Assessment info yr 12a 13

ST SPYRIDON COLLEGE HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK

Year 12

2013

October, 2012

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SECTION I HIGHER SCHOOL CERTIFICATE ASSESSMENT INFORMATION FOR PARENTS AND STUDENTS To qualify for the Higher School Certificate you must satisfactorily complete a Preliminary pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units.

The HSC final mark is made up of two types of assessments as follows: (i)

External Assessment (50%) Your examination mark in a course will be based upon your performance in the external HSC examination. The examination may involve several components, for example, a written examination, a submitted work, a speaking and/or listening test, or a performance.

(ii)

Internal School Assessment (50%) The purpose of internal school assessment is to provide an indication of a student’s attainment, which is based on  a wider coverage of syllabus aims and objectives than can be measured by the external examination  measurement throughout the entire course rather than a single point in time.

Schools prepare and administer an assessment program in accordance with specifications provided by the Board. These specifications identify the components of the course to be assessed, the weightings, and the timing of TASKs. Assessment TASKs are designed to measure knowledge, skills and understanding of a wide range of outcomes. These may include tests, written assignments, practical activities, fieldwork and projects.

The College will submit an internal assessment mark to the Board of Studies for each of your courses. The mark will be based on the TASKs outlined in the school’s assessment program, in line with syllabus component weightings for internal assessment.

The raw assessment marks for each course will be moderated by the Board of Studies according to the performance of the students in our school in the HSC examination for that course. The moderation process will not alter your positioning in the course assessment rank order.

The School Assessment is critical to a student’s overall performance in the HSC as it is worth half of the overall mark.

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Principal’s certification of completion of course requirements (i)

You will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that you have met the following course completion criteria: (a)

followed the course developed or endorsed by the Board of Studies; and

(b)

applied yourself 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.

(ii)

If the Principal determines that the above course completion criteria are not being met, you will be given written warning in sufficient time to correct any problems regarding your satisfactory completion of course requirements.

(iii)

A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then deem that the student has not met the requirements for that course.

(iv)

You have the right to appeal to the school and then the Board of Studies against the Principal’s determination. The Principal will advise you of this right and explain the appeal process.

(v)

Where it is determined that you have not satisfactorily completed a course, you will receive no results in that course. Until you receive results in 12 Preliminary units and 10 HSC units you will not be eligible for the award of a Higher School Certificate.

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SECTION II GENERAL ASSESSMENT INFORMATION SATISFACTORY COMPLETION OF HSC COURSE Students must fulfil the following requirements to complete satisfactorily the HSC course: 1. Follow the Course Completion Criteria There must be sufficient evidence that the student has: A. followed the course developed by the Board of Studies; 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.

2. Complete all School-Based Assessment TASKs Students are required to complete a series of assessment TASKs in each of their courses of study. Assessment TASKs measure a wide range of syllabus outcomes at key points throughout the course, allowing multiple measures and observations to be made of students’ achievements.

The Subject Assessment Programs published in Section III of this booklet outline the assessment programs for the HSC year of each course. The feedback from assessment TASKs has two purposes: 1. to assist in a student’s learning process by providing a formative assessment on each TASK 2. to provide a summative measure of a student’s overall achievement in each subject at the conclusion of the Preliminary year.

A student must fulfil all requirements of the Preliminary year before they can continue to the HSC year.

FAILING TO MEET THE REQUIREMENTS OF HSC COURSE A student will be warned, and parent(s) or guardian(s) sent a warning letter, if they are not meeting the requirements in a course. The letter will document what they must do to enable them to meet the requirements satisfactorily. If a first warning letter is not effective, a further warning letter will be sent. If, after two warning letters, the student has not complied with the requirements of those letters they will not be regarded as having satisfactorily completed the course. The Principal will then issue a “Non-Completion of Course” determination.

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The school may determine that, as a result of absence, the course completion criteria have not been met. Absences are regarded seriously by the school and the Board of Studies.

STUDENTS JOINING YEAR 12 MID-YEAR Occasionally students join the school mid-year. The Curriculum Leader will require such students to submit work to demonstrate that they have covered the outcomes of the part of the course that they have missed.

STUDENTS’ CONCERNS OR QUERIES In most instances, students should discuss their concerns directly with either their subject teacher or Curriculum Leader. The majority of concerns are resolved at this stage. If particular difficulties arise that cannot be resolved by the subject teacher or Curriculum Leader, the situation is referred to the Year Adviser.

The discussion of serious issues will be with the Year Adviser, the Curriculum Leader of the team concerned and the Principal of the Senior School.

TYPES OF ASSESSMENT TASKS There are two types of assessment TASKs: 1. An assessment TASK that is completed in, or mostly in, class time (in-class assessment TASK) 2. An assessment TASK that is completed outside, or mostly outside, school time (takehome assessment TASK).

Unless specifically noted, the procedures in this booklet apply equally to both types of assessment TASKs.

STUDENTS’ RESPONSIBILITIES IN ASSESSMENT TASKS: Examination rules during in-class assessment TASKs During in-class assessment TASKs, students are subject to the school’s examination rules. If a student fails to observe the examination rules, they will be referred to the Principal, who will decide whether or not the assessment TASK will stand. A student who fails to follow the school’s examination rules may be given zero for the TASK. Confidentiality of assessment TASKs No student is to divulge or discuss the nature or content of any assessment TASK until all the classes have completed the TASK. Should a student be found to have divulged information about an assessment TASK, they will be referred to the Principal, who will decide whether or not the assessment TASK will stand. A student who divulges or discusses the nature or content of any assessment TASK before all the classes have completed the TASK may be given zero for that TASK, even if their own work has not been advantaged.

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Malpractice Students are expected to complete assessment TASKs using their own abilities. Students who get other people to complete work for them, take time off school to complete assessment TASKs, cheat in assessment TASKs or gain other such unfair advantage may be considered to have engaged in malpractice. Students suspected of malpractice will be investigated by the Principal. Students may be interviewed, asked to complete additional or alternative TASKs, and asked to supply supporting statements of the authenticity of their work. Malpractice may result in zero being given for a TASK. Plagiarism Plagiarism is the passing off of another’s ideas and manner of expressing them as one’s own.

It is expected that the assessment TASKs that students submit are their own work. Where ideas have been taken from other sources, it is vital that those sources are acknowledged.

Students suspected of plagiarising an assessment TASK will be investigated by the Principal.

Students may be interviewed, asked to complete additional or alternative TASKs, and asked to supply supporting statements of the authenticity of their work. Plagiarism may result in zero being given for a TASK. If any student is unsure about what plagiarism is, they should contact their subject teacher for advice. It is a student’s responsibility to ensure that they understand what constitutes plagiarism, and what the consequences of plagiarism are.

RECEIVING NOTICE OF ASSESSMENT TASKS All classes doing the same assessment TASK are given the written notice of that assessment TASK on the same day. If a student is absent from class when assessment information is issued, it is their responsibility to get the information, from their teacher.

Students are given a minimum two weeks written notice of assessment TASKS. FAULTY ASSESSMENT TASKS Should the situation arise that an assessment TASK in a particular course fails to discriminate, or is faulty in design or administration, the Curriculum Leader will convene with the Principal of Senior School, to decide on the most appropriate course of action.

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SECTION III DEALING WITH SITUATIONS ARISING REGARDING ASSESSMENT TASKS Students should deal with particular situations in the following ways: REQUESTING LEAVE OF ABSENCE ON THE DAY OF AN ASSESSMENT TASK Should special circumstances arise requiring a student to be absent on the day of an assessment TASK, they should write to the Curriculum Leader requesting leave of absence, outlining the reason for the absence and attaching supporting evidence. The Curriculum Leader, in consultation with the Principal, will consider the request and advise the students of their decision. If the reason for the absence is accepted, a substitute TASK or extension of time will be given, whichever is more appropriate.

REQUESTING AN EXTENSION OF TIME FOR AN ASSESSMENT TASK Should special circumstances arise requiring a student to need an extension of time to complete an assessment TASK, they should write to the Principal requesting an extension of time, outlining the reason for the request and attaching supporting evidence. The Principal, will consider the request and advise the student of their decision. An extension of time can only be granted in advance of the due date. Assessment TASKs handed in late will not be accepted, even if accompanied by a letter requesting an extension.

