791_2013%20HSC%20Assessment%20Manual

HSC Assessment Manual

2013 “an educated woman means there is an educated society”

Archbishop John Bede Polding Founder of the Sisters of the Good Samaritan

HSC Assessment Manual 2013 1

HSC ASSESSMENT MANUAL 2013

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

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

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


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

BOARD DEVELOPED COURSES Biology

page 21

Legal Studies

page 41

Business Studies page 22 General Mathematics page 42 Chemistry page 23 Mathematics page 43 Community & Family Studies page 24 Mathematics Extension I page 44 Dance page 25 Mathematics Extension II page 45 Design & Technology page 26 Music I page 46 Drama Economics

page 27 page 28

Music 2 Music Extension

page 47 page 48

English Standard page 29 PDHPE Page 49 English Advanced page 30 Physics page 50 English Extension I page 31 Society & Culture page 51 English Extension II page 32 Studies of Religion I page 52 Food Technology page 33 Studies of Religion II page 53 French Continuers page 34 Textiles and Design page 54 Geography History Ancient

page 35 page 36

Visual Arts

page 55

History Modern History Extension

page 37 page 38

Board of Studies – Sample of Official Warning Letter, Non Completion of a HSC Course

page 56

Industrial Technology Italian Continuers

page 39 page 40

Submitted Works and Practical Exams Submission and Certification

page 58 page 59

Conjunctives and Connectives Glossary of Key Words

page 60 page 62


What happens if you are unable to attend school or arrive late on

the day to complete or hand in an assessment task

ILLNESS MISADVENTURE

You will be given a

zero for the task no You must ring the College

by 8.45am You must ring the College

by 8.45am no You will be given a

zero for the task

You will be given a zero for the task

no

Have all relevant parts of Section A and B of the

Illness/Misadventure form completed.

Have all relevant parts of Section A and B of the

Illness/Misadventure form completed.

no

You will be given a

zero for the task

You will be given a zero for the task

no

See the Academic Care Coordinator with

completed Illness/Misadventure form

(including Year Coordinator’s signature)

on return to school.

See the Academic Care Coordinator with

completed Illness/Misadventure form

(including Year Coordinator’s signature)

on return to school.

no

You will be given a

zero for the task

Academic Care Coordinator will give completed forms to the

relevant KLA Coordinator for decision.

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

any further action.


GENERAL REQUIREMENTS FOR HSC

Eligibility To be eligible for the award of the Higher School Certificate you must: • have satisfactorily completed your courses • sit for and make a serious attempt at the HSC external examination.

Satisfactory completion of a course You will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that you have: • followed the course developed or endorsed by the Board of Studies • applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school • achieved some or all of the course outcomes. If you do not complete a course satisfactorily, you receive an “N” (non-completion of course requirements) determination. If at any time you are at risk of being given an “N” determination in any course, you will be interviewed by the Academic Care Coordinator and your parents may be contacted. If the College determines that an “N” Warning is warranted you will receive an official warning letter. The letter will indicate the areas of concern and you will be given some time to show improvement.


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

What happens if I get an “N” determination in a course? 1. That course will not appear on your Record of Achievement. It is then likely you will not meet the pattern of study requirements

(eg not have enough units) and hence be ineligible for the HSC in that year. 2. You have the right to appeal against an “N” determination. To do this, you must obtain a form from the Director of Teaching

and Learning and follow the procedures outlined.


PURPOSE AND NATURE OF ASSESSMENT TASKS

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

Nature of assessment tasks Assessment tasks may be administered in any of the following ways: • written, practical, oral/aural tasks • class and/or home assignments including essays, fieldwork and practical tasks • individual and collaborative projects (of varying degrees of length and complexity) • research task


YOUR RIGHTS What rights do I have regarding school assessment? The College has developed an assessment program for each course you will undertake. In scheduling assessment tasks, the College is mindful of the demands these tasks will have on you. Hence, every effort has been made to distribute the tasks as evenly as possible throughout your courses. You will be given advice, including: • the components and their weighting • the general nature of each assessment task • a calendar of when all of your assessment tasks are planned to take place • the percentage value of each task in relation to the total mark for the course • details of administrative arrangements associated with task (eg how the College will deal with absence, late submission of

tasks, illness during the task, etc) • details of the College’s procedures for dealing with suspected malpractice in assessment tasks and examinations • how you may appeal against decisions which you feel are unfair in relation to assessment tasks and examinations You will also receive clear feedback on your performance for every assessment task you do. This advice will: • indicate the outcomes you have or have not attained • indicate your relative position (rank) within the course.


You will be given at least two weeks notice in writing of the scheduled date and nature of an assessment task. Furthermore, if changes need to be made to the scheduled date and/or the nature and/or the weighting of an assessment task, you will be informed in writing at least two weeks prior to the scheduled date of the task. You may be granted special provisions if you have special needs. Such provisions may include permission to move, extra time, consume food or drink and use a scribe and/or reader in accordance with Board of Studies regulations. Right to Appeal You have the right to appeal to the College if you feel that you have been disadvantaged in an assessment task. The appeal must be in writing addressed to the Director of Teaching and Learning. The only matters that the school will consider for appeals are in regards to: 1. the administration of the task (eg: timing errors or errors in the task) 2. computational errors in determining the mark

It will be at the discretion of the Director of Teaching and Learning whether individual assessment tasks will be remarked.

