ST GREGORY’S COLLEGE
CAMPBELLTOWN
2016 HSC
Student Assessment
Handbook
IMPORTANT HSC INFORMATION .......................................................................................................... 1
Purpose of School Assessment ....................................................................................................................... 1
Eligibility Requirements for the Higher School Certificate ........................................................................... 1
Accumulation of the Higher School Certificate ............................................................................................. 2
Repeating Courses ........................................................................................................................................... 2
University Admission ....................................................................................................................................... 3
HSC ASSESSMENT GUIDELINES .......................................................................................................... 5
What procedures are followed by students submitting hand-in tasks? ...................................................... 5
What procedure is followed for students submitting hand-in tasks after the end of Recess
on the due date, without good reason?................................................................................................... 5
What procedures are followed, if a student is absent from an assessment task due to illness? .............. 5
What procedures are followed, if a student is absent from a task due to severe personal
or family hardship? .................................................................................................................................. 7
What procedures are followed, if a student is absent from a task due to approved leave
(including holidays, Work Placement and representative sport? .......................................................... 7
What procedures are followed for the endorsement of student leave? ....................................................... 7
What procedures are followed if a student fails to submit or to complete a task? .................................... 8
What procedures are to be followed for providing adequate notice (in writing) for tasks? ....................... 8
What procedures are to be followed for students absent from school when assessment
information is given out? ......................................................................................................................... 8
What procedures are to be followed if a student is absent from an examination? .................................... 9
What non-assessment periods will be built into the assessment calendar?. .............................................. 9
What are procedures relating to malpractice? ............................................................................................. 10
When will a student be deemed to have completed course requirements? .............................................. 11
What is the result of an ‘N’ determination? . ………………………………………………………………………..11
What is the procedure for handling Assessment Ranking Appeals? ......................................................... 12
ASSESSMENT IN VOCATIONAL EDUCATION COURSES................................................................. 13
What will happen if Work Placement is not completed by a student? ....................................................... 13
How will Work Placements be organised? .................................................................................................... 13
How will an appropriate time for Work Placement be arranged? ............................................................... 13
HONESTY IN HSC ASSESSMENT - THE STANDARD ......................................................................... 15
COMMENCING THE HSC COURSE: TIPS FOR STUDENTS ............................................................... 17
Your Responsibilities ..................................................................................................................................... 17
Student Rights and Responsibilities at St Gregory’s College ..................................................................... 17
Table of Contents
APPENDIX I Student Assessment Form ..................................................................................................................... 19
APPENDIX II
Student Appeal Form .............................................................................................................. 21
APPENDIX III Official Warning Letters for Preliminary HSC and HSC Candidates ........................................................ 23
APPENDIX IV
Glossary of Key Words ............................................................................................................ 27
APPENDIX V
“Work to Be Completed – Student Leave” form. ...................................................................... 31
APPENDIX VI
Homework Guidelines ............................................................................................................. 35
APPENDIX VII
A Student’s Guide to Academic Integrity ................................................................................ 38
APPENDIX VIII
Assessment Schedules ............................................................................................................ 43
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IMPORTANT HSC INFORMATION
Purpose of School Assessment
The assessment marks submitted by the school for each course are intended to indicate your achievements at the end of the HSC course. The assessment marks are based on:
• a wider range of syllabus outcomes than can be measured by the external examination, although internal assessment must cover all the objectives measured by the examination;
• multiple measures and observations made throughout the HSC course rather than at a single, final examination.
Measuring your achievement at points during the course provides a better indication of your achievement than a single examination. It increases the accuracy of your final assessment of achievement by using multiple measures. It caters for any knowledge and skills outcomes that are better assessed in specific settings (eg research, fieldwork or practical skills), thus broadening the base of the assessment. Your assessment marks submitted by the school reflect the knowledge and skills objectives of the course and the related outcomes.
Your final assessment mark (at the end of all HSC assessments) will be forwarded to the Board of Studies and will be reported on the HSC Course Report. The mark will reflect the rank order and relative differences in student achievement. It is imperative therefore that you are thoroughly prepared for each task.
Eligibility Requirements for the Higher School Certificate
To be eligible for the award of the Higher School Certificate you must have:
(i) successfully completed Stage 5 or such other qualifications as the Board of Studies considers satisfactory;
(ii) attended a government school, an accredited non-government school, an institute of TAFE or a school outside NSW recognised by the Board;
(iii) satisfactorily completed courses that comprise the pattern of study required by the Board for the award of the Higher School Certificate;
(iv) sat for and made a serious attempt at the required Higher School Certificate examination(s).
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Pattern of Study
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. Both patterns must include:
• at least six units of Board Developed Courses; • at least two units of a Board Developed Course in English; • at least three courses of two unit value or greater (either Board Developed or Board Endorsed Courses); • at least four subjects.
To satisfy pattern of study requirements for the Higher School Certificate, you may count a maximum of six Preliminary units and six HSC units from courses in Science.
Accumulation of the Higher School Certificate
You may accumulate HSC courses towards the Higher School Certificate over a period of up to five years. Preliminary courses may also be accumulated. The five-year period will commence in the first year you complete an HSC course. It will apply regardless of whether you defer your studies for one or more years during the five-year period. Accumulation of HSC courses cannot extend beyond a five-year period. This five-year period is a ‘rolling period’ and students wishing to go beyond the five years will have the earliest year’s presentation deleted. Students who are accumulating courses for the Higher School Certificate will receive a Record of Achievement for each calendar year of study. These cumulative transcripts will record all Preliminary and HSC courses satisfactorily completed in the previous five years, including repeat attempts. On completion of the accumulation, all requirements must have been met for both the Preliminary and HSC patterns of study.
Repeating Courses
You may repeat one or more HSC courses, but you must do so within the five-year accumulation period. The most recent attempt will be eligible for inclusion by UAC in the calculation of an ATAR.
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University Admission
In 2009 the UAI (University Admission Index) was changed to the Australian Tertiary Admission Rank (ATAR), which is the common name that all states (except Queensland) have adopted for their university selection index. Other states started using the name ATAR in 2010. The number given to the maximum rank in NSW and the ACT was also changed with the introduction of the ATAR. The highest rank will now be an ATAR of 99.95, as opposed to a UAI of 100. This means NSW and ACT students will now be in line with their interstate peers, where the top rank is 99.95. Achieving an ATAR of 99.95 is the same as achieving a UAI of 100 – you are in the top ranked group of students. Your ATAR indicates your position in relation to the Year 7 students in your cohort, rather than the Year 10 group. As a consequence, the majority of students will receive a slightly higher ATAR than the equivalent UAI. Tables comparing UAIs and ATARs are available on UAC’s website. For all students, these changes will have very little effect. The scaling process will be the same, the rank order of students will be the same, and the same applicants will be selected for the same courses. Any small change in an ATAR compared to a UAI will see an equivalent change in the course cut-off. To be eligible for an ATAR a student must complete at least 10 units (including at least two units of English) of Board Developed Courses for which there are formal examinations conducted by the Board of Studies. The Board Developed Courses must include at least three courses of two units or greater and at least four subjects. AN ATAR will be based on an aggregate of scaled marks in 10 units of Board Developed Courses comprising the best two units of English and the best eight units from the remaining units, subject to the provision that no more than two units of Category B courses be included. (For further information visit the Universities Admissions Centre website at www.uac.edu.au) An ATAR may include units accumulated by a candidate over a total time span of five years. If a candidate repeats a unit, only the latest attempt will be available for inclusion in an ATAR. Students wishing to have an ATAR calculated must advise the school at the time of HSC entry.
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HSC ASSESSMENT GUIDELINES
What procedures are followed by students submitting hand-in
tasks?
In most cases, students submit tasks down the shute located in Student Services before the end of Recess on the date that the task is due.
NOTES
1. All tasks must be submitted inside the yellow assessment envelope provided. The envelope has a Student Assessment Form printed on one side. Part A must be completed. (These envelopes are issued by subject teachers, but spares are available at Student Services).
2. Tasks cannot be submitted on USB drives (known also as thumb drives) or via e-mail, unless the teacher gives specific instructions, in writing, to this effect.
What procedure is followed for students submitting hand-in
tasks after the end of Recess on the due date, without good
reason?
These tasks are submitted directly to the subject teacher or the KLA Coordinator. A penalty of 20% per day* of the total available mark is deducted for the late submission of tasks, including those handed in after recess on the due date (*Saturday and Sunday are included as two days). For example, Assignment X:Total available mark = 40
Student’s mark = 30
Penalty: One day late = 20% of 40 Convert 30/40 to a mark out of 100, then subtract 20 marks (20% of 100).
Student’s mark of 30/40 = 75/100
- one day late = 75-20 = 55/100 = 55%
What procedures are followed, if a student is absent from an
assessment task due to illness?
If a student is too ill to attend school, he MUST supply a medical certificate, or a penalty applies. A note from a parent or a carer is NOT sufficient.
