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HSC Assessment Manual 2013 “an educated woman means there is an educated society� Archbishop John Bede Polding Founder of the Sisters of the Good Samaritan


HSC ASSESSMENT MANUAL

2013

Dear Students and Parents/Carers This document complements your Course Handbook. Students and Parents/Carers should take time to read it carefully as it contains important information of which you should be aware. The document is divided into the following sections: • • • • • • • •

General requirements for HSC The purpose and nature of assessments tasks Your rights regarding school assessment Your responsibility regarding assessment tasks and examinations Plagiarism and Malpractice Protocol for change of Assessment Date College Reporting Specific advice relating to assessment for each subject

The process of assessing a student’s achievement of outcomes at St Mary Star of the Sea College is based on respect for the integrity of each person and on justice and equity for all. We expect that students will approach assessment in good faith; with a desire to demonstrate their best work as honestly as possible. The College will not make any decisions with respect to assessment which do not respect the integrity of all students and teachers or which do not promote justice for all.

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INDEX General requirements for HSC page 4 The purpose and nature of assessment tasks page 6 Your rights regarding school assessment page 7 Right to Appeal page 8 Your responsibility regarding assessment tasks and examinations page 9 Plagiarism and Malpractice page 16 Protocol for change of Assessment Date page 19 College Reporting page 20

Specific advice relating to assessment for each subject: BOARD DEVELOPED COURSES Biology Business Studies Chemistry Community & Family Studies Dance Design & Technology Drama Economics English Standard English Advanced English Extension I English Extension II Food Technology French Continuers Geography History Ancient History Modern History Extension Industrial Technology Italian Continuers

HSC Assessment Manual 2013

page 21 page 22 page 23 page 24 page 25 page 26 page 27 page 28 page 29 page 30 page 31 page 32 page 33 page 34 page 35 page 36 page 37 page 38 page 39 page 40

Legal Studies General Mathematics Mathematics Mathematics Extension I Mathematics Extension II Music I Music 2 Music Extension PDHPE Physics Society & Culture Studies of Religion I Studies of Religion II Textiles and Design Visual Arts

page 41 page 42 page 43 page 44 page 45 page 46 page 47 page 48 Page 49 page 50 page 51 page 52 page 53 page 54 page 55

Board of Studies – Sample of Official Warning Letter, Non Completion of a HSC Course Submitted Works and Practical Exams Submission and Certification Conjunctives and Connectives Glossary of Key Words

page 56 page 58 page 59 page 60 page 62

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What happens if you are unable to attend school or arrive late on the day to complete or hand in an assessment task

You will be given a zero for the task

You will be given a zero for the task

You will be given a zero for the task

no

no

no

ILLNESS

MISADVENTURE

You must ring the College by 8.45am

You must ring the College by 8.45am

Have all relevant parts of Section A and B of the Illness/Misadventure form completed.

Have all relevant parts of Section A and B of the Illness/Misadventure form completed.

See the Academic Care Coordinator with completed Illness/Misadventure form (including Year Coordinator’s signature) on return to school.

See the Academic Care Coordinator with completed Illness/Misadventure form (including Year Coordinator’s signature) on return to school.

no

You will be given a zero for the task

no

You will be given a zero for the task

no

You will be given a zero for the task

Academic Care Coordinator will give completed forms to the relevant KLA Coordinator for decision.

KLA Coordinator or class teacher will advise student of decision and return Illness/Misadventure form to Academic Care Coordinator for any further action.

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GENERAL REQUIREMENTS FOR HSC Eligibility To be eligible for the award of the Higher School Certificate you must: • •

have satisfactorily completed your courses sit for and make a serious attempt at the HSC external examination.

Satisfactory completion of a course You will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that you have: • • •

followed the course developed or endorsed by the Board of Studies applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school achieved some or all of the course outcomes.

If you do not complete a course satisfactorily, you receive an “N” (non-completion of course requirements) determination. If at any time you are at risk of being given an “N” determination in any course, you will be interviewed by the Academic Care Coordinator and your parents may be contacted. If the College determines that an “N” Warning is warranted you will receive an official warning letter. The letter will indicate the areas of concern and you will be given some time to show improvement.

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What will put me at risk of an “N” determination? 1. If you do not make a genuine attempt at assessment tasks which contribute more than 50% of the available marks. 2. If, in your teacher’s professional judgment, you are not making a genuine attempt to complete the course requirements. This could occur if you: • • • •

are frequently absent are frequently late to class frequently fail to complete homework or class tasks behave in a manner which does not reflect diligence.

What happens if I get an “N” determination in a course? 1. That course will not appear on your Record of Achievement. It is then likely you will not meet the pattern of study requirements (eg not have enough units) and hence be ineligible for the HSC in that year. 2. You have the right to appeal against an “N” determination. To do this, you must obtain a form from the Director of Teaching and Learning and follow the procedures outlined.

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PURPOSE AND NATURE OF ASSESSMENT TASKS Purpose of assessment tasks As you are already aware, assessment tasks are a feature of all Preliminary and HSC courses. The reason for these assessment tasks is that the College is required to provide the Board of Studies with an assessment mark for each course you undertake in the HSC Year. Your assessment mark in a course comprises the results of a number of assessment tasks administered throughout the course. As assessment tasks are used for measuring your achievement of outcomes at points during the course, a better indication of overall achievement of the outcomes is obtained rather than by a single examination. Therefore, assessment tasks should give you an incentive to maintain a consistently high level of learning and of study. Nature of assessment tasks Assessment tasks may be administered in any of the following ways: • • • •

written, practical, oral/aural tasks class and/or home assignments including essays, fieldwork and practical tasks individual and collaborative projects (of varying degrees of length and complexity) research task

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YOUR RIGHTS What rights do I have regarding school assessment? The College has developed an assessment program for each course you will undertake. In scheduling assessment tasks, the College is mindful of the demands these tasks will have on you. Hence, every effort has been made to distribute the tasks as evenly as possible throughout your courses. You will be given advice, including: • • • • • • •

the components and their weighting the general nature of each assessment task a calendar of when all of your assessment tasks are planned to take place the percentage value of each task in relation to the total mark for the course details of administrative arrangements associated with task (eg how the College will deal with absence, late submission of tasks, illness during the task, etc) details of the College’s procedures for dealing with suspected malpractice in assessment tasks and examinations how you may appeal against decisions which you feel are unfair in relation to assessment tasks and examinations

You will also receive clear feedback on your performance for every assessment task you do. This advice will: • •

indicate the outcomes you have or have not attained indicate your relative position (rank) within the course.

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You will be given at least two weeks notice in writing of the scheduled date and nature of an assessment task. Furthermore, if changes need to be made to the scheduled date and/or the nature and/or the weighting of an assessment task, you will be informed in writing at least two weeks prior to the scheduled date of the task. You may be granted special provisions if you have special needs. Such provisions may include permission to move, extra time, consume food or drink and use a scribe and/or reader in accordance with Board of Studies regulations.

