St Paul’s Catholic College

Year 12 HSC & ATAR Information Evening 2019

Prayer & Welcome

Mrs Brownlee

This presentation will cover:

RoSA, HSC & ATAR – Mrs O’Gorman

UAC – Mr McLoughlin

The HSC Year Ahead – Mr Selmes

Record of School Achievement

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

The Higher School Cert i f icate

• is the culmination of a student’s school career

• is the highest educational award that can be achieved at secondary school in New South Wales

• reports student achievement in terms of a standardachieved in individual courses

• presents a profile of student achievement across a broad range of subjects

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

NSW HSC Testamur

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

HSC Record of Achievement

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

Most BDC HSC courses listed with Assessment Mark,

Examination Mark, HSC Mark and Performance Band

All Preliminary

and Stage 5

courses will be on

separate

certificates

HSC Course Structure

• All courses in the HSC have a unit value

• Most courses are 2 units which equates to 120 hours of

study and an HSC result out of 100

• Some courses are 1 unit. This is equivalent to 60 hours of study and a HSC result out of 50

• Many 1 unit courses are extension courses, enabling 3 or 4

units of a course to be studied

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

Requirements for the HSC

Year 11

• minimum of 12 units students must satisfactorily completethe Year 11 course before commencing the corresponding Year 12 course

Year 12

• minimum of 10 units

• At St Paul’s ALL students MUST study English (NESA) & MUST study at least one unit of Religion (CSO)

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

SATISFACTORY COMPLETION OF A COURSE

Students must:

• follow the course developed or endorsed by NESA

• apply themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, and

• achieve some or all of the course outcomes

VET Board Developed Courses require students to complete mandatory work placement

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

Warning Letters – ‘N’ Determinations

Failure to meet any of these requirements may lead to an ‘N’ determination.

Students will receive TWO warnings from the school.

ADDITIONAL COMPLETION REQUIREMENTS FOR HSC COURSES

Students must:

• complete HSC assessment tasks that contribute in excess of 50 per cent of available marks in courses where internal assessment marks are submitted, and

• sit for and make a serious attempt at any requisite Higher School Certificate examinations for a course

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

How is the HSC Mark Determined?

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

• 50% of your final mark in each subject.• Is used to calculate the HSC Mark in the event of a

successful Illness / misadventure appeal.• HSC standards concerning cheating and plagiarism

apply.

School Assessment

• 50% of HSC Marks are derived from school-basedassessment.

• 50% of HSC Marks are derived from NESA tasks. While this is predominantly the final HSC Exam, it also includes other ‘tasks’ such as major works and performances.

• School assessment marks in each course are moderated to ensure parity between schools.

HSC Mark

HSC Record of Achievement

Examination Assessment HSC Band

Mark Mark Mark

2U Business Studies 83/100 77/100 80 5

2U English Advanced 77/100 73/100 75 4

2U Mathematics 75/100 83/100 79 4

2U Modern History 84/100 80/100 82 5

2U Visual Arts 80/100 84/100 82 5

2U French Continuers 89/100 85/100 87 5

• Student performance is reported in relation to standards.• Students receive a mark out of 100 and a place within one of six

performance bands.• Band 6 is the highest and Band 2 is the minimum standard expected.• Band 1 (0-49 marks) is considered to be below the minimum expected

standard.• There is no predetermined proportion of students to be awarded each

performance band and thus the quantities in each band varies from year to year.

HSC Standards and Bands

Band 690-100

a highly developed understanding of practice and a sustained reflective engagement informed by a knowledge of possibilities, conventions, processes and ways to proceed both practically and conceptually an authoritative understanding of the artworld acknowledging the complex and subtle relations among the artist, artwork, world and audience a sophisticated understanding of how different interpretive frameworks can be employed to represent a point of view a sophisticated understanding of how ideas and interests may be represented involving a synthesis of the interpretation of content/subject matter and the form of the work a highly developed understanding of how meaning is sustained at a number of levels through engagement with practice, artworld agencies and interpretive frameworks resolution, coherence, completeness which is outstanding, innovative and cutting edge

Band 580-89

a well developed understanding of practice and a sustained engagement involving a knowledge of possibilities, conventions, processes and ways to proceed both practically and conceptually an accomplished understanding of the artworld involving relations among the artist, artwork, world, and audience an accomplished understanding of how different interpretive frameworks can be employed to represent a point of view a well developed understanding of how ideas and interests may be represented involving a synthesis of the interpretation of content/subject matter and the form of work an accomplished understanding of how meaning is sustained at a number of levels that involve practice, artwork agencies and interpretive frameworks resolution, coherence, completeness which is accomplished

Band 470-79

a sound understanding of conventions, processes and possibilities of practice a sound understanding of the artworld and relations among the artist, artwork, world and audience a good understanding that interpretive frameworks inform a point of view a sound understanding of representation by attempting some synthesis and interpretation of the content/subject matter and the form of the work a good understanding that meaning can be sustained at a number of levels by makers, audiences and artworks consideration of the need to adapt, refine and select ideas and approaches employed to achieve resolution resolution, cohesion, completeness which is sound

Band 360-69

some understanding of conventions, processes and possibilities available to them yet demonstrates a limited engagement a basic knowledge of the artworld understood and described as artist, artwork, world and audience a foundational understanding of how different points of view may be possible but has difficulty presenting their own point of view a basic understanding of representational issues by attempting to select and organise the subject matter/content and form of the work some basic awareness that different meanings are possible in the visual arts a foundational understanding of ideas and approaches to achieve resolution

Band 250-59

some understanding of conventions, processes and possibilities of practice a simple understanding of the artworld involving some knowledge of a few artists and artworks some understanding that points of view are possible and may differ from their own a limited understanding of how ideas and subject matter and materials can be represented a belief that meaning is self-evident or apparent in their own and others’ work a limited selection of ideas and approaches to achieve resolution

Band 1 A mark in this band indicates that the student has achieved below the minimum standard

Moderation – Why?