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1. Hand-in tasks
On the first day that a student returns to school after illness, he must complete Part B of the Student Assessment Form, and he must attach this form to his medical certificate. The Student Assessment Form, and the task, must be given to the subject teacher or the KLA Coordinator before the commencement of Period 1. The subject teacher must show the KLA Coordinator the late task, Student Assessment Form and medical certificate. Then, the KLA Coordinator makes a judgement as to whether correct procedure has been followed, and, after that, he/she files the paperwork. Penalties: If the medical certificate covers all dates, on which the student was absent, and if he has followed all of the abovementioned requirements, no penalty is applied. However, 20% of the available mark must be deducted for each day of lateness, if it is determined that correct procedure has not been followed by the student. Example: A student who has been absent submits his task during Recess to the subject teacher on the first day that he returns to school. This would result in the imposition of a 20% penalty because he should have done this before the commencement of Period 1.
2. In-class tasks
On the first day that a student returns to school, the student must complete Part B of the Student Assessment Form, and he must attach this form to his medical certificate. The Student Assessment Form must be given to the subject teacher or the KLA Coordinator before the commencement of Period 1. For ‘in-class’ tasks, the teacher consults the KLA Coordinator, who decides from the following options (providing that the student has followed correct procedure):
1. Issuing the student with an estimate, which would be calculated at the end of the course 2. Allowing the student to sit an alternative task (sat as soon as possible after the student
returns to school) 3. Allowing the student to sit the original task (NOTE: This occurs only if the KLA
Coordinator is convinced that no advantage can be gained by the student, over other students. This depends on the nature of the task. For example, if the questions were supplied to all students before the task was due to be sat, then the task may be valid.)
Penalties: If the medical certificate covers all dates, on which the student was absent, and if he has followed all of the abovementioned requirements, no penalty is applied. However, 20% of the available mark must be deducted for each day of lateness, if it is determined that correct procedure has not been followed by the student. If a KLA Coordinator believes that there is reason to apply discretion, he/she discusses this immediately with the Director of Teaching and Learning.
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What procedures are followed, if a student is absent from a task
due to severe personal or family hardship?
In such cases, the subject teacher and the KLA Coordinator clarify the situation with the relevant Year Coordinator and the Director of Teaching and Learning. Every effort is then made to ensure that no student is disadvantaged in such a case. As soon as possible, after the student returns to school, he completes Part B of the Student Assessment Form, attaches a letter (signed by a parent or a carer), explaining the nature of his absence, and submits this paperwork to the subject teacher or the KLA Coordinator.
What procedures are followed, if a student is absent from a task
due to approved leave (including holidays, Work Placement and
representative sport?
If leave has been approved, the subject teacher, in consultation with the KLA Coordinator, has the following options:
- Have the student complete the hand-in task prior to the leave commencing. - Have the student complete the examination before (but on the scheduled day) the
rest of his class / cohort. - Grant an extension (for hand-in tasks). - Have the student complete an alternative task (particularly for in-class tasks). - Issue the student with an estimate.
NOTE: Leave, which is taken without approval, results in penalties being applied, if an assessment task is affected.
What procedures are followed for the endorsement of student
leave?
The parent / carer of the student must write a letter to the Director of Students, applying for leave. The Director of Students considers the application, in consultation with the Director of Teaching and Learning, and the relevant Year Coordinator. Should leave be approved a ‘Work to be Completed – Special Leave’ form is issued. It is the responsibility of the student to approach the teachers of all affected assessment tasks and examinations. The form is also used to collect class work, which would be missed due to the leave. The form is then signed by the Director of Teaching and Learning for final approval.
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What procedures are followed, if a student fails to submit or to
complete a task?
This results in:
1. a zero mark being awarded; and 2. an ‘Official Warning’ letter being sent to parents / carers. The acknowledgment slip,
and a copy of the letter, must be returned by the student, and it is then filed by the Director of Teaching and Learning.
It is the expectation of the Board of Studies that students attempt all prescribed assessment tasks, even if they are to be awarded a zero mark for a given task. NOTE: Please refer to Appendix II for a sample of an ‘Official Warning’ letter.
What procedures are to be followed for providing adequate
notice (in writing) for tasks?
The school will publish a HSC Assessment Handbook at the commencement of the course each year. It will contain assessment schedules for each course offered giving a broad timeframe in which the task will be due. An assessment calendar showing the exact date that tasks are due will be published. At least two weeks’ notice of the details of a task should be given.
What procedures are to be followed for students absent from
school when assessment information is given out?
Students are responsible for checking, upon their return to school, if any assessment notifications have been issued. Failure to do so will not be grounds for an appeal.
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What procedures are to be followed if a student is absent from
an examination?
The student must ring the Year Coordinator before 8:30am on the day of the examination or sooner if he knows he will miss an examination. Failure to do so could result in a zero mark awarded. On the first day the student returns to school, he must provide a medical certificate to the KLA Coordinator before 8:30 am and complete Parts A and B of the ‘Student Assessment Form’ (available from Student Services). It is the student’s responsibility, on the first day he returns to school, to make arrangements with the Year Coordinator and KLA Coordinator and to sit the examination(s) missed. The examination will be sat on:
- the first day the student returns to school, OR - the first gap in the student’s examination timetable, OR - at a time negotiated with the relevant KLA Coordinator(s).
It may be necessary to sit an alternative or modified examination. This decision will be made by the KLA Coordinator (always ensuring that no student is advantaged or disadvantaged by the process).
What procedures are to be followed for the awarding of
extensions?
Extensions are likely to be rare occurrences and can only be issued by KLA Coordinators. Extensions of time should only be awarded in such cases as endorsed leave or illness (proven with a medical certificate) or family hardship. Students should apply for extensions at least three days before a task is due, except in exceptional circumstances. In most cases, an extension will not be granted for student error or for technological difficulties.
What non-assessment periods will be built into the assessment
calendar?
The following will be assessment free: - One week before scheduled exam periods and one week after - The Thursday before or Tuesday after a boarders’ long weekend - The first day of a term - The first or last week of a calendar year - Afternoons (period 5) on days when students attend TAFE - Two weeks prior to the HSC Trials and one week after the HSC Trials - One week prior to the final date where final assessments (Year 12) are due to the Director of
Teaching and Learning
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What are the procedures for dealing with student appeals after
an assessment item?
Students should be encouraged to always try to resolve any concerns over marks with their teacher or the teacher responsible for marking that task. If that is not possible, the student should consult the relevant KLA Coordinator. Appeals cannot be made because a student disagrees with a mark awarded. They must have clear grounds for an appeal. If a student still wishes to appeal a mark or grade on a particular task (after discussing the matter with his teacher or marker and/or KLA Coordinator) he must approach the Director of Teaching and Learning to provide reason(s) for the appeal and to obtain an Appeal Form (these forms are also available via Student Services. The student must submit this completed Appeal Form within two school days of the return of the marked task. No consideration will be given to an appeal that does not follow this procedure and time frame.
What are procedures relating to malpractice?
All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be the work of the student. Malpractice is defined as: any activity that allows students to gain an unfair advantage over other students. It includes, but is not limited to:
• copying someone else’s work in part or in whole and presenting it as a student’s own • using material directly from books, journals, CDs or the internet without
reference to the source • building on the ideas of another person without reference to the source • buying, stealing or borrowing another person’s work and presenting it as
a student’s own • submitting work to which another person such as a parent, coach or subject
expert has contributed substantially • using words, ideas, designs or the workmanship of others in practical and
performance tasks without appropriate acknowledgement • paying someone to write or prepare material • breaching school examination rules • using non-approved aides during an assessment task • contriving false explanations to explain work not handed in by the due date • assisting another student to engage in malpractice.
“If the malpractice is proven, a zero mark should be considered for that task. In some circumstances, the school may decide to administer a substitute task with significantly different supervision. Whatever approach is taken the penalty should be appropriate to the seriousness of the offence.” HSC Assessment in a standards-referenced framework: A Guide to Best Practice Wherever a zero mark is awarded for malpractice, the Subject Coordinator will issue an ‘Official Warning’ letter (see Appendix II) to the student.
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When will a student be deemed to have completed course
requirements?
(i) A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has met the following course completion criteria:
(a) followed the course developed or endorsed by the Board; and (b) applied himself 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, a student
will be given written warning in sufficient time to correct any problems regarding satisfactory completion of course requirements. 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.
(iii) A student will have the right to appeal to the school against this determination. If unsuccessful, a student may appeal to the Board. The Principal must advise students of this right and explain the appeal process.
(iv) Where it is determined that a student has not satisfactorily completed a course, he will receive no
results in that course. Until a student receives results in 12 Preliminary units and 10 HSC units he will not be eligible for the award of a Higher School Certificate.
NOTE: The Principal may determine that, as a result of absence, the course completion criteria may not be met. If this occurs an ‘Official Warning’ letter will be issued to the student.
What is the result of an ‘N’ determination?
Any course for which the Principal makes an ‘N’ determination will not appear on any Board credential.
Students who receive an ‘N’ determination in any Preliminary course may be permitted to proceed to the HSC course provisionally while concurrently satisfying any outstanding Preliminary course requirements.
