Xavier Catholic College Ballina · Economics ... Xavier Catholic College is a Catholic secondary education facility of St Francis Xavier’s ... Xavier Catholic College, Ballina,

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Xavier Catholic College Ballina

HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY

2017 - 2018

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CONTENTS PAGE

Mission Statement …………………………………………………………………………..

3

Assessment Policy and Procedures ………………………………………………………….

4

Glossary of Key Words ……………………………………………………………………..

12

Outcomes To Be Assessed & Assessment Schedules For Each Course

Studies of Religion I …………………………………………………………………………

13

Studies of Religion II ……………………………………………………………………….. 15

Catholic Studies ……………………………………………………………………………... 16

English

English Advanced …………………………………………………………………………… 17

English Standard …………………………………………………………………………….. 19

English Extension 1 …………………………………………………………………………. 21

English Studies ……………………………………………………………………………… 22

Mathematics

Mathematics ………………………………………………………………………………... 23

Mathematics Extension 1 ……………………………………………………………………. 23

Mathematics Extension 2 ……………………………………………………………………. 24

General Mathematics 2 …………………………………………………………………….... 27

General Mathematics 1 …………………………………………………………………….... 28

Science

Biology ……………………………………………………………………………………… 29

Chemistry …………………………………………………………………………………… 32

Physics ………………………………………………………………………………………. 35

Senior Science ………………………………………………………………………………. 38

HSIE

Ancient History ……………………………………………………………………………… 41

Business Studies …...………………………………………………………………………... 43

Economics …………………………………………………………………………………... 45

Geography …………………………………………………………………………………... 47

Legal Studies ………………………………………………………………………………... 49

Modern History ……………………………………………………………………………… 51

History Extension …………………………………………………………………………… 53

Society & Culture ….………………………………………………………………………... 55

TAS

Design & Technology ……………………………………………………………………….. 57

Industrial Technology ……………………………………………………………………….. 60

Information Processes and Technology ……………………………………………………... 62

Software Design and Development …………………………………………………………. 64

Textiles & Design …………………………………………………………………………… 66

CAPA

Dance ………………………………………………………………………………………... 69

Drama ……………………………………………………………………………………….. 72

Music 1 ……………………………………………………………………………………... 75

Photography, Video & Digital Imaging - 1 Unit …………………………………………... 78

Visual Arts …………………………………………………………………………………... 80

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LOTE

French Continuers …………………………………………………………………………… 83

Italian Beginners …………………………………………………………………………….. 85

PDHPE

Community & Family Studies ………………………………………………………………. 87

Personal Development, Health and Physical Education……………………………………… 89

Sport, Lifestyle & Recreation – 1 Unit …………..…………………………………………. 91

VET …………………………………………………………………………………………. 93

Construction

Hospitality

Retail

APPENDIX

Sample copies of the following forms are provided:

Request for Extension of Time/Substitute Task

HSC Course Warning Letter

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Mission Statement

Xavier Catholic College, Ballina

Xavier Catholic College is a Catholic secondary education facility of St Francis Xavier’s

Parish, Ballina/Lennox Head, committed to fostering the rich tradition of Catholic

Christian education within the faith community. Xavier Catholic College, Ballina,

imparts Catholic beliefs, values and practices and celebrates being Catholic in the 21st

Century.

Recognising that Jesus is central to our lives, the school strives to extend Christ’s

mandate to evangelise, providing an education which is consciously centred on the

Gospel in the context of a caring community. Students, guided by a committed staff,

are encouraged to search for Christian truth and purpose, to live in the light of the

Gospels, practising hope, vision and courage.

Together with the family, Xavier Catholic College, Ballina, nourishes the development

of the whole person - academic, spiritual, social, physical and emotional, supporting

the dignity, self-esteem and integrity of each individual. Dedicated to the provision of

quality education, the school strives for excellence in its teaching and learning in a safe,

peaceful environment, providing a stimulating and challenging curriculum which links

faith and culture. In educating young people in the growth of community consciousness

it fosters the development of valued, respected and competent members of society.