LATE ARRIVAL ON THE DAY OF AN ASSESSMENT TASK Students must attend all timetabled lessons on the day of an assessment TASK. This is to ensure that no student is advantaged by using school time to work on an assessment TASK. If a student arrives late on the day of an assessment TASK they must advise their assessment subject teacher, complete the assessment TASK, and then complete a “Late Arrival on Day of Assessment TASK” form and send it to the Principal. Failure to report a late arrival or complete the “Late Arrival on Day of Assessment TASK” may result in zero being given for the TASK. Copies of the forms are available from the office and in this booklet. The Principal, in conjunction with the Curriculum Leader, will decide whether or not the assessment TASK will stand, and inform the student of the decision.

ABSENCE ON THE DAY OF AN IN-CLASS ASSESSMENT TASK A student who is absent on the day of an in-class assessment TASK must contact the School on the morning of the TASK then collect an “Explanation of Absence from a TASK ” form from the Year Adviser or the Principal, Senior School as soon as they return to school. They must complete this form and return it to the Curriculum Leader. Supporting evidence, such as a medical certificate, must be attached to the form. The Curriculum Leader, in consultation with the Principal, will advise the students of their decision regarding the missed assessment TASK. In general, the only acceptable absences from assessment TASKs are HSC Assessment Handbook 2013

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those due to illness, supported by a doctor’s certificate. If the reason for the absence is accepted, a substitute TASK or extension of time will be given (whichever, in the Curriculum Leader’s opinion, is more appropriate). Two days’ notice is given by the school for substitute TASKs. A student who misses an assessment TASK without a genuine reason, supported by written evidence, will be given zero.

A vacation is not considered an acceptable absence from an assessment TASK.

ABSENCE ON THE DAY OF A HAND-IN ASSESSMENT TASK If a student is away from school on the day a hand-in TASK is due, it is their responsibility to arrange for someone to fax, email or deliver their work to the school office by 9am on that day. In the case of an oral presentation students should send a copy of their preparation notes.

Work delivered to the school office should be marked ‘Assessment’ and have the name of the teacher clearly written on it. The student should also ring the School to confirm how their task will be delivered.

Senior School - Phone: 9311 3340 Fax: 9311 4532 email: admin@stspyridon.nsw.edu.au ILLNESS/MISADVENTURE ON THE DAY OF AN ASSESSMENT TASK If a student feels well enough to do a TASK, but believes that circumstances occurring immediately prior to or on the day of an assessment TASK, and which were beyond their control, may diminish their result in that TASK, they should: 1. inform the relevant Teacher and/or Curriculum Leader prior to commencement or submission of the TASK 2. sit for or submit the assessment TASK 3. complete an Illness/Misadventure Appeal Form and hand it to the Curriculum Leader.

The circumstances will be considered by the Principal and the student will be informed of the decision regarding the assessment TASK.

LONG-TERM ILLNESS There is no provision for students who have lost preparation time due to long-term illness (such as glandular fever, asthma etc). If, however, there is evidence of a flare-up at the time an assessment TASK is due, students should follow the procedure for ‘Illness/Misadventure on the day of an Assessment TASK’. Chronic illness is not in itself an acceptable reason for requesting special consideration.

LATE SUBMISSION OF AN ASSESSMENT TASK Unless a student has requested, and had approved, an extension of time prior to the due date of an assessment TASK, an assessment TASK handed in late will not be accepted and a zero mark will be recorded. If a student has only partly completed an assessment TASK by the HSC Assessment Handbook 2013

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due date, they should hand in the incomplete TASK, including any supporting material (for example research notes), to be marked.

QUERYING THE RESULT OF AN ASSESSMENT TASK If, on return of their assessment TASK, a student considers that a mistake has been made in the marking of the assessment, it is their responsibility to discuss their concern immediately either with their subject teacher or Curriculum Leader. If the matter cannot be resolved, the Curriculum Leader will refer the problem to the Principal for consideration.

Any disputes over an individual TASK must be resolved at the time the TASK is returned.

There is no provision for students to seek a review of a teacher’s judgement at a later date.

ASSESSMENT RANKING APPEALS After the final HSC examination, students can obtain their rank order for assessment in each course from the Students Online or from school. If the student feels that the placement in any course is not correct, they may apply to the Principal for a review.

There is no provision for a review of the marks received for individual assessment tasks.

Reviews are limited to the assessment process. The only matters that the school will consider are whether or not: (a) the weightings specified by the school in its assessment program conform with the Board’s requirements as detailed in the relevant syllabus (b) the procedures used by the school for determining the final assessment mark comply with its stated assessment program (c) computational or other clerical errors have been made in the determination of the assessment mark.

If a student wishes to apply for a review they must do so by the date specified by the Board.

The school will advise the outcome of its review, and will advise the Board of any changes to assessment marks.

If the student is dissatisfied with the outcome of the school review, they may advise the Principal that they wish an appeal to be sent to the Board of Studies. Students cannot appeal against the marks awarded for individual assessment tasks. The Board will consider only whether: (a) the school review process was adequate for determining items (a), (b) and (c) above (b) the conduct of the review was proper in all respects. (c) The Board will not revise the assessment marks or rank order. If the appeal is upheld, the Board will direct the school to carry out a further review. Further details about reviews and appeals are on the assessment appeal form which can be obtained from school. Appeals to the Board must be lodged at the school by the date on the form. No extension will be considered.

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DISABILITY PROVISIONS The College makes every attempt to meet the needs of every student in a similar way to the Board of Studies in examination conditions. For students with special needs this might include a writer, reader, additional time or separate supervision. If you wish to discuss whether special examination provisions apply to you contact the Careers/Student Welfare Adviser, Year Adviser or Principal.

Any application to the Board of Studies for special provision must be submitted by the school. This is because the school is required to provide specific information regarding the difficulties a student may experience in a classroom or examination situation.

IMPORTANT WEBSITES

St Spyridon College: www.stspyridon.nsw.edu.au Board of Studies: www.boardofstudies.nsw.edu.au Assessment and Reporting Centre: www.arc.boardofstudies.nsw.edu.au University Admission Centre: www.uac.edu.au

Mrs A Katsogiannis Principal Senior School

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SECTION IV ASSESSMENT SCHEDULE

AND

OUTCOMES

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ANCIENT HISTORY HSC ASSESSMENT SCHEDULE 2013 Component

Task 1

Task 2

Task 3

Task 4

Task 5

Sparta to the Battle of Leuctra

Core: Cities of Vesuvius – Pompeii and Herculaneum

Personalities -Hatshepsut

New Kingdom Egypt to the death of Thutmosis III

All topics

Written Source based task

Research and Test Items

Source Analysis and response

Class essay with prepared research notes

Examination

Term 4 2012 Late Term 4

Term 1 Late Term 1

Term 2 Late Term 2

Term 3 WEEK 1

Term 3 Trial HSC

H3.1 H3.2 H3.3 H3.4 H3.6 H4.2

H1.1 H3.1 H3.3 H3.4 H3.5 H3.6 H4.2

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

H1.1 H2.1 H3.1 H3.2 H3.3 H3.6

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

5

5

10

20

40

5

20

Knowledge and understanding of course content Source based skills

5

Historical Inquiry and research

10 10

Communication of historical understanding in appropriate format

5

Marks

10

15

Weighting

5

5

5

5

5

20

25

20

30

100

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20

Ancient History Outcomes

Objectives

HSC Course Outcomes

A student develops knowledge and understanding about:

A student develops the skills to:

1 people, places, societies and H1.1 describe and assess the significance of key people, events in the context of groups, events, institutions, societies and sites their times within the historical context 2 change and continuity over time

H2.1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world

3 the process of historical inquiry

H3.1 locate, select and 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

4 communicating an understanding of history

H4.1 use historical terms and concepts appropriately H4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

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BIOLOGY HSC ASSESSMENT SCHEDULE 2013 COMPONENTS

Knowledge and understanding of:  the history, nature, and practice of biology, applications and uses of biology and their implications for society and the environment, and current issues, research and developments in biology  cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

WEIGHTING

TASK 1 Term 4 2012 Planning and Conducting a First Hand Investigation

TASK 2 Term 1

TASK 3 Term 1

TASK 4 Term 2

TASK 5 Term 3

Research Assignment

Written Examination

Analysing Secondary Data Epidemiology

TRIAL HSC

H11, H12, H13, H14

H1, H4, H12, H13, H14

H1, H2, H3, H4, H5, H6, H9, H10, H13

H2, H12, H13, H14

H3, H4, H6, H7, H8, H9, H10, H12, H13, H14

Week 7

Week 5

Week 11

Week 8

Week 3

5

10

10

15

40%

Skills in:  planning and conducting first-hand investigations  gathering and processing first-hand data  gathering and processing relevant information from secondary sources