Right to Appeal You have the right to appeal to the College if you feel that you have been disadvantaged in an assessment task. The appeal must be in writing addressed to the Director of Teaching and Learning. The only matters that the school will consider for appeals are in regards to: 1. the administration of the task (eg: timing errors or errors in the task) 2. computational errors in determining the mark It will be at the discretion of the Director of Teaching and Learning whether individual assessment tasks will be remarked. What rights do I have to appeal against my final HSC rank in a subject? You may seek a school review of your rank, which may result in your appealing to the Board of Studies. This appeal should be lodged by the last day of the HSC at the College.

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YOUR RESPONSIBILITY The following information is designed to help you know what procedures you must follow regarding assessment tasks and examinations. This section also explains possible outcomes if you do not follow these procedures. General information 1. You must handin the completed illness/misadventure form for any absence on the day of an assessment task. Notes from parents/carers regarding illness will not be accepted. 2. Your parent/carer must ring the College by 8.45am if you are absent on the day of an assessment task. 3. All work submitted, either as an assessment task or in an examination, must be your own work. 4. You must be punctual for assessment tasks and examinations. If you are late for an assessment task or an examination you will not be given extra time unless you can document illness or misadventure. 5. If an assessment task is to be handed in, it is to be submitted to the College by 1.30pm on the due date. 6. Dental and medical appointments or holidays may not be regarded as appropriate reasons for absence from assessment tasks and examinations and a zero award may be awarded. 7. You are not permitted to sit for an assessment task or an examination prior to the date and time it is scheduled. 8. As assessment tasks must measure your actual performance, not your potential performance, the assessment marks you obtain cannot be modified to take into account possible effects of illness or misadventure situations.

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9.

If you are absent on the day that information relating to an assessment task is distributed to the class, it is your responsibility to inform your teacher and obtain such information from her/him. Extra time may not be granted.

10. Technology failure will not be considered a valid reason for appeal. 11. Misreading of the exam timetable is not counted as a valid reason for absence/lateness from an exam. 12. Should a task be deemed invalid, the College may use a variety of methods to ensure a fair and just outcome for all students involved. The methods may include reducing the weighting assigned to the task and an additional task or a replacement task may be organized. This will be at the discretion of the Principal. In the event of an invalid task the following may not be used as grounds for appeal:• •

any marks associated with this task the task has been re-administered

13. The Principal has the discretion to make rulings in special cases or exceptional circumstances regarding assessment.

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HAND-IN ASSESSMENT TASKS If an assessment task is to be handed in, it must be submitted to the College between 8.00am and 1:30pm on the due date. Students must be in attendance on the day of the due assessment task. Students who arrive late to the College on the submission due date of an assessment task, and who do not have free periods, must complete an illness/misadventure form. Documentary evidence (a doctor’s certificate or a letter from a suitably qualified person) giving details of the absence must also be provided. If not handed in by 1:30pm due to illness/misadventure a form must be completed. If the cause of lateness or non-submission is not illness or misadventure, a zero may be awarded. What if I am unable to come to school or arrive late on the day of an assessment task hand-in? 1. You or your parent/carer must arrange to have your assessment task brought to the College and handed in at the College reception by 9.30am. 2.

If it is impossible to carry out step 1, then on the morning of your return to school, you must: • • •

submit the assessment task to the Academic Care Coordinator before 8.45am. obtain the signature of the Year coordinator on a completed Illness/Misadventure form. return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator within 2 days of your return to school or you may be given a zero award.

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What if I am unable to come to school or arrive late on the day of an assessment task examination? 1.

You or your parent/carer must ring the College by 8.45am on the day of the task/exam and advise the College of your reason for not attending.

2.

On the morning of your return to school, before 8.45am, you must: • •

obtain the signature of the Year Coordinator on a completed Illness/Misadventure form. return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator or you may be given a zero award.

What if I know in advance I will be absent on the day of an assessment task or an examination, or on the day an assessment task is due? 1.

Prior to the day in question, you must seek permission in writing from the College Principal. Only in exceptional circumstances will this leave be granted.

2.

Documentary evidence detailing your absence must accompany your application.

CAN I APPEAL A PENALTY OR ZERO AWARD? You have 7 days to appeal a penalty or zero award. Appeal forms can be obtained from the Academic Care Coordinator.

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APPLYING FOR LEAVE All leave must be approved by the Principal. If you wish to apply for leave you must detail all assessment tasks that will be affected by that leave. It is your responsibility to obtain this information from all appropriate Subject Coordinators. The Principal will determine whether the assessments missed will be awarded an estimate or zero depending on the reason for leave. Can I apply for an extension of time to complete an assessment task? You may apply for an extension of time to complete an assessment task if you have had a prolonged absence from school or have other valid reasons. Prior to the day your assessment task is due, you must discuss your circumstances with the Academic Care Coordinator and complete an Illness/Misadventure form. Documentary evidence detailing your reason for requesting an extension of time must accompany your application. An Illness misadventure appeal may be used when a student considers their performance has been affected by illness or misadventure immediately prior (no more than 5 days) before an assessment task or examination.

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What happens after I have submitted an Illness/Misadventure form? 1. The Academic Care Coordinator and the Subject Coordinator will then decide whether the reason for you not completing or not submitting the assessment task is valid. In certain circumstances, appeals will be reviewed by the Illness/Misadventure Review Committee chaired by the Director of Teaching and Learning. 2. If your reason is considered valid you may: • sit for an alternate task as soon as feasibly possible, or • be granted an extension of time, or • be given an estimate at the end of the course based on your overall achievement in that course. 3. If your reason is not considered valid: • • • •

the Academic Care Coordinator will discuss the matter with you you will receive a zero mark for that assessment task a letter will be sent to your parents/carers informing them of the College’s decision to award you a zero mark all documentation relevant to your appeal will be kept by the Academic Care Coordinator.

What happens if I receive an estimate for an assessment task or an examination? If you receive an estimate for an assessment task or an examination, the estimate you receive will be based on your performance on all other relevant completed tasks. You will not be notified of the rank or the estimated mark for that task.

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Is there any other malpractice for which I may receive a zero mark or a penalty for an assessment task? The following malpractice will cause you to receive a zero mark: • • • • •

submitting a task which you or another student may have already submitted for that subject or another subject the College proves that you were dishonest in the preparation or completion of a task. not following College rules regarding examination and assessment procedures. cheating in an examination or assessment task your mobile phone ringing during an assessment task or examination

The following malpractice will cause you to receive a penalty (which may be a zero mark): • your work is plagiarised from either written or electronic source. The penalty imposed will reflect the extent to which the material in the task has been plagiarised. This will be at the discretion of the Director of Teaching and Learning.

