 5, 6, 7, 8, 9 HE 1, 2, 3, 4, 5, 6, 7 PE 1, 2, 3, 4, 5, 6 H 1, 2, 3, 4, 5, 6, 7, 8, 9 P 1, 2, 3, 4, 5, 6, 7, 8
HSC Course Outcomes A student:
P1 Demonstrates confidence in using Mathematics to obtain realistic solutions to problems
P2 Provides reasoning to support conclusions which are appropriate to the context
P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities
P4 chooses and applies appropriate arithmetic, graphical, trigonometric and geometric techniques
P5 Understands the concept of a function and the relationship between a functions and its graph
P6 Relates the derivative of a function to the slope of its graph
P7 Determines the derivative of a function through routine application of the rules of differentiation
P8 Understand and uses the language and notation of calculus
PE1 Appreciates the role of mathematics in the solution of practical problems
PE2 Uses multi-step deductive reasoning in a variety of contexts
PE3 Solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations
PE4 Uses the parametric representation together with differentiation to identify geometric properties of parabolas
PE5 Determines derivatives which require the application of more than one rule of differentiation
PE6 Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations
H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts
H2 Constructs arguments to prove and justify results H3 Manipulates algebraic expressions involving
logarithmic and exponential functions H4 Express practical problems in mathematical terms
based on simple given models H5 Applies appropriate techniques from the study of
calculus, geometry, probability, trigonometry and series to solve problems
H6 Uses the derivative to determine the features of the graph of a function
H7 Uses the features of a graph to deduce information about the derivative
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
HSC ASSESSMENT GUIDE 2018 Page 27
H8 Uses techniques of integration to calculate areas and volumes
H9 Communicates using mathematical language, notation, diagrams and graphs
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
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 E6 Combines the ideas of algebra and calculus to determine the important features of the graphs of a wide
variety of functions E7 Uses the techniques of slicing and cylindrical shells to determine volumes E8 Applies further techniques of integration, including partial fractions, integration by parts and recurrence
formulae, to problems E9 Communicates abstract ideas and relationships using appropriate notation and logical argument
HSC ASSESSMENT GUIDE 2018 Page 28
Mathematics Extension 1 Component
(syllabus) Weighting (syllabus)
%
Task 1 Task 2 Task 3
Date: T1 W10 Date: T2 W7 Date: T3 W 3/4
Mid-year Exam Experiment Practical Assignments
HSC Trial
Ext 1
3+ Ext 1 Ext 1+ Ext 1 Ext 1+ Ext 1 Ext 1+
HE 2, 6, 7 PE 2, 3, 5, 6 H 3, 4, 6, 7, 8 P 1, 3, 5, 6, 7,
8
Concepts, skills and
techniques 50 25 15 7.5 12.5 6.5 22.5 11
HE 1, 3, 4, 5, 7 PE 1, 4 H 1, 2, 5, 9 P 2, 4
Reasoning and
communication
50 25 15 7.5 12.5 6.5 22.5 11
Marks 100 50 30 15 25 13 45 22
Outcomes (syllabus)
HE 1,2, 4, 5, 6, 7 PE 1,2, 3, 4, 5, 6 H 1,2, 4, 7, 8 P 2, 4, 5, 6, 7
HE 1, 2, 3, 7 PE 1, 3, 5 H 1, 2, 3, 5, 8 P 1, 2, 4, 5, 6
HE 1, 2, 3, 4, 5, 6, 7 PE 1, 2, 3, 4, 5, 6
H 2, 3, 4, 5, 6, 7, 8, 9
P 2, 3, 4, 5, 6, 7, 8
HSC Course Outcomes - A student: P1 Demonstrates confidence in using Mathematics to
obtain realistic solutions to problems P2 Provides reasoning to support conclusions which
are appropriate to the context P3 Performs routine arithmetic and algebraic
manipulation involving surds, simple rational expressions and trigonometric identities
P4 chooses and applies appropriate arithmetic, graphical, trigonometric and geometric techniques
P5 Understands the concept of a function and the relationship between a functions and its graph
P6 Relates the derivative of a function to the slope of its graph
P7 Determines the derivative of a function through routine application of the rules of differentiation
P8 Understand and uses the language & notation of calculus
PE1 Appreciates the role of mathematics in the solution of practical problems
PE2 Uses multi-step deductive reasoning in a variety of contexts
PE3 Solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations
PE4 Uses the parametric representation together with differentiation to identify geometric properties of parabolas
PE5 Determines derivatives which require the application of more than one rule of differentiation
PE6 Makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations
H1 Seeks to apply mathematical techniques to problems in a wide range of practical contexts
H2 Constructs arguments to prove and justify results H3 Manipulates algebraic expressions involving
logarithmic and exponential functions H4 Express practical problems in mathematical terms
based on simple given models H5 Applies appropriate techniques from the study of
calculus, geometry, probability, trigonometry and series to solve problems
H6 Uses the derivative to determine the features of the graph of a function
H7 Uses the features of a graph to deduce information about the derivative
H8 Uses techniques of integration to calculate areas and volumes
H9 Communicates using mathematical language, notation, diagrams and graphs
HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics
HE2 Uses inductive reasoning in the construction of proofs HE3 Uses a variety of strategies to investigate mathematical