30%

10

5

-

5

10

Skills in:  communicating information and understanding  develop scientific thinking and problem-solving techniques  working individually and in teams

30%

10

5

5

5

5

100%

20%

15%

15%

20%

30%

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Domain: Knowledge

Prescribed Focus Area

Biology Outcomes Objectives Students will develop knowledge and understanding of: 1 the history of biology

Preliminary Course Outcomes

HSC Course Outcomes

A student:

A student:

P1

outlines the historical development of major biological principles, concepts and ideas

H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2 the nature and practice of biology

P2

applies the processes that are used to test and validate models, theories and laws of science, with particular emphasis on first-hand investigations in biology

H2 analyses the ways in which models, theories and laws in biology have been tested and validated

3 applications and uses of biology

P3

assesses the impact of particular technological advances on understanding in biology

H3 assesses the impact of particular advances in biology on the development of technologies

4 implications of biology for society and the environment

P4

describes applications of biology which affect society or the environment

H4 assesses the impacts of applications of biology on society and the environment

5 current issues, research and developments in biology

P5

describes the scientific principles employed in particular areas of biological research

H5 identifies possible future directions of biological research

6 cell ultrastructure and processes

P6

explains how cell ultrastructure and the coordinated activities of cells, tissues and organs contribute to macroscopic processes in organisms

H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

7 biological diversity

P7

describes the range of organisms in terms of specialisation for a habitat

H7 analyses the impact of natural and human processes on biodiversity

8 environmental interactions

P8

analyses the interrelationships of organisms within the ecosystem

H8 evaluates the impact of human activity on the interactions of organisms and their environment

9 mechanisms of inheritance

P9

explains how processes of reproduction ensure continuity of species

H9 describes the mechanisms of inheritance in molecular terms

10 biological evolution

P10 identifies and describes the evidence for evolution

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H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

Objectives Students will develop knowledge and understanding of: 11 planning investigations

Preliminary Course Outcomes

HSC Course Outcomes

A student:

A student:

P11 identifies and implements improvements to investigation plans

H11 justifies the appropriateness of a particular investigation plan

P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

H12 evaluates ways in which accuracy and reliability could be improved in investigations

13 communicating information and understanding

P13 identifies appropriate terminology and reporting styles to communicate information and understanding in biology

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14 developing scientific thinking and problemsolving techniques 15 working individually and in teams

P14 draws valid conclusions from gathered data and information

H14 assesses the validity of conclusions from gathered data and information

P15 implements strategies to work effectively as an individual or as a team member

H15 explains why an investigation is best undertaken individually or by a team

16 themselves, others, learning as a lifelong process, biology and the environment

P16 demonstrates 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

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

Domain: Values & Attitudes

Domain: Skills

12

conducting investigations

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BUSINESS STUDIES HSC ASSESSMENT SCHEDULE 2013 Component

Task 1 In class topic test (objective response & short answer questions) End of Term 4, 2012 H2,H4,H5, H9

Knowledge & understanding of course content Stimulus-based skills Inquiry & research Communication of business information, ideas and issues in appropriate forms

5

Marks

Task 2

Task 3

Marketing Plan Analysis

Financial Statement Analysis

Late Term 1 2013 H4,H6,H7,H 8,H9

10

Mid Term 2 2013 H5,H8,H9,H10

10

10

Task 4

Weighing

Trial HSC

Term 3 2013 H1,H2,H3, H4,H5,H6, H8,H9,H10

15

40

10

20

10

10

5

5

5

5

20

20

25

25

30

100

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Business Studies Outcomes H1 critically analyses the role of business in Australia and globally H2 evaluates management strategies in response to changes in internal and external influences H3 discusses the social and ethical responsibilities of management H4 analyses business functions and processes in large and global businesses H5 explains management strategies and their impact on businesses H6 evaluates the effectiveness of management in the performance of businesses H7 plans and conducts investigations into contemporary business issues H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats H10 applies mathematical concepts appropriately in business situations

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CHEMISTRY HSC ASSESSMENT SCHEDULE 2013 COMPONENTS

Weighting

TASK 1 TERM 4 2012

TASK 2 TERM 1

TASK 3 TERM 2

TASK 4 TERM 3

Research Task

Half Yearly Examination

Practical Examination

Trial HSC Examination

H3,H4, H12, H13,H14

H1, H2, H3, H4, H5, H6, H8, H9, H10, H13, H14.

H10, H11, H12

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14,

Week 7

Week 11

Week 6

Week 3

40%

10

10

5

15

30%

5

-

20

5

30%

10

10

-

10

20%

25%

30%

Knowledge and understanding of:  the history, nature, and practice of Chemistry, applications and uses of Chemistry and their implications for society and the environment, and current issues, research and developments in Chemistry  atomic structure and periodic table, energy, chemical reactions, carbon chemistry, stoichiometry Skills in:  planning and conducting first-hand investigations  gathering and processing first-hand data  gathering and processing relevant information from secondary sources Skills in:  communicating information and understanding  develop scientific thinking and problem-solving techniques  working individually and in teams

100%

25%

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Domain: Knowledge

Prescribed Focus Area

Chemistry Outcomes Objectives Students will develop knowledge and understanding of: 1. the history of chemistry

Preliminary Course Outcomes

HSC Course Outcomes

A student:

A student:

P1. outlines the historical development of major principles, concepts and ideas in chemistry

H1.

evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2. the nature and practice of chemistry

P2. applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in chemistry

H2.

analyses the ways in which models, theories and laws in chemistry have been tested and validated

3. applications and uses of chemistry

P3. assesses the impact of particular technological advances on understanding in chemistry

H3.

assesses the impact of particular advances in chemistry on the development of technologies

4. implications for society and the environment

P4. describes applications of chemistry which affect society or the environment

H4.

assesses the impacts of applications of chemistry on society and the environment

5. current issues, research and developments

P5. describes the scientific principles employed in particular areas of research in chemistry

H5.

describes possible future directions of chemical research

6. atomic structure, the periodic table and bonding

P6

H6.

explains reactions between elements and compounds in terms of atomic structures and periodicity

7. energy

P7. describes chemical changes in terms of energy inputs and outputs

H7.

describes the chemical basis of energy transformations in chemical reactions

8. chemical reactions

P8. describes factors that influence the type and rate of chemical reactions

H8.

assesses the range of factors which influence the type and rate of chemical reactions

9. carbon chemistry

P9. relates the uses of carbon to the unique nature of carbon chemistry

H9.

describes and predicts reactions involving carbon compounds

10. stoichiometry

P10. applies simple stoichiometric relationships

H10. analyses stoichiometric relationships

explains trends and relationships between elements in terms of atomic structure, the periodic table and bonding

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Domain: Skills Domain: Values & Attitudes

Objectives Students will develop knowledge and understanding of: 11. planning investigations

Preliminary Course Outcomes

HSC Course Outcomes

A student:

A student:

P11. identifies and implements improvements to investigation plans

H11. justifies the appropriateness of a particular investigation plan

12. conducting investigations

P12. discusses the validity and reliability of data gathered from firsthand investigations and secondary sources

H12. evaluates ways in which accuracy and reliability could be improved in investigations

13. communicating information and understanding

P13. identifies appropriate terminology and reporting styles to communicate information and understanding

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14. developing scientific thinking and problemsolving

P14. draws valid conclusions from gathered data and information

H14. assesses the validity of conclusions from gathered data and information

15. working individually and in teams

P15. implements strategies to work effectively as an individual or as a member of a team

H15. explains why an investigation is best undertaken individually or by a team

16. themselves, others, learning as a lifelong process, chemistry and the environment

P16. demonstrates positive values about, and attitude 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

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

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ECONOMICS HSC ASSESSMENT SCHEDULE 2013 COMPONENT

TASK 1

TASK 2

TASK 3

TASK 4

Research and related in-class extended response: Australia’s place in the global economy

Half yearly examination: Australia’s place in the global economy and economic issues

Research, interpretation, application and communication: Economic issues, policies and management

Trial HSC Examination: Australia’s place in the global economy, economic issues, policies and management

End of Term 4 2012 H1, H2, H4, H7, H9, H10, H11

Late Term 1 H1, H2, H3, H4, H7, H10, H11

Mid Term 2 H1, H2, H4, H5, H6, H7, H8, H9, H10, H12

Term 3 H1, H2, H3, H4, H5, H6, H7, H8, H10, H11

5

10

10

15

40

10

20

Knowledge and understanding of course content

10

Stimulus based skills

Inquiry and research

Communication of economic information, ideas and issues in appropriate forms Marks