Students who receive an ‘N’ determination in any HSC course will have neither an assessment mark nor an examination mark awarded for that course in that year.
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What is the procedure for handling Assessment Ranking
Appeals?
(i) After the final HSC examination, a student can obtain his rank order for assessment in each course via Students Online or from the school. If a student feels that his placement in any course is not correct, he should talk to his teacher and the student may apply to the Principal for a review/appeal. (ii) There is no provision for a review of marks awarded 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; and/or
(b) the procedures used by the school for determining the final assessment mark conform with its stated assessment program; and/or
(c) computational or other clerical errors have been made in the determination of the assessment mark.
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ASSESSMENT IN VOCATIONAL EDUCATION COURSES
Vocational Education courses are competency based courses. The Board of Studies & Educational Standards NSW (BOSTES) and the Australian Skills Quality Authority (ASQA) requires that a competency based approach to assessment be used. Assessment of competencies is criterion referenced. This means that a participant’s performance is judged against a prescribed standard. A student is judged either as ‘competent’ or ‘not yet competent’. This judgement is made on the basis of evidence, which may be in a variety of forms- through observation on the completion of projects, class presentations, examinations and activities performed on Work Placement. Competency based assessment is based on the requirements of workplace. The Competency Record Book forms a permanent record of all units and elements of competency demonstrated by the students undertaking courses within the framework VET courses. Achievement of elements of competency will be progressively recorded in the student’s log book.
What will happen if Work Placement is not completed by a
student?
Students undertaking vocational courses should note that Work Placement is compulsory. Failure to complete the work placement component of their VET courses will result in the student not satisfactorily completing the course. The student’s HSC may then be in jeopardy.
How will Work Placements be organised?
Students must use Work Placements approved by the Work Placement Coordinator. Students will receive a VET Student/Parent information pamphlet distributed by the Diocese of Wollongong outlining Work Placement requirements. Employers participating in this program have been briefed about the program and are aware of their obligations regarding Child Protection legislation, Occupational Health and Safety and insurance details.
How will an appropriate time for Work Placement be arranged?
In selecting a time and location for Work Placement, students must consider the following points:
i. Being on Work Placement is not an excuse for missing an assessment task or for late submission of a task. In choosing work placement dates, students must refer to the assessment calendar. They then must supply the Work Placement Coordinator with three weeks that are free of assessments. The Work Placement Coordinator will endeavour to book a student’s Work Placement in one of these weeks.
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ii. Should a Work Placement clash with an assessment task it is the student’s responsibility to
approach his teacher(s) of any subject(s) that are affected. The student must negotiate alternative arrangements for the completion of any disrupted task(s). Options for the teacher to consider include: an extension, an alternative task or having the student complete the task prior to the Work Placement commencing.
iii. A zero mark will be awarded for tasks not completed due to failure to follow appropriate Work Placement procedures.
iv. Once dates for Work Placement have been nominated by a student they will not be changed except in legitimate circumstances as this inconveniences employers and other schools.
v. Students can use their casual employment for Work Placement if it is directly related to the subject. An application for ‘Recognition of Prior Learning’ (RPL) must be attained from the VET Coordinator and completed by the student’s employer.
vi. Students must complete and submit all paperwork regarding Work Placement to confirm their place and avoid losing the placement to another student or school.
It is the student’s responsibility to follow the procedures for Work Placement as outlined in the Work Placement Booklet.
VET courses offered for 2015/2016
1. Construction 2. Metals and Engineering 3. Primary Industries
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HONESTY IN HSC ASSESSMENT-THE STANDARD
This standard sets out the Board of Studies NSW requirements concerning students submitting their own work in HSC assessment. Candidates for the Higher School Certificate, as well as their teachers and others who may guide them, are required to comply with the standard.
The honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others in guiding students, underpins the integrity of the Higher School Certificate. Throughout the assessment process, the highest level of honesty is required.
Each student's mark will be determined by the quality of the work produced by the student only. To demonstrate honesty, any component of a student's work that has been written, created or developed by others must be acknowledged in accordance with the Board's subject specific documentation. Use or inclusion of material from other sources such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and learning do not require formal acknowledgement.
Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process constitutes malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. The Board of Studies NSW treats allegations of malpractice very seriously and detected malpractice will limit a student's marks and jeopardise their HSC. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own. Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, the Board of Studies NSW will report matters to the Independent Commission Against Corruption.
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COMMENCING THE HSC COURSE: TIPS FOR STUDENTS
Your Responsibilities
NOTE: A HSC Assessment Handbook will be provided to you as soon as possible after the commencement of the HSC course (Term 4, 2015). This will contain Assessment Schedules for each subject and HSC assessment rules and Regulations.
An Assessment Calendar (containing dates that all tasks are due) will be issued for Term 4, 2015 and another Calendar will be issued for Terms 1-3, 2016.
IT IS YOUR RESPONSIBILITY to follow the assessment rules as outlined in the HSC Assessment Handbook. Failure to do so may jeopardise your assessment mark for a particular task and possibly your HSC (in the worst of cases).
You are reminded of the following extract from the College document…
Student Rights and Responsibilities at St Gregory’s College
As a student I have the following rights:
Values My rights come with the following responsibilities; I need to:
To learn from my teachers and to develop and nurture a lifelong love of learning
Respect Commitment Persistence Responsibility
* Listen attentively and respectfully in class * Follow teacher instructions * Actively participate in the range of learning activities made available to me * Give my best effort * Complete homework, assignments and assessment tasks * Enable others to learn without distraction * Obtain and maintain all resources for each subject Examples:
Submit tasks by due dates
Arrive to class on time
Be prepared with all work and resources
Avoid moving about the classroom or creating noise unless instructed to do so
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At the commencement of the HSC course, you are encouraged to ask your teachers for:
All relevant pages from the HSC section of the syllabus including an overview page of the HSC course.
The Scope & Sequence for each subject (i.e. Information on the approximate duration of each topic).
Clear guidelines on the format of the HSC paper from the relevant syllabus (NOTE: The HSC Specimen Paper for your subject is the best indicator of how the HSC paper will look).
During the teaching of the HSC Course, you are encouraged to ask your teachers for:
An explanation of which Key Words (from the BOS Glossary of Key Words) are most relevant to your subject’s HSC paper. (What do they mean? How should questions containing these Key Words be answered? Etc).
Assistance in developing a Glossary list for each topic.
Assistance with keeping track of completed sections of the syllabus (NOTE: All parts of a HSC topic need to be covered. Good idea to tick them off as you go).
Practice questions to assist you to prepare for each section of the HSC paper
Leading into exam periods, you are encouraged to ask your teachers for:
Guidelines on what you should revise.
Useful tips on how you should revise (revision techniques most suitable for that subject & suitable revision questions).
Advice on the details of the exam such as: length, number of sections, type of questions (e.g. multiple choice, short answer etc).
Leading into assessment tasks, you are encouraged to ask your teachers for:
An explanation of the task.
A set of marking guidelines showing how the task will be assessed.
At least 10 days notice of the specific details of an assessment task
(Note: Students are notified of dates of tasks well in advance via the Assessment Calendar).
After examinations and assessment tasks, you are encouraged to ask your teachers for:
Feedback on strengths / areas for improvement.
Sample answers (where possible).
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APPENDIX I
Student Assessment Form
ASSESSMENT RULES - REMINDERS
What procedures are to be followed if a student is absent from an assessment task due to illness?
1. Hand in Tasks On the first day a student returns to school after illness, he must complete Part B of the Student Assessment Form and attach a medical certificate. The Student Assessment Form, and the task, must be given to the subject teacher or subject coordinator before period 1 commences.
2. In-class tasks
On the first day a student returns to school, the student must complete Part B of the Student Assessment Form and attach a medical certificate. The Student Assessment Form, must be given to the subject teacher or subject coordinator before period 1 commences.
NOTE: An alphabetical list of teaching staff is available on the notice board in Student Services. This shows the location of staff during Home room
If a student is too ill to attend school, they MUST supply a medical certificate or a penalty will apply. A note from a parent or carer will NOT be sufficient.
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STUDENT ASSESSMENT FORM
PART A: SUBMISSION OF ALL COMMON ASSESSMENT TASKS Section A must be completed every time an assessment task is submitted. . Student’s name: ___________________________________ Homeroom: _________________ Subject: _________________________________________ Due date: ___________________ Subject Teacher’s name: ________________________________________________________
Task description / number: ______________________________________________________ ____________________________________________________________________________
PART B: EXPLANATION OF ABSENCE / LATE SUBMISSION OF COMMON ASSESSMENT TASKS Section B is only to be used if a student needs to explain one of the following:
Absence from an assessment task Absence from an examination
Failure to complete a set assessment task Lateness for an assessment task
Other
Give details (attach a note if more room required): __________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
Medical certificate attached
(Note: Your medical certificate must be dated to cover the day(s) absent
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APPENDIX II
Student Appeal Form
What are the procedures for dealing with student appeals after
an assessment item?