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ASSESSMENT POLICY

Assessment is the process of identifying, gathering and interpreting information about student

achievement for a variety of purposes including:

assisting student learning

evaluating and improving teaching and learning programs

providing information on student learning and progress in a course in relation to the

syllabus outcomes

providing evidence of satisfactory completion of a course

reporting on the achievement by each student at the end of a course

In the context of the HSC a major requirement of the internal assessment program is to provide a

summative measure of a student’s achievement in each course based on:

a wider range of syllabus outcomes than can be measured by external examinations

alone.

multiple measures and observations made throughout the HSC course rather than a

single assessment event.

Measuring achievement at points during the course provides a better indication of student achievement

than a single examination. It increases the accuracy of the final assessment of each student’s

achievement by using multiple measures. It also caters for any knowledge and skills outcomes that are

better assessed in specific settings or at specific times (eg research, fieldwork or practical skills).

Schools should not assess outcomes from the affective domain (ie values and attitudes).

[Adapted from: HSC Assessment In A Standards-Referenced Framework – A Guide To Best Practice,

Board of Studies, 2003, p.6 and is updated regularly. Latest version which is available on Board of

Studies website www.boardofstudies.nsw.edu.au ]

WHAT HAPPENS TO THE FINAL ASSESSMENT MARK?

The school submits the final Assessment Mark for each course (except VET courses) to the Office of

the Board of Studies. After the HSC Examination the Assessment Marks are moderated in line with the

examination performance of the group of students from this school to give parity with the assessment

marks sent in from other schools in NSW. Although the actual assessment marks submitted by the

school may change, the order of merit and the relative differences between students as established by

the school will not change.

The moderated Assessment Marks are printed on the Higher School Certificate together with the

standardised Examination Marks for each course.

The average of the moderated Assessment Mark and the standardised Examination Mark is used to

determine the HSC Mark and the Performance Band for each student for each course.

The average of the moderated Assessment Mark and the standardised Examination Mark is also used

by the University of Sydney which carries out a scaling procedure on behalf of all tertiary institutions.

This leads to the calculation of the Australian Tertiary Admission Rank (ATAR) which determines the

tertiary courses to which a student can be admitted.

DEVELOPMENT OF ASSESSMENT POLICY

Specific advice relating to assessment in individual courses is contained in the syllabuses published by

the Office of the Board of Studies. These documents contain information concerning –

a) Assessment Components

b) Assessment Weightings

c) Methods of Assessment

http://www.boardofstudies.nsw.edu.au/

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Adherence to the Components and Weightings specified in these documents is mandatory.

HSC Courses and Assessment will commence in Term 4 of the year prior to the HSC

Examination.

Most HSC Assessment will be completed with the Trial HSC Examinations in Week 3, Term 3. In

some courses it may be necessary to have a small task in Week 5 of Term 3. ALL HSC Assessment

must be included in the final report.

Students receive a copy of the HSC Assessment Policy and a copy is kept in the Library for student

reference.

Each teacher is responsible for the maintenance of his/her own Official Marks Register and for the

accuracy of records. These must be kept for reference in the event of a School Review.

Where more than one teacher is involved in the one (1) subject, one (1) teacher may, by agreement,

become responsible for the Official Marks Register and the accuracy of the records.

This can be done with the approval of the KLA/Subject Leader of Learning and the Leader of

Curriculum and it must be stated clearly in the Departmental Assessment Policy. Each Department is

to keep its own Assessment Marks. These are to be recorded:-

a) in a Marks Book

b) in a Department Register

c) centrally in “Motorised MarkBook”

Teachers are advised to keep a careful and accurate HAND WRITTEN record of all matters

pertaining to Assessment, and reminded that computer printouts of marks are insufficient. Back-up

copies of marks must be kept at all times. It is advisable to keep one of these back-up copies off the

premises. The College Network Support Officer ensures that a network backup copy is kept off the

premises.

At no time will the school or any teacher make available to students or parents any student’s

Cumulative Assessment Mark. What may be made known is a student’s Rank Order at any given time.

When progress is discussed with either parents or students, the privacy of other students must be

respected.

ASSESSMENT OF PARALLEL CLASSES

Where in a particular subject, more than one (1) class follows a particular course, assessment must be

such that students are ranked across the entire course.

The following methods assist with comparability:

a) Each teacher teaching common units of work to each class;

b) The use of common tasks, in which case there must be one (1) marker per task;

c) The sharing of the marking of tasks, so that one person marks all of one (1) section.

Other methods of ensuring comparability are not to be employed without the permission of the Leader

of Curriculum.