Raw assessment marks are obtained differently in each school.

Assessment tasks vary in style and complexity both within and between schools.

Marking scales may vary between different courses and between different schools.

Moderation – The Process

Assessment Rank Order does not change

The top and bottom exam marks set the limit for the top and bottom assessment marks.

The total marks scored in the exam by all SPCC students is then distributed according to our ranked order whilst maintaining the ‘gaps’ between students.

ATAR

Australian Tertiary Admission Rank

Austral ian Tert iary Admission Rank

The Australian Tertiary Admission Rank (ATAR):

• is for students wishing to gain a place at a university

• is a rank NOT a mark

• provides information about how a student performs overall in relation to other students

Y e a r 1 0 S u b j e c t S e l e c t i o n f o r S t a g e 6

NSW Education Standards Authority

ATAR Eligibility The Australian Tertiary Admission Rank (ATAR) is issued by the Universities Admissions Centre (UAC). The ATAR is based on an aggregate of scaled marks in 10 units of ATAR courses comprising:

2 units of English

The best 8 units from the remaining units, which can include no more than two units of Category B courses.

Mathematics Standard 1 is a Category B course, as are English Studies and VET courses that have HSC examinations.

Students can study more than one Category B course for the HSC, but only one can be used in the calculation of their ATAR.

HSC MATHEMATICS STANDARD 1 INFORMATION FOR STUDENTS

SCALING

Your marks in different courses are not comparable. They cannot just be added together to derive your ATAR.

Some form of adjustment must be carried out before an overall measure of achievement can be determined. This is called scaling.

As a starting process for this procedure, it is important that all subjects are brought to a common scale.

SCALING

“The underlying principle of scaling in the calculation of the ATAR is that a student should neither be advantaged nor disadvantaged by choosing one HSC course over another.”

Why is my ATAR so low when

my HSC marks are so high?

This is not surprising. Your HSC marks and Scaled marks are different.

HSC MARKS:

•Provide information about how well you have gone in EACH course you have completed.

•Are the average of your aligned exam mark and moderated school assessment mark

•Are reported against standards, with students being placed in bands that indicate the standards they have reached

•Are provided by NESA

ATAR:

•Is a Rank, not a mark

•Provides information about how well you have performed OVERALL against other students

•Allows the comparison of students who have completed different combinations of course

•Is provided by the UAC

◦To obtain a middle ATAR, which is approximately 70.00, a student will have to be in the middle of most courses. A middle student will generally have HSC marks that lie between 70 and 80.

◦Because of the large percentage of students placed in Band 4, the ATARs of students with HSC marks around 80 will be very different from the ATARs of students with HSC marks around 70.

Any attempt to predict the ATAR from HSC results has always been strongly discouraged, as it is likely to be misleading and potentially damaging.

It is impossible to determine someone's ATAR from their HSC results, or indeed to understand it in terms of them. Nonetheless, many persist in trying to do so.

BE WARY OF ONLINE ESTIMATORS

AP Teaching & Learning

Confirmation of EntriesNESA PaperworkSupport & Advice

BALANCE / MODERATION

• 30 Minutes per 2U subject per night

• Communicate with your teachers - seek feedback

• Communicate with your family.

• More than a quarter of the time has elapsed – have I done a quarter of the work?

• Don’t be fooled by your “comfortable” peers – other people in the state are working hard.

• Major works should be ready ahead of the HSC schedule.

WHY should you commit? Because the other students in the state are!

COLLEGIAL EFFORT! The better you do - the better everyone here can do! Don’t let yourself or your peers down.

Effort An earnest (serious, committed) and conscientious

(painstaking, diligent) activity intended to do or accomplish

something.

Success is dependent on EffortSophocles 496 BCE

PerseveranceTo persist in anything undertaken; persist to

maintain a purpose in spite of difficulty, obstacles, or

discouragement; persist continue steadfastly.

How will I leave St Paul’s?

https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=21&ved=2ahUKEwiZj-

SWssTgAhWQfCsKHWznBPcQFjAUegQIAxAB&url=https%3A%2F%2Fwww.matrix.edu.au%2Fbeginn

ers-guide-to-atar-scaling%2F&usg=AOvVaw3vT3c-Uqd4r7R0Nhrnl2Bc

UAC

https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=11&cad=rja&uact=8&v

ed=2ahUKEwjUiM_vtMTgAhVKFHIKHV5GBSEQFjAKegQIBhAB&url=https%3A%2F%2Fwww.uac.edu

.au%2Ffuture-applicants%2Fatar%2Fhow-your-atar-is-

calculated&usg=AOvVaw29d9vhfbfv2t5hVB6Mws7v

Additional Resources

2018 HSC Rules and Procedures Booklet https://hsc-study-guide-2018.smh.com.au/

NESA Students Online https://studentsonline.nesa.nsw.edu.au/