Students should be encouraged to always try to resolve any concerns over marks with their teacher or the teacher responsible for marking that task. If that is not possible, the student should consult the relevant KLA Coordinator. Appeals cannot be made because a student disagrees with a mark awarded. They must have clear grounds for an appeal. If a student still wishes to appeal a mark or grade on a particular task (after discussing the matter with his teacher or marker and/or KLA Coordinator) he must approach the Director of Teaching and Learning to provide reason(s) for the appeal and to obtain an Appeal Form (these forms are also available via Student Services. The student must submit this completed Appeal Form within two school days of the return of the marked task. No consideration will be given to an appeal that does not follow this procedure and time frame.
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STUDENT APPEAL FORM This form must be completed and submitted to the Director of Teaching and Learning within two school days of the return of the marked task.
.
Student’s name: _________________________________ Homeroom: _______________
Subject: _________________________________________ Due date: ________________
Subject Teacher’s name: ______________________________________________________
Task description / number: ___________________________________________________
__________________________________________________________________________
Reason(s) for appealing (attach a note if more room required): __________________________ _______________________________________ _____________________________________________________________________________ _____________________________________________________________________________
Office use only Date Received: _________________________ Action to be taken: ___
_______________________
23
APPENDIX III
Official Warning Letters for Preliminary HSC and HSC
Candidates
24
«Date» «Title» «Last_Name» «Address» «City» «State» «Post_Code» Dear «Title» «Last_Name»
OFFICIAL WARNING NON-COMPLETION OF A HIGHER SCHOOL CERTIFICATE COURSE
I am writing to advise that your son «student_full_name» is in danger of not meeting the Course Completion Criteria for the Higher School Certificate course in «course». The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the «first_or_second» official warning we have issued concerning «course». A minimum of two course-specific warnings must be issued prior to a final ‘N’ determination being made for a course. Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the student has:
a) followed the course developed or endorsed by the Board; and b) applied himself with diligence and sustained effort to the set tasks and experiences
provided in the course by the College; and c) achieved some or all of the course outcomes.
Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. To date, «student_first_name» has not satisfactorily met «a_b_or_c» of the Course Completion Criteria. The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for «student_first_name» to satisfy Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed/achieved. Please discuss this matter with «student_first_name» and contact the College if further information or clarification is needed. Yours sincerely Class Teacher/KLA Coordinator Year Coordinator Director of Teaching & Learning Principal
25
- 2 -
To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by «student_full_name».
Task Name/Course Requirements/Course
Outcome
Date(s) Task(s) Course Requirements(s) Initially Due (if
applicable)
Action Required by students
Date to be completed by (if applicable)
«Task_Name»
«Task_Date» «action» «Date_to_be_completed_by»
..............................................................................................................................................
St Gregory's College
Please detach this section and return to the College
Requirements for the satisfactory completion of a Higher School Certificate Course.
I have received the letter dated «Date» indicating that «student_full_name» is in danger of not having satisfactorily completed «course».
I am aware that this course may not appear on his Higher School Certificate Record of Achievement.
I am also aware that the ‘N’ determination may make him ineligible for the award of the Higher School Certificate.
Parent/Guardian’s signature: Date: Student’s signature: Date:
26
27
APPENDIX IV
Glossary of Key Words
28
Glossary of Key Words – Why the focus?
What is the Glossary?
A list of 35 key words that are frequently used in the HSC These words are all verbs that indicate to students what a given question requires them to do.
Where does the list come from? The list appears at the end of The New Higher School Certificate – Assessment Support Document (1999) issued by the Board of Studies. Why is it necessary to for students to be familiar with these words and their
application?
The above document states that this glossary “has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.” It has become apparent, following the 2001 examinations, that students are not always aware of what a question requires them to do. These terms supply the directive within questions. If students are familiar with what these words actually mean in the context of a question they will be far better prepared to formulate an answer. The focus in teaching HSC subjects is always on the knowledge and skills that a student must attain in order to attempt the exam in any given subject. It is crucial that some time be spent developing the skill of reading and attacking a question competently in order to give each student every chance of success.
Glossary of Key Words
Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions
Analyse Identify components and the relationship between them; draw out and relate implications
Apply Use, utilise, employ in a particular situation
Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
29
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Critically (analysis/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analyse/evaluation)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Explain Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
Synthesise Putting together various elements to make a whole
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31
APPENDIX V
“Work to Be Completed” – Student Leave Form
What procedures are to be followed for the endorsement of
student leave (including holidays, Work Placement and
representative sport)?
The parent / carer of the student must write a letter to the Director of Students applying for leave. The Director of Students will consider the application in consultation with the Director of Teaching and Learning and the Year Coordinator. Should leave be approved a ‘Work to be Completed – Special Leave’ form will be issued. It is the responsibility of the student to approach the teachers of all assessment tasks and examinations effected. The form is also used to collect class work that will be missed due to the leave. The form is then to be signed off by the Director of Teaching and Learning for final approval.
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STUDENT NAME: ______________________________________ HOMEROOM: ___________
ST GREGORY’S COLLEGE SPECIAL LEAVE FORM - WORK TO BE COMPLETED
DAYS TO BE ABSENT: __________________ UNTIL _____________________ (TOTAL DAYS = ______ )
SUBJECT (Student to list)
WORK TO BE COMPLETED (As directed by teacher)
ASSESSMENT TASKS AFFECTED? (see reverse of this sheet for alternative
arrangements)
TEACHER’S SIGNATURE
DIRECTOR OF TEACHING & LEARNING______________ YEAR COORDINATOR_______________ PARENT___________
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STUDENT NAME: ______________________________________ HOMEROOM: ___________
ARRANGEMENTS REGARDING ASSESSMENT TASKS MISSED DURING ABSENCE
SUBJECT TASK DETAILS (Original date / type of task
/ weighting etc)
ALTERNATIVE ARRANGEMENT (Highlight one)
ALTERNATIVE DETAILS (Original date / type of task /
weighting etc)
Negotiate an earlier date for submission (Note: Does not apply to tests / exams)
Completion when he returns to school. Alternative task
Estimates (ONLY if other arrangements cannot be made) Other(Please specify):
Negotiate an earlier date for submission (Note: Does not apply to tests / exams)
Completion when he returns to school. Alternative task Estimates (ONLY if other arrangements cannot be made) Other (Please specify):
Negotiate an earlier date for submission (Note: Does not
apply to tests / exams) Completion when he returns to school. Alternative task Estimates (ONLY if other arrangements cannot be made) Other(Please specify):
Negotiate an earlier date for submission (Note: Does not apply to tests / exams)
Completion when he returns to school. Alternative task Estimates (ONLY if other arrangements cannot be made)
Other(Please specify):
ANY OTHER SPECIAL ARRANGMENTS/CONSIDERATIONS:
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
DIRECTOR OF TEACHING & LEARNING______________ YEAR COORDINATOR_______________ PARENT___________
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35
APPENDIX VI
HOMEWORK GUIDELINES
36
HOMEWORK GUIDELINES
Homework is defined as any activities (school-related) that students are asked to complete outside of lesson time.
Why is homework important?
Research shows that students who complete homework regularly usually do better at school.
How much time should I spend on homework?
Students may need more or less time to complete tasks depending on how quickly they work. Approximate time allocation:
Year Group Amount/Subject Amount/Night Amount/Weekend Weekly total
Years 7 & 8 15 mins 45-90 mins* 1-2 hrs 6 – 9 hrs
Years 9 &10 20 mins 1-2 hrs* 2-3 hrs 8 – 12 hrs
Years 11 &12 20-30 mins 2-4 hrs* 3-6 hrs 12 – 26 hrs
*Students are expected to allocate a minimum of 15 minutes each night to READING.
NOTE: No homework will be set on Boarders’ long weekends.
How can I help myself with homework?
Students can help themselves by: writing down all details of homework they are set in their school diaries; being aware of the importance of homework and of the school's homework policy; recording due dates for tasks and major assignments in their diaries; planning their homework task completion appropriately - not leaving work to the last minute; seeking assistance from teachers, parents or caregivers when difficulties arise; ensuring their homework is completed to a high standard; showing their homework commitments and teachers' expectations to their parents or
caregivers; and developing an effective individual study timetable; and submitting assigned work punctually.
What are the different types of homework?
1. Teacher-directed homework
Practice exercises (Reviewing, revising and reinforcing newly acquired skills)
Preparatory homework (Getting ready for future lessons)
Extension assignments (Encouraging students to pursue interests individually and imaginatively)
37
2. Student-directed homework
Students always have homework to complete, even if specific homework has not been allocated by a classroom teacher. The following table lists some ways that students can use homework time to become independent, self-directed learners.
Reading 15 minutes (minimum) of reading per night from a
variety of materials (books, newspapers, magazines, school
related texts etc). Strategies: Read to someone; Have someone read to you; Read to yourself for 15 mins just before you go to sleep; Read a novel a month.
Revising Make study notes / study guides for work covered in class and as preparation for upcoming tests /
quizzes
Note: all SGC students have access to:
www.studyskillshandbook.com.au User name: forstgregsonly
Password: 60results
Reflecting Reflection / Journal writing
E.g. What did I learn today? What did I learn this week?