models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay
HE4 Uses the relationship between functions, inverse functions and their derivatives
HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions of displacement
HE6 Determines integrals by reduction to a standard form through a given substitution
HE7 Evaluates mathematical solutions to problems and communicates them in an appropriate form
HSC ASSESSMENT GUIDE 2018 Page 29
Mathematics
Component
(syllabus)
Weighting
(syllabus)
%
Task 1 Task 2 Task 3 Task 4
Date: T4 W8
Year 11
Date: T1 W10 Date: T2 W6 Date: T3
W 3/4
Open Book
Test
Mid-course Exam
Experiment Practical
Assignment
HSC Trial
H 3, 4, 6
P 3, 5, 6, 7, 8
Concepts, Skills and techniques
50 5 15 12 18
H 1, 2, 5, 7, 8, 9
P 2, 4
Reasoning and Communicatio
n 50 5 15 12 18
Marks 100% 10 30 24 36
Outcomes
(syllabus)
H 1, 2, 6, 7 H 2, 4, 7, 8
P 2, 4, 5, 6, 7
H 1, 2, 3, 5, 8,9
H 2, 3, 4, 5, 6, 7, 8, 9
P 2, 3, 4, 5, 6, 7, 8
HSC Course Outcomes A student: P1 Demonstrates confidence in using Mathematics to obtain realistic solutions to problems P2 Provides reasoning to support conclusions which are appropriate to the context P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational
expressions and trigonometric identities P4 chooses and applies appropriate arithmetic, graphical, trigonometric and geometric
techniques P5 Understands the concept of a function and the relationship between a functions and its
graph P6 Relates the derivative of a function to the slope of its graph P7 Determines the derivative of a function through routine application of the rules of
differentiation P8 Understand and uses the language and notation of calculus H1 Seeks to apply mathematical techniques to problems in a wide range of practical
contexts H2 Constructs arguments to prove and justify results H3 Manipulates algebraic expressions involving logarithmic and exponential functions H4 Express practical problems in mathematical terms based on simple given models H5 Applies appropriate techniques from the study of calculus, geometry, probability,
trigonometry and series to solve problems H6 Uses the derivative to determine the features of the graph of a function H7 Uses the features of a graph to deduce information about the derivative H8 Uses techniques of integration to calculate areas and volumes H9 Communicates using mathematical language, notation, diagrams and graphs
HSC ASSESSMENT GUIDE 2018 Page 30
Mathematics General 2
Syllabus
Component
Syllabus
Weighting
%
Task 1 Task 2 Task 3 Task 4
T4 W8 T1 W10 T2 W8 T3 W3/4
Open Book
Test
Mid-course
Exam
Practical
Task Trial HSC
H 2, 3, 9, 10
P 3, 4, 5, 6,
7, 10
Knowledge,
Skills,
Understanding
80 9 27 14 30
H 4, 5, 6, 7,
8, 11
P 2, 8, 9, VA
Reasoning,
Interpretation,
Explanation,
Communicatio
n
20 1 3
11
5
Marks 100% 10 30 25 35
Outcomes
(syllabus)
H 2, 6, 7, 11 H 2, 4, 7, 8,
10, VA,
P 2, 4, 5, 6,
7, 9, 10
H 2, 3, 4, 5,
8, 10, VA
H 2, 3, 4, 5,
6, 7, 8, 9,
10, VA
P 2, 3, 4, 5,
6, 7, 8, 9,
10, VA
HSC Preliminary Course Outcomes A student: MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems MGP-2 represents information in symbolic, graphical and tabular form MGP-3 represents the relationships between changing quantities in algebraic and graphical form MGP-4 performs calculations in relation to two dimensional and three dimensional figures MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the
choice of relevant units MGP-6 models financial situations relevant to the student’s current life using appropriate tools MGP-7 determines an appropriate form of organisation and representation of collected data MGP-8 performs simple calculations in relation to the likelihood of familiar events MGP-9 uses appropriate technology to organise information from a limited range of practical and
everyday contexts MGP-10 justifies a response to a given problem using appropriate mathematical terminology MGP-VA develops a positive attitude to mathematics and appreciates its capacity to provide
enjoyment and recreation HSC Mathematics General 2 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 or exponential functions MG2H-4 analyses two-dimensional and three-dimensional models to solve practical problems, including those involving spheres and non right-angled triangles MG2H-5 interprets the results of measurements and calculations and makes judgements about reasonableness, including the degree of accuracy of measurements and calculations and the conversion to appropriate units
HSC ASSESSMENT GUIDE 2018 Page 31
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 organise 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 MG2H-VA appreciates the importance of mathematics in everyday life and its usefulness in contributing to society
HSC Mathematics General 1 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 MG1H-VA appreciates the importance of mathematics in everyday life and its usefulness in contributing to society
HSC ASSESSMENT GUIDE 2018 Page 32
Mathematics General 1
Component
(syllabus)
Weighting
(syllabus)
%
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6
Date: T4 W8
Yr 11
Date: T5 W9
Yr 12
Date: T6 W4
Yr 12
Date: T6 W9
Yr 12
Date: T7
W 3,4,5 Yr 12
Date: throughout the course
Research and report on
Mathematics and Design
Practical activity involving
applications of area and volume.
Spreadsheet activity on Personal Resource
Usage
Research and report on
Mathematics and the Human Body, including graph
work.