What rights do I have to appeal against my final HSC rank in a subject? You may seek a school review of your rank, which may result in your appealing to the Board of Studies. This appeal should be lodged by the last day of the HSC at the College.


YOUR RESPONSIBILITY The following information is designed to help you know what procedures you must follow regarding assessment tasks and examinations. This section also explains possible outcomes if you do not follow these procedures.

General information 1. You must handin the completed illness/misadventure form for any absence on the day of an assessment task. Notes from

parents/carers regarding illness will not be accepted. 2. Your parent/carer must ring the College by 8.45am if you are absent on the day of an assessment task. 3. All work submitted, either as an assessment task or in an examination, must be your own work. 4. You must be punctual for assessment tasks and examinations. If you are late for an assessment task or an examination you will

not be given extra time unless you can document illness or misadventure. 5. If an assessment task is to be handed in, it is to be submitted to the College by 1.30pm on the due date. 6. Dental and medical appointments or holidays may not be regarded as appropriate reasons for absence from assessment

tasks and examinations and a zero award may be awarded. 7. You are not permitted to sit for an assessment task or an examination prior

to the date and time it is scheduled.

8. As assessment tasks must measure your actual performance, not your potential performance, the assessment marks you obtain cannot be modified

to take into account possible effects of illness or misadventure situations.


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

10. Technology failure will not be considered a valid reason for appeal. 11. Misreading of the exam timetable is not counted as a valid reason for absence/lateness from an exam. 12. Should a task be deemed invalid, the College may use a variety of methods to ensure a fair and just outcome for all students

involved. The methods may include reducing the weighting assigned to the task and an additional task or a replacement task may be organized.

This will be at the discretion of the Principal. In the event of an invalid task the following may not be used as grounds for appeal:-

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

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


HAND-IN ASSESSMENT TASKS If an assessment task is to be handed in, it must be submitted to the College between 8.00am and 1:30pm on the due date.

Students must be in attendance on the day of the due assessment task.

Students who arrive late to the College on the submission due date of an assessment task, and who do not have free periods,

must complete an illness/misadventure form. Documentary evidence (a doctor’s certificate or a letter from a suitably qualified

person) giving details of the absence must also be provided.

If not handed in by 1:30pm due to illness/misadventure a form must be completed. If the cause of lateness or non-submission is not

illness or misadventure, a zero may be awarded.

What if I am unable to come to school or arrive late on the day of an assessment task hand-in? 1. You or your parent/carer must arrange to have your assessment task brought to the College and handed in at the College

reception by 9.30am. 2. If it is impossible to carry out step 1, then on the morning of your return to school, you must:

• submit the assessment task to the Academic Care Coordinator before 8.45am. • obtain the signature of the Year coordinator on a completed Illness/Misadventure form. • return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator

within 2 days of your return to school or you may be given a zero award.


What if I am unable to come to school or arrive late on the day of an assessment task examination? 1. You or your parent/carer must ring the College by 8.45am on the day of the task/exam and advise the College of your

reason for not attending. 2. On the morning of your return to school, before 8.45am, you must:

• obtain the signature of the Year Coordinator on a completed Illness/Misadventure form. • return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator

or you may be given a zero award.

What if I know in advance I will be absent on the day of an assessment task or an examination, or on the day an assessment task is due? 1. Prior to the day in question, you must seek permission in writing from the College Principal. Only in exceptional circumstances

will this leave be granted. 2. Documentary evidence detailing your absence must accompany your application. CAN I APPEAL A PENALTY OR ZERO AWARD? You have 7 days to appeal a penalty or zero award. Appeal forms can be obtained from the Academic Care Coordinator.


APPLYING FOR LEAVE All leave must be approved by the Principal. If you wish to apply for leave you must detail all assessment tasks that will be affected by that leave. It is your responsibility to obtain this information from all appropriate Subject Coordinators. The Principal will determine whether the assessments missed will be awarded an estimate or zero depending on the reason for leave.

Can I apply for an extension of time to complete an assessment task?

You may apply for an extension of time to complete an assessment task if you have had a prolonged absence from school or have other valid reasons. Prior to the day your assessment task is due, you must discuss your circumstances with the Academic Care Coordinator and complete an Illness/Misadventure form. Documentary evidence detailing your reason for requesting an extension of time must accompany your application. An Illness misadventure appeal may be used when a student considers their performance has been affected by illness or misadventure immediately prior (no more than 5 days) before an assessment task or examination.


What happens after I have submitted an Illness/Misadventure form? 1. The Academic Care Coordinator and the Subject Coordinator will then decide whether the reason for you not completing or

not submitting the assessment task is valid. In certain circumstances, appeals will be reviewed by the Illness/Misadventure Review Committee chaired by the Director of Teaching and Learning.