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PLAGIARISM AND MALPRACTICE We want our students to learn with integrity, and to approach assessment with a clear sense of what is right and wrong. Most of our students have access to a computer at home, and this is very often the first thing they turn to when preparing work for school. In this rapidly changing digital age, the rights and wrongs of preparing for and presenting assessment is less clear, and sometimes students present work which is not entirely their own. They use the words, creations and ideas of others without acknowledging the author. It is so easy to do, but it is also unethical and does not teach our students integrity in their learning. It can also give students an unfair advantage in their assessment. This is called malpractice. When the College measures student learning through assessment, we find that some students do not place as high a value on their own ideas and creations as we would want them to. We are taking steps to teach students quality research skills, as well as the ethics for learning. This covers avoiding plagiarism and copying and using internet resources wisely. What the College will do Our college website contains resources to help students plan their school work better. You will find there is important information about how to use Search Engines (like Google) wisely, and how to take notes in a way that reduces the risks of copying another person’s ideas and creations. We will also present students with resources about copyright and intellectual property, and ways to use other people’s work respectfully. We will teach students how to reference their research and how to present a bibliography which shows the source of the information they have used. This is a feature of all research based school assessment and project work. What if malpractice is suspected? If a student presents work that appears to not be her own, we will speak to her about it and contact you to let you know we are looking into your daughter’s work. If it turns out that some or all of your daughter’s work is the product of malpractice, she will be penalised in proportion to the amount of her work affected by the malpractice. If it is a very substantial amount, this could mean receiving zero for the task. HSC Assessment Manual 2013

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Parents will be notified of the outcome of our enquiries in writing. What students must do Students must give credit to the authors and artists whose work they use. For most hand-in assessment task, a bibliography is a requirement. Even if a bibliography is not mentioned in the notification, it is still excellent practice to compile and submit one. Students must work on individual tasks by themselves and present work that is entirely their own. When you receive an assessment… • • • •

Plan your time Break the task into parts Ask your teacher if there are preferred sources for information Compile a set of questions that you need to answer to complete the task

When you are online… • • • • •

Start your bibliography at www.bibme.org, and enter every site or book you use Use the questions you asked (above) to structure your searching Do not go straight to Google. Check the school library website and databases first Always use a different colour pen or font when you are taking down quotes and use big quote marks around them. Include the source of the quote in your notebook For images, music and media, use work that is licensed under Creative Commons (www.creativecommons.org). These authors are happy to share, if you acknowledge them.

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When you are writing • • • • • • • •

Refer back to your assessment instructions often, to check you are on the right track Trust your own ideas and words Show quotes as quotes and include the author and the year of the quote in brackets after the quote (or you could use footnotes) Do not paraphrase (change some words or expressions) as this is still plagiarism. If you must paraphrase, make reference to the author Do not work too closely with other students, or your work may look the same Produce an accurate and complete bibliography before you write your final draft Check the instructions for bibliographies and references in your College diary. We use the Harvard or MLA format Ask your teacher or Librarian if you are unsure whether you have given adequate credit or produced a good bibliography.

OUTSIDE TUTORS Assessment schedules must be submitted to the College at the commencement of the HSC course for the Principal to approve. Results from individual assessment tasks as well as the final HSC Assessment result must be submitted to the College by the outside Tutor. It is the responsibility of the College to submit the final assessment to the Board of Studies for students studying courses with an outside tutor.

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PROTOCOL FOR CHANGE TO ASSESSMENT DATE Director of Teaching and Learning is responsible for scheduling all assessment for reporting tasks. Preliminary and HSC assessment dates are published on the term College calendar. Dates and weeks for the scheduling of all assessment tasks are completed by the Director of Teaching and Learning in consultation with the Subject and Year Coordinators at the beginning of each year. It would be unusual for the date of any assessment task to be changed and any change can only be made by the Director of Teaching and Learning. 1. Process for Request of a Change of Date Subject/Year Coordinators request a change of date for an assessment task from the Director of Teaching and Learning. 1.1 1.2

Director of Teaching and Learning will assess the request. If approved the students must be notified in writing of the change of date.

Students can appeal a Change of Date for an assessment task if they do not receive the Change of Date written notification with sufficient notice. 2. Process for appeal by students for a Change of Date 2.1 2.2

Students must complete a change of date appeal form which is available from student office. Forms must be submitted to the Director of Teaching and Learning.

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COLLEGE REPORTING Reporting is the process of communicating information about student achievement and progress gained from the assessment process. The College uses a range of formal and informal strategies to provide students, parents, teachers and employers with accurate and relevant information about student achievement and progress. The College provides two formal written reports annually to parents/carers. These reports contain information required under the Schools Assistance (Learning Together - Achievement through Choice and Opportunity) Act 2004. There is also opportunity for parents to meet formally with teachers to discuss their daughter’s progress. The first report received by HSC students will include a cumulative mark and rank for each subject studied by the student. The final report includes the student's Trial HSC Mark and final cumulative rank. Note that marks are standardised to a mean of 70%. This enables parents and students to be able to compare their performance across a range of subjects with the same mean. Note that individual subject means are also considered through discussion between the Director of Teaching and Learning and relevant KLA Coordinator.

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COURSE: BIOLOGY KLA: SCIENCE Components

Task 1 Term 4, 2012

Outcomes

Task 2 Term 1,

2nd half

Task 3

Task 4

2nd

2nd

Term 2,

half

Term 3,

Weighting half

Open ended investigation

Exam

Practical Task

Trial Exam

H1 – H5

H1 – H5

H1 – H5

H1 – H5

Knowledge and Understanding 15 Skills in First Hand Investigations, gathering, processing first hand data and secondary sources Skills in Scientific Thinking, Problem Solving and Communication Percentage

25

40

5

5

15

5

30

5

10

5

10

30

10

30

20

40

100

Outcomes H1, H2, H3, H4, H5 are embedded in all tasks

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COURSE: BUSINESS STUDIES KLA: HSIE Components

Task 1

Task 2

Term 4 2012 2nd half Multiple choice & Short response H1, H2, H3, H4, H5, H6

Knowledge and understanding of course content

10

10

Stimulus based skills

10

Outcomes

Percentage

HSC Assessment Manual 2013

20

Task 4

Term 2, 2nd half

Term 3

Multiple choice & Business Reports

Case study report

Trial examination

H1, H2, H3, H4, H5, H8, H9

H2, H5, H6, H7, H8, H9, H10

H2, H3, H4, H5, H6, H9

Inquiry and research

Communication of business information, ideas and issues in appropriate forms

Task 3

Term 1, 2nd half

Weighting

20

40

10

20

20

20

10

10

20

20

30

30

100

22


COURSE: CHEMISTRY KLA: SCIENCE Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Term 4 2012 Open ended investigation H1 – H5

Term 1, 2nd half

Term 2, 2nd half

Term 3, 2nd half

Exam

Practical Task

Trial Exam

H1 – H5

H1 – H5

H1 – H5

Knowledge and Understanding Skills in First Hand Investigations, gathering, processing first hand data and secondary sources Skills in Scientific Thinking, Problem Solving and Communication Percentage

15

5

25

Weighting

40

30

5

15

5

5

10

5

10

30

10

30

20

40

100

Outcomes H1, H2, H3, H4, H5 are embedded in all tasks

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COURSE: COMMUNITY & FAMILY STUDIES KLA: PDHPE Components

Task 1

End of Term 4, Research Hand-in and in-class presentation Groups in Context Outcomes

Knowledge and understanding of how the following impact on wellbeing: - Resource management - Positive relationships - Range of societal factors Skills in: - Applying management processes to meet the needs of individuals, groups, families and communities - Planning to take responsible action to promote wellbeing Knowledge and understanding about research methodology and skills in researching critical thinking, analysing and communicating