Spreadsheet activity on Household
Finance
Work samples
collected at various points
throughout the course
MG1H- 1, 4, 5, 7, 8, 9,
P 3, 4, 5, 6, 7, 8, 9,
Knowledge, Skills,
Understanding
50 5 8 8 9 10 10
MG1H- 1, 2, 3, 5, 6, 10, VA
P 2, 7, 8, 9, 10, 11
Reasoning, Interpretation
, Explanation, Communicati
on
50 5 7
7
11 10 10
Marks 100% 10 15 15 20 20 20
Outcomes
(syllabus)
MG1H – 1,
P 2, 6, 11
MG1H- 1, 4, 5, VA
P 2, 6, 7, 11
MG1H – 2, 3, 5, 7, 8, 9, 10, VA
P 2, 4, 5, 9, 11
MG1H – 1, 2, 3, 5, 7, 8, 9, 10, VA
P 2, 3, 4, 5, 9, 10, 11
MG1H – 2, 3, 6, 9, 10, VA
P 2, 3, 4, 5, 8, 9, 10, 11
MG1H – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, VA
P 2, 3, 4, 5, 6, 7, 8, 9, 10,11
HSC Course Outcomes A student: P2 Applies mathematical knowledge and skills to solving problems within familiar
contexts P3 Develops rules to represent patterns arising from numerical and other sources P4 Represents information in symbolic, graphical and tabular forms P5 Represents the relationships between changing quantities in algebraic and
graphical form P6 Performs calculations in relation to two-dimensional and three-dimensional
figures P7 Determines the degree of accuracy of measurements and calculations P8 Models financial situations using appropriate tools P9 Determines an appropriate form of organisation and representation of collected
data P10 Performs simple calculations in relation to the likelihood of familiar events P11 Justifies his/her response to a given problem using appropriate mathematical
terminology
HSC ASSESSMENT GUIDE 2018 Page 33
MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of contexts
MG1H-2 Analyses representations of data in order to make predictions MG-1H-3 Makes predictions about everyday situations based on simple
mathematical models MG-1H-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
MG-1H-8 Solves problems involving uncertainty using basic counting principles 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 MG1H-VA Appreciates the importance of mathematics in everyday life and its usefulness in contributing to society
Agriculture
Co
mp
on
en
t
(sylla
bu
s)
We
ightin
g %
(sylla
bu
s)
Task 1 Task 2 Task 3 Task 4 Task 5
T4 W8 T1 W10 T2 W3 T2 W10 T3 W3-4
Plant Trial
Plant density
trial
Mid-Course Exams
Farm Product Study Report
Elective Trial HSC Exam
Outcomes
(syllabus)
H. 1.1, 2.1, 4.1
H 1.1, 2.1, 2.2,
4.1
H 3.1, 3.2, 3.3,
3.4
H 3.4, 4.1, 5.1
H 1.1, 2.1, 2.2, 4.1, 3.1, 3.2, 3.3, 3.4,
5.1
Plant Animal Production
50 10 20 20
Farm Product Study
30 20 10
Elective 20 15 5
Total 100% 10 20 20 15 35
HSC Course Outcomes A student: H1.1 Explains the influence of physical, biological, social, historical and economic factors on
sustainable agricultural production
HSC ASSESSMENT GUIDE 2018 Page 34
H2.1 Describes the inputs, processes and interactions of plant production systems H2.2 Describes the inputs, processes and interactions of animal production systems H3.1 Assesses the general business principles and decision-making processes involved in
sustainable farm management and marketing of farm products H3.2 Critically assesses the marketing of a plant OR animal product H3.3 Critically examines the technologies and technological innovations employed in the production
and marketing of agricultural products H3.4 Evaluates the management of the processes in agricultural systems H4.1 Applies appropriate experimental techniques, technologies, research methods and data
presentation and analysis in relation to agricultural problems and situations H5.1 Evaluates the impact of innovation, ethics and current issues on Australian agricultural systems
Biology Component (syllabus)
Syllabus Weighting
%
Task 1 Task 2 Task 3 Task 4
T4 W8 T1 W10 T2 W6 T3 W3-4
Comprehension & research Task
Mid-Course Exam Open Ended Investigation
Trial Exam
Knowledge & Understanding 40 10 10 10 10 Skills in planning & conducting first-hand investigations, gathering and processing first-hand data, gathering and processing relevant information from secondary sources.
30 10 5 10 5
Skills in: Communication information & understanding Developing scientific thinking & problem-solving techniques Working individually & in teams
30 5 10 5 10
Marks 100% 25 25 25 25
Outcomes H11,12,13, 14, 15
H1,2,3,4,5,6 7,8
H9,13,14,16
H1,2,3,4,5,6 7,8,9,10,1112,13,14, 15,16
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 Assesses the impact of particular advances in biology on the development of technologies H4 Assesses the impacts of applications of biology on society and the environment H5 Identifies possible future directions of biological research H6 Explains why the biochemical processes that occur in cells are related to macroscopic changes
in the organism H7 Analyses the impact of natural and human processes on biodiversity H8 Evaluates the impact of human activity on the interactions of organisms and their environment H9 Describes the mechanisms of inheritance in molecular terms H10 Describes the mechanisms of evolution and assesses the impact of human activity on evolution H11 Justifies the appropriateness of a particular investigation plan
HSC ASSESSMENT GUIDE 2018 Page 35
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
Business Studies
Component
(syllabus)
Weighting
syllabus
%
Task 1 Task 2 Task 3 Task 4
Date:
T4 W8
Date:
T1 W10
Date:
T2 W8
Date:
T3 W3-4
Seen Essay Question
Mid-Course Exam
Research Task
Trial
Knowledge and understanding of course content
40 20 10 10
Stimulus- based skills
20 10 10
Inquiry and research
20 20
Communication of business
information, ideas and issues in
appropriate forms
20 10 10
Marks 100% 30 20 20 30
Outcomes H. 2.1, 3.1, 3.2, 3.3,4.1, 4.2, 5.3
H 2.1, 3.1, 3.2,4.1, 4.2, 5.1, 5.2, 5.3, 5.4
H.2.1, 2.2, 3.2, 3.3, 4.1, 4.2, 5.1, 5.2, 5.3, 5.4.
H 1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 5.1, 5.3, 5.4,
HSC Course Outcomes A student: H1.1 Explains the impact of the global business environment on business role and
structure H1.2 Critically analyses the role of business in Australia H2.1 Describes and analyses business functions and operations and their impact on
business success H2.2 Evaluates processes and operations in global business H3.1 Explains management theories and strategies and their impact on business H3.2 Evaluates the effectiveness of management in the organisation and operations of
business and its responsiveness to change H3.3 Analyses the impact of management decision-making on stakeholders H4.1 Critically analyses the social and ethical responsibilities of management H4.2 Evaluates management strategies in response to internal and external factors
HSC ASSESSMENT GUIDE 2018 Page 36
H5.1 Selects, organises and evaluates information and sources for usefulness and reliability
H5.2 Plans and conducts an investigation into business to present the findings in an appropriate business format
H5.3 Communicates business information, ideas and issues, using relevant business terminology and concepts in appropriate forms
H5.4 Applies mathematical concepts appropriately in business situations.