10

10

WEIGHTING

20

5

5

5

5

20

20

25

25

30

100

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Economics Outcomes

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

Demonstrates understanding of economic terms, concepts and relationships Analyses the economic role of individuals, firms, institutions and governments Explains the role of markets within the global economy Analyses the impact of global markets on the Australian and global economies Discusses policy options for dealing with problems and issues in contemporary and hypothetical contexts Analyses the impact of economic policies in theoretical and contemporary Australian contexts Evaluates the consequences of contemporary economic problems and issues on individuals, firms and governments Applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts Selects and organises information from a variety of sources for relevance and reliability Communicates economic information, ideas and issues in appropriate forms Applies mathematical concepts in economic contexts Works independently and in groups to achieve appropriate goals in set timelines

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ENGLISH ESL HSC ASSESSMENT SCHEDULE 2013

Component

Task 1 AOS Writing portfolio

Task 2 Viewing Representing

Task 3 Module A Oral presentation

Task 4 Module B Writing

Task 5 Trial HSC

Timing

Late Term 4 2012

Mid Term 1

Mid-Term 2

Term 3

Outcomes

2, 3, 4, 8, 9, 10, 12 15

1, 3, 5, 7, 8, 9,12, 13 15

1,4,5,6,8,9, 10,14

Early Term 3 ( Wk 1) 1, 2, 6, 10,11,13

Syllabus Component

Language study within an Area of Study Module A Module B

20

Marks Language modes

15 Listening Speaking Reading Writing Viewing/ Representing

Marks

20

20 20

5

1,2,3,4,5, 7,9,11,14 20

50

5 5 30

25 25 100

15

20 20 20 25 15

20 10

10 10

10 5

20

30

15 15

15

20

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Weighting

100

English ESL Outcomes These outcomes are derived from the English (ESL) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning.

HSC 1.

A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2.

A student describes and explains different relationships among texts.

3.

A student demonstrates understanding of cultural reference in texts.

4.

A student uses language relevant to the study of English.

5.

A student demonstrates understanding of how audience and purpose affect the language and structure of texts.

6.

A student interprets texts using key language patterns and structural features.

7.

A student analyses the effect of technology on meaning.

8.

A student adapts a variety of textual forms to different purposes, audiences and contexts, in all modes.

9.

A student engages with the details of text in order to develop a considered and informed personal response.

10.

A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

11.

A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

12.

A student draws upon the imagination to transform experience and ideas into texts, demonstrating control of language.

13.

A student reflects on own processes of responding and composing.

14.

A student reflects on own processes of learning, especially on the effects of their expanding knowledge and skills in English.

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ENGLISH STANDARD HSC ASSESSMENT SCHEDULE 2013 Component

Timing Outcomes Syllabus Component

Area of study Module A Module B Module C

Marks Language modes

Listening Speaking Reading Writing Viewing/ Represent ing

Marks

Task 1

Task 2

Task 3

Task 4

Task 5

AOS Reading/Writing Viewing/Representing

In class response Distinctive Voices – Harry Lavender

Speech Close Study Poetry Wilfred Owen

Listening Texts and Society Into the World Educating Rita

Trial HSC

Late Term 4 2012 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 25

Late Term 1 1, 4, 5, 6, 7, 10

Mid Term 2

Early Term 3 ( Wk 1) 1, 2, 5, 7, 9

Term 3

3, 6, 8, 12, 13

15 15 25

15

5

5

15

15 15

1,3, 4, 6, 7, 8, 10,11 15 5 5 5 30

5 15

10 5 5

10

25

15

15 15 10 15

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15

30

Weighting

40 20 20 20 100 15 15 25 30 15 100

English Standard Outcomes These outcomes are derived from the English (Standard) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning.

HSC 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.

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ENGLISH ADVANCED HSC ASSESSMENT SCHEDULE 2013 Component

Task 1

Task 2

Task 3

Task 4

Task 5

AOS

Module C Representation and text Conflicting perspectives

Module A Comparative Study of Text Texts in Time

Module B Critical Study Yeats

Trial HSC

Listening/ Viewing/ Representing Reading/ Writing Late Term 4 2012 3, 4,5,7, 9,11,12,12a,13

Speech

Extended response based on prepared viewing

Late term 1

Mid Term2

1, 2, 3, 4,6, 10

2, 2a, 4, 5, 6, 8, 9

Weighting

In class essay

Timing Outcomes

Syllabus Component

Marks Language modes

Area of study Module A Module B Module C

Listening Speaking Reading Writing Viewing/ Representing

Marks

Early Term 3 (Wk1) 6, 7, 8, 10

15

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 15 5 5 5

15

30

5 10

15 15

15

30

25 15 15

25 10

15

15 5

Term 3

15 5 5 5 25

10 15

15

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40 20 20 20 100 15 15 25 30 15 100

English Advanced Outcomes These outcomes are derived from the English (Advanced) Objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning.

HSC 1.

A student explains and evaluates the effects of different contexts of responders and composers on texts.

2.

A student explains relationships among texts.

2A. Advanced only A student recognises different ways in which particular texts are valued.

3.

A student develops language relevant to the study of English.

4.

A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

5.

A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

6.

A student engages with the details of text in order to respond critically and personally.

7.

A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts.

8.

A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

9.

A student evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

10. A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.

12. A student reflects on own processes of responding and composing.

12A. Advanced only A student explains and evaluates different ways of responding to and composing text.

13. A student reflects on own processes of learning.

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ENGLISH EXTENSION 1 HSC ASSESSMENT SCHEDULE 2013

Component

Task 1 In class presentation

Task 2 Prepared critical and creative responses

Task 3 Trial HSC

End Term 4 2012 Outcomes 2, 3, 4

End Term 1

Term 3

Outcomes 1, 2, 3

Outcomes 1, 2, 3. 4

Knowledge and understanding of complex texts and how and why they are valued

5

10

10

25

Skills in o Complex analysis o Sustained composition o Independent investigation

10

5

10

25

Marks

15

15

20

50

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Weighting

English Extension 1 Outcomes These outcomes are derived from the English (Extension) objectives and the content of the Preliminary and HSC courses. They specify the intended result of student learning. Students will work to achieve the outcomes by responding to and composing highly complex texts in a variety of modes and media.

HSC Extension 1 Outcomes A student distinguishes and evaluates the values expressed through texts.

A student explains different ways of valuing texts.

A student composes extended texts.

A student develops and delivers sophisticated presentations.

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ENGLISH EXTENSION 2 HSC ASSESSMENT SCHEDULE 2013 Component

Timing

Task 1

Task 2

Task 3

Viva Voce

Report

Draft version of the Major Work

Late Term 1 2012

Early Term 1

Weighting

Early Term 2 (week 1

(week 2)

Objective 1 Skills in extensive independent investigation

5

10

10

25

Objective 2 Skills in sustained composition

5

5

15

25

Marks

10

15

25

50

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English Extension 2 Outcomes

English Extension Course 2 Objectives Students will develop skills in extensive independent investigation.

Students will develop skills in sustained composition.

HSC English Extension Course 2 Outcomes 1. A student develops and presents an extended composition that demonstrates depth, insight, originality and skills in independent investigation.

2. A student reflects on and documents own process of composition.

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HSC English Extension Course 2 Content 1. Students learn to develop and use skills in extensive independent investigation by: 1.1 autonomous, thorough and extensive investigation in a specialised field 1.2 monitoring, reflecting on and documenting their interpretation, analysis and composition in a journal 2.3 presenting aspects of investigation to specific audiences, in a range of modes.

2. Students learn to reflect on and document their processes of composition by: 2.1 developing texts drawn from personal, affective, cognitive and other experiences, understanding and ideas 2.2 monitoring, reflecting on and documenting their process of inquiry in a journal 2.3 presenting aspects of composition to specific audiences, in a range of modes.