Percentage

HSC Assessment Manual 2013

H1.1, H2.2, H2.3, H3.1, H3.3, H5.1

Task 2

Plan: Term4/Wk 4 IRP: Term1/Wk 6 Independent Research Project 1. Project Plan 2. Project Diary 3. The Product Research Methods H4.1, H4.2

Task 3

Task 4

Term 2, 1st half

Term 3

In Class Task: Short Answers and Extended Response

Trial HSC

Parenting &Caring Individuals & Work H1.1, H2.1, H2.2, H2.3, H3.2, H3.4, H5.1, H5.2, H6.1

All Modules

Weighting

H1.1, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H4.1, H4.2, H5.1, H5.2, H6.1, H6.2

5

5

10

20

40

5

5

10

5

25

10

10

5

10

35

20

20

25

35

100

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COURSE: DANCE KLA: PERFORMING ARTS Components

Outcomes

Task 1

Term 4 2012 2nd half Performance

Task 2

Task 3

Task 4

Term 1, 2nd half

Term 2, 1st half

Term 2, 2nd half

Composition

Appreciation

Major Study

H1, H1.2, H1.3, H1.1, H1.2, H1.3, H1.1, H1.2, H1.3, H1.1, H1.2, H1.3, H2.1, H2.2, H2.3 H3.1, H3.2, H3.3, H4.1, H4.2, H4.3, H2.1, H2.2, H2.3, H3.4 H4.4 H3.1, H3.2, H3.4

Core Performance Practical

15

Core Composition Practical

Percentage

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15

10

15

Weighting

Trial Exam H1.1 – H1.3, H2.1 – H2.3, H3.1 – H3.4, H4.1 – H4.4

20

10

20

5

20

20

20

40

20

40

100

15

Major Study Options Performance - Composition - Appreciation - Dance & Technology (Theory & Prac)

Term 3

5 10

Core Appreciation Theory

Task 5

25


COURSE: DESIGN & TECHNOLOGY KLA: TAS Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Task 5

Term 4 2012 2nd half Design Proposal Hand-in

Term 1, 1st half

Term 2, 2nd half Design Development Hand-in

Term 3, 1st half

Term 3

Design Realisation and Marketing In-class

Trial Exam

H1.1, H1.2, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1

H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2

H1.1, H4.1, H5.1

Case Study Innovation and Emerging Technology Hand-in H2.1, H2.2, H3.1, H3.2, H6.2

H1.1, H4.1, H4.2, H4.3, H5.1, H6.1

Knowledge and Skills in:Innovation and Emerging Technologies Designing and Producing Percentage

HSC Assessment Manual 2013

20

20 20

20

20

20

20

20

20

Weighting

40

60 20

100

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COURSE: DRAMA KLA: CREATIVE ARTS Components

Task 1

Task 2

Task 3

Task 4

Task 5

Weighting

Term 4 2012 2nd half Australian Drama: workshopped performance and written reflections

Term 1, 1st half

Term 2, 1st half

Term 2, 2nd half

Trials Period

Drama and Theatre: Workshopped performance and written reflections

Individual Project: Process monitoring presentation plus log book

Group performance: Process monitoring presentation

Trial HSC incorporating Individual Project and Group Performance presentations, log books and written examination

H1.1, H1.2, H1.3, H1.5, H1.7, H1.9, H2.3, H2.4, H3.1, H3.2, H3.3, H3.4, H3.5

H1.1, H1.2, H1.3, H1.5, H1.7, H1.9, H2.3, H2.4, H3.1, H3.2, H3.3, H3.4, H3.5

H1.2, H1.3, H1.5, H1.6, H1.7, H1.9, H2.1, H2.4, H3.2, H3.3, H3.5

H1.1, H1.2, H1.3, H1.4, H1.6, H1.8, H1.9, H2.1, H2.2, H2.3, H2.4, H3.2, H3.3, H3.5

H1.1, H1.2, H1.3, H1.4, H1.5, H1.6, H1.7, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3

Making

10

10

5

5

10

40

Performing

5

5

5

5

10

30

Critically Studying

5

5

20

30

20

20

40

100

Outcomes

Percentage

HSC Assessment Manual 2013

10

10

27


COURSE: ECONOMICS KLA: HSIE Components

Outcomes

Task 1

Task 2

Term 2, 2nd half

Term 3

Multiple Choice and Short Answer Task

Trial examination

H1, H3, H8, H9, H10, H12

H1, H2, H4, H8, H9, H11

Economic policies, management issues Task H1, H2, H4, H7, H9, H10, H11

20

10

Stimulus based skills

10

Weighting

H1, H2, H3, H5, H6, H7, H10, H11

20

40

10

20

10

20

20

Communication of economic information, ideas and issues in appropriate forms

10

5

5

Percentage

20

25

25

HSC Assessment Manual 2013

Task 4

Term 1, 2nd half

Knowledge and understanding of course content

Inquiry and research

Task 3

Term 4 2012 2nd half Globalisation Case Study Report

30

100

28


COURSE: ENGLISH STANDARD KLA: ENGLISH Task 1

Task 2

Task 3

Task 4

Task 5

Term 4 2012 2nd half A.O.S Listening Task

Term 1, 2nd half Close Study essay

Term 2, 1st half

Term 2, 2nd half

Term 3

Into The World Hand in task

Distinctively Visual speech

1, 2, 3, 4, 7, 10, 11

1, 4, 6, 7, 8

1, 2, 4, 12

1, 2, 4, 5, 8

Trial Exam Paper 1 & Paper 2 1, 2, 3, 4, 6, 7, 8, 10

Writing

5

5

5

Listening

15

Components

Outcomes

15

15

Representing and Viewing

Percentage

20

30 15

Speaking

Reading

Weighting

10

10

15

15

15

15 15

15

5

25

35

100

Weighting of Content Area of Study = 40% Texts and Society = 20% Close Study of Text = 20% Experience through Language = 20% HSC Assessment Manual 2013

29


COURSE: ENGLISH ADVANCED KLA: ENGLISH

Task 1

Task 2

Task 3

Task 4

Task 5

Term 4 2012 2nd half A.O.S Exam Listening

Term 1, 2nd half

Term 2, 1st half

Term 2, 2nd half

Term 3

Critical Study essay

Comparative Study hand in task

Conflicting Perspectives speech

Trial Exam Paper 1 & Paper 2

1, 2, 3, 4, 7, 11

1, 2A, 4, 5, 6, 7, 8, 10, 12A

1, 2, 2A, 4, 6, 7, 8, 10, 12A

2, 4, 6, 7, 10

1, 2, 2A, 3, 4, 6, 7, 8, 10, 11

Writing

5

5

10

Listening

15

Components

Outcomes

10

15 10

Reading

5 Percentage

20

30 15

Speaking Representing and Viewing

Weighting

15

15

15

15 5

15

20

25

35

100

Weighting of Content Area of Study = 40% Comparative Study of Texts and Context = 20% Critical Study of texts = 20% Representation and text = 20% HSC Assessment Manual 2013

30


COURSE: ENGLISH EXTENSION 1 KLA: ENGLISH Components Outcomes Knowledge and understanding of complex texts and of how and why they are valued Skills in • Complex analysis • Sustained composition • Independent investigation Percentage