2. If your reason is considered valid you may:

• sit for an alternate task as soon as feasibly possible, or • be granted an extension of time, or • be given an estimate at the end of the course based on your overall achievement in that course.

3. If your reason is not considered valid:

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

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


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

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

The following malpractice will cause you to receive a penalty (which may be a zero mark):

• your work is plagiarised from either written or electronic source. The penalty imposed will reflect the extent to which the material in the task has been plagiarised. This will be at the discretion of the Director of Teaching and Learning.


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

If it turns out that some or all of your daughter’s work is the product of malpractice, she will be penalised in proportion to the amount of her work affected by the malpractice. If it is a very substantial amount, this could mean receiving zero for the task.


Parents will be notified of the outcome of our enquiries in writing. What students must do Students must give credit to the authors and artists whose work they use. For most hand-in assessment task, a bibliography is a requirement. Even if a bibliography is not mentioned in the notification, it is still excellent practice to compile and submit one. Students must work on individual tasks by themselves and present work that is entirely their own. When you receive an assessment… • Plan your time • Break the task into parts • Ask your teacher if there are preferred sources for information • Compile a set of questions that you need to answer to complete the task When you are online… • Start your bibliography at www.bibme.org, and enter every site or book you use • Use the questions you asked (above) to structure your searching • Do not go straight to Google. Check the school library website and databases first • Always use a different colour pen or font when you are taking down quotes and use big quote marks around them. Include

the source of the quote in your notebook • For images, music and media, use work that is licensed under Creative Commons (www.creativecommons.org). These

authors are happy to share, if you acknowledge them.


When you are writing • Refer back to your assessment instructions often, to check you are on the right track • Trust your own ideas and words • Show quotes as quotes and include the author and the year of the quote in brackets after the quote (or you could use

footnotes) • Do not paraphrase (change some words or expressions) as this is still plagiarism. If you must paraphrase, make reference to

the author • Do not work too closely with other students, or your work may look the same • Produce an accurate and complete bibliography before you write your final draft • Check the instructions for bibliographies and references in your College diary. We use the Harvard or MLA format • Ask your teacher or Librarian if you are unsure whether you have given adequate credit or produced a good bibliography.

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


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

Subject/Year Coordinators request a change of date for an assessment task from the Director of Teaching and Learning. 1.1 Director of Teaching and Learning will assess the request. 1.2 If approved the students must be notified in writing of the change of date. Students can appeal a Change of Date for an assessment task if they do not receive the Change of Date written notification with sufficient notice. 2. Process for appeal by students for a Change of Date

2.1 Students must complete a change of date appeal form which is available from student office. 2.2 Forms must be submitted to the Director of Teaching and Learning.


COLLEGE REPORTING Reporting is the process of communicating information about student achievement and progress gained from the assessment process. The College uses a range of formal and informal strategies to provide students, parents, teachers and employers with accurate and relevant information about student achievement and progress. The College provides two formal written reports annually to parents/carers. These reports contain information required under the Schools Assistance (Learning Together - Achievement through Choice and Opportunity) Act 2004. There is also opportunity for parents to meet formally with teachers to discuss their daughter’s progress.

The first report received by HSC students will include a cumulative mark and rank for each subject studied by the student. The final report includes the student's Trial HSC Mark and final cumulative rank. Note that marks are standardised to a mean of 70%. This enables parents and students to be able to compare their performance across a range of subjects with the same mean. Note that individual subject means are also considered through discussion between the Director of Teaching and Learning and relevant KLA Coordinator.


COURSE: BIOLOGY KLA: SCIENCE

Components

Task 1 Task 2 Task 3 Task 4 Weighting Term 4, 2012 Term 1, 2nd Term 2, 2half nd Term 3, 2 half nd half

Open ended investigation

Exam Practical Task Trial Exam

Outcomes H1 – H5 H1 – H5 H1 – H5 H1 – H5

Knowledge and Understanding

15

25

40

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

5

5

15

5

30

Skills in Scientific Thinking, Problem Solving and Communication

5

10

5

10

30

Percentage 10 30 20 40 100

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


COURSE: BUSINESS STUDIES KLA: HSIE

Components

Task 1 Task 2 Task 3 Task 4 Weighting Term 4 2012

2ndTerm 1, 2

half nd Term 2, 2 half nd Term 3 half

Multiple choice & Short response

Multiple choice & Business Reports

Case study report Trial examination

Outcomes H1, H2, H3, H4, H5, H6

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

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

H2, H3, H4, H5, H6, H9

Knowledge and understanding of course content

10

10

20

40

Stimulus based skills

10

10

20

Inquiry and research

20

20

Communication of business information, ideas and issues in appropriate forms

10

10

20

Percentage 20 20 30 30 100


COURSE: CHEMISTRY KLA: SCIENCE

Components

Task 1 Task 2 Task 3 Task 4 Weighting

Term 4 2012 Term 1, 2nd Term 2, 2half nd Term 3, 2 half nd half Open ended investigation