FOOD TECHNOLOGY HSC ASSESSMENT SCHEDULE 2013 Component

Task 1 Research Task Term 4 Wk 8 2012 H1.1 H1.2

Knowledge and understanding of Food Technology in the Australian Food Industry, Food Manufacture, Food Product Development and Nutrition Research, analysis and communication of food issues Experimentation and preparation of food with the application of theoretical concepts Design, implementation and evaluation to food situations Marks

Task 2 Case Study And Practical Task Term 1 Wk 7 H1.4, H3.1 H4.2 5

15

Task 3 Research Survey and Practical Task Term 2 Wk 7 H2.1, H3.2, H4.1, H5.1

10 10

25

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30

Weighting

Term 3 Wk 3 H1.1, H1.2, H1.3, H1.4, H2.1 15

20

5

30

20

10 15

Task 4 Trial HSC (Written examination)

30 10

20

30

100

Food Technology Outcomes

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 the operation of an organisation within the Australian Food Industry 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 nutrition 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

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GEOGRAPHY HSC ASSESSMENT SCHEDULE 2013

Component

Task 1 Fieldwork Report on Ecosystems at Risk

Task 2 In-class test (objective response and short answer questions) Late Term 1

Task 3 Geographic Inquiry People and Economic Activity Mid Term 2

Task 4 Trial HSC examination

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

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

5

10

5

H1, H2, H3, H4, H5, H6, H7, H10, H11, H12, H13 20

40

5

5

5

5

20

End of Term 4 2012 H1, H8, H9, H10, H11, H13 Knowledge and understanding of course content Geographical tools and skills Geographical inquiry and research, including fieldwork Communication of geographical information, ideas and issues in appropriate forms Marks

10

Weighting

Term 3

10

20

5

5

5

5

20

25

20

25

30

100

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Objectives

Geography HSC Course Outcomes

The student will develop knowledge and understanding about:

The student:

• the characteristics and spatial distribution of environments

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban places and economic activity

• the processes that form and transform the features and patterns of the environment

H2 explains the factors which place ecosystems at risk and the reasons for their protection H3 analyses contemporary urban dynamics and applies them in specific contexts

• the global and local forces which impact on people, ecosystems, urban places and economic activity • the contribution of a geographical perspective

H4

analyses the changing spatial and ecological dimensions of an economic activity

H5

evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of, and responses of people to, environmental change H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world H8 plans geographical inquiries to analyse and synthesise information from a variety of sources H9 evaluates geographical information and sources for usefulness, validity and reliability H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts H11 applies mathematical ideas and techniques to analyse geographical data H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms

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HISTORY EXTENSION HSC ASSESSMENT SCHEDULE 2013

Component

Task 1 History project

Task 2 Examination

Task 3 Trial Examination

Terms 1 – 3

End term 1

Term 3

E1.1, E2.1, E2.2, E2.3

E1.1, E2.2, E2.3

E1.1, E2.2, E2.3

5

5

Knowledge and understanding of significant historical ideas and processes Skills in designing, undertaking and communicating historical inquiry – the History Project

40

Marks

40

Weighting

10

40

10

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50

History Extension Outcomes The outcomes for HSC History Extension, given below, build on the outcomes for Stage 6 Modern History and/or Ancient History. It is implicit in the outcomes of HSC History Extension that students have achieved the outcomes of the Preliminary course for Stage 6 Modern History and/or Ancient History.

Objectives A student develops knowledge and understanding about:

Outcomes A student:

1. significant historiographical ideas and processes

E1.1

A student develops skills in:

A student:

2. designing, undertaking and communicating historical inquiry

E2.1

plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches

E2.2

communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

E2.3

constructs a historical position about an area of historical inquiry and discusses and challenges other positions

analyses and evaluates different historical perspectives and approaches to history and the interpretations developed from these perspectives and approaches

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HOSPITALITY – VET HSC ESTIMATE SCHEDULE 2013 Components/ Competencies

Competency Term 4 Competency Assessments

Competency Term 1 Competency Assessments

Task 1 Term 1 Half Yearly Examination Week 11

Competency Term 2 Competency Assessments

Competency Term 3 Competency Assessments

Task 2 Term 3 Trial Examination Week 3

SITHIND001A Develop and  √ Update Hospitality Industry Knowledge SITXENV001A Participate in 40% environmentally sustainable work √ practices SITHCCC007A Prepare Sandwiches √ 60% SITHCCC003A Receive and store kitchen supplies √ SITXFSA001A Implement food safety procedures √ SITHCCC008A Prepare stocks, soups and sauces √ SITHCCC006A Prepare appetizers and salads √ Specialisation Study 60hrs (Only if Completing Certificate II in Hospitality) (SITHCCC027A) Prepare, cook and serve food for food service 40hrs These competencies along with the Holistic Delivery of work placement 1, 2 and 3 will occur throughout various stages of the (HLTFA301B) Apply First Aid 20hrs course.

Competencies studied in the Preliminary Year will also be assessed in the Half Yearly Examination and the Trial Examination.

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INFORMATION PROCESSES AND TECHNOLOGY HSC ASSESSMENT SCHEDULE 2013

COMPONENTS

WEIGHTINGS

Project Management Information Systems and Databases Communications Systems Option Strands

20 %

TASK 1

TASK 2

TASK 3

TASK 4

Term 1

Term 1

Term 2

Term 3

Week 1

Half -Yearly Examination Period

Week 8

Trial Examination Period

Major Project 1

Half Yearly

Project 2 Expert Systems

H1.1, H2.1, H5.1, H7.1, H7.2

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

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

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

20 %

20 %

10 %

10 %

20 %

10 %

40 % 100 %

Trial HSC

20 %

20 %

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10 % 20 %

20 %

20 %

40 %

IPT Outcomes Objectives Students will develop: 1. knowledge and understanding of the nature and function of information systems

2.

3.

4.

5.

6.

7.

knowledge and understanding of interrelationships among information processes an understanding and appreciation of social and ethical issues pertaining to information systems, technologies and processes an understanding and appreciation of the emerging nature of information systems, technologies and processes within a historical context skills in the discriminatory selection and ethical use of appropriate resources and tools to support information systems

skills and techniques to creatively and methodically plan, design and implement information systems to address needs skills in management, communication and teamwork in relation to individual and group activities

HSC Outcomes A student: H1.1 applies and explains an understanding of the nature and function of information technologies to a specific practical situation H1.2 explains and justifies the way in which information systems relate to information processes in a specific context H2.1 analyses and describes a system in terms of the information processes involved H2.2 develops and explains solutions for an identified need which address all of the information processes H3.1 evaluates and discusses the effect of information systems on the individual, society and the environment H3.2 demonstrates and explains ethical practice in the use of information systems, technologies and processes H4.1 proposes and justifies ways in which information systems will meet emerging needs

H5.1 justifies the selection and use of appropriate resources and tools to effectively develop and manage projects H5.2 assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices H6.1 analyses situations, identifies needs, proposes and then develops solutions H6.2 selects, justifies and applies methodical approaches to planning, designing or implementing solutions H7.1 implements and explains effective management techniques H7.2 uses methods to thoroughly document the development of individual and team projects

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LEGAL STUDIES HSC ASSESSMENT SCHEDULE 2013 Component

Task 1

Task 2

Task 3

Task 4

Task 5

Crime: Media file and related written task

Human Rights: Written task on a contemporary human rights issue

Family Law: Media file and related written task

Trial HSC examination

World Order: Inclass test

Term 4 2012

Term 1

Term 2

Term 3

Weighting

Term 3

H1, H2, H4, H5, H6, H7, H8, H9.

H3, H4, H5, H6, H7, H8, H9, H10.

H2, H3, H4, H5, H6, H7, H8, H9.

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

H1, H2, H4, H5, H6, H7, H9, H10.

Knowledge and understanding of course content

5

5

5

40

5

60

Research

5

5

5

5

20

Communication

5

5

5

5

20

Marks

15

15

15

15

100

40

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Legal Studies Outcomes A student: H1 identifies and applies legal concepts and terminology H2 describes and explains key features of and the relationship between Australian and international law H3 analyses the operation of domestic and international legal systems H4 evaluates the effectiveness of the legal system in addressing issues H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change H6 assesses the nature of the interrelationship between the legal system and society H7 evaluates the effectiveness of the law in achieving justice H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources, including legislation, cases, media, international instruments and documents H9 communicates legal information using well-structured and logical arguments H10 analyses differing perspectives and interpretations of legal information and issues

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GENERAL MATHEMATICS ASSESSMENT SCHEDULE HSC 2013 Task 1 Term 4 (2012) Week 8

Task 2 Term 1

Task 3 Term 3

Week 11

Week 3

Class Test

Half Yearly

Trial TOTAL

COMPONEN TS

WEIGHTINGS Concept, Skills and techniques Reasoning and communication TOTAL OUTCOMES ASSESSED

BY THE TASK

15%

15%

20%

50%

10%

20%

20%

50%

25% P2, P5, P8, H2, H8

35% H3, H4, H6, H7, H9

40% P2 – P11 H2 – H11

100%

Notes: 1. The objectives of the course are grouped into two components, for assessment purposes.