HSC Assessment Manual 2013

Term 1, 2nd half In Class Essay 1, 3, 4

Task 1

Term 2, 2nd half Tutorial Presentation 1, 2

Task 2

Term 3, 2nd half Trial HSC Exam 1, 2, 3, 4

Task 3

Weighting

5

10

10

25

10

10

5

25

15

20

15

50

31


COURSE: ENGLISH EXTENSION 2 KLA: ENGLISH Components

Outcomes Objective 1 Skills in extensive independent investigation Objective 2 Skills in sustained composition Objective 1 Skills in extensive independent investigation Objective 2 Skills in sustained composition

Task 1

Task 2

Term 1, 1st half Viva Voce

Term 2, 1st half Report

1, 2

1, 2

10

15

HSC Assessment Manual 2013

10

Weighting

10

Objective 1 Skills in extensive independent investigation Objective 2 Skills in sustained composition Marks

Task 3

Term 3, 1st half Draft Major Work and Reflection 1, 2

15

15

25

25

25

50

32


COURSE: FOOD TECHNOLOGY KLA: TAS Components

Outcomes

Task 1

End Term 4 2012 Food Manufacture Hand-in and Inclass H1.1, H1.3, H3.2, H4.2

Knowledge and understanding of Food Technology

5

Skills in researching, analysing and communicating food issues

10

Skills in experimenting with and preparing food by applying theoretical concepts

5

Skills in designing, implementing and evaluating solutions to food situations. Percentage

HSC Assessment Manual 2013

20

Task 2

Mid, Term 1 Food Product Development Hand-in and Inclass H1.3, H4.1, H5.1

Task 3

Task 4

Term 2 Nutrition Issues Hand-in and Inclass

Term 3 Trial Exam

H2.1, H3.2, H4.1, H5.1

H1.1, H1.2, H1.3, H1.4, H2.1, H3.2, H3.2, H4.1, H4.2, H5.1

5

Weighting

10

20

10

10

30

10

10

5

30

10

5

5

20

25

25

30

100

33


COURSE: FRENCH CONTINUERS KLA: LANGUAGES Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Term 4 2012 2nd half Reading & Responding Task

Term 1, 2nd half

Term 2, 1st half

Term 3

Speaking Task Listening and Responding Task H1.1, H1.2, H1.3, H1.4, H2.2, H2.3, H3.1, H3.2, H4.1

Reading & Responding Task & Writing Task H1.1, H1.2, H2.1, H2.3, H3.1, H3.2, H4.1, H4.2, H4.3

Trial Exam

H1.1, H1.2, H2.3, H3.1, H3.2, H4.2, H4.3

Speaking Listening & Responding

Speaking 8

20

Listening and Responding 15

Listening and Responding 10

25

Reading and Responding 14

Reading and Responding 16

40

Writing 9

Writing 6

15

23

40

100

Writing Percentage

HSC Assessment Manual 2013

10

H1.1 – H1.4, H2.1 – H2.3, H3.1 – H3.2, H4.1 – H4.3

Speaking 12

Reading and Responding 10

Reading & Responding

Weighting

27

34


COURSE: GEOGRAPHY KLA: HSIE Components

Outcomes

Knowledge and understanding of course content

Task 1

Task 2

Task 3

Task 4

Term 4 2012 2nd half

Term 1, 2nd half

Term 2, 1st half

Term 3

H1, H2, H7, H12, H13

Field work response

H5, H6, H7, H8, H9, H11, H13

Urban Places Task

Trial examination

Stimulus response - ecosystems

10

Communication

10

Geographical field work, inquiry and research Percentage

HSC Assessment Manual 2013

H1, H3, H5, H6, H7, H8, H9, H10, H11, H12, H13

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13

15

15

40

15

20

5

Geographical tools and skills

10

15

20

20

Weighting

25

20

5

20

35

100

35


COURSE: ANCIENT HISTORY KLA: HSIE Components

Task 1

Task 2

Task 3

Task 4

Term 4 2012 2nd half

Term 1, 2nd half

Term 2, 1st half

Term 3

Communication and research into an Historical period

Communication and research into a personality

Trial Examination

H1.1, H2.1, H3.1, H3.4, H3.6, H4.1, H4.2

H1.1, H2.1, H3.3 – H3.6, H4.1, H4.2

5

5

25

40

10

20

Source based task on an Ancient Society Outcomes Knowledge and understanding of course content

Source based skills. Analysis, synthesis and evaluation

H1.1, H2.1, H3.3 – H3.6, H4.1, H4.2

5

H1.1, H2.1, H3.1, H3.4, H3.6, H4.1, H4.2

10

Historical inquiry and research

10

10

Weighting

20

Communication of historical understanding in appropriate forms

5

5

5

5

20

Percentage

20

20

20

40

100

HSC Assessment Manual 2013

36


COURSE: MODERN HISTORY KLA: HSIE Components

Outcomes

Task 1

Task 4

Weighting

Term 2, 2nd half

Term 3

Core study

National Study

Trial Examination

H1.1, H1.2, H2.1, H3.3, H3.4, H3.5, H4.1, H4.2

H1.1, H1.2, H2.1, H3.1 – H3.5, H4.1, H4.2

International Study

H1.1, H1.2, H2.1, H3.1 – H3.5, H4.1, H4.2

H1.1, H1.2, H2.1, H3.3, H3.4, H3.5, H4.1, H4.2

10

10

20

40

10

20

Source based skills. Analysis, synthesis and evaluation

10

Historical inquiry and research

10

Communication of historical understanding in appropriate forms

HSC Assessment Manual 2013

Task 3

Term 1, 2nd half

Knowledge and understanding of course content

Percentage

Task 2

Term 4 2012 2nd half

20

5

5

20

10

10

20

25

25

30

100

37


COURSE: HISTORY EXTENSION KLA: HSIE Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Term 1, 1st half

Term 1, 2nd half

Term 3, 1st half

Term 3

History Project Proposal

In-Class Essay

History Project and Process Log

Trial examination

E2.1, E2,2, E2.3

E1.1

E2.1, E2.2, E2.3

E1.1

Knowledge and understanding of significant historiographical ideas and processes

5

Skills in designing, undertaking and communicating historical inquiry – the History project

5

Marks

5

HSC Assessment Manual 2013

5

35

5

35

Weighting

10

40

5

50

38


COURSE: INDUSTRIAL TECHNOLOGY: Multimedia KLA: TAS Components

Outcomes

Task 1

Term 4 2012 2nd half Presentation of Major Project Ideas and Development Hand-in H3.2, H5.1, H5.2

Percentage

HSC Assessment Manual 2013

Task 3

Task 4

Weighting

Term 3, Week1

Term 3

Practical Task related to Industry Study In-class

Display of Major Project and Folio Hand-in

Trial HSC

H2.1, H3.1, H3.3, H4.1, H5.1, H7.2

H1.2, H2.1, H3.1, H3.2, H3.3, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2

H1.1, H1.2, H1.3, H2.1, H3.1, H3.2, H3.3, H4.1, H4.2, H4.3, H5.1, H5.2, H6.1, H6.2, H7.1, H7.2

10

10

20

40

20

10

20

10

60

20

20

30

30

100

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry Knowledge, skills and understanding in designing, managing, problem solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality major project.