VET Primary Industries
QUALIFICATION – CERTIFICATE II IN AGRICULTURE AHC20110 v4.0
The 240 hour primary industries course will be assessed in two different modes.
In the grid below, are the formal assessment tasks for Years 11 and 12.
UNIT TITLE TASK 1
T3 W9 2016
TASK 2
T6 2017
Install, maintain & repair fences-AHCINF202A
Operate tractors-AHCMOM202A
Treat weeds-AHCPMG201A
Participate in OHS processes-AHCOHS201A
Works effectively in the industry-AHCWRK204A
Apply chemicals under supervision-AHCCHM201A
Participates in workplace communications-AHCWRK205A
Handle livestock using basic techniques-AHCLCK205A
Observe and report on the weather-AHCWRK201A
Carry out basic electric fencing operations-AHCINF201A
Operate basic machinery and equipment-ACHMOM203A
Participate in environmentally sustainable work practices-
AHCWRK209A
Determine basic properties of soil or growing medium-
AHCSOL201A
Provide feed for livestock-AHCLSK211A
Muster and move livestock-AHCLSK210A
Monitor water supplies-AHCLSK209A
Care for health and welfare of livestock-AHCLSK202A
PRELIM
EXAM
HSC
TRIAL
50% 50%
The other form of assessment will be ongoing assessment in the form of practical assessment and class tests
at the conclusion of each module to allow the students to gain their competencies for Certificate II in
Agriculture In these ongoing assessments, students are given three attempts to be deemed competent in each
element in the curriculum.
HSC ASSESSMENT GUIDE 2018 Page 37
VET Hospitality QUALIFICATION - CERTIFICATE II IN KITCHEN OPERATIONS-SIT20312 v1.0
The 240 hour hospitality operations course will be assessed in two different modes.
In the grid below, are the formal assessment tasks for years 11 and 12.
UNIT TITLE TASK 1
2017
TASK 2
2017
TASK 3
T1 2018
TASK 4
T3 2018
Clean kitchen premises and equipment- SITHKOP101
Produce dishes using basic methods of cookery-SITHCCC201
Source and use information on the hospitality industry.-
SITHIND201
Use hygiene practices for food safety-SITXFSA101
Prepare and serve espresso coffee-SITHFAB204
Participate in safe food handling practices-SITXFSA201
Prepare appetizers and salads-SITHCCC202
Participate in safe work practices-SITXWHS101
Use food preparation equipment-SITHCCC101
Prepare simple dishes-SITHCCC102
Work effectively with others-BSBWOR203B
Prepare sandwiches-SITHCCC103
Maintain the quality of perishable supplies-SITXINV202
Use cookery skills effectively-SITHCCC207
PRELIM
MID-
COURSE
PRACTICAL
EXAM
PRELIM
FINAL
EXAM
HSC MID-
COURSE
EXAM
HSC
TRIAL
15% 25% 30% 30%
The other form of assessment will be ongoing assessment in the form of practical assessment and class
tests at the conclusion of each module to allow the students to gain their competencies towards their
Certificate II in Hospitality. In these ongoing assessments, students are given three attempts to be
deemed competent in each element in the curriculum.
HSC ASSESSMENT GUIDE 2018 Page 38
VET Construction
Qualification - CERTIFICATE II IN CONSTRUCTION PATHWAYS -(CPC20211 v2.0)
The 240 hour Construction course will be assessed in two different modes.
In the grid below, are the formal assessment tasks for Years 11 and 12.
UNIT TITLE TASK 1
2017
TASK 2
2017
TASK 3
T1 2018
TASK 2
T3 2018
Use carpentry tools and equipment-CPCCCA2002P
Handle carpentry materials-CPCCCA2011A
Apply WHS requirements, policies & procedures in the construction
industry-CPCCOHS2001A
Work effectively & sustainably in the Construction Industry-
CPCCCM1012A
Plan and organize work-CPCCCM1013A
Conduct workplace communication-CPCCCM1014A
Carry out measurements & calculations-CPCCCM1015A
Read & interpret plans & specifications-CPCCCM2001A
Apply basic leveling procedures-CPCCCM2006B
Work safely in the Construction Industry-CPCCOHS1001A
Erect and dismantle formwork for footings and slabs on ground-
CPCCCA2003A
Carry out concreting to simple forms-CPCCCO2013A
Handle wall and floor tiling materials-CPCCWF2001A
Use wall and floor tiling tools and equipment-CPCCWF2002A
PRELIM
MID-
COURSE
EXAM
PRELIM
FINAL
EXAM
HSC MID-
COURSE
EXAM
HSC
TRIAL
15%
25%
30%
30%
The other form of assessment will be ongoing assessment in the form of practical assessment and class
tests at the conclusion of each module to allow the students to gain their competencies for Certificate II in
Construction.. In these ongoing assessments, students are given three attempts to be deemed competent in
each element in the curriculum.