Outcomes H1 – H5

H1 – H5 H1 – H5 H1 – H5


15

25

40


5

5

15

5

30


5

10

5

10

30

Percentage 10 30 20 40 100



COURSE: COMMUNITY & FAMILY STUDIES KLA: PDHPE

Components

Task 1 Task 2 Task 3 Task 4 Weighting End of Term 4, Plan: Term4/Wk 4

IRP: Term1/Wk 6 Term 2, 1st Term 3 half

Research Hand-in and in-class presentation

Independent Research Project 1. Project Plan 2. Project Diary 3. The Product

In Class Task: Short Answers and Extended Response

Trial HSC

Groups in Context Research Methods

Parenting &Caring Individuals & Work

All Modules

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

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

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

H6.1, H6.2 Knowledge and understanding of how the following impact on wellbeing: - Resource management - Positive relationships - Range of societal factors

5

5

10

20

40

Skills in: - Applying management processes to meet the needs of individuals, groups, families and communities - Planning to take responsible action to promote wellbeing

5

5

10

5

25

Knowledge and understanding about research methodology and skills in researching critical thinking, analysing and communicating

10

10

5

10

35

Percentage 20 20 25 35 100


COURSE: DANCE KLA: PERFORMING ARTS

Components

Task 1 Task 2 Task 3 Task 4 Task 5 Weighting Term 4 2012

2nd half Term 1, 2nd half Term 2, 1st half Term 2, 2nd half Term 3

Performance Composition Appreciation Major Study Trial Exam

Outcomes H1, H1.2, H1.3, H2.1, H2.2, H2.3

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

H3.4

H1.1, H1.2, H1.3, H4.1, H4.2, H4.3,

H4.4

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

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

Core Performance Practical

15

5

20

Core Composition Practical

10

10

20

Core Appreciation Theory

15

5

20

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

20

20

40

Percentage 15 10 15 20 40 100


COURSE: DESIGN & TECHNOLOGY KLA: TAS

Components


2ndTerm 1, 1

half st Term 2, 2half nd Term 3, 1

half st Term 3 half

Design Proposal Hand-in

Case Study Innovation and

Emerging Technology

Hand-in

Design Development

Hand-in

Design Realisation

and Marketing In-class

Trial Exam

Outcomes

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

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

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

H5.1, H5.2, H6.1

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

H5.2, H6.1, H6.2 Knowledge and Skills in:- Innovation and Emerging Technologies

20

20

40

Designing and Producing

20

20

20

60

Percentage 20 20 20 20 20 100


COURSE: DRAMA KLA: CREATIVE ARTS Components Task 1 Task 2 Task 3 Task 4 Task 5 Weighting Term 4 2012

2nd half Term 1, 1st half Term 2, 1st half Term 2, 2nd half Trials Period

Australian Drama:

workshopped performance and written reflections

Drama and Theatre:

Workshopped performance and written reflections

Individual Project: Process

monitoring presentation plus

log book

Group performance:

Process monitoring

presentation

Trial HSC incorporating

Individual Project and Group

Performance presentations, log

books and written

examination Outcomes

H1.1, H1.2, H1.3, H1.5, H1.7, H1.9,

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

H3.5

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

H3.5

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

H3.3, H3.5

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

H3.3, H3.5

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

H3.3 Making 10 10 5 5 10 40 Performing 5 5 5 5 10 30 Critically Studying

5 5 20 30

Percentage 20 20 10 10 40 100


COURSE: ECONOMICS KLA: HSIE

Components


2ndTerm 1, 2nd half

half Term 2, 2nd Term 3 half

Globalisation Case Study

Report

Multiple Choice and Short Answer

Task

Economic policies,

management issues Task

Trial examination

Outcomes H1, H3, H8, H9, H10, H12

H1, H2, H4, H8, H9, H11

H1, H2, H4, H7, H9, H10, H11

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


20

20

40

Stimulus based skills

10

10

20

Inquiry and research 10

10

20

Communication of economic information, ideas and issues in appropriate forms

10

5

5

20

Percentage 20 25 25 30 100


COURSE: ENGLISH STANDARD KLA: ENGLISH

Components


2ndTerm 1, 2

half nd Term 2, 1st half


A.O.S Listening Task

Close Study essay

Into The World Hand in task

Distinctively Visual speech

Trial Exam Paper 1 & Paper 2

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

1, 4, 6, 7, 8 1, 2, 4, 12 1, 2, 4, 5, 8 1, 2, 3, 4, 6, 7, 8, 10

Writing

5

5

5

15

30

Listening

15

15

Speaking

15

15

Representing and Viewing

15

15

Reading

10

10

5

25

Percentage 20 15 15 15 35 100

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


COURSE: ENGLISH ADVANCED KLA: ENGLISH

Components Task 1 Task 2 Task 3 Task 4 Task 5 Weighting Term 4 2012

2ndTerm 1, 2

half nd Term 2, 1st half half Term 2, 2nd Term 3 half

A.O.S Exam Listening

Critical Study essay

Comparative Study hand in

task

Conflicting Perspectives

speech

Trial Exam Paper 1 & Paper 2

Outcomes 1, 2, 3, 4, 7, 11 1, 2A, 4, 5, 6, 7, 8, 10, 12A

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

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

Writing

5

5

10

10

30

Listening

15

15

Speaking

15

15

Representing and Viewing

10

5

15

Reading

5

20

25

Percentage 20 15 15 15 35 100

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


COURSE: ENGLISH EXTENSION 1 KLA: ENGLISH

Components

Task 1 Task 2 Task 3 Weighting Term 1, 2nd half Term 2, 2nd Term 3, 2 half nd half