Task 2

Term 1, 2nd half

39


COURSE: ITALIAN CONTINUERS KLA: LANGUAGES Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Term 4 2012 2nd half Reading & Responding Task

Term 1, 2nd half

Term 2, 1st half

Term 3

Speaking Task Listening and Responding Task H1.1, H1.2, H1.3, H1.4, H2.2, H2.3, H3.1, H3.2, H4.1

Reading & Responding Task & Writing Task H1.1, H1.2, H2.1, H2.3, H3.1, H3.2, H4.1

Trial Exam

H1.1, H1.2, H2.3, H3.1, H3.2

Speaking Listening & Responding

Speaking 10

Listening and Responding 15

Listening and Responding 10

25

Reading and Responding 15

Reading and Responding 15

40

Writing 10

Writing 5

15

25

40

100

Writing Percentage

HSC Assessment Manual 2013

10

H1.1 – H1.4, H2.1 – H2.3, H3.1 – H3.2, H4.1

Speaking 10

Reading and Responding 10

Reading & Responding

Weighting

25

20

40


COURSE: LEGAL STUDIES KLA: HSIE Components

Task 1

Task 2

Task 3

Task 4

Term 4 2012 2nd half

Term 1, 2nd half

Term 2, 2nd half

Term 3

Focus Study 1

Trial Examination

H1, H2, H5, H8, H9, H10

Crime and Human Rights Research and Exam

H3, H4, H6, H7, H8, H9, H10

H4, H7, H8, H9, H10

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10

10

10

10

30

10

10

20

10

5

5

20

20

25

25

Crime Exam

Outcomes

Knowledge and understanding (Examinations/Class Tests)

Research – Investigation

Communication Percentage

HSC Assessment Manual 2013

30

Weighting

60

100

41


COURSE: GENERAL MATHEMATICS KLA: MATHEMATICS Components

Outcomes

Concepts, skills and techniques

Reasoning and Communication Percentage

Task 1

Task 2

Term 4 2012 2nd half

Term 1 1st half

Prepared Hand-in and Assessment Task P1, P2, P4, P10, P11 H1, H2, H3, H7, H11

Task 3

Task 4

Task 5

Weighting

Term 1 2nd half

Term 2 2nd half

Term 3 1st half

Assessment Task

Assessment Task

Assessment Task

Trial Exam

H1 – H11

H1 – H11

H2 – H11

H1 – H11

5

5

7.5

12.5

20

50

5

5

7.5

12.5

20

50

10

10

15

25

40

100

Up to 30% of the internal assessment in General Mathematics Stage 6 may be based on the Preliminary Course.

HSC Assessment Manual 2013

42


COURSE: MATHEMATICS KLA: MATHEMATICS Components

Outcomes

Components, skills and techniques Reasoning and Communication Percentage

Task 1

Term 4 2012 2nd half Prepared Hand-in and Assessment Task P1, P2, P4, P5 H1, H2, H4, H5, H6, H7, H8, H9

Task 2

Task 3

Task 4

Weighting

Term 1, 2nd half

Term 2, 2nd half

Term 3, 1st half

Assessment Task

Assessment Task

Trial Exam

P2, P3, P4 H1, H3, H4, H5, H6, H8, H9

H1, H3, H4, H5, H6, H7, H8, H9

P1 – P8 H1 – H9

5

15

10

20

50

5

15

10

20

50

10

30

20

40

100

No more than 20% of the Mathematics Assessment is to be based on the Preliminary Course.

HSC Assessment Manual 2013

43


COURSE: MATHEMATICS EXTENSION 1 KLA: MATHEMATICS Components

Outcomes

Components, skills and techniques Reasoning and Communication Marks

Task 1

Term 4 2012 2nd half Prepared Hand-in and Assessment Task PE1, PE3, PE6 H1, H8, H9 HE1, HE2, HE4, HE5, HE7

Task 2

Task 3

Task 4

Weighting

Term 1, 2nd half

Term 2, 2nd half

Term 3, 1st half

Assessment Task

Assessment Task

Trial Exam

H1, H3, H4, H5, H6, H7, H8, H9 HE1, HE3, HE5, HE6, HE7

H1, H2, H3, H4, H5, H6, H7, H9 HE1, HE3, HE4, HE5, HE7

PE1 – PE6 HE1 – HE7

2.5

7.5

5

10

25 (*50)

2.5

7.5

5

10

25 (*50)

5 (10)

15 (30)

10 (20)

20 (40)

50 (*100)

Bracketed figures are Mathematics Extension 1 assessment weightings for * Extension 2 students studying the Extension 1 course School Assessment for the Mathematics Extension 1 HSC course can be based on the whole of the Mathematics Extension 1 Course (Preliminary and HSC Courses)

HSC Assessment Manual 2013

44


COURSE: MATHEMATICS EXTENSION 2 KLA: MATHEMATICS Components

Outcomes

Components, skills and techniques Reasoning and communication Percentage

HSC Assessment Manual 2013

Task 1

Task 2

Task 3

Task 4

Task 5

Weighting

Term 4 2012 2nd half Assessment Task

Term 1 2nd half Assessment Task

Term 2 1st half In-class Presentation and Hand-in Task

Term 2 2nd half Assessment Task

Term 3 1st half Trial Exam

E1, E2, E3, E4, E6, E9

E1, E2, E3, E4, E6, E8, E9

E1, E2, E7, E8, E9

E1, E2, E3, E4,E9

E1, E2, E3, E4, E5, E6, E7, E8, E9

7.5

12.5

5

5

20

50

7.5

12.5

5

5

20

50

15

25

10

10

40

100

45


COURSE: MUSIC I KLA: PERFORMING ARTS Components

Outcomes Performance

Task 1

Task 2

Task 3

Term 2, 1st half

Term 2, 2nd half

Term 3, 1st half

Elective (own choice)

Aural Paper

H1, H3, H4, H5, H6, H8

H1 – H8

H4, H6

Composition and Portfolio Hand in Elective Topic H3, H5, H7, H8

Trial Exam Aural, Core Performance and Electives H1 – H8

5

5 10

HSC Assessment Manual 2013

20

15

10

10 Aural Paper 15

Electives 1,2, & 3 • Performance • Musicology: viva voce and portfolio • Composition: portfolio only

Weighting

10

10

Aural

Percentage

Task 5

Term 1, 2nd half

Composition Musicology

Task 4

Term 4 2012 2nd half Performance Core Topic Viva

20

15

10

10

25

25

45

40

100

46


COURSE: MUSIC 2 KLA: PERFORMING ARTS Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Term 4 2012 2nd half Musicology (Essay)

Term 1, 2nd half

Term 2, 1st half

Term 3, 2nd half

Aural & Core Performance

Final Exams

H2, H7

H1, H2, H6, H7

Part A: Composition/ Portfolio handin Part B: Elective H3, H4, H5, H8, H9

C1 Performance

15

C2 Composition

20

5

20

10

20

10

20

10

10

20

25

40

100

10

C4 Aural

10

Elective (Performance or Composition or Musicology)