HSC ASSESSMENT GUIDE 2018 Page 39
Chemistry
Syllabus Component Weighting
(syllabus)
%
Task 1 Task 2 Task 3 Task 4 Task 5
Date:
T1 W4
Date:
T1 W10
Date:
T2 W3
Date:
T3 W5
Date:
T3
W3-4
Research Assignment
Mid-Course Exam
Practical Exam
Research Project/Prac
investigation
HSC Trial Exam
Knowledge & Understanding 40 5 7 28
Skills in planning & conducting first hand investigations,
communicating information & understanding based on these
investigations
30
12 15 3
Skills in scientific thinking, problem solving & in
communicating, understanding & conclusions
30 5
3 3 10 9
Outcomes addressed
H4,5,7,13,14
H1-10 H10-13 H4,6,8-14
H1-10,12-15
Total Marks % 100% 10
10 15 25 40
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 attitude towards both the living and non-living
components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science
HSC ASSESSMENT GUIDE 2018 Page 40
Drama Syllabus
Outcomes
which Relate
to the
Components
Syllabus
Components
Syllabus
Weightings
%
Task 1
Australian
Drama &
Theatre
Task 2
Tragedy Task 3
Midcourse
Written
Task 4
Trial
Practical
Task 5
Trial
Written
Total
%
Date Due
Term 4
Assessment
block
Date Due
TBA – To
be advised
Date Due
Term 1
Assessment
block
Date
Due
Term 3
Week
TBA
Date Due
Term 3
Assessment
block
Task:
Workshop
Written
Task:
Workshop
Written
Task:
Written
Essay x2
Task:
GP and
IP
Written
logbooks
Task:
Written
Essay x2
H1.1,
H1.2,
H1.3,
H1.4,
H1.5,
H1.6,
H1.7,
H1.8*,
H1.9*,
H2.1,
H2.2,
H2.3,
H2.4*,
H3.1,
H3.2,
H3.3,
H3.4*,
H3.5*
*Values
and
Attitudes.
Making
40
Individual
Workshop
15
Individual
Workshop
15
Written
log book
10
40
Performing
30
Worksho
p Group
and IP
30
30
Critically
Studying
30
Written
10
Written
20
30
Task Value % 15 15 10 40 20 100
Syllabus Outcomes Assessed by the Task
H1.5, H1.7,
H2.3, H3.1,
H3.2, H3.3
H1.1, H1.2,
H1.3, H2.3,
H3.1, H3.2,
H3.3
H3.1, H3.2,
H3.3
H1.1,
H1.2,
H1.3,
H1.4,
H1.6,
H1.7,
H2.1,
H2.2,
H2.3
H3.1, H3.2,
H3.3
H 1.1 uses acting skills to adopt and sustain a variety of characters and roles
H 1.2 uses performance skills to interpret and perform scripted and other material
H 1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to
inform and enhance individual and group-devised works
H 1.4 collaborates effectively to produce a group devised performance
H 1.5 demonstrates directorial skills
HSC ASSESSMENT GUIDE 2018 Page 41
H 1.6 records refined group performance work in appropriate form
H 1.7 demonstrates skills in using the elements of production
H 1.8 recognises the value of the contribution of each individual to the artistic effectiveness
of productions
H 1.9 values innovation and originality in the group and individual work
H 2.1 demonstrates effective performance skills
H 2.2 uses dramatic and theatrical elements effectively to engage the audience
H 2.3 demonstrates directorial skills for theatre and other media
H 2.4 appreciates the dynamics of drama as a performing art
H 3.1 critically applies understanding of the cultural, historical and political contexts that
have influenced specific drama and theatre practitioners, styles and movements
H 3.2 analyses, synthesises and organises knowledge, information and opinion in coherent,
informed oral and written responses
H 3.3 demonstrates understanding of the actor-audience relationship in various dramatic and
theatrical styles and movements
H 3.4 appreciates and values drama and theatre as significant cultural expressions of issues
and concerns in Australian and other societies
H 3.5 appreciates the role of the audience in various dramatic and theatrical styles and
movements
Industrial Technology
Co
mp
on
en
t
(syllab
us)
Weig
hti
ng
%
(syllab
us)
Task 1 Task 2 Task 3 Task 4 Task 5
Date: T4 W8 Date: T1 W8 Date: T1 W10 Date: T2 W8 Date: T3 W3/4
Project proposal
(statement of Intent, Research,
Class presentation)
Major Design Project
(Project Development, Designing &
Planning)
Mid-course Examination
Major Design Project
(Project Construction,
Documentation & Evaluation)
Trial HSC Examination
Ou
tco
me
s
H3.1, 3.2, 3.2, 4.2, 5.1, 6.1
H3.1, 3.2, 3.3, 4.2, 4.3, 5.1, 5.2
H1.1, 1.2, 1.3, 5.2, 6.1, 7.1, 7.2
H2.1, 3.3, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1, 6.2
H1.1, 1.2, 1.3, 5.2, 7.1, 7.1
Industry Study
15 5 10
Major project 60 10 20 30
Industry Specific Content
25 5 5 5 10
Component Total
100% 10 25 10 35 20
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 H2.1 Demonstrates proficiency in the use of safe working practices and workshop
equipment maintenance techniques
HSC ASSESSMENT GUIDE 2018 Page 42
H3.1 Is skilled in sketching, producing and interpreting drawings H3.2 Selects and applies appropriate research and problem-solving skills H3.3 Applies design principles effectively through the production of projects H4.1 Demonstrates competency in practical skills appropriate to the major project H4.2 Explores the need to outsource appropriate expertise where necessary to complement
personal practical skills H4.3 Critically applies knowledge and skills related to properties and characteristics of
materials/components H5.1 Selects and uses communication and information processing skills H5.2 Selects 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 Evaluates the impact of the focus area industry on the social and physical environment
Music 1 syllabus Outcome
Component (syllabus)
Weighting (syllabus) %
Task 1* Task 3 Task 2 Task 4 Task 5
T4 W10
T2 W10
T1 W10
T3 W3-4
T3 W3-4
Composition Musicology (Viva Voce)
Aural Mid-
Course Exam
Trial Electives
Trial HSC Aural Skills
Core Performance
H 1, 9, 10, 11
Performance Core
10 10
H 2, 3, 5, 6, 7
Composition Core
10 10
H 2, 4, 5, 6, 7, 10, 11
Musicology Core
10 10
H 4, 6, 7, 8 Aural Core
25
Task 2: 10%
10
15 Task 5:
15%
According to student selection
Elective 15 15
According to student selection
Elective 15 15
According to student selection
Elective 15 15
Marks 100% 10 10 10 45 25
Outcomes H-2,3,5-7 H-4-8
H-2,4-7,10,11
H-1-11 H-1,4,6-11
The same outcomes may be assessed by more than one task.