In Class Essay Tutorial Presentation Trial HSC Exam Outcomes 1, 3, 4 1, 2 1, 2, 3, 4

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

Percentage 15 20 15 50


COURSE: ENGLISH EXTENSION 2 KLA: ENGLISH

Components

Task 1 Task 2 Task 3 Weighting Term 1, 1st Term 2, 1 half st Term 3, 1 half st half

Viva Voce Report Draft Major Work and Reflection

Outcomes 1, 2 1, 2 1, 2

Objective 1 Skills in extensive independent

investigation Objective 2

Skills in sustained composition

10

10




15

15




25

25

Marks 10 15 25 50


COURSE: FOOD TECHNOLOGY KLA: TAS

Components

Task 1 Task 2 Task 3 Task 4 Weighting End Term 4 2012 Mid, Term 1 Term 2 Term 3

Food Manufacture Hand-in and In-

class

Food Product Development

Hand-in and In-class

Nutrition Issues Hand-in and In-

class

Trial Exam

Outcomes

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

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

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

H5.1 Knowledge and understanding of Food Technology

5

5

10

20

Skills in researching, analysing and communicating food issues

10

10

10

30

Skills in experimenting with and preparing food by applying theoretical concepts

5

10

10

5

30

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

10

5

5

20

Percentage 20 25 25 30 100


COURSE: FRENCH CONTINUERS KLA: LANGUAGES

Components


2nd Term 1, 2

half nd Term 2, 1 half st Term 3 half

Reading & Responding Task

Speaking Task Listening and

Responding Task


& Writing Task

Trial Exam

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

H4.3

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

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

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

H4.1 – H4.3

Speaking

Speaking 12

Speaking 8

20

Listening & Responding

Listening and Responding

15


10

25

Reading & Responding

Reading and Responding

10


14


16

40

Writing

Writing 9

Writing 6

15

Percentage 10 27 23 40 100


COURSE: GEOGRAPHY KLA: HSIE

Components


Term 4 2012

2ndTerm 1, 2


Stimulus response - ecosystems

Field work response

Urban Places Task

Trial examination

Outcomes

H1, H2, H7, H12, H13 H5, H6, H7, H8, H9, H11, H13

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

H12, H13

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

H10, H11, H12, H13


10

15

15

40

Geographical tools and skills

5

15

20

Communication

10

10

20

Geographical field work, inquiry and research

15

5

20

Percentage 20 20 25 35 100


COURSE: ANCIENT HISTORY KLA: HSIE

Components


Term 4 2012 2nd

Term 1, 2nd half half

Term 2, 1st half Term 3

Source based task on an

Ancient Society

Communication and research

into an Historical period

Communication and research

into a personality

Trial Examination

Outcomes

H1.1, H2.1, H3.3 – H3.6, H4.1, H4.2

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

H4.2

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

H4.2

H1.1, H2.1, H3.3 – H3.6, H4.1, H4.2


5

5

5

25

40

Source based skills. Analysis, synthesis and evaluation

10

10

20

Historical inquiry and research

10

10

20

Communication of historical understanding in appropriate forms

5

5

5

5

20

Percentage 20 20 20 40 100


COURSE: MODERN HISTORY KLA: HSIE

Components


2ndTerm 1, 2nd half


Core study

National Study

International

Study

Trial Examination

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

H4.1, H4.2

H1.1, H1.2, H2.1, H3.1 – H3.5, H4.1,

H4.2

H1.1, H1.2, H2.1, H3.1 – H3.5, H4.1,

H4.2

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

H4.1, H4.2


10

10

20

40

Source based skills. Analysis, synthesis and evaluation

10

10

20

Historical inquiry and research

10

5

5

20

Communication of historical understanding in appropriate forms

10

10

20

Percentage 20 25 25 30 100


COURSE: HISTORY EXTENSION KLA: HSIE

Components


Term 1, 1st

half Term 1, 2nd Term 3, 1 half st Term 3 half

History Project Proposal

In-Class Essay

History Project and Process Log

Trial examination

Outcomes

E2.1, E2,2, E2.3

E1.1

E2.1, E2.2, E2.3

E1.1

Knowledge and understanding of significant historiographical ideas and processes

5

5

10

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

5

35

40

Marks 5 5 35 5 50


COURSE: INDUSTRIAL TECHNOLOGY: Multimedia KLA: TAS

Components


2ndTerm 1, 2

half nd Term 3, Week1 half Term 3

Presentation of Major Project

Ideas and Development

Hand-in

Practical Task related to Industry

Study In-class

Display of Major Project and Folio

Hand-in

Trial HSC

Outcomes

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

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