Percentage

HSC Assessment Manual 2013

10

25

H1 – H9

5 15

C3 Musicology

Weighting

47


COURSE: MUSIC EXTENSION KLA: PERFORMING ARTS Components

Task 1

Task 2

Term 1 2nd half Performance – Performance of repertoire and background research of repertoire

Term 2 2nd half Performance – performance of repertoire and critical appraisal of own concert practice

or

or

Composition portfolio – analysis of works and styles and draft compositions

Composition portfolio – viva voce including development and resolution of ideas, musical concepts and techniques

or Musicology portfolio – research and critical analysis of works

Outcomes Performance or Composition or Musicology

Percentage •

Weighting

or Musicology portfolio – viva voce including development and resolution of topic, sources and ideas

H1*, H2*, H3*, H4*, H5*, H6*

H1*, H2*, H3*, H4*, H5*, H6*

50

50

100

25

25

50

Teachers will select the appropriate outcomes based on the Performance or Composition or Musicology option selected by each student.

HSC Assessment Manual 2013

48


COURSE: PDHPE KLA: PDHPE Components

Task 1

Term 4 2012 Week 6 Research Task

Knowledge and understanding of the factors that affect health and the way the body moves

Skills in influencing personal and community health and taking action to improve participation and performance in physical activity Skills in critical thinking, research and analysis

Percentage

HSC Assessment Manual 2013

Task 3

Task 4

Weighting

Term 2, 2nd half

Term 3

In-class Response Factors affecting Performance

Response to Stimulus Sports Medicine

Trial HSC Exam

H1, H2, H3, H4, H5, H14, H15, H16

H7, H8, H9, H10, H11, H17

H8, H13, H16, H17

10

10

5

15

40

5

10

5

10

30

5

5

10

10

30

20

25

20

35

100

Health Priorities in Australia

Outcomes

Task 2

Term 1, 2nd half

H1, H2, H3, H4, H5, H7, H8, H9, H11, H14, H15, H16, H17

49


COURSE: PHYSICS KLA: SCIENCE Components

Outcomes

Task 1

Task 2

Task 3

Task 4

Term 4 2012

Term 1, 2nd half

Term 2, 2nd half

Term 3, 2nd half

Open ended investigation

Exam

Practical Task

Trial Exam

H1 – H5

H1 – H5

H1 – H5

H1 – H5

Knowledge and Understanding

15

Weighting

25

40

Skills in First Hand Investigations, gathering, processing first hand data and secondary sources

5

5

15

5

30

Skills in Scientific Thinking, Problem Solving and Communication

5

10

5

10

30

10

30

20

40

100

Percentage

Outcomes H1, H2, H3, H4, H5 are embedded in all tasks

HSC Assessment Manual 2013

50


COURSE: SOCIETY & CULTURE KLA: HSIE Components

Task 1

Term 4 2012 2nd half

PIP Oral

Outcomes

Term1, 1st half H6, H7, H8, H10

Knowledge and understanding of course content

Application and evaluation of social and cultural research methodologies

HSC Assessment Manual 2013

Task 3

15

Task 4

Weighting

Term 2, 2nd half

Term 3

Country Case Study

Depth Study Analysis H5, H7, H8, H10, H11

Trial Examination

H1, H2, H3, H4, H5, H6, H7, H10, H11

10

20

20

50

15

30

H4, H5, H7, H10

15

Communication of information, ideas and issues in appropriate forms Percentage

Task 2

Term 1, 1st half

5

10

5

20

15

30

40

100

51


COURSE: STUDIES OF RELIGION I KLA: RELIGION Components

Outcomes

Task 1

2012 Term 4 2012 2nd half Post 1945 Response H1, H2, H3, H5, H8, H9

Source-Based Skills

5

Knowledge and Understanding of course content

5

Task 2

Task 3

2013 Term 1, 2nd half

2013 Term 3

Depth Study/Research Task H1, H2, H4, H6, H7, H8, H9

Trial Examination

Weighting

H1, H2, H3, H4, H5, H8, H9

5

10

5

10

20

Communication of information ideas and issues in appropriate forms

5

5

10

Investigation and Research

10 Mark

HSC Assessment Manual 2013

10

20

10 20

50

52


COURSE: STUDIES OF RELIGION II KLA: RELIGION Components

Outcomes

Task 1

2012 Term 4 2012 2nd half Post 1945 Response H1, H2, H3, H5, H8, H9

Source-Based Skills

5

Knowledge and Understanding of course content

5

Communication of information, ideas and issues in appropriate forms

Task 2

Task 3

Weighting

2013 Term 2, 1st half

2013 Term 3

Depth Study/Research Task H1, H2, H4, H6, H7, H8, H9

Judaism Response

Trial Examination

H1, H2, H4, H5, H8, H9

H1, H2, H3, H4, H5, H8, H9

5

10

20

5

10

20

40

5

5

10

20

Investigation and Research

5

10

5

Percentage

15

20

25

HSC Assessment Manual 2013

Task 4

2013 Term 1, 2nd half

20 40

100

53


COURSE: TEXTILES AND DESIGN KLA: TAS Components

Outcomes

Task 1

Term 4 2012 2nd half MTP presentation In-class presentation H1.2, H2.1, H6.1

Term 2, 1st half

Task 2

Term 3, 1st half

Task 3

Task 4

Investigation and Experimentation Hand-in

MTP Diary Outcomes Handin

Trial HSC Exam

H1.3, H3.1, H3.2, H4.2, H6.1

H1.1, H2.2, H2.3

Term 3

Weighting

H1.3, H2.1, H3.1, H3.2, H4.1, H4.2, H5.1, H5.2, H6.1

Knowledge and understanding of textiles and the textiles industry Skills in design, manipulation, experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technology Percentage

HSC Assessment Manual 2013

5

20

25

15

10

25

20

30

25

50 50

25

100

54


COURSE: VISUAL ARTS KLA: CREATIVE ARTS Components

Task 1

Task 2

Term 4 2012 2nd half Artmaking Hand-in

Term 1, 2nd half Critical In Class Exam

Outcomes

H1, H2, H3, H4, H5, H6

H7, H8, H9, H10

Art Making

10

Critical Study

HSC Assessment Manual 2013

Task 4

15

Weighting

Term 3

Historical Research Hand-in

Artmaking Hand-in

Trial Exam

H7, H8, H9, H10

H1 – H6

H1 – H10

20

20

50

10

25

10

20

40

100

15 10

Task 5

Term 2, 2nd half

15

Historical Study Percentage

Task 3

Term 2, 1st half

15

20

55


WARNING LETTER

Dear [Parent/Carer name], Re : OFFICIAL WARNING – Non-completion of a Higher School Certificate Course Your daughter [name] has received a zero for [ course name]. As a result, I am writing to advise that she is in danger of not meeting the Course Completion Criteria for this Higher School Certificate course. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the [eg 1st, 4th] official warning we have issued concerning [course name] . A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion of course) determination being made for a course. Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the student has : a) b) c)

followed the course developed or endorsed by the Board; and applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and achieved some or all of the course outcomes

Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement and may affect the student’s eligibility for the Higher School Certificate. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. To date, [name] has not satisfactorily met [a, b or c] of the Course Completion Criteria. The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for [name] to satisfy Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed/achieved. Please discuss this matter with [student name] and contact the College if further information or clarification is needed. Yours sincerely, ____________________________ Academic Care Coordinator / / 2013

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____________________________ Principal / / 2013

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To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by [student name] . Task Name(s )/ Course Requirement(s) / Course Outcome(s)

Percentage weighting (if applicable)

Original due date (if applicable)

Action required by student

Revised date to be completed by (if applicable)

………………………….………………………………………………………………… Please detach this section and return to the Academic Care Coordinator Requirements for the satisfactory completion of the Higher School Certificate Course •

I have received the letter dated _______________ indicating that _____________________ (student name) is in danger of not having satisfactorily completed _________________________________ (course name)

I am aware that this course may not appear on her Higher School Certificate Record of Achievement.