One task can assess more than one component.
Later tasks carry more weight.
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
HSC ASSESSMENT GUIDE 2018 Page 43
H3 Improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied
H4 Articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles
H5 Critically evaluates and discusses performances and compositions H6 Critically evaluates and discusses the use of the concepts of music in works representative of the topics
studied and through wide listening H7 Understands the capabilities of performing media, incorporates technologies into composition and
performance as appropriate to the topics studied H8 Identifies, recognises, experiments with, and discusses the use and effects of technology in music H9 Performs as a means of self- expression and communication H10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities H11 Demonstrates a willingness to accept and use constructive criticism
PD/H/PE
HSC Syllabus components
HS
C S
ylla
bus
We
ightin
gs %
Task 1 Option Core 2 Factors affecting Performance
Task 2 Mid-Course Exam Core 2 and Improving Performance
Task 3 Core 1 Improving Performance
Task 4 Trial HSC All modules
Tota
l
We
ightin
g
T 4 Wk 8
T 1 Wk 10
T 2 Wk 8
T 3 Wk 3/4
In Class application
Mid-Course Exam
Training Program
Trial Exam
Knowledge and understanding of: Factors that affect health The way the body moves
40
5
10
15 10 40
Skills in: Influencing personal and community health Taking action to improve participation & performance in physical activity
30 5 5 10 10 30
Skills in critical thinking, research and analysis
30 5 5 10 10 30
Task value % 25 20 25 30 100
Syllabus outcomes assessed by the task
H8, H13,H16, H17
H1, H2, H3, H4, H5, H14, H15, H16
H7, H8, H9, H10, H11, H16, H17
H1-17
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 sociocultural factors on the way people participate in and value physical activity
and sport (Option 2)
HSC ASSESSMENT GUIDE 2018 Page 44
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
Physics Syllabus
Component
Syll
ab
us
Weig
hti
ng
%
Task 1 Task 2 Task 3 Task 4 Task 5
T4 W8 T1 W10 T2 W7 T3 W5 T4 W3/4
Practical Mid-Course
Exam
Research & Practical
Research
Project
Trial HSC Exam
Knowledge & Understanding 40 10 10 20 Skills in planning &
conducting first-hand investigations,
communicating information & understanding based on
these investigations.
30 6.5
12 7
4.5
Skills in scientific thinking, problem solving & in
communicating, understanding & conclusions.
30 6.5 4 12
7.5
Marks 100% 13 14 24 17 32
Outcomes H2, 7, 11-15
H1-14 H1, 5, 7, 9, 11, 13, 14
H7-10, 13, 14.
H1-4, 6-12, 14
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 physics research 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
HSC ASSESSMENT GUIDE 2018 Page 45
H16 Justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science
Textiles and Design
Sylla
bus
Com
pone
nt
Sylla
bus
We
ightin
g %
Task 1 Task 2 Task 3 Task 4
Date: T4 W8
Date: T1 W10
Date: T2 W4
Date: T3 W3/4
Major Textiles Project Proposal
Mid-Course Exam
Oral Presentation of MTP
Trial HSC Exam
Assessment Component
1 50%
50
10 40
Assessment Component
2 50%
50 10
20 20
Marks 100% 10 30 10 40
Outc
om
e
s
(sylla
bus)
H 1.1, 1.2. 2.3
H 1.1, 1.2, 1.3, 3.1, 4.1
H 2.2. 3.1, 4.2 H 1.3, 3.1, 3.2, 4.1,
4.2, 5.1, 5.2, 6.1
HSC Course Outcomes A student: H1.1 Critically analyses and explains the factors that have contributed to the design and
manufacture of the major textiles project. H1.2 Designs a textile item/s that demonstrates an understanding of functional and aesthetic
requirements. H1.3 Identifies the principles of colouration for specific end-uses. H2.1 Communicated design concepts and manufacturing specifications to both technical and
non-technical audiences. H2.2 Demonstrates proficiency in the manufacture of textile items. H2.3 Effectively manages the design and manufacture of a major textiles project to
completion. H3.1 Explains the interrelationship between fabric, yarn and fibre properties. H3.2 Develops knowledge and awareness of emerging textiles technologies. H4.1 Justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific
end-uses. H4.2 Selects and justifies manufacturing techniques, materials and equipment for a specific
end-use. H5.1 Investigates and describes aspects of marketing in the textile industry. H5.2 analyses and discusses the impact of current issues on the Australian textiles industry. H6.1 Analyses the influence of historical, cultural and contemporary developments on
textiles.