What were the 5 most important points from today’s
lesson?
Extending Choose areas of interest related to what you are
learning in class.
Strategies: Identify extension questions that you would like to know the answers to. Research
and present to your teacher.
Practising Practise skills learnt in or outside of
school
E.g. Music practice; Sport training; Skills learnt in subjects such as:
Visual Arts, Industrial Technology or Computing.
Teaching Teach / demonstrate to a
parent / carer something that you have learnt.
Note: You have to understand it to be able to teach it.
Questioning Identify gaps in your
understanding. What am I having trouble understanding?
Strategies: List questions you
need to clarify with your teacher; ask a parent / carer
for help; try your own internet searches for explanations.
Helping Help your parent / carer with activities around the house.
Examples: Do the shopping whilst managing a budget
(Commerce/Maths); Fix something (using skills learnt in Industrial
Technology).
Completing assignments Work on assignments set by teachers.
Strategies: Use the Assessment Calendar to help you plan. Start well before the due date. Ask a
parent / carer to proof your draft.
Acknowledgement: Adapted from Ian Lillico’s Homework and the Homework Grid booklet.
38
APPENDIX VII
A STUDENT’S GUIDE TO ACADEMIC INTEGRITY
39
A STUDENT’S GUIDE TO ACADEMIC INTEGRITY
In order to complete your assignments effectively and maximise your marks, your work must have academic integrity. This means that your work must be your own and that you must acknowledge the resources that you have used to help you in creating that work.
Achieving academic integrity involves being aware of three distinct areas:
Avoiding plagiarism Accurate referencing Compiling a bibliography
You also need to master the skills associated with each of these areas. When issuing you with Assessment Tasks throughout the year, your teachers will discuss these areas with you and provide information to help you achieve academic integrity in your work.
A. AVOIDING PLAGIARISM
What is Plagiarism?
Plagiarism refers to the taking and using of someone else's words or ideas and passing them off as your own. It is dishonest, unethical and can be illegal.
As it is a form of stealing, plagiarism carries heavy penalties.
(You may receive zero for an assignment that has been plagiarised to a substantial degree.)
Whenever you use the words or ideas of another person in your work, you must acknowledge where those words or ideas came from.
Common Forms of Plagiarism
The following are all examples of plagiarism that will carry a penalty at St. Gregory's:
Copying, cutting and pasting text from an electronic source and submitting it as your own work.
Downloading an assignment from an online source and submitting it as your own work.
Buying, stealing or borrowing an assignment and submitting it as your own work. Completely copying a section of a book, an article or encyclopedia and submitting it
as your own work. Copying “word for word” from a source without using quotation marks. Using the words of someone else and presenting them as your own.
40
Why Do Students Plagiarise?
It is fair to say that not many students plagiarise intentionally. Most do so out of carelessness, laziness or a lack of understanding of what plagiarism is.
All published material, broadcast items and items found via electronic media were created by someone else. That means it “belongs” to them and is part of their intellectual property. Taking words, ideas and/or images without giving the creator/s credit is the same as taking their physical property. Just as there would be consequences for stealing someone’s belongings or material possessions, there are also penalties for taking intellectual property.
You need to acknowledge the creator and/or source even if you:
paraphrase (or put into your own words) the words used in the original text
take someone else’s ideas and express those in your own language
use graphics from a particular source
How Do I Avoid Plagiarism?
Plan your work and begin writing your assignments well before they are due. Leaving assignments until the last minute doesn't give you enough time to research, read, comprehend, form your own ideas and then write the required response.
Don’t “cut and paste” text directly from an electronic resource into your assignment. You need to create your own response. Make a note of the 'address' or URL of webpages and the date you accessed the material. For example, I accessed the the University of NSW’s Learning Centre, Academic Skills Resources http://www.lc.unsw.edu.au/onlib/plag.html on February 28, 2006 to help me to compile this information, so I would need to acknowledge that as the primary source of my ideas.
Use quotation marks when you are copying “word for word”. This will signify that you are using the thoughts or ideas of another person or source.
Learn how to reference properly. All resources that you’ve used during the researching and writing of your assessment task should appear in a bibliography or reference list at the end of your assignment. You should also acknowledge your sources within your assignment.
(This is outlined in the next section.)
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B. ACCURATE REFERENCING
The Harvard System is the preferred method for students at St. Gregory’s to use in referencing their work.
This system requires you to include three pieces of information about a source within the text of your work. This information is:
- the name of the author or authors - the year of publication - the page number*
(*when the information/idea can be located on a particular page and also when you are quoting directly.)
This information can be presented in several ways, but examples of the two most common forms are given below:
- According to Brooks and Jennings (2006, p.35) one major effect of exercise on the circulatory system is “an increase in the heart rate of participants …”
- During exercise, you would expect that the heart rate of the participant would increase. (Brooks & Jennings, 2006, p.35)
You would then need to include information about the book, The Science of the Circulatory System, by Brooks and Jennings at the end of your assignment in your complete list of references (bibliography).
C. COMPILING A BIBLIOGRAPHY
At the end of your assignment, you must include a List of References or Bibliography. This is a list of all the books, journal articles, encyclopaedia’s, websites and other sources of information you have referred to.
Accurate referencing and compiling a bibliography is a lengthy process. You must account for this in your overall time management.
Your list of references should be laid out alphabetically by author surname, not by text title. For example, the book by Brooks & Jennings would be listed before an internet article by Lantz. A Sport Science textbook by Dent would appear between those two entries.
Full bibliographical information about each source must be included and details must be given in the following order:
1. author's surname and initial(s) 2. year of publication 3. title of publication (in italics and with minimal capitalisation) 4. publisher 5. place of publication
So, your bibliography would look something like this:
42
Brooks, E & Jennings, A (2006) The Science of the Circulatory System Dominion Press, Sydney. Dent, S (1999) Sport Science for Year 9 Hodder Academic, Melbourne. Lantz, J (2004) Anatomy and Physiology 101, AAA Educational Services,
viewed 3 March 2006, <http://www.aaa.edu.au/aap101/circsys.html>.
Remember: If you’re unsure about how to reference something correctly, check with your teacher or the school’s librarian.
Source : University NSW Learning Centre, Academic Skills Resources,
viewed Feb 28, 2006 <http://www.lc.unsw.edu.au/onlib/plag.html>
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Appendix VIII
Assessment Schedules
44
AGRICULTURE Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Nature of Task Hand up Report Hand up Report Half Yearly Exam In Class Test Trial HSC
Date Term 4 Week 6
20 November 2015
Term 1 Week 5
Term 1 Weeks 9 & 10
Term 2 Week 9
Term 3
Week 3/4
Outcomes 2.1 4.1 2.1 2.2 3.2 3.3 ALL 3.4 4.1 5.1 ALL
Assessment Component Weighting %
Knowledge and Understanding – factors that interact and impact on
Agricultural systems 5 10 5 5 15 40
Knowledge and Understanding and skills in Agricultural management
and use of technology. 5 10 5 5 15 40
Skills in effective research, experimentation and