Component Description Concepts, skills and techniques

Reasoning and communication

Use of concepts, skills and techniques to solve mathematical problems in a wide range of practical contexts i.e.  Recalling mathematical terminology and concepts  Identifying the nature of mathematical problems from practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use mathematical models i.e.  interpreting information from practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments to solve familiar and unfamiliar problems

2. Up to 30% of the internal (or school-based) assessment mark submitted to the Board of Studies for the General Mathematics course may be based on the Preliminary course.

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General Mathematics Objectives

Preliminary Outcomes

HSC Outcomes

Students will develop:

A student:

A student:



appreciation of the relevance of mathematics

P1 develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation

H1 appreciates the importance of mathematics in her/his own life and its usefulness in contributing to society



the ability to apply mathematical skills and techniques to interpret practical situations

P2 applies mathematical knowledge and skills to solving problems within familiar contexts

H2 integrates mathematical knowledge and skills from different content areas in exploring new situations

P3 develops rules to represent patterns arising from numerical and other sources

H3 develops and tests a general mathematical relationship from observed patterns

P4 represents information in symbolic, graphical and tabular forms

H4 analyses representations of data in order to make inferences, predictions and conclusions

P5 represents the relationships between changing quantities in algebraic and graphical form

H5 makes predictions about the behaviour of situations based on simple models

P6 performs calculations in relation to twodimensional and three-dimensional figures

H6 analyses two-dimensional and three-dimensional models to solve practical and mathematical problems

P7 determines the degree of accuracy of measurements and calculations

H7 interprets the results of measurements and calculations and makes judgements about reasonableness





skills, knowledge and understanding in algebraic modelling

skills, knowledge and understanding in measurement



skills, knowledge and understanding in financial mathematics

P8 models financial situations using appropriate tools

H8 makes informed decisions about financial situations



skills, knowledge and understanding in data analysis

P9 determines an appropriate form of organisation and representation of collected data

H9 develops and carries out statistical processes to answer questions which she/he and others have posed

skills, knowledge and understanding in probability HSC Assessment Handbook 2013

P10 performs simple calculations in relation to the likelihood of familiar events

H10 solves problems involving uncertainty using basic principles of probability

52 to a given P11 justifies his/her response problem using appropriate mathematical terminology

H11 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/her position clearly to others

 

the ability to communicate mathematics in written and/or verbal form

MATHEMATICS ASSESSMENT SCHEDULE HSC 2013 Task 1 Term 4 (2012)

Task 2 Term 1

Task 3 Term 3

Week 8

Week 11

Week 3

Class Test

Half Yearly

Trial

COMPONEN TS

TOTAL

WEIGHTINGS Concept, Skills and techniques Reasoning and communication TOTAL OUTCOMES ASSESSED

BY THE TASK

15%

15%

20%

50%

10%

20%

20%

50%

25% P2, P4, H2, H5, H6, H7

35% P4, H3, H5, H6, H8, H9

40% P2 – P8 H2 – H9

100%

Notes: 1. The objectives of the course are grouped into two components, for assessment purposes.

Component Description Concepts, skills and techniques

Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts i.e.  Recalling mathematical terminology and concepts  Identifying the nature of mathematical problems from theoretical and practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Reasoning and Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use mathematical models communication i.e.  interpreting information from theoretical and practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments and proofs to solve familiar and unfamiliar problems • evaluating methods of solution in terms of efficiency and breadth of application, and recognising limitations to the validity of solutions.

2. Up to 20% of the internal (school-based) assessment mark submitted to the Board of Studies for the Mathematics course may be based on the Preliminary course.

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Mathematics Objectives

Preliminary Outcomes

HSC Outcomes

Students will develop:

A student:

A student:

 appreciation of the scope, usefulness, beauty and elegance of mathematics

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

H1 seeks to apply mathematical techniques to problems in a wide range of practical contexts

 the ability to reason in a broad range of mathematical contexts

P2 provides reasoning to support conclusions which are appropriate to the context

H2 constructs arguments to prove and justify results

P3 performs routine arithmetic and algebraic manipulation  skills in applying mathematical techniques to the involving surds, simple rational expressions and solution of practical problems trigonometric identities

H3 manipulates algebraic expressions involving logarithmic and exponential functions H4 expresses practical problems in mathematical terms based on simple given models

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

H5 applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems  understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

P5 understands the concept of a function and the relationship between a function and its graph

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

P6 relates the derivative of a function to the slope of its graph

H8 uses techniques of integration to calculate areas and volumes

P7 determines the derivative of a function through routine application of the rules of differentiation P8 understands and uses the language and notation of  the ability to interpret and communicate mathematics in a calculus variety of forms

H9 communicates using mathematical language, notation, diagrams and graphs

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MATHEMATICS EXTENSION 1 ASSESSMENT SCHEDULE HSC 2013 Task 1 Term 4 (2012) Week 8 Class Test

Task 2 Term 1

Task 3 Term 3

Week 11 Half Yearly

Week 4 Trial TOTAL

COMPONEN TS

WEIGHTINGS Concept, Skills and techniques Reasoning and communication TOTAL OUTCOMES ASSESSED

BY THE TASK

15%

15%

20%

50%

10%

20%

20%

50%

25% PE2, PE3, PE6, H5, H6, HE7

35% PE3, H3, H5, H6, H8, HE2, HE6

40% P3-P7, PE2-PE6, H2-H8 HE2-HE7 Notes: 1. The objectives of the course are grouped into two components, for assessment purposes.

Component Concepts, skills and techniques

100%

Description Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts i.e.  Recalling mathematical terminology and concepts  Identifying the nature of mathematical problems from theoretical and practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Reasoning and Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use mathematical models i.e. communication  interpreting information from theoretical and practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments and proofs to solve familiar and unfamiliar problems • evaluating methods of solution in terms of efficiency and breadth of application, and recognising limitations to the validity of solutions.

2. Internal (or school-based) assessment for the Mathematics Extension 1 course can be based on the entire Mathematics Extension 1 course (both Preliminary and HSC courses).

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55

Mathematics Extension 1 Objectives

Preliminary Outcomes

HSC Outcomes

Students will develop:

A student:

A student:

 appreciation of the scope, usefulness, beauty and elegance of mathematics

PE1 appreciates the role of mathematics in the solution of practical problems

HE1 appreciates interrelationships between ideas drawn from different areas of mathematics

 the ability to reason in a broad range of mathematical contexts

PE2 uses multi-step deductive reasoning in a variety of contexts

HE2 uses inductive reasoning in the construction of proofs

 skills in applying mathematical techniques to the solution of practical problems

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

HE3 uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay

 understanding of the key concepts of calculus and the ability to differentiate and integrate a range of functions

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas

HE4 uses the relationship between functions, inverse functions and their derivatives

PE5 determines derivatives which require the application of more than one rule of differentiation

 the ability to interpret and communicate mathematics in a variety of forms

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

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 Handbook 2013

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MATHEMATICS EXTENSION 2 ASSESSMENT SCHEDULE HSC 2013 Task 1 Term 1 Week 3

Task 2 Term 2 Week 3

Task 3 Term 3 Week 4

Class Test

Class Test

Trial TOTAL

COMPONEN TS

WEIGHTINGS Concept, skills and techniques Reasoning and communication TOTAL OUTCOMES ASSESSED

BY THE TASK

15%

15%

20%

50%

10%

20%

20%

50%

25%

35%

40%

100%

E3, E4

E3, E4, E7, E8

E2 – E9

Note: The objectives of the course are grouped into two components, for assessment purposes.

Component Description Concepts, skills and techniques

Reasoning and communication

Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts i.e.  Recalling mathematical terminology and concepts  Identifying the nature of mathematical problems from theoretical and practical contexts, and appropriate techniques for solution  Applying appropriate techniques to solve routine problems Application of reasoning and communication in appropriate forms to construct mathematical arguments and proofs and interpret and use mathematical models i.e.  interpreting information from theoretical and practical contexts given in written, diagrammatic or graphical form, and representing given information in other ways • explaining terminology, concepts, techniques for solution or aspects of a solution, using written and/or spoken language and diagrams • interpreting and using mathematical models, and constructing mathematical arguments and proofs to solve familiar and unfamiliar problems • evaluating methods of solution in terms of efficiency and breadth of application, and recognising limitations to the validity of solutions.