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

H7.2

Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry

10

10

20

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

20

10

60

Percentage 20 20 30 30 100


COURSE: ITALIAN CONTINUERS KLA: LANGUAGES

Components


2nd Term 1, 2



Speaking Task Listening and

Responding Task


& Writing Task

Trial Exam

Outcomes

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

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

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

H4.1

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

H4.1

Speaking

Speaking 10

Speaking 10

20

Listening & Responding


15


10

25

Reading & Responding


10


15


15

40

Writing

Writing 10

Writing 5

15

Percentage 10 25 25 40 100


COURSE: LEGAL STUDIES KLA: HSIE

Components


Term 4 2012 2nd

Term 1, 2nd half half

Term 2, 2nd Term 3 half

Crime Exam Crime and Human Rights Research and

Exam

Focus Study 1 Trial Examination

Outcomes

H1, H2, H5, H8, H9, H10

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

H4, H7, H8, H9, H10

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

H10

Knowledge and understanding (Examinations/Class Tests)

10

10

10

30

60

Research – Investigation

10

10

20

Communication

10

5

5

20

Percentage 20 25 25 30 100


COURSE: GENERAL MATHEMATICS KLA: MATHEMATICS

Components


2nd

half

Term 1 1st half

Term 1 2nd

Term 2 half 2nd

Term 3 half 1st

half

Prepared Hand-in and Assessment

Task

Assessment Task Assessment Task Assessment Task Trial Exam

Outcomes

P1, P2, P4, P10, P11

H1, H2, H3, H7, H11

H1 – H11 H1 – H11 H2 – H11 H1 – H11

Concepts, skills and techniques

5

5

7.5

12.5

20

50 Reasoning and Communication

5

5

7.5

12.5

20

50

Percentage 10 10 15 25 40 100 Up to 30% of the internal assessment in General Mathematics Stage 6 may be based on the Preliminary Course.


COURSE: MATHEMATICS KLA: MATHEMATICS

Components


2ndTerm 1, 2

half nd Term 2, 2 half nd Term 3, 1 half st half

Prepared Hand-in and Assessment Task

Assessment Task Assessment Task Trial Exam

Outcomes

P1, P2, P4, P5 H1, H2, H4, H5, H6,

H7, H8, H9

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

H8, H9

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

P1 – P8 H1 – H9

Components, skills and techniques

5

15

10

20

50

Reasoning and Communication

5

15

10

20

50

Percentage 10 30 20 40 100 No more than 20% of the Mathematics Assessment is to be based on the Preliminary Course.


COURSE: MATHEMATICS EXTENSION 1 KLA: MATHEMATICS

Components


2ndTerm 1, 2

half nd Term 2, 2 half nd Term 3, 1 half st

half

Prepared Hand-in and Assessment Task

Assessment Task Assessment Task Trial Exam

Outcomes

PE1, PE3, PE6 H1, H8, H9

HE1, HE2, HE4, HE5, HE7

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


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


PE1 – PE6 HE1 – HE7


2.5

7.5

5

10

25 (*50)

Reasoning and Communication

2.5

7.5

5

10

25 (*50)

Marks 5 (10) 15 (30) 10 (20) 20 (40) 50 (*100) Bracketed figures are Mathematics Extension 1 assessment weightings for * Extension 2 students studying the Extension 1 course School Assessment for the Mathematics Extension 1 HSC course can be based on the whole of the Mathematics Extension 1 Course (Preliminary and HSC Courses)


COURSE: MATHEMATICS EXTENSION 2 KLA: MATHEMATICS

Components


2ndTerm 1

half 2ndTerm 2

half 1stTerm 2

half 2ndTerm 3

half 1st half

Assessment Task

Assessment Task

In-class Presentation and Hand-in

Task

Assessment Task

Trial Exam

Outcomes

E1, E2, E3, E4,

E6, E9

E1, E2, E3, E4,

E6, E8, E9

E1, E2, E7, E8, E9

E1, E2, E3, E4,E9

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


7.5

12.5

5

5

20

50

Reasoning and communication

7.5

12.5

5

5

20

50

Percentage 15 25 10 10 40 100


COURSE: MUSIC I KLA: PERFORMING ARTS

Components


2ndTerm 1, 2

half nd Term 2, 1 half st Term 2, 2half nd Term 3, 1 half st half

Performance Core Topic Viva

Elective (own choice)

Aural Paper Composition and Portfolio

Hand in Elective Topic

Trial Exam Aural, Core

Performance and Electives

Outcomes

H1, H3, H4, H5, H6, H8

H1 – H8 H4, H6 H3, H5, H7, H8 H1 – H8

Performance

5

5

10

Composition

10

10

Musicology

10

10

Aural

Aural Paper 15

10

25

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

portfolio • Composition: portfolio only

20

25

45

Percentage 15 20 15 10 40 100


COURSE: MUSIC 2 KLA: PERFORMING ARTS

Components


Term 4 2012 2nd

Term 1, 2 half

nd Term 2, 1 half st Term 3, 2 half nd half

Musicology (Essay)

Aural & Core Performance

Part A: Composition/

Portfolio handin Part B:

Elective

Final Exams

Outcomes

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

H1 – H9

C1 Performance

15

5

20

C2 Composition

15

5

20

C3 Musicology

10

10

20

C4 Aural

10

10

20

Elective (Performance or Composition or Musicology) 10 10 20

Percentage 10 25 25 40 100


COURSE: MUSIC EXTENSION KLA: PERFORMING ARTS

Components

Task 1 Task 2 Weighting

Term 1 2nd

Term 2 half 2nd

half

Performance – Performance of repertoire and background research

of repertoire

or

Composition portfolio – analysis of works and styles and draft

compositions

or

Musicology portfolio – research and critical analysis of works

Performance – performance of repertoire and critical appraisal of

own concert practice

or

Composition portfolio – viva voce including development and

resolution of ideas, musical concepts and techniques

or

Musicology portfolio – viva voce including development and

resolution of topic, sources and ideas

Outcomes

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

Performance or Composition or Musicology

50

50

100

Percentage 25 25 50

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


COURSE: PDHPE KLA: PDHPE

Components


Week 6 Term 1, 2nd Term 2, 2 half nd Term 3 half

Research Task In-class Response

Response to Stimulus

Trial HSC Exam

Health Priorities in Australia

Factors affecting

Performance

Sports Medicine

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

H16

H7, H8, H9, H10, H11, H17

H8, H13, H16, H17

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

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

10

10

5

15

40

Skills in influencing personal and community health and taking action to improve participation and performance in physical activity

5

10

5

10

30

Skills in critical thinking, research and analysis

5

5

10

10

30

Percentage 20 25 20 35 100


COURSE: PHYSICS KLA: SCIENCE

Components


Term 4 2012 Term 1, 2nd Term 2, 2half nd Term 3, 2 half nd half Open ended investigation


Outcomes

H1 – H5 H1 – H5 H1 – H5 H1 – H5


15

25

40


5

5

15

5

30


5

10

5

10

30

Percentage 10 30 20 40 100



COURSE: SOCIETY & CULTURE KLA: HSIE

Components


2ndTerm 1, 1

half st Term 2, 2 half nd Term 3 half

PIP Oral Country Case Study

Depth Study Analysis

Trial Examination

Outcomes

Term1, 1st

H6, H7, H8, H10 half H4, H5, H7, H10 H5, H7, H8,

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

H11


10

20

20

50

Application and evaluation of social and cultural research methodologies

15

15

30

Communication of information, ideas and issues in appropriate forms

5

10

5

20

Percentage 15 15 30 40 100


COURSE: STUDIES OF RELIGION I KLA: RELIGION

Components Task 1 2012

Task 2 2013

Task 3 2013

Weighting

Term 4 2012 2nd

Term 1, 2 half

nd Term 3 half

Post 1945 Response

Depth Study/Research

Task

Trial Examination

Outcomes

H1, H2, H3, H5, H8, H9

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

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

Source-Based Skills

5

5

10

Knowledge and Understanding of course content

5

5

10

20

Communication of information ideas and issues in appropriate forms

5

5

10

Investigation and Research

10

10

Mark 10 20 20 50


COURSE: STUDIES OF RELIGION II KLA: RELIGION

Components

Task 1 2012

Task 2 2013

Task 3 2013

Task 4 2013

Weighting

Term 4 2012 2nd

Term 1, 2 half

nd Term 2, 1 half st Term 3 half

Post 1945 Response Depth Study/Research

Task

Judaism Response

Trial Examination

Outcomes

H1, H2, H3, H5, H8, H9

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

H1, H2, H4, H5, H8, H9

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

Source-Based Skills

5

5

10

20

Knowledge and Understanding of course content

5

5

10

20

40

Communication of information, ideas and issues in appropriate forms

5

5

10

20

Investigation and Research

5

10

5

20

Percentage 15 20 25 40 100


COURSE: TEXTILES AND DESIGN KLA: TAS Components Task 1 Task 2 Task 3 Task 4 Weighting Term 4 2012

2nd half Term 2, 1st half Term 3, 1st half Term 3

MTP presentation In-class

presentation

Investigation and Experimentation

Hand-in

MTP Diary Outcomes Hand-

in

Trial HSC Exam

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

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

Knowledge and understanding of textiles and the textiles industry

5

20

25

50 Skills in design, manipulation, experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technology

15

10

25

50

Percentage 20 30 25 25 100


COURSE: VISUAL ARTS KLA: CREATIVE ARTS

Components


2ndTerm 1, 2nd half

half Term 2, 1st


Artmaking Hand-in

Critical In Class Exam

Historical Research Hand-in

Artmaking Hand-in

Trial Exam

Outcomes

H1, H2, H3, H4, H5, H6

H7, H8, H9, H10 H7, H8, H9, H10 H1 – H6 H1 – H10

Art Making

10

20

20

50

Critical Study

15

10

25

Historical Study

15

10

20

Percentage 10 15 15 20 40 100


WARNING LETTER Dear [Parent/Carer name],

Re : OFFICIAL WARNING – Non-completion of a Higher School Certificate Course

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

a) followed the course developed or endorsed by the Board; and b) applied themselves with diligence and sustained effort to the set tasks and

experiences provided in the course by the school; and c) achieved some or all of the course outcomes

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


To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by [student name] .