communication. 5 5 10 20
TOTAL 15 20 15 10 40 100
45
BIOLOGY Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task Research Model Half- Yearly Exam Experiment Analysis Trial HSC
Date 16 November 2015 April 2016 June 2016 Week 3/4
Term 3
Outcomes H11 H12 H14 H15
H6 H7 H8 H9 H1 H2 H4 H5 H10
H11 H12 H15
H1 H2 H3 H4 H5 H6 H7 H8 H9 H10 H11 H12 H13 H14 H15
Assessment Component
Weighting %
Knowledge & understanding 20 20 40
Skills in planning & Conducting First-hand Investigations &
Communicating information 15 15 30
Skills in Scientific Thinking, Problem Solving & Communicating
Conclusions 5 15 10 30
TOTAL 20 20 30 30 100
46
BUSINESS STUDIES Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Topic Marketing Finance Finance/
Marketing Operations All Topics
Nature of Task Hand-in Research Assignment (h/i)
Research, Interpretation,
Application. (i/c)
Half-Yearly Examination
(i/c)
Business Research and
Related In-Class Task (i/c)
Trial HSC Examination
(i/c)
Date Term 4 Week 9
1 December 2015
Term 1 Week 5
Term 1 Weeks 9/10
Term 2 Week 7
Term 3 Weeks 3/4
Outcomes H4 H5 H6 H7 H8 H9 H5 H6 H8 H9 H10 H4 H5 H6 H8 H9
H10 H2 H3 H4 H5 H9
H1 H2 H3 H4 H5 H6 H8 H9 H10
Assessment Component
Weighting %
Knowledge and Understanding
5 5 10
5 15 40
Stimulus Based Skills 5 5
10 20
Inquiry & Research 5 10
5 20
Communication of Business Information, Ideas and
Issues 5 5
5 5 20
TOTAL 15 20 20
15 30 100
47
CHEMISTRY Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task First Hand
Investigation Half Yearly Exam Experiment Analysis Trial HSC
Date 18 November 2015 April 2016 June 2016 Week 3/4
Term 3
Outcomes H2 H3 H6 H7 H8 H9
H10 H12 H13 H14 H15
H2 H3 H6 H7 H8 H9 H10 H12 H13 H14 H15
H2 H3 H4 H5 H6 H8 H11 H12 H13 H14
H15 H1 H6 H7 H8 H9 H10
Assessment Component Weighting
%
Knowledge & Understanding 10 10 20 40
Skills in Planning & Conducting First-hand Investigations &
Communicating Information 15 15 30
Skills in Scientific Thinking, Problem-solving & Communicating
Conclusions 5 10 5 10 30
TOTAL 20 20 30 30 100
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DESIGN AND TECHNOLOGY Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task Case Study Innovation
Research and Resource
Analysis MDP
Oral Presentation-
Evaluation and Justification of
MDP
Trial Examination
Date Term 1 Week 3
2016
Term 1 Week 8
2016
Term 2 Week 7
2016
Term 3 Week 3/4
Outcomes H1.2 H2.1 H2.2
H6.2 H3.1 H4.2 H5.2
H1.1 H3.2 H4.1 H4.3 H5.1 H6.1
H1.1 H2.1 H2.2 H3.1 H6.2
Assessment Component Weighting
%
Designing and Producing 20 35 5 60
Innovation and Emerging Technologies 15 25 40
TOTAL 20 15 35 30 100
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ECONOMICS Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Task 5
Nature of Task
Research and Related In Class
and Hand-in (i/c)
Research and Related In-Class
Extended Response (i/c)
Half-Yearly Examination (i/c)
Research, Interpretation,
Application, Communication (h/i)
Trial HSC Examination
(i/c)
Date 27 November 2015
Term 1 Week 5
(i/c)
Term 1 Week 9/10
(i/c)
Term 2 Week 8
(h/i)
Term 3 Weeks 3/4
(i/c)
Outcomes H1 H2 H3 H4 H8 H9
H11 H1 H2 H4 H8 H9
H10 H11 H1 H2 H4H8 H10
H11 H1 H2 H5 H6 H7 H8 H9
H10 H11 H12
H1 H2 H3 H4 H5 H6 H7 H8
H10 H11
Assessment Component
Weighting %
Knowledge and Understanding of course
content 5 5 10 5
15 40
Stimulus Based Skills 5 5
10 20
Inquiry and Research 5 5 10
20
Communication of economic information, ideas and issues
in appropriate forms 5 5 5
5 20
TOTAL 15 15 20 20
30 100
50
ENGLISH – ADVANCED Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6
Nature of Task
Viewing/ Representing (In class and
hand in)
Writing (In class)
Speaking (Exam Period))
Listening (In class)
Reading (In class)
Trial HSC Exam
Reading/Writing
Date Term 4, Week 8 Term 1, Week 5 Term 1,
Weeks 10 and 11 Term 2, Week 3 Term 2, Week 9
Term 3, Weeks 3 and 4
Outcomes H1 H3 H5 H8 H9
H10 H1 H8 H11
H1 H2 H3 H6 H7 H8 H10 H12 H13
H2a H4 H6 H10 H12a
H3 H6 H7 H9 H1 – H12
Assessment Component
Weighting %
Listening 15 15
Speaking 15 15
Reading 15 10 25
Writing 10 20 30
Viewing/ Representing
15 15
TOTAL 15
(Module A) 10
(AOS) 15
(AOS) 15
(Module B) 15
(Module C)
30 (AOS 15
Module 15) 100
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ENGLISH EXTENSION 1 Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3
Nature of Task ORT explication and
imaginative response (Class Presentation)
Extended Critical Analysis (In Class)
Trial HSC Examination (2 Hour Exam)
Date Term 4
Week 9 2015 Term 2
Week 2 2016 Term 3
Trial HSC timetabled
Outcomes H1 H2 H3 H4 H1 H2 H3 H1 H2 H3
Assessment Component Weighting
Knowledge and Understanding
of complex texts and of how and why they are valued
5 10 10 25
Skills in: Complex analysis sustained composition independent investigation
10 10 5 25
TOTAL 15 20 15 50
NB. This is a one unit course and as such will be awarded a final mark out of 50.
52
ENGLISH STANDARD Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5 Task 6
Nature of Task Reading (In class)
Writing (In class)
Speaking (Exam Period)
Viewing/ Representing
(In class)
Listening (In class)
Trial HSC Exam Reading/Writing
Date Term 4 Week 8 Term 1 Week 5 Term 1 Weeks 10
and 11 Term 2 Week 3 Term 2 Week 9
Term 3 Weeks 3 and 4
Outcomes H1 H3 H6 H10 H1 H8 H11 H2 H6 H7 H8 H10
H12 H13 H4 H7 H8 H11 H3 H5 H9 H11 H1-H12
Assessment Component
Weighting %
Listening 15 15
Speaking 15 15
Reading 15 10 25
Writing 10 20 30
Viewing/ Representing
15 15
TOTAL 15
(Module B) 10
(AOS) 15
(AOS) 15
(Module C) 15
(Module A)
30 (AOS 15 Module
15) 100
53
ENGLISH STUDIES Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Nature of Task Design/Exam Essay Creative Writing Essay Travel Itinerary
Date Term 4 Week 8
2015 Term 1 Week 8
2016 Term 2 Week 5
2016 Term 2 Week 9
2016 Term 3 Week 5
2016
Outcomes
H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H3.1 3.2 H4.1 4.2
H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H4.1 4.2
H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H3.1 3.2
H1.1 1.2 1.3 1.4 H2.1 2.3 2.3
H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H3.1 3.2 H4.1 4.2
Assessment Component
Weighting
%
Knowledge and understanding of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning.
5 5 5 10 5 30
Skills in reading, listening and viewing and in writing, speaking and representing.
5 5 5 10 5 30
Knowledge and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.
5 10 10 25
Skills in planning and working individually and collaboratively 5 5 5 15
TOTAL 15 20 20 20 25 100
54
GEOGRAPHY Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Nature of Task Extended Response
(i/c) Research Task
(h/i) Half-Yearly
Examination Fieldword (h/i)
Trial HSC Examination
Date Term 4 Week 10
4 December 2015
Term 1 Week 5
2016
Term 1 Week 10
2016
Term 2 Week 7
2016
Term 3 Week 4 2016
Outcomes H1 H4 H5 H6 H7 H8
H9 H10 H11 H12 H13
H1 H3 H4 H5 H6 H7 H10 H11 H12
H13
H1 H2 H3 H4 H5 H6 H7 H10 H11
H12 H13
H1 H3 H5 H6 H7 H8 H9 H10 H11
H12 H13
H1 H2 H3 H4 H5 H6 H7 H10 H11
H12 H13
Assessment Component
Weighting %
Knowledge and understanding of course content
10 5 10 15 40
Geographical tools and skills 5 5 10 20
Geographical inquiry and research, including fieldwork
5 15 20
Communication of geographical information,
ideas and issues in appropriate forms
5 5 5 5 20
TOTAL 15 15 20 20 30 100
55
HISTORY – ANCIENT Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task Source Based Test Research Essay Log Book, Report,
Narrated Presentation.
Trial HSC Examination
Date 25 November 2015
(i/c)
Term 1 Week 7
(h/i)
Term 2 Week 7
(h/i)
Trial Exam Period
Outcomes H3.1 H3.2 H3.3 H3.4
H3.5 H4.1 H1.1 H2.1 H3.4 H3.6
H4.1 H4.2 H1.1 H3.1 H3.3 H3.4
H3.6 H4.1 H4.2 H1.1 H2.1 H3.2 H3.3 H3.4 H3.5 H4.1 H4.2
Assessment Component Syllabus
Weighting %
Knowledge and Understanding 5 5 10 20 40
Source based skills 10 5 5 20
Historical Inquiry and Research 10 10 20
Communication of Historical understanding in appropriate
forms 10 5 5 20
TOTAL 15 25 30 30 100
56
HISTORY EXTENSION Assessment Components, Weightings And Tasks
Task 1 Task 2 Task 3
Nature of Task Proposal Essay Trial HSC Examination
Date Term 1 Week 4
Term 2 Week 8
Trial Exam Period
Outcomes E1.1 E2.1 E2.2 E2.3 E1.1 E2.1 E2.2 E2.3 E1.1 E2.2 E2.3
Assessment Component Syllabus
Weighting
Knowledge and understanding of significant historic graphical ideas and processes
10 10
Skills in designing, undertaking and communicating historical enquiry
10 30 40
TOTAL 10 30 10 50
NB. This is a one unit course and as such will be awarded a final mark out of 50.