ALTERATIONS TO ASSESSMENT POLICY

No alterations to the Assessment Policy as herein outlined are possible without the permission of the

KLA/Subject Leader of Learning, the Leader of Curriculum and the Principal and appropriate notice to

the students affected. If an alteration is made, amendments must be given to students in writing

and copies kept in the teacher’s file and the Leader of Curriculum’s file.

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PORTABILITY OF ASSESSMENT

Students, who enter the school before 30th June in the year of the HSC Examination, will be assessed

on the basis of work completed at this school. After 30th June, the previous school is responsible for all

assessment and moderating procedures.

REPORTING TO PARENTS

Prior to the beginning of assessment, an Information Night is to be held, to inform parents of the

philosophy and the mechanics of assessment as it operates in this school.

In a standards-referenced framework students are assessed against a standard, that is, how well they can

demonstrate an outcome. They are not assessed against other students. At the end of the teaching

learning process the teacher will report what the student knows and can do and offer suggestions for

further improvement.

At Xavier Catholic College the reporting for HSC Courses will take the form of a portfolio that will

contain:-

a) copies of the completed cover sheets for each assessment task which are returned to the students

indicating their performance relative to the outcomes assessed and advice for further

improvement

b) formal reports after the midcourse exams and at the end of the course indicating:

I. an Assessment Rank Order in each course (across all classes in the course);

II. an Examination Mark;

III. an Examination Rank Order in each course (across all classes in the course)

REPORTING TO STUDENTS

Students must be informed in writing of the assessment requirements of each course, before the

commencement of the Assessment Program in that course. This advice must include:-

a) Components/weightings of tasks;

b) An indication of when tasks will take place, e.g. Term 2, 2018, etc.;

c) Mark value of each task and total number of marks for course;

d) Nature of each task (project, etc.);

e) Outcomes being assessed in each task.

f) Details of administrative arrangements.

On receipt of this information, students will be asked to sign a class list, which will be kept with the

records of the course teacher.

When assigned, Assessment Tasks should be given IN WRITING, with the date when tasks are

assigned, the date due, the outcomes being assessed, the weighting of the task and the marking

criteria clearly stated. Teachers are asked to keep note of students who are absent when tasks are

assigned and to adopt methods of ensuring that they are given all necessary information at the earliest

possible opportunity once they have returned to school.

Assessment Tasks are to be returned to students with accompanying comments, rank order, grades or

marks, as is appropriate. Marks need not necessarily be returned to the student. After each task, the

students’ RANK ORDER for that task must be made available to them, all the while being mindful of

the privacy of the other students. Copies of the completed cover sheets for each assessment task are

kept by the teacher, placed in the student file and provided for inclusion in the Student’s Assessment

Folio as outlined in the previous section.

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If a student disagrees with a mark awarded for a task he or she is free to seek a review of the mark

under the same conditions as for a School Review (p10) namely:

a) the weightings used are those specified by the Board of Studies in the syllabuses;

b) the procedures followed and marks awarded are consistent with the school’s published

Assessment Policy;

c) any computational or clerical errors have occurred

Any request must be made in writing within two (2) days of the return of the task to the student.

After this time, marks awarded will not be the subject of any type of Review. Throughout the

Assessment period, students may request information on their Cumulative Assessment Rank. Parents

also may request this information. This is to be made available to parents and students under the

following conditions:-

a) No actual cumulative mark is to be given to either parents or students;

b) The privacy of other students is to be maintained.

SUBMISSION OF TASKS

Each student is expected to perform all the tasks which are part of the Assessment Program. Students

attempting an Extension 1 or Extension 2 Course must also satisfy the requirements of the

2 Unit or Extension 1 Course.

Students are to be given a due date for each assessment task they are required to submit. All tasks are

to be submitted between 8:30am and 9:00am on the due date to the Librarian at the Library. The

students will sign a class list. The KLA Leader of Learning responsible for each task must oversee the

collection process. The KLA Leader of Learning concerned should assist the class teacher with the

collection of the task.

If a student does not submit the task on time it will be treated as a late submission (refer to next

section) unless a Absence from Assessment form has been completed.

Late Submission of Tasks

Students should be given a due date for each assessment task they are to submit. To avoid any unfair

advantage “hand-in” type tasks should be due on a Monday.