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Mathematics Extension 2 Objectives

HSC Outcomes

Students will develop:

A student:

 appreciation of the scope, usefulness, beauty and elegance of mathematics

E1 appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems

 the ability to reason in a broad range of mathematical contexts

E2 chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings

 skills in applying mathematical techniques to the solution of practical problems

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  understanding of the key concepts of calculus and the ability to differentiate and important features of the graphs of a wide variety of functions integrate a range 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  the ability to interpret and communicate mathematics in a variety of forms

E9 communicates abstract ideas and relationships using appropriate notation and logical argument

HSC Assessment Handbook 2013

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MODERN GREEK CONTINUERS HSC ASSESSMENT SCHEDULE 2013 Component

Task 1 Term 4 Week 7 2012

Task 2 Term 1 Week 7

Task 3 Term 2 Week 7

Task 4 Term 3 Trial Exam

Task 5 Term 3 Trial Exam

Weighting

Trial HSC written examination Speaking Objectives: 1 & 4 Outcomes: 1.1, 1.2, 1.3, 1.4, 4.1

10%

10%

Listening and Responding Objective: 3 Outcomes: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6

10%

Reading and Responding Objectives: 1 & 3 Outcomes: 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 Writing Objective: 2 Outcomes: 2.1, 2.2, 2.3 Total

10%

15%

5%

10%

25%

15%

10%

HSC Assessment Handbook 2013

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20%

15%

25%

15%

40%

10%

15%

40%

100%

Modern Greek Continuers Outcomes

Objectives The student will: 1. exchange information, opinions and experiences in Modern Greek

Outcomes The student: 1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas 1.4 reflects on aspects of past, present and future experience

2. express ideas through the production of original texts in Modern Greek

2.1 applies knowledge of language structures to create original text 2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience 2.3 structures and sequences ideas and information

3. analyse, process and respond to texts that are in Modern Greek

3.1 conveys the gist of texts and identifies specific information 3.2 summarises the main ideas 3.3 identifies the tone, purpose, context and audience 3.4 draws conclusions from or justifies an opinion 3.5 interprets, analyses and evaluates information 3.6 infers points of view, attitudes or emotions from language and context 4.1 recognises and employs language appropriate to different social contexts 4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture

4. understand aspects of the language and culture of Greekspeaking communities

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MODERN GREEK EXTENSION HSC ASSESSMENT SCHEDULE 2013

Speaking Objective 1 Outcomes: 1.1, 1.2 Analysis of written texts in (language) Objective 2 Outcomes: 2.1, 2.2, 2.3 Response to written text in (language) Objective 2 Outcomes: 2.1, 2.2, 2.3 Writing in (language) Objective 1 Outcomes: 1.1, 1.2 Total

Task 1 Term 1 Week 7 2012

Task 2 Term 2 Week 8

5/50

5/50

5/50

Task 3 Term 3 Week 3 &4 Trial HSC Exam

Weighting

10/50

10/50

15/50

5/50

5/50

10/50

5/50

5/50

5/50

15/50

15/50

15/50

20/50

50

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Modern Greek Extension Outcomes

Objectives The student will: 1 present and discuss opinions, ideas and points of view in Modern Greek 2 evaluate, analyse and respond to text that is in Modern Greek and that reflects the culture of Greek-speaking communities

Outcomes The student: 1.1 discusses attitudes, opinions and ideas in Modern Greek 1.2 formulates and justifies a written or spoken argument in Modern Greek 2.1 evaluates and responds to text personally, creatively and critically 2.2 analyses how meaning is conveyed 2.3 analyses the social, political, cultural and/or literary contexts of text that is in Modern Greek

HSC Assessment Handbook 2013

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MODERN HISTORY HSC ASSESSMENT SCHEDULE 2013 Component

Task 1

Task 2

Task 3

Task 4

Task 5

Weighting

Part I CORE

Part II NATIONAL STUDIES

Part III PERSONALITIES

Part IV STUDIES IN PEACE AND CONFLICT

ALL SECTIONS

Written Source based task

Research and In class essay

Perspectives and Interpretations

Research and essay presentation

Examination

Term 4 - 2012 WEEK 8

Late Term 1

Mid Term 2

Term 3 WEEK 1

Trial HSC

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

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

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

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

Knowledge and understanding of course content

5

5

5

20

40

Source based skills

10

5

5

20

Historical Inquiry and research Communication of historical understanding in appropriate format Marks

15

5

10

10

5

5

5

5

20

15

20

20

30

100

63

20

Modern History Outcomes Objectives

HSC Course Outcomes

A student develops knowledge and understanding about: 1

key features, issues, individuals and events from the eighteenth century to the present

2

change and continuity over time

3

the process of historical inquiry

4

communicating an understanding of history

A student develops the skills to: H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of selected twentiethcentury studies H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century H3.1 ask relevant historical questions H3.2 locate, select and organise relevant information from different types of sources H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources H4.1 use historical terms and concepts appropriately H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

64

MUSIC 1 HSC ASSESSMENT SCHEDULE 2013 Component

Task 1 Viva Voce presentation representing current topic Term 4 Week 5 2012

Task 2 Compositional activity representing current topic

H4, H5, H6, H8 musicology

H3, H4, H7 composition

Term 4 Week 8

Task 3 Core performance & elective I choice of performance, or musicology Term 1 Half Yearly Examination Week

Task 4 Elective II & III choice of performance, or musicology Term 2 Week 8

Task 5 Trial HSC Aural paper

H1, H2, H7 Performance or

H1, H2, H7 Performance or

H4, H6

H4, H5, H6, H8 Musicology

H4, H5, H6, H8 Musicology

Weighting

Term 3 Trial Examination Week

10 Performance Core

10

Composition Core

10

10

10 Musicology Core

10

Aural Core

25

25

15 Elective I

15 15

Elective II

15 15

Elective III Marks

15 10

10

25

30

65

25

100

Music Outcomes

H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11

performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles critically evaluates and discusses performances and compositions critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied identifies, recognises, experiments with, and discusses the use and effects of technology in music performs as a means of self-expression and communication demonstrates a willingness to participate in performance, composition, musicology and aural activities demonstrates a willingness to accept and use constructive criticism

66

PDHPE HSC ASSESSMENT SCHEDULE 2013 Component

Task 1

Task 2

Task 3

Task 4

Task 5

Research task: Profile of health status of Australians

Half-yearly Examination

Design a training program

Response to sports medicine scenarios

Trial HSC Examination

Week 8 Term 4 2012

Week 11 Term 1

Week 7 Term 2

Week 2 Term 3

Week 3 Term 3

H1, H2, H4, H5, H15, H16

H1 - H5, H7 - H11, H14 - H17

H8, H10, H16

H8, H13, H16, H17

H1 - H5,H7 H11,H13 - H17

10

10

5

5

10

40

5

5

5

5

10

30

Skills in critical thinking, research and analysis

5

5

5

5

10

30

Marks

20

20

15

15

30

100

Knowledge and understanding of 

factors that affect health



the way the body moves

Skills in: 

influencing personal and community health



taking action to improve participation and

Weighting

performance in physical activity.

67

PDHPE Outcomes 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 health promotion based on the Ottawa Charter H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities 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 H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity 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.

68

PHYSICS HSC ASSESSMENT SCHEDULE 2013 COMPONENTS

Knowledge and understanding of:  the history, nature, and practice of physics, applications and uses of physics and their implications for society and the environment, and current issues, research and developments in physics  kinematics and dynamics, energy, waves, fields and matter Skills in:  planning and conducting first-hand investigations.  gathering and processing first-hand data.  gathering and processing relevant information from secondary sources.