57
HISTORY – MODERN Assessment Components, Weightings and Tasks
Task 1
World War I Task 2
National Study Task 3
Personality Task 4
Conflict
Task 5 Trial
Nature of Task Source Analysis Research and in-class
Essay
Perspectives and Interpretations
Task
Research and Presentation
Examination
Date
2 December 2015
Term 1 Week 3 Term 2 Week 3 Term 2 Week 6
Term 3
Outcomes
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 H3.5 H4.2
H2.1 H3.3 H3.5 H4.2
H1.1 H1.2 H2.1 H3.3 H3.4 H4.1
H4.2
Assessment Component Weighting
Knowledge and Understanding of course
content 5 10 5
20
40
Source based skills 10
10
20
Historical enquiry and research
10 10
20
Communication of historical understanding
in appropriate forms 5 10 5
20
TOTAL 15 15 20 20
30
100
58
INDUSTRIAL TECHNOLOGY TIMBER Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task
Major project Design and
Planning
Practical Task Industry Report Trial HSC
Date Term 4 Week 5
3 November 2015
Term 1 Week 4 Friday
20 February 2016
Term 1 Week 9
27 March 2016
Term 3 Weeks 3/4
Outcomes H3.1,
H3.2, H4.2, H5.1 H2.1, H4.1, H6.2
H1.1, H1.2, H1.3, H7.1,
H1.1, H1.2, H3.2, H3.1, H4.3, H5.2,
H6.1, H7.1, H7.2
Assessment Component Weighting
%
Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry
10 20 10 40
Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality major project
20 10 10 20 60
TOTAL 20 20 30 30 100
59
INFORMATION PROCESSES and TECHNOLOGY
Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Nature of Task Information
System Project Part 1 (h/i)
Examination (i/c)
Information Systems Project Part 2 (h/I & i/c)
Research task (h/i)
Examination (i/c)
Date Term 4 Week 5
Friday 6 November 2015
Examination period
Week 8 Term 2 Friday 17 June
2016
Term 3 Week 1 Friday 22
July 2016 Examination period
Outcomes H1.1 H1.2 H2.1
H4.1 H5.1
H1.1 H1.2 H2.1 H2.2 H3.1 H4.1
H5.2
H2.2 H3.2 H5.1 H5.2 H6.1 H6.2
H7.1 H7.2
H1.1 H2.1 H3.1 H4.1
H1.1 H1.2 H2.1 H2.2 H3.1 H4.1
H5.2 H6.2
Assessment Component
Weighting %
Project Management 5 5 5 5
20
Information Systems and Databases
5 5 5 5
20
Communication Systems 10 5 5
20
Multimedia Systems 15 5
20
Automated Manufacturing Systems
15 5
20
TOTAL 10 20 30 15 25
100
60
ITALIAN BEGINNERS Assessment Components, Weightings and Tasks
TASK NUMBER
TERM, WEEK, DATE TASK DESCRIPTION WEIGHTING OUTCOMES ASSESSED
1 Term 4, Week 7 2015,
Date TBC Reading Writing
15 10
Interacting: 1.1, 1.2, 1.3, 1.4 Understanding: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Producing: 3.1, 3.2, 3.3, 3.4
2 Term 1, Week 8
Date TBC Speaking Listening
10 15
Interacting: 1.1, 1.2, 1.3, 1.4 Understanding: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Producing: 3.1, 3.2, 3.3, 3.4
3 Term 3, Week 2
Date TBC Speaking 10
Interacting: 1.1, 1.2, 1.3, 1.4 Producing: 3.1, 3.2, 3.3, 3.4
4 Examination Block Term 3 Weeks 9-10
Listening Reading Writing
15 15 10
Interacting: 1.1, 1.2, 1.3, 1.4 Understanding: 2.1, 2.2, 2.3, 2.4, 2.5, 2.6 Producing: 3.1, 3.2, 3.3, 3.4
TOTAL: 100%
61
ITALIAN CONTINUERS Assessment Components, Weightings and Tasks
TASK NUMBER
TERM, WEEK, DATE TASK DESCRIPTION WEIGHTING OUTCOMES ASSESSED
1 Term 4, Week 7 2015,
Date TBC Reading Writing
15 5
Objectives 1, 2 and 3
2 Term 1, Week 8
Date TBC Speaking Listening
10 15
Objectives 1, 3 and 4
3 Term 3, Week 3
Date TBC Speaking 10 Objectives 1 and 4
4 Examination Block Term 3 Weeks 9-10
Listening Reading Writing
10 25 10
Objectives 1, 2 and 3
TOTAL: 100%
62
LEGAL STUDIES Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task Research-Based Oral
Presentation Unit Examination
Research-Based Extended Response
Trial HSC
Examination
Date 19 November 2015
(i/c)
Term 1 Week 7
(i/c)
Term 2 Week 8
(i/c)
Term 3 Trial Examination
Period (i/c)
Outcomes
H1 H3 H4 H5 H6 H7 H8 H9 H10
H1 H2 H3 H4 H5 H6
H7 H8 H9 H10
H1 H2 H3 H4 H5 H6
H7 H8 H9 H10
H1 H2 H3 H4 H5 H6
H7 H8 H9 H10
Assessment Component Syllabus
Weighting %
Knowledge and Understanding of course content
5 10 15 30 60
Inquiry and Research 5 5 5 5 20
Communication of Legal Studies information, issues and ideas
5 5 5 5 20
TOTAL 15 20 25 40 100
63
MATHEMATICS Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task One Period Test Half Yearly Exam One Period Test Trial HSC
Date December 2015 Term 1
Weeks 10/11 Term 2 Week 8
Term 3 Week 3/4
Outcomes P2 P3 P4 P6 P7 P8
P2-P8 H5 H6 H7 H8
H3 H5 H8 P2-P8 H2-H9
Assessment Component Weighting %
Knowledge and Skills 12 24 16 28 80
Reasoning and Interpretation 3 6 4 7 20
TOTAL 15 30 20 35 100
64
MATHEMATICS EXTENSION 1 Assessment Components, Weightings and Tasks
NB. This is a one unit course and as such will be awarded a final mark out of 50. For Extension 2 studying Extension 1, the final mark is out of 100.
Task 1 Task 2 Task 3 Task 4
Nature of Task One Period Test Half Yearly Exam One Period Test Trial HSC
Date Term 1 Week 7
Term 1 Weeks 10/11
Term 2 Week 8
Term 3 Week 3/4
Outcomes PE3 H4 H5
P2-P8 H5 H6 H7 H8
PE3 P6 H5 HE4 H6
P2-P8 PE2-PE6 H2-H9
HE2-HE7
Assessment Component
Weighting %
Knowledge and Skills 5.25 10.5 7 12.25 35
Reasoning and Interpretation 2.25 4.5 3 5.25 15
TOTAL 7.5 15 10 17.5 50
65
MATHEMATICS EXTENSION 2 Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task One Period Test Half Yearly Exam One Period Test Trial HSC
Date December 2015 Term 1
Weeks 10/11 Term 2 Week 8
Term 3 Weeks 3/4
Outcomes E3 E8 E3 E4 E6 E8 E3 E4 E7 E2- E9
Assessment Component Weighting %
Knowledge and Skills 9 18 12 21 60
Reasoning and Interpretation 6 12 8 14 40
TOTAL 15 30 20 35 100
66
MATHEMATICS GENERAL 1 Assessment Components, Weightings and Tasks
Task 1 Task 2
Task 3 Task 4
Nature of Task One Period Test Half Yearly Exam One Period Test Trial HSC
Date 4 December 2015 Term 1
Weeks 10/11 Term 2 Week 8
Term 3 Weeks 3/4
Outcomes P6 P7 P11 H2 H3 H6 H7 H11
P2-P11 H2-H8, H10, H11
H2 H3 H4 H5 H9 H11
P2-P11 H2- H11
Assessment Component Weighting %
Knowledge and Skills 6 12 8 14 40
Applications 9 18 12 21 60
TOTAL 15 30 20 35 100
67
MATHEMATICS GENERAL 2 Assessment Components, Weightings and Tasks
Task 1 Task 2
Task 3 Task 4
Nature of Task One Period Test Half Yearly Exam One Period Test Trial HSC
Date December 2015 Term 1
Weeks 10/11 Term 2 Week 8
Term 3 Weeks 3/4
Outcomes P6 P7 P11 H2 H3 H6 H7 H11
P2-P11 H2-H8, H10, H11
H2 H3 H4 H5 H9 H11
P2-P11 H2- H11
Assessment Component Weighting %
Knowledge and Skills 6 12 8 14 40
Applications 9 18 12 21 60
TOTAL 15 30 20 35 100
68
MUSIC I Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Nature of Task Composition Viva Voce Written
Examination & Performance
Various as per Elective choices
Written Exam
Date 27 November 2015 Term 1 Week 8
March Exam Period
August Trial HSC Period
August Trial HSC Period
Outcomes H3 H7 H8 H2 H4 H5 H6 H8 H1 H4 H6 H1 - H8 H6 H6
Assessment Component
Weighting %
Performance Performance One
Piece 10
10
Composition Hand in Task
10 10
Musicology Viva Voce
10 10
Aural
Term One Aural
Exam 10
Trial HSC Aural
Exam 15
25
Electives
3 HSC Electives
@15% each 45
TOTAL 10 10 20 45 15 100
69
PERSONAL DEVELOPMENT HEALTH and PHYSICAL EDUCATION
Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Components
Prepared Response (In Class)
Half Yearly Examination (Exam block)
Video Analysis (In Class)
Case Study (In Class)
Trial HSC Examination (Exam block)
Term 4 Week 7 2015