Late submissions of work will be accepted up to four school days after the due date under the following

circumstances:-

a) a penalty shall be imposed which shall be a reduction in the mark obtained by 30% of the

maximum possible mark for the first day late; 20% of the maximum possible mark for the

second day late and 10% of the maximum possible mark for each subsequent day late.

b) submissions after this date will be treated as a non-attempt and shall be awarded a zero

mark.

Illness/Misadventure Provisions

Each student is expected to perform tasks which are part of the Assessment Program.

Any student who is unable to complete an assessment task on time must complete a Absence from

Assessment form (Refer to the Appendix). These forms are available from Student Reception.

If a student fails to submit an Assessment Task specified in the Assessment Program and their request

for an extension of time or substitute task has been upheld, then a mark will be awarded, based if

necessary on a substitute task. Under these circumstances a Doctor’s Certificate or other documentation

will be requested.

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In exceptional circumstances an estimate may be given but this must be authorised by the Principal

based on the advice of the KLA/Subject Leader of Learning and the Leader of Curriculum. The

estimate, if used, must indicate what the student might actually have achieved had he/she completed the

task, not what might have been achieved under more favourable circumstances.

It is the student’s responsibility to ensure that the proforma is submitted. Under no circumstances

are students to assume that a request will be approved automatically. However, teachers are asked to

achieve a balance between ensuring that the student assumes his/her responsibilities and the

requirements of pastoral care.

Failure to complete the proforma will result in a zero mark for that task.

If for any reason, a zero mark is awarded to any student, the Principal is to be informed through the

Leader of Curriculum. The student and his/her parents are also to be informed as soon as possible in

writing. A proforma letter for this purpose can be obtained from the Leader of Curriculum. (Refer to

the Appendix for a copy of the warning letter.)

After the teacher completes the proforma letter the Leader of Curriculum will ensure that copies are

made and given/posted to the following people:-

a) The student;

b) The parents of the student;

c) The Principal;

d) The KLA/Subject Leader of Learning;

e) The Year Coordinator.

The original is to be kept in the files of the Leader of Curriculum.

Where a candidate has been given zero marks for Assessment Tasks totalling 50% or more of the Final

Assessment Marks, the Principal must certify that that particular course has not been studied

satisfactorily. In cases where it is possible this may occur, early warning must be given so that both the

student and parents are aware of potential consequences. It is necessary that the warnings be given

in writing. The Leader of Curriculum holds forms for this purpose. When used, copies are to be made

and distributed as outlined above.

PROLONGED ABSENCES

A student who is absent from school for a prolonged period of time, i.e. in excess of TWO (2) weeks,

must satisfy the Principal as to the legitimacy of the absence. Tasks missed during this time may be

rescheduled at the discretion of the teacher of the course, in consultation with the KLA/Subject Leader

of Learning, the Leader of Curriculum and the Principal. In such cases, the use of an estimate may be

authorised. Where an estimate is used, it must clearly be identified as such in Assessment Records.

TIMETABLING OF ASSESSMENT TASKS

A minimum number of tasks should be used.

Tasks will be timetabled with the aid of the Assessment Calendar on the school intranet. When

scheduling tasks, teachers are asked to see that students are not put under undue stress, by

having a multiplicity of tasks on the same day or within the same week.

Reasonable notice should always be given to students concerning Assessment Tasks. The suggested

minimum time is TWO (2) WEEKS. For good reasons, this minimum time can be altered, but only

after reference to the KLA/Subject Leader of Learning and the Leader of Curriculum. If an alteration

is made, amendments must be given to the students in writing and copies kept in the teacher’s

file, and the Assistant Principal’s (Curriculum) file. The Leader of Curriculum will amend the

Assessment Calendar on the College intranet.

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No Assessment Tasks should be given or fall due in the week before or during the scheduled

examinations. The examinations themselves may contribute towards the Final Assessment Mark. If

only part of an examination contributes towards assessment, students must do that part in a

specified time. This section of the examination must then be collected, so that all students are

working under equal conditions.

ALL TASKS designated as Assessment Tasks must be used, i.e. it is not possible to choose “best of

three (3)” tasks, etc. Furthermore, no task should be discarded. If a task does not function as required

or where there are problems in the administration of a task it may be necessary to reduce the weighting

assigned to the task, add an additional task (with sufficient notice) and adjust the weightings

accordingly. In extreme cases, an invalid task may need to be discarded completely or a replacement

task may be organised.