HSC ASSESSMENT GUIDE 2018 Page 46
Visual Arts
Outcomes
(syllabus)
Component
(syllabus)
Weighting
(syllabus)
%
Task 1* Task 2* Task 3* Task 4* Task 5*
Date: T4 W6
Date: T1 W10
Date: T2 W8
Date: T3 W3-4
Date: T3 W6
Two weeks before BOSTES
submission
VAPD
BOW
ideas
Mid-Course Exam
VAPD
Progress BOW
HSC Trial Exam
VAPD
BOW
Final submission
H1-6 Art making 50 10 20 20
H7-10 Art Criticism
/Art History 50 15 25 10
H-1-6 H-7-10 H-1-6 H-7-10 H-1-10
Marks 100% 10 15 20 25 30
Code: VAPD – Visual Arts Process Diary BOW – Body of Work Task 1: VAPD / Progress BOW – Developing three possible directions for BOW in VAPD,
research, experimentation, artwork & evaluation Task 2: Mid-Course Exam - 25 marks three short answers / 25 marks essay Task 3: VAPD / Progress BOW - Evaluation of ongoing work in diary, developing
artworks and student explanations Task 4: Trial Exam - 25 marks three short answers / 25 marks essay Task 5: BOW / VAPD – Final evaluation of the conceptual and material aspects of the
body of work and critical evaluations of works and practice by student
HSC Course Outcomes A student: H1 Initiates and organises Art making practice that is sustained, reflective and adapted to
suit particular conditions H2 Applies their understanding of the relationships among the artist, artwork, world and
audience through the making of a body of work H3 Demonstrates an understanding of the frames when working independently in the
making of art H4 Selects and develops subject matter and forms in particular ways as representations in
art-making H5 Demonstrates conceptual strength in the production of a body of work that exhibits
coherence and may be interpreted in a range of ways H6 Demonstrates technical accomplishment, refinement and sensitivity appropriate to the
artistic intentions within a body of work H7 Applies their understanding of practice in art criticism and art history H8 Applies their understanding of the relationships among the artist, artwork, world and
audience H9 Demonstrates an understanding of how the frames provide for different orientations to
critical and historical investigations of art H10 Constructs a body of significant art histories, critical narratives and other documentary
accounts of representation in the visual arts
HSC ASSESSMENT GUIDE 2018 Page 47
Community & Family Studies
HSC Course Outcomes H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities H2.1 analyses different approaches to parenting and caring relationships H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups H3.2 evaluates networks available to individuals, groups and families within communities H3.3 critically analyses the role of policy and community structures in supporting diversity H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities H4.1 justifies and applies appropriate research methodologies H4.2 communicates ideas, debates issues and justifies opinions H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources H5.2 develops strategies for managing multiple roles and demands of family, work and other environments H6.1 analyses how the empowerment of women and men influences the way they function within society
Component
being
assessed
Task 1
Task 2
Task 3 Task 4
Total
%
Date of
Task
Week 5 & 10
Term 4
Week 10
Term 1
Week 7
Term 2
Weeks 3-
4Term 3
Type of
Task IRP
Half Yearly
Exams
Case Study
“Groups in
Context”
Trial HSC Exam
Topics Core 1 Core 1 & 2
Core 2 All
Knowledge and understanding of
how the following impact on
wellbeing:
• resource management
• positive relationships
• range of societal factors
• nature of groups, families and
communities
10 10 20 40
Skills in:
• applying management processes
to meet the needs of individuals,
groups, families and communities
• planning to take responsible
action to promote wellbeing
10 5 10 25
Knowledge and understanding
about research methodology and
skills in researching, critical
thinking, analysing and
communicating
20 5 5 5 35
Outcomes H4.1, H4.2
H2.2, H2.3,
H3.1, H4.1,
H5.1, H6.2
H1.1, H2.2,
H2.3, H3.1,
H3.3, H4.1, H4.2
H5.1, H6.2
H1.1 - H6.2
TOTAL 30 15 30 25 100
HSC ASSESSMENT GUIDE 2018 Page 48
H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments
Ancient History Ancient History HSC Assessment Grid
Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting
Cities of
Vesuvius:
Pompeii &
Herculaneum
Mid-
Course
Exam
Historical
period
Personality Trial HSC
Examination
Term 4,
WK 8
Term 1,
WK 10
Term 2,
WK 4
Term 2,
WK 10
Term 3, WK
3/4
H1.1, H.2.1,
H3.1, H3.2,
H3.3, H3.6
H1.1,
H3.1,
H3.2,
H3.5,
H4.2
H1.2,
H2.1,
H3.1,
H3.2,
H4.2
H3.1, H3.3,
H3.6, H4.2
H1.1, H2.1,
H3.1, H3.3,
H3.4, H4.1,
H4.2
Knowledge
and
understanding
of the course
content
5 5 5 25 40
Source-based
skills
5 5 5 5 20
Historical
inquiry and
research
10 5 5 20
Communicatio
n of historical
understanding
in appropriate
forms
5 5 5 5 20
Marks 20 15 15 20 30 100 Task 1, 3 and 4 - 55% Non-Exam Items
Task 2 and 5 - Exam Items
HSC Course Outcomes A student:
H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.5 analyse issues relating to ownership and custodianship of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources 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
HSC ASSESSMENT GUIDE 2018 Page 49
Senior Science
Ou
tco
mes
(syllab
us)
Co
mp
on
en
t
(syllab
us)
Weig
hti
ng
%
Task 1 Task 2 Task 3 Task 4 Task 5
T4 W7 T1 W10 T2 W6 T3 W5 T3 W3-4
Research Project
Mid-Course
Exam
Research Report
Skills Test Trial Exam
H 2, 4, 7, 8, 9, 13, 14
Lifestyle Chemistry
25 10 5 8
H 1, 6, 7, 9, 12
Medical Technology
25 10 5 9
H 3, 5, 10, 11, 12, 13, 14, 16
Information Systems 25 5 5 8
H 1, 4, 11, 14, 15, 16
Option 25 5 20 10
Marks 100% 20 15 10 20 35
HSC Course Outcomes A student: H1 Discusses advances in scientific understanding and technology that have changed the direction
or nature of scientific thinking H2 Applies the processes that are used to test and validate models, theories and laws, to
investigations H3 Assesses the contribution of scientific advances on the development of technologies H4 Assesses the impacts of applications of science on society and the environment H5 Describes possible future directions of scientific research H6 Describes uses of the Earth’s resources H7 Identifies effects of internal and external environmental changes on the human body H8 Relates the properties of chemicals to their use H9 Relates the structure of body organs and systems to their function H10 Discusses ways in which different forms of energy and energy transfers and transformations are