Term 1 Weeks 10/11 2016
Term 2 Week 2 2016
Term 2 Week 8 2016
Term 3 Weeks 3/4 2016
H1 H2 H3 H16 H1-H5, H7-H11,
H14-H17 H7 H8 H9 H10
H16 H17 H8 H10 H16 H17
H1-H5, H7-H11, H13-H17
Syllabus
Weighting %
Knowledge and understanding of: - Factors that affect health - The way the body moves
5 10 5 10 10 40
Skills in: -Influencing personal and community health -Taking action to improve participation and performance in physical activity
5 5 5 5 10 30
Skills in critical thinking, research and analysis
5 5 5 5 10 30
TOTAL 15 20 15 20 30 100
70
PHYSICS Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task
First Hand Investigation
Experimental Value for ‘g’
Written Exam
Open-ended Research Task
Trial Exam
Date
Experiment 21 October
Report 4 November
Term 1 Weeks 9/10
Term 2 Week 8
Term 3 Weeks 3/4
Outcomes H2 H6 H7 H9 H11 H12 H13 H14 H15
H1 H3 H6 H7 H8 H9 H10 H13
H1 H2 H3 H4 H5 H7 H9 H13 H14
H1 H2 H3 H4 H5 H7 H9 H13 H14
Assessment Component Weighting %
Knowledge & Understanding 10 10 20 40
Skills in Planning & Conducting First-hand Investigations &
Communicating Information 30 30
Skills in Scientific Thinking, Problem-Solving &
Communicating Understanding and Conclusions
10 10 10 30
TOTAL 30 20 20 30 100
71
SENIOR SCIENCE Assessment Components, Weightings and Tasks
Task 1 Task 2
Task 3 Task 4
Nature of Task First Hand Investigation Written Examination
Experimental Analysis
Trial Examination
Date 11 November 2015
Report (h/i)
Term 1 Weeks 9/10
Term 2 Week 8
Term 3
Weeks 3/4
Outcomes H8 H11 H12 H13 H14 H1 H2 H4 H6 H7 H8 H9
H11 H12 H13 H14 H1-H15
Assessment Component
Weighting %
Knowledge & understanding including Prescribed Focus Area
20 20 40
Skills in planning & conducting first-hand investigations &
communicating information 10 20 30
Skills in Scientific Thinking, problem solving &
communicating conclusions 10 10 10 30
TOTAL 20 20 30 30 100
72
SOFTWARE DESIGN and DEVELOPMENT Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3
Task 4 Task 5
Nature of Task Case Study
(i/c) Major Project
Part 1 (h/i) Examination
(i/c) Major Project
Part 2 (h/i) Trial HSC
Date
Term 4 Week 3 Friday 23 October
2015
Term 1 Week 6 Friday 4 March
Examination period
Term 2 Week 9 Friday 24
June
Examination period
Outcomes H1.2, H2.2, H3.1,
H4.2, H6.1
H3.2, H4.2, H4.3, H5.1, H5.2, H5.3,
H6.2
H1.2, H1.3, H2.1, H2.2, H3.1, H4.2,
H5.2, H6.1
H3.2, H4.2, H4.3, H5.1, H5.2, H5.3, H6.2, H6.3, H6.4
H1.1, H1.2, H1.3, H2.1, H2.2, H3.1, H4.1, H4.2, H4.3, H5.1, H5.2, H5.3
Assessment Component Weighting %
Knowledge and understanding about the development and
impact of software solutions and the software development cycle
10 5 5 20
Design and development of software solutions
5 5 5 20 35
Project management techniques, including documentation,
teamwork and communication 5 5 5 5 20
Project (s) 5 20 25
TOTAL 10 15 15 30 30 100
73
STUDIES of RELIGION I Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3
Nature of Task In-class Response In-class Essay Trial HSC Examination
Date Term 4 Week 10
7 December 2015 (Day 2 Period 3)
Term 1 Exam Period
Term 3 Exam Period
Outcomes H1 H2 H3 H6 H8 H9 H1 H2 H4 H5 H6 H7 H8 H9
H1 H2 H3 H4 H5 H6 H7 H8 H9
Assessment Component Weighting
%
Knowledge and understanding of course content
5 5 10 20
Source-based skills 5 5 10
Investigation and research 5 5 10
Communication of information, ideas and issues in appropriate forms
5 5 10
TOTAL 15 15 20 50
NB. This is a one unit course and as such will be awarded a final mark out of 50.
74
STUDIES of RELIGION II Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Nature of Task In-class Response Research Task In-class Essay Trial HSC
Examination
Date Term 4 Week 10
7 December 2015
Term 3 Exam Period
Outcomes H1 H2 H3 H6 H8 H9 H1 H2 H4 H5 H6 H7 H8 H9
H1 H2 H4 H5 H6 H7 H8 H9
H1 H2 H3 H4 H5 H6 H7 H8 H9
Assessment Component Weighting
%
Knowledge and understanding of course content
5 5 5 25 40
Source-based skills 5 5 5 5 20
Investigation and research 5 10 5 20
Communication of information, ideas and issues in appropriate forms
5 5 10 20
TOTAL 20 20 20 40 100
75
VISUAL ARTS Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4 Task 5
Nature of Task VAPD
Half Yearly Exam
Critical/ Historical
I/C
Artmaking Body of Work
Trial Exam
Date 24 November 2015 and
Term 1 Week 4 2016
April Exam period 2016
Term 1 Wk 10 and 11
May 2016 Term 2 Week 5
August 2016 Term 3 Weeks 1/2
August Exam block 2016 Term 3 Weeks 4 and 5
Outcomes
H1 H2 H3 H4
H7 H8 H9 H10 H9 H10 H2 H3 H5 H6 H7 H8 H9 H10
Assessment Component Weighting %
Artmaking 5 & 10 35 50
Critical/Historical 15 15 20 50
TOTAL 15 15 15 20 35 100
76
Board
Endorsed
Courses
77
CATHOLIC STUDIES Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3
Nature of Task
Oral Presentation
Hand in Report
In-class Responses Examination
Date 1 December 2015 Semester I
(Examination period) Trial HSC
(Examination period)
Outcomes 1 2 3 1 2 3 1 2 3
Assessment Component Weighting %
Living with Good and Evil 10 5 15
Christology 10 5 15
Sacraments at the Service of Communion
5 10 15
Moral Issues 5 5
TOTAL 10 20 20 50
N.B. This course is a non ATAR course. It is a one unit course and will be awarded a final mark out of 50.
78
SPORT, LIFESTYLE AND RECREATION Assessment Components, Weightings and Tasks
Task 1 Task 2 Task 3 Task 4
Components
Booklet / Program /
Reflection (In-class)
Half Yearly Exam (Exam block)
Practical Skills Tests (Ongoing In class)
Part A Preparation
(In-class)
Part B Coaching Session
(In-class)
Term 4 Weeks 1-9 2015
Term 1 Weeks 10/11 2016
Term 2 Week 3-8 2016
Term 2 Weeks 5-8
2016
Outcomes 1.2 1.3 2.1 2.2 2.3 2.5
3.2 3.3 4.4 1.2 1.3 2.2 3.2 3.3 4.1
1.1 1.3 1.6 2.1 2.2 2.3 2.5 3.1 3.2 3.3 4.4
1.1 1.3 2.1 2.2 3.2 4.2 4.5
3.1 4.2 4.4 4.5
Assessment Component Syllabus
Weighting %
Module 12 Resistance Training
20 10
30
Module 5 Fitness
20
20
Module 2 Athletics
20
20
Module 15 Sports Coaching
10
20
30
Module 11 Outdoor Recreation
0
WEIGHT (50% Knowledge, 50% Skills)
20 (K – 10% S – 10%)
30 (K – 25% S – 5%)
20 (K – 5% S – 15%)
30 (K – 10% S – 0%) (K – 0% S – 20%)
100
N.B. This course is a non ATAR course.
79
Industry
Curriculum
Framework
Courses
80
INDUSTRY CURRICULUM FRAMEWORK COURSES
Construction
Metals and Engineering
Primary Industries
Assessment for these courses is based on the Australian Quality Training Framework (AQF) requirements.
Assessment for AQF certification:
is competency based
must be reliable, flexible, fair and valid. Judgements are made on the basis of evidence, which may be in a variety of forms
must be conducted by qualified assessors and be consistent with the Training Package Assessment Guidelines
assesses students as competent or as not yet competent
An integrated or holistic approach to competency-based assessment is encouraged it is important to note, then, that the assessment of competencies is the
priority in each framework course. In keeping with the spirit of these courses, students will be given a number of opportunities to demonstrate each
competency. The assessment grids that follow outline only some of these opportunities. The weightings given to each task also reflect the College’s
assessment and reporting priorities rather than the requirements of the framework courses
81
20%
50% 30%
N/A
82
N/A
80% 20%
N/A
83
20%
50% 30%
N/A
84