[From: HSC Assessment In A Standards-Referenced Framework – A Guide To Best Practice, Board

of Studies, 2003, p.15] Latest version which is available on Board of Studies website

www.boardofstudies.nsw.edu.au ]

Any student who feels his/her load is too heavy should discuss the problem with the teacher or the

Leader of Curriculum.

STUDENT RESPONSIBILITIES

Students have the responsibility to:

a) present ALL Assessment Tasks;

b) present their own work and to present it on time;

c) make arrangements with the teachers for substitute/ alternative tasks;

d) work without prejudicing the effort of other students.

MALPRACTICE

Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over

others. It includes, but is not limited to:-

copying someone else’s work in part or in whole, and presenting it as their 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

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

[From: HSC Assessment In A Standards-Referenced Framework – A Guide To Best Practice, Board

of Studies, 2003, p.16] Latest version which is available on Board of Studies website

www.boardofstudies.nsw.edu.au ]

Strategies for dealing with malpractice will be in line with those recommended by the Board of Studies

in HSC Assessments & Submitted Work – Advice to Students; HSC Assessments & Submitted Work –

Advice to Parents; HSC Assessments & Submitted Work – A Guide for Teachers.

In the event that malpractice is proven, students should understand that they may be awarded a zero

mark, receive a penalty in the form of reduced marks or be asked to complete a substitute task under

supervision. Furthermore, if it is established that students miss school or miss class in order to

complete/prepare for Assessment Tasks, they will incur a penalty of reduced marks. The Principal in

consultation with the Leader of Curriculum, the relevant KLA/Subject Leader of Learning and the

teacher of the specific subject will decide the exact penalty.



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Starting with the 2014 HSC cohort, schools offering HSC courses will be required to submit an annual

return for the Register of Malpractice in HSC Assessment Tasks. This will mean that all proven

instances of malpractice in school assessment tasks for the HSC should be recorded in the Register for

students commencing HSC courses from Term 4 this year.

The Board will collect school Registers, including nil-returns, from all schools at the end of the

following school year, once all HSC assessment tasks are concluded.

The Board will use this data to publish an annual report, similar to the data reported for incidents of

malpractice in HSC examinations. Individual students or schools will not be identified in this report;

however, aggregated data will give teachers, principals, school authorities and the Board useful

information on any emerging trends in incidents of malpractice. It should also promote greater

consistency in dealing with proven malpractice.

‘N’ DETERMINATION

In cases of non-completion of course requirements, an ‘N’ determination will be submitted. Courses

that were not satisfactorily completed will not be printed on the Record of Achievement.

If at any time it appears that a student is at risk of receiving an ‘N’ determination (non-completion of

course requirements) in any course, a Warning Letter will be issued (refer to Appendix).

Students who have received ‘N’ determination have a right of appeal.

SCHOOL REVIEW OF ASSESSMENTS

Students, on the completion of ALL of their Higher School Certificate examinations, may obtain their

Assessment Rank Order Notice. This notice details the Assessment Rank Order for the student in

each course studied, including Board Endorsed Courses.

Students may request a Review of their assessments if their position in the school’s Rank Order

differs significantly from expectations they have from feedback on assessment tasks throughout the

course. Teachers are reminded that frequent clear and accurate feedback throughout the period of

assessment should obviate the need for such a request.

In conducting Reviews, schools are not required to investigate teachers’ judgements of the worth of an

individual student’s performance. Therefore, the marks or grades awarded are not subject to review.

The purpose of the review is to establish whether:-

d) the weightings used are those specified by the Board of Studies in the syllabuses;

e) the procedures followed and marks awarded are consistent with the school’s published

Assessment Policy;

f) any computational or clerical errors have occurred

SCHOOL REVIEWS WILL NOT BE CONDUCTED

ON GROUNDS OTHER THAN THESE.

Should a student desire a school Review, he/she must request it in writing, giving reasons why the

request is made. Forms for this purpose can be obtained from the Leader of Curriculum. A Panel of

teachers, as detailed below, will conduct reviews.

The Review Panel will consist of:-

a) the Principal and the Leader of Curriculum;

b) a teacher well versed in statistical and/or grading procedures;

c) the KLA/Subject Leader of Learning;

d) the teacher of the subject concerned

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The members of the Review Panel will have at their disposal:-

a) all relevant Board of Studies documents;

b) all relevant school documents that have been distributed to parents and students;

c) all subject department records covering procedures used;

d) teacher’s markbook for checking original entries and all conversions, as well as the converted

scores that the rankings are based on;

e) evidence of advice given to students concerning the scheduling of assessment tasks.