used H11 Justifies the appropriateness of a particular investigation plan H12 Evaluates ways in which accuracy and reliability could be improved in investigations H13 Uses terminology and reporting styles appropriately and successfully to communicate information
and understanding H14 Assess the validity of conclusions from gathered data and Information H15 Explains why an investigation is best undertaken individually or by a team H16 Justifies positive values about and attitudes towards both the living and non-living components of
the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science
HSC ASSESSMENT GUIDE 2018 Page 50
Legal Studies
Outcomes Component
(syllabus)
Wei
gh
tin
g %
(syl
lab
us)
Task 1 Task 2 Task 3 Task 4
Date:
T4 W8
Date:
T1 W10
Date:
T2 W9
Date:
T3 W3-4
Term 4 Test
Researched In class Essay
in Mid-Course
Research Assignment
/ Oral
HSC Trial Exam
H 1, 2,3, 4, 5, 6, 7, 8, 9, 10
Knowledge & understanding
60
15 5 5 35
H 1, 2, 4, 5, 6, 7, 8, 9, 10
Research
20 20
H 1, 2,3, 4, 5, 6, 7, 8, 9, 10
Communication 20 5 10 5
Marks 100% 15 30 15 40
Outcomes
H 1, 2,3, 6, 9 H 1, 2, 4, 5, 6, 7, 8, 9
H 1, 2, 4, 5, 6, 7, 8, 9, 10
H 1, 2,3, 4, 5, 6, 7, 8, 9, 10
HSC Course Outcomes A student: H1.1 Applies domestic and international legal vocabulary in appropriate contexts H1.2 Assesses the role of Australian and major international legal institutions H2.1 Explains the origins and sources of Australian and international law H2.2 Compares similarities and contrasts differences in relation to customary law, statutory law,
common law and international law H2.3 Evaluates the effectiveness of domestic law in responding to global challenges H3.1 Analyses the interrelationship between law, justice and society and the changing nature of law H3.2 Assesses how cultures and values of different groups within society impact on the legal system H3.3 Evaluates the effectiveness of the processes and mechanisms of change in the legal system H3.4 Analyses legislation, cases, media reports and opinions to review arguments for change and
reform in the law H4.1 Analyses specific problems encountered in gaining access to the legal system H4.2 Assesses the effectiveness of dispute resolution mechanisms H4.3 Explains rights and responsibilities and evaluates the provisions of domestic and international
legal systems in addressing these issues H5.1 Selects and organises relevant legal information from a variety of sources and evaluates
information and sources for usefulness, validity and bias H5.2 Investigates, analyses and synthesises legal information from a variety of perspectives and
presents the findings of investigations H5.3 Communicates through well-structured texts to describe, explain, argue, discuss, analyse,
evaluate and apply legal information, ideas and issues using appropriate written and oral forms H5.4 Uses planning and review strategies to manage effectively the competing demands of complex
tasks and makes effective use of time and resources.
HSC ASSESSMENT GUIDE 2018 Page 51
Food Technology
Component (syllabus)
Syllabus Weighting
%
Task 1 Task 2 Task 3 Task 4 Task 5
Date: T4 W8
Date: T1 W5
Date: T1 W10
Date: T2 W6
Date: T3 W3/4
Food Manufacture Nutrition Research/Proof
Mid-Course Exam
AFI Trial HSC Exam
Outcomes
1.1, 4.2 1.4, 2.1, 3.2, 4.1, 5.1
1.1, 1.2, 1.3, 1.4,
1.1, 1.2, 1.3, 1.4, 2.1, 3.1
All except 3.2, 4.1
Knowledge and Understanding
20 10
10
Research and Analysis and
Communication 30
Depth Study of an
Organisation in the Food
Industry 15
5
Experimentation and Preparation 30
Food Preparation
15
5
5
Design, Implementation and Evaluation
20 5
Marks 100% 15 20 25 15 20
HSC Course Outcomes A student: H1.1 Explains manufacturing processes and technologies used in the production of food products H1.2 Examines the nature and extent of the Australian food industry H1.3 Justifies processes of food product development and manufacture in terms of market,
technological and environmental considerations H1.4 Evaluates the impact of food manufacture on the individual, society and environment H2.1 Evaluates the relationship between food, its production, consumption, promotion and health H3.1 Investigates operations of one organisation within the Australian food industry H3.2 Independently investigates contemporary food issues H4.1 Develops, prepares and presents food using product development processes H4.2 Applies principles of food preservation to extend the life of food and maintain safety H5.1 Develops, realises and evaluates solutions to a range of food situations
HSC ASSESSMENT GUIDE 2018 Page 52
Work Studies
Component
(syllabus)
Weighting
syllabus
%
Task 1 Task 2 Task 3 Task 4
Date:
T4 W8
Date:
T1 W10
Date:
T2 W9
Date:
T3 W7
Budget Analysis
Research Task
Report Survey & Report
Personal Finance 25% 25%
Work/life committments
25% 25%
Workplace Issues 25% 25%
In the Workplace 25% 25%
Marks 100% 25% 25% 25% 25%
Outcomes 5, 7, 9 1, 2, 3, 6, 8 & 9
1, 2 , 3, 4 6, 8, 9
HSC Course Outcomes A student: 1. investigates a range of work environments 2. examines different types of work and skills for employment 3. analyses employment options and strategies for career management 4. assesses pathways for further education, training and life planning 5. communicates and uses technology effectively 6. applies self-management and teamwork skills 7. utilises strategies to plan, organise and solve problems 8. assesses influences on people’s working lives 9. evaluates personal and social influences on individuals and groups
HSC ASSESSMENT GUIDE 2018 Page 53
History Extension
ASSESSMENT SCHEDULE
(subject to minor changes)
Assessment of the components of the HSC History Extension course is designed to provide
a balance of assessment across the total internal and external assessment program in order
to ensure valid assessment of all course outcomes.
1. External Assessment = Written Examination 50%
(2 essay questions – 25% each)
2. Internal Assessment =
Trial HSC 10%
Project Proposal 5%
Process Log 5%
2500 Word Essay 20%
Bibliography 10%
Total 100%
Due Dates (subject to change):
a. Proposal for History Project 12th February 2018
b. Process Log (ongoing – collected 4 times) … 2018
c. Essay & Bibliography … Week 9, Term 2, 2018
d. Trial HSC……………… Week 3, Term 3, 2018
e. HSC……………………………. October 2018