I am also aware that the ‘N’ determination may make her ineligible for the award of the Higher School Certificate.

Parent/Carer signature : __________________________________ Date : ____________________

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Submitted Works and Practical Exams In the following courses students are required to complete a practical component as part of the HSC examination: Dance, Design and Technology, Drama, English Extension 2, Industrial Technology, Music, Society and Culture, Textiles and Design and Visual Arts (ACE Section 9.3.1) Important OHS Consideration Regarding Major Works In respect to issues of health and safety, the development and selection of student projects, major works, exhibitions and performances should: •

Recognise and reflect relevant State and National legislation, regulations and standards including those relating to health and safety, animal welfare, dangerous goods, hazardous substances and weapons. For further details regarding exclusions – refers to ACE Section 9.3.1.1)

NB: Any HSC project that might be considered dangerous to health or safety may not be marked. Students should discuss with their class teacher regarding the suitability of their major work unsure of should consult their teacher. Before Commencement Students are not permitted to commence the Major Work until the following requirements have been satisfied: • • • • •

Have received a written copy of the course guidelines for the project component (as outlines syllabus documents) Been informed of the OHS guidelines regarding major works Have received a written copy of the Board of Studies publication – HSC Assessments and Submitted Works: Advice to Students Submitted the Practical Project Record of Progress proforma to the class teacher containing an outline of the major work Received written consent for the project to commence from the classroom teacher

During Development During the development phase for the major works, teachers will regularly monitor and assess the student’s progress. Students will need to ensure that process diaries, logbooks, body of work, journals are kept up to date. Students will also be informed about the requirements regarding outside assistance and that they discuss any proposed outside assistance with the class teacher before it is undertaken and that outside assistance is correctly and accurately acknowledged in the major work documentation.

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Submission and Certification The submission Dates for completion and hand-in to school for major work projects are determined by the Board of Studies and are published in the Higher School Certificate Practical Examination Important Dates Schedule. Students will need to complete a declaration for the submitted works on which they must certify that the submitted item of performance is their own work. The class teacher and principal are both required to certify that the major work of performance was developed under the teacher’s supervision, was the student’s own work and was completed by the due date (ACE 9.3.4). If either the teacher of the principal is unable to certify and major work or performance, a non-certification report form is to be forwarded (with the major work) to the Board of Studies. The Board will make final determinations on all cases of non-certification and advice both the school and the student at the time of the release of the HSC results. (ACE 9.3.4)

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Conjunctives and Connectives Conjunctives are used to provide different types of relationships between clauses within sentences and between different sentences. These relationships can be: Temporal conjunctions and connectives used to show a sequence first (second, third etc) firstly (secondly etc.) here now at this point meanwhile after a while

finally subsequently on another occasion lastly at this moment next time at once

then after that before that hitherto until then soon

when next previously afterwards in the end as a result

Casual/conditional conjunctions and connectives used to show cause and effect so consequently an effect of otherwise yet despite this all the same by

then hence accordingly although though however an upshot of as

therefore because if since so as even though moreover

as a consequence of under the circumstances a repercussion of an outcome of as a result of nevertheless

Ways to write about cause and effect caused by produced by points towards created influenced by provoked sprang from a source of engendered allowed

stemmed from due to an upshot of inaugurated inspired brought about gave rise to fostered shaped by encouraged

led to influenced resulted in initiated generated arose out of grew out of derived from shaped

in that case produced an outcome of gave scope to culminated in contributed to conditions for unfolded from ramification of

Comparative conjunctions and connectives used to show contrast however in spite of this whereas rather elsewhere

nevertheless differs from on the contrary in that respect but

instead on the other hand also in other respects

as if as though alternatively as

Additional conjunctions (ways to show the addition of an idea or point) also furthermore moreover but in fact

as well and not only while for one thing

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besides additionally nor whereas

in addition besides without neither

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Conjunctions and connectives which exemplify and show results for example these include such as so, as

for instance as a result consequently since

for one thing as exemplified by therefore furthermore

including accordingly through according to

Ways to introduce another viewpoint although even though nevertheless however one side of the issue in spite of this differs from at the same time However, the basis issue is…….. More to the point is the fact that …………… To argue …..is insufficient (not enough)…….

on the other hand on the opposite side sometimes one may in contrast to on the other side not withstanding despite this at a deeper level Ultimately we must realise, however …… More importantly (significantly) however…… It is necessary to consider

Ways to sum up There are many reasons…………. I recommend……….. Consequently it seems better to ……………. On balance it would seem that …………… Thus, in summary ………..

It can seem that ……………….. I propose………….. It would seem that ……………… The weight of the evidence would suggest It can be seen …….

Ways to introduce recommendations My point of view is …………… My opinion is ……………… My decision is ………….. In spite of ………………… Although there are

After looking at both sides ………… Therefore, after examining all the arguments…. It would appear reasonable to conclude then…. My recommendation after looking at both sides….

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many benefits problems a number of reasons The reasons on the other side are clearer are more convincing are more convincing suggest that Ways to write about the significance of something discloses shows up expresses shows evidence of

reveals means mirrors manifests

indicates represents exemplifies is an extension of

shows symbolises reflects is rooted in

Ways to open the introductory paragraph The current debate regarding ………….. There are both advantages and disadvantages Before deciding whether …………. In discussing whether or not ………….. It is often argued that ……………… There have been some discussion about whether There are many reasons for both sides of the issue about why …………….. There are many suitable reasons to support both sides as to whether ………………. There has been much debate about …………………

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A GLOSSARY OF KEY WORDS Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks. Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions Analyse Identify components and the relations between them; draw out and relate implications Apply Use, utilise, employ in a particular situation Appreciate Make a judgement about the value of Assess Make a judgement of value, quality, outcomes, results or size Calculate Ascertain/determine from given facts, figures or information Clarify Make clear or plain Classify Arrange or include in classes/categories Compare Show how things are similar or different Construct Make: build; put together items or arguments Contrast Show how things are different or opposite Critically Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluate) (analysis/evaluation) Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Distinguish Recognise or note/indicate as being distinct or different from: to note differences between Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into Explain Relate cause and effect; make the relationships between things evident; provide why and/or how Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquiry 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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