In view of the above, teachers are advised to keep a careful and accurate HAND WRITTEN

record of all matters pertaining to Assessment, and reminded that computer print-outs of marks

are insufficient.

Results of the Review will be communicated in writing to the student concerned. The Principal in the

presence of the Leader of Curriculum, the KLA Leader of Learning and at least one other teacher will

present them.

A student, who is dissatisfied with the School Review, may appeal to the Board of Studies for a further

Review. A student wishing to make an Appeal of this nature must apply to the Principal who will

acquaint him/her with the necessary procedures.

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A GLOSSARY OF KEY WORDS Syllabus outcomes, objectives, performance bands and examination questions have key words that

state what students are expected to be able to do. A glossary of key words has been developed to help

provide a common language and consisent 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 relationship between them; draw out and relate

implications.

Apply Use, utilise, employ in a particular situation.

Appreciate Make a judgment about the value of.

Assess Make a judgment 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 judgment 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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ASSESSMENT POLICY for STUDIES OF RELIGION I & II

OUTCOMES TO BE ASSESSED:

A Student –

H1 – explains aspects of religion and belief systems.

H2 – describes and analyses the influence of religion and belief systems on individuals and society.

H3 – examines the influence and expression of religion and belief systems in Australia.

H4 – describes and analyses how aspects of religious traditions are expressed by their adherents.

H5 – evaluates the influence of religious traditions in the life of adherents.

H6 – organises, analyses and synthesises relevant information about religion from a variety of sources,

considering usefulness, validity and bias.

H7 – conducts effective research about religion and evaluates the findings from the research.

H8 – applies appropriate terminology and concepts related to religion and belief systems.

H9 – coherently and effectively communicates complex information, ideas and issues using appropriate

written, oral and graphic forms.

ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Studies of Religion Stage 6 is to be based on the HSC course only.

STUDIES OF RELIGION I Duration

(indicative

hours)

STUDIES OF RELIGION II Duration

(indicative

hours)

Religion and Belief Systems

in Australia post -1945

16 Religion and Belief Systems in

Australia post-1945

16

Religious Tradition Depth

Study 1

22 Religious Tradition Depth

Study 1

22


Study 2

22 Religious Tradition Depth

Study 2

22


Study 3

22

Religion and Peace 22

Religion and Non-Religion 16

Total 60 hours Total 120 hours

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STUDIES OF RELIGION I:

HSC course

The mandatory components and weightings for the HSC course are set out below. The internal

assessment mark submitted to the Board of Studies is to be based on the HSC course only.

Component Weighting

Knowledge and understanding of course content 20

Source-based skills 10

Investigation and research 10

Communication of information, ideas and issues in

appropriate forms

10

50

Task 1 Task 2 Task 3

Components

(Syllabus)

Weighting

(Syllabus)

Judaism

Depth Study

Term 4

Week 8

2017

Research

Essay

Christianity

Term 1

Weeks 9/10

2018

Trial HSC

Exam

Term 3

Week 3

2018

Outcomes Assessed

Total

H1, H2, H3,

H4, H5, H6,

H8

H1, H2, H4, H5,

H7, H8, H9

H1, H2, H3,

H4, H5, H8,

H9

Knowledge and

Understanding

20 10 10

Source Based Skills 10 10

Investigation and Research 10 5 5

Communication of

Information, Ideas and

Issues in Appropriate

Forms

10 10

WEIGHT 50 15 15 20

No more than 50% weighting may be allocated to tests and examinations.

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STUDIES OF RELIGION II:

Outline of internal assessment requirements

There will be three to five assessment tasks comprising the following components and weightings.