Skills in :  scientific thinking, problem-solving,  communicating information and understanding based on data gathered by first-hand investigation or from secondary sources.  Working individually and in teams

WEIGHTING

TASK 1 Term 4 2012 Practical Test

TASK 2 Term 1 Half Yearly Examination

TASK 3 Term 2 Research task

TASK 4 Term 3 TRIAL HSC

H2 H9 H11 H12 H13 H14 H15

H1 H2 H3 H4 H5 H7 H9 H10 H12 H13 H14 Week 7

H1-H15

Week 6

H1 H2 H3 H4 H6 H7 H9 H13 H14 Week 11

5

10

15

Week 3

10

40%

30%

20

30%

100%

69

-

5

5

30%

15%

5

5

10

10

30%

25%

Domain: Knowledge

Prescribed Focus Area

Physics Outcomes Objectives Students will develop knowledge and understanding of : 1. the history of physics

Preliminary Course Outcomes

HSC Course Outcomes

A student :

A student :

P1. outlines the historical development of major principles, concepts and ideas in physics

H1.

evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

2. the nature and practice of physics

P2. applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in physics

H2.

analyses the ways in which models, theories and laws in physics have been tested and validated

3. applications and uses of physics

P3. assesses the impact of particular technological advances on understanding in physics

H3.

assesses the impact of particular advances in physics on the development of technologies

4. implications for society and the environment

P4. describes applications of physics which affect society or the environment

H4.

assesses the impacts of applications of physics on society and the environment

5. current issues, research and developments in physics

P5. describes the scientific principles employed in particular areas of research in physics

H5.

identifies possible future directions of physics research

6. kinematics and dynamics

P6. describes the forces acting on an object which causes changes in its motion

H6.

explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

7. energy

P7. describes the effects of energy transfers and energy transformations

H7.

explains the effects of energy transfers and energy transformations

8. waves

P8. explains wave motions in terms of energy sources and the oscillations produced

H8.

analyses wave interactions and explains the effects of those interactions

9. fields

P9. describes the relationship between force and potential energy in fields

H9.

explains the effects of electric, magnetic and gravitational fields

10. matter

P10. describes theories and models in relation to the origins of matter and relates these to the forces involved

H10. describes the nature of electromagnetic radiation and matter in terms of the particles

70

Domain: Skills Domain: Values & Attitudes

Objectives Students will develop knowledge and understanding of : 11. planning investigations

Preliminary Course Outcomes

HSC Course Outcomes

A student :

A student :

P11. identifies and implements improvements to investigation plans

H11. justifies the appropriateness of a particular investigation plan

12. conducting investigations

P12. discusses the validity and reliability of data gathered from first-hand investigations and secondary sources

H12. evaluates ways in which accuracy and reliability could be improved in investigations

13. communicating information and understanding

P13. identifies appropriate terminology and reporting styles to communicate information and understanding in physics

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

14. developing scientific thinking and problem-solving techniques

P14. draws valid conclusions from gathered data and information

H14. assesses the validity of conclusions from gathered data and information

15. working individually and in teams

P15. implements strategies to work effectively as an individual or as a member of a team

H15. explains why an investigation is best undertaken individually or by a team

16. themselves, others, learning as a lifelong process, physics and the environment

P16. demonstrates positive values about, and attitude 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

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

71

72

SERBIAN HSC ASSESSMENT SCHEDULE 2013 Component

Speaking Objectives 1 and 4 Outcomes: 1.1, 1.2,1.3, 1.4, 4.1, Listening and Responding Objective 3 Outcomes: 3.1, 3.2, 3.3, 3.4 Reading and Responding Objectives 1 and 3 Outcomes: 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4 Writing in Serbian Objective 2 Outcomes: 2.1, 2.2, 2.3

Total

Task 1 Term 4

Task 2 Term 1

Task 3 Term 2

Week 7 2012

Week 10

Week 7

Task 4 Term 3

Weighting

examination) Term 3 Trial HSC

5%

15%

10% 10%

10%

10% 5%

Task 5 Trial HSC (Written

30%

10%

73

15%

20%

10%

20%

20%

40%

10%

20%

40%

100%

Serbian Outcomes Objectives The student will: 1. exchange information, opinions and experiences in Serbian 2. express ideas through the production of original texts in Serbian

3. analyse, process, and respond to texts that are in Serbian 4. understand aspects of the language and culture of Serbian - speaking communities

Outcomes The student: 1.1 uses a range of strategies to maintain communication 1.2 conveys information appropriate to context, purpose and audience 1.3 exchanges and justifies opinions and ideas on known topics 1.4 reflects on aspects of past, present and future experience 2.1 applies knowledge of language structures to create original text 2.2 describes, narrates and reflects on real or imaginary experiences in the past, present or future 2.3 organises and sequences ideas and information 3.1 identifies and conveys the gist, main points, supporting points and detailed items of specific information 3.2 infers point of view, attitudes or emotions from language and context 3.3 summarises, interprets and evaluates information 3.4 compares and contrasts aspects of texts 4.1 recognises and employs language appropriate to different social contexts 4.2 identifies values, attitudes and beliefs of cultural significance 4.3 reflects upon significant aspects of language and culture

74

VISUAL ARTS HSC ASSESSMENT SCHEDULE 2013 Component

Artmaking Art Criticism and Art History Weighting

Task 1 Development of BOW including a Statement of Intent~ investigations of artmaking practice evident in VAPD including experiments with materials, written reflections & explanations, research about related artist’s practice, works under development

Task 2 Half-Yearly Exam ~ Art criticism and art history

Statement of Intent ~ Week 7, Term 4, 2012 BOW ~ Week 5, Term 1, 2013 H1, H2, H3, H4, H5, H6 10

Week 11 ~ Term 1

10%

H7, H8, H9, H10 20 20%

Task 3 Development of BOW ~ including a Case Study based on works of inspiration (copies to be shared with class) as well as VAPD and works under development, documentation of works & works in progress, oral or written presentation about intentions connecting student’s conceptual practice to the conceptual framework and the frames.

Week 5 ~ Term 2

H1, H2, H3, H4, H5, H6, H7, H8, H9,H10 15 5 20%

75

Task 4 Body of Work ~ completed works, VAPD, documentation of works & works in progress, oral or written presentation about intentions connecting student’s conceptual practice to the conceptual framework and the frames.

Task 5 Trial HSC Exam ~ Art criticism and art history

Week 5 ~ Term 3

Week 3 ~ Term 3

H1, H2, H3, H4, H5, H6 25

H7, H8, H9, H10

25%

Weighting

50% 25 25%

50% 100%

Visual Arts Outcomes Outcomes practice conceptual framework frames representation conceptual strength & meaning resolution practice conceptual framework frames representation

A student: H1: initiates and organises artmaking 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 artmaking 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

76

77

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New South Wales Government

A Glossary of Key Words (HSC) 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 COMPONENT 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

78

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

79

EXPLANATION OF ABSENCE FROM AN IN CLASS TASK STUDENT’S NAME:_________________________________________________DATE:__________ COURSE NAME:________________________________TEACHER:__________________________ DATE OF ASSESSMENT TASK:_____________________________________ ASSESSMENT TASK:________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ EXPLANATION FOR ABSENCE FROM TASK: (Evidence (e.g. medical certificate) is required) ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Signed:___________________________ (Parent) Signed:___________________________ (Student) CURRICULUM LEADER:____________________________________________DATE:__________ (Signature) ---------------------------------------------------------------------------------------------------------------------------PRINCIPAL SENIOR SCHOOL ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ DATE:____________________________ DATE STUDENT INFORMED:________________________________________

80

ILLNESS OR MISADVENTURE The student who believes that circumstances occurring immediately prior to or on the day of their Assessment Task and which were beyond his/her control, may diminish his/her result in that TASK should complete this form and give it to Mrs Katsogiannis.

There can be no consideration for:     

General difficulties in preparation or general loss of preparation time Loss of study time or facilities Long-term illness Matters that could have been avoided by the student Other commitments (such as attendance at a sporting or cultural event)

Student’s name:___________________________________ Assessment TASK affected:______________________________________________________ Date of assessment TASK:_______________________________________________________ Describe how the illness or misadventure you have suffered has affected your performance in the assessment TASK. You must attach independent evidence of the illness or misadventure (medical certificate, counsellor report etc). ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Student’s signature:

Parent’s signature:

Principal’s Decision:

81

LATE ARRIVAL ON DAY OF ASSESSMENT TASK NAME:__________________________________________________DATE:____________________ COURSE BEING ASSESSED:_______________________________TEACHER:________________ TIME OF ARRIVAL AT SCHOOL_______________________OR MISSED PERIOD____________ PERIOD(S) IN WHICH ASSESSMENT TOOK PLACE/WAS DUE___________________________ REASON FOR LATE ARRIVAL AT SCHOOL OR PERIOD MISSED_________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Signed:_________________________ (Parent) Signed:_________________________ (Student) Curriculum Leader:_______________________________________________Date:_______________ (Signature) PRINCIPAL’S DECISION: __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ DATE:____________________________________ DATE STUDENT INFORMED:________________________

82

YEARLY ASSESSMENT PROGRAMME Term 4 Week

Term 2 Date

Subject and TASK

%

Week

Term 1 Week

Date

Subject and TASK

%

Term 3 Date

Subject and TASK

Week

%

83

Date

Subject and TASK

%

Subject

TASK %

My My Result rank

1 2 3 4 5

Subject

TASK %

My My Result rank

1 2 3 4 5

Subject

TASK %

My My Result rank

1 2 3 4 5

84

FINAL RANK FINAL RANK Rank

Subject

85

HSC 2012

86