Task Name(s )/ Course Requirement(s) / Course

Outcome(s)

Percentage weighting

(if applicable)

Original due date (if applicable)

Action required by

student

Revised date to be completed

by (if applicable)

………………………….…………………………………………………………………

Please detach this section and return to the Academic Care Coordinator

Requirements for the satisfactory completion of the Higher School Certificate Course

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

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

• I am also aware that the ‘N’ determination may make her ineligible for the award of the

Higher School Certificate. Parent/Carer signature : __________________________________ Date : ____________________


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

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

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

• Have received a written copy of the course guidelines for the project component (as outlines syllabus documents)

• Been informed of the OHS guidelines regarding major works • Have received a written copy of the Board of Studies publication – HSC

Assessments and Submitted Works: Advice to Students • Submitted the Practical Project Record of Progress proforma to the

class teacher containing an outline of the major work • Received written consent for the project to commence from the

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


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


Conjunctives and Connectives Conjunctives are used to provide different types of relationships between clauses within sentences and between different sentences. These relationships can be: Temporal conjunctions and connectives used to show a sequence first (second, third etc) finally then when firstly (secondly etc.) subsequently after that next here on another occasion before that previously now lastly hitherto afterwards at this point at this moment until then in the end meanwhile next time soon as a result after a while at once Casual/conditional conjunctions and connectives used to show cause and effect so then therefore as a consequence of consequently hence because under the circumstances an effect of accordingly if a repercussion of otherwise although since an outcome of yet though so as as a result of despite this however even though nevertheless all the same an upshot of moreover by as Ways to write about cause and effect caused by stemmed from led to in that case produced by due to influenced produced points towards an upshot of resulted in an outcome of created inaugurated initiated gave scope to influenced by inspired generated culminated in provoked brought about arose out of contributed to sprang from gave rise to grew out of conditions for a source of fostered derived from unfolded from engendered shaped by shaped ramification of allowed encouraged Comparative conjunctions and connectives used to show contrast however nevertheless instead as if in spite of this differs from on the other hand as though whereas on the contrary also alternatively rather in that respect in other respects as elsewhere but Additional conjunctions (ways to show the addition of an idea or point) also as well besides in addition furthermore and additionally besides moreover not only nor without but while whereas neither in fact for one thing


Conjunctions and connectives which exemplify and show results for example for instance for one thing including these include as a result as exemplified by accordingly such as consequently therefore through so, as since furthermore according to Ways to introduce another viewpoint although even though on the other hand on the opposite side nevertheless however sometimes one may in contrast to one side of the issue in spite of on the other side not withstanding this differs from at the same time despite this at a deeper level However, the basis issue is…….. Ultimately we must realise, however …… More to the point is the fact that …………… More importantly (significantly) however…… To argue …..is insufficient (not enough)……. It is necessary to consider Ways to sum up There are many reasons…………. It can seem that ……………….. I recommend……….. I propose………….. Consequently it seems better to ……………. It would seem that ……………… On balance it would seem that …………… The weight of the evidence would

suggest Thus, in summary ……….. It can be seen ……. Ways to introduce recommendations My point of view is …………… After looking at both sides ………… My opinion is ……………… Therefore, after examining all the arguments…. My decision is ………….. It would appear reasonable to conclude then…. In spite of ………………… My recommendation after looking at both sides…. Although there are - many benefits

- problems - a number of reasons

The reasons on the other side - are clearer - are more convincing - are more convincing - suggest that

Ways to write about the significance of something discloses reveals indicates shows shows up means represents symbolises expresses mirrors exemplifies reflects shows evidence of manifests is an extension of is rooted in Ways to open the introductory paragraph The current debate regarding ………….. There are both advantages and disadvantages Before deciding whether …………. In discussing whether or not ………….. It is often argued that ……………… There have been some discussion about whether There are many reasons for both sides of the issue about why …………….. There are many suitable reasons to support both sides as to whether ………………. There has been much debate about …………………


A GLOSSARY OF KEY WORDS Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks. Account Account for: state reasons for, report on. Give an account of:

narrate a series of events or transactions Analyse Identify components and the relations between them; draw out

and relate implications Apply Use, utilise, employ in a particular situation Appreciate Make a judgement about the value of Assess Make a judgement of value, quality, outcomes, results or size Calculate Ascertain/determine from given facts, figures or information Clarify Make clear or plain Classify Arrange or include in classes/categories Compare Show how things are similar or different Construct Make: build; put together items or arguments Contrast Show how things are different or opposite Critically (analyse/evaluate)

Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection and quality to (analysis/evaluation)

Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Distinguish Recognise or note/indicate as being distinct or different from: to

note differences between Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into Explain Relate cause and effect; make the relationships between things

evident; provide why and/or how Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquiry into and draw conclusions about Justify Support an argument or conclusion Outline Sketch in general terms; indicate the main features of Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument,

suggestion) for consideration or action Recall Present remembered ideas, facts or experiences Recommend Provide reasons in favour Recount Retell a series of events Summarise Express, concisely, the relevant details Synthesise Putting together various elements to make a whole

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