Component Weighting


Source-based skills 20

Investigation and research 20

Communication of information, ideas and issues in

appropriate forms

20

100

Task 1 Task 2 Task 3 Task 4

Components

(Syllabus)

Weighting

(Syllabus)

Sources

Task

Term 4

Week 7

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Research

Essay

Term 2

Week 5

2018

Trial HSC

Exam

Term 3

Week 3

2018

Outcomes Assessed

Total

H1, H2, H3,

H4, H5, H6,

H8

H1, H2, H4,

H5, H7, H8,

H9

H1, H2, H3,

H4, H5, H8,

H9

H1, H2, H3,

H4, H5, H8,

H9

Knowledge and

Understanding

40% 20% 20%

Source Based

Skills

20% 10% 10%

Investigation and

Research

20% 10% 10%

Communication of

Information, Ideas

and Issues in

Appropriate

Forms

20% 5% 5% 5% 5%

WEIGHT 100% 25% 25% 25% 25%


Page 15

CATHOLIC STUDIES (1 UNIT):

Task 1 Task 2 Task 3

Weighting

(Syllabus)

Oral Presentation

Term 4

Week 7

2017

Research

Term 1

Week 6

2018

Report

Term 3

Week 1

2018

Units Assessed

A6-1 Christology

B6-1 Mission,

Leadership & Ministry

D6-1 Prayer

Total

50

15

20

15

Page 16

ASSESSMENT POLICY for ENGLISH ADVANCED


A Student –

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

2. explains relationships among texts.

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

3. develops language relevant to the study of English.

4. explains and analyses the ways in which language forms and features, and structures of texts

shape meaning and influence responses.

5. explains and evaluates the effects of textual forms, technologies and their media of

production on meaning.

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

7. adapts and synthesises a range of textual features to explore and communicate information,

ideas and values, for a variety of purposes, audiences and contexts.

8. articulates and represents own ideas in critical, interpretive and imaginative texts from a

range of perspectives.

9. evaluates the effectiveness of a range of processes and technologies for various learning

purposes including the investigation and organisation of information and ideas.

10. analyses and synthesises information and ideas into sustained and logical argument for a

range of purposes, audiences and contexts.

11. draws upon the imagination to transform experience and ideas into text demonstrating control

of language.

12. reflects on own processes of responding and composing.

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

composing text.

13. reflects on own processes of learning.

Page 17

ENGLISH (ADVANCED) ASSESSMENT SCHEDULE:

In HSC English, students analyse and evaluate texts and the ways they are valued in their contexts. The

course has two sections. The HSC common content consists of an Area of Study (AOS) common to

Advanced and Standard, where students explore and examine relationships among texts. Students

analyse and explore texts and apply skills in synthesis. The second section is the Modules. Students are

required to study three Modules. The emphasis here is on particular aspects of shaping meaning and

representation, questions of textual integrity, and the ways in which texts are valued.

ASSESSMENT TASKS

Component Task 1 Task 2 Task 3 Task 4 Task 5

Weight Task

description

Area of

Study:

Discovery

Speaking

25%

Mid Course

Exam

Paper 1

and

Mod A Paper 2

Reading/Writing

V&R

25%

Module B

Reading

Writing

15%

Module C

Listening

15%

Trial HSC

Exam

30%

Timing of

task

Term 4,

Week 9

2017

Term 1

Exam Week 9

2018

Term 2

Week 6

2018

Term 2

Week 10

2018

Term 3

Exam Week 3

2018

Outcomes

assessed

2, 3, 4, 5, 6,

7, 8, 9, 10,

11, 12, 12A

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

9, 10, 11, 13

1, 2, 2A,

3,4, 5, 6, 7,

8

1, 2, 2A,

3,4, 5, 6, 7

1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 11

Syllabus

Component

AOS 15 10 15 Marks

40

Mod A 15 5

20

Mod B 15 5

20

Mod C

15 5

20

Listening

15

15%

Speaking

15

15%

Reading

5

5

15

25%

Writing

5

10

15

30%

Viewing /

Representing

15

15%

Marks 15%

25%

15%

15% 30%

100%

Page 18

ASSESSMENT POLICY for ENGLISH STANDARD

Outcomes to be assessed:

A Student –

1. demonstrates understanding of how relationships between composer, responder, text and context

shape meaning.

2. demonstrates understanding of the relationships among texts.

3. develops language relevant to the study of English.

4. describes and analyses the ways that language forms and features, and structures of texts shape

meaning and influence responses.

5. analyses the effect of technology and medium on meaning.

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

7. adapts and synthesises a range of textual features to explore and communicate information, ideas

and values for a variety of purposes, audiences and contexts.

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

perspectives.

9. assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideas.

10. analyses and synthesises information and ideas into sustained and logical argument for a range of

purposes and audiences.

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

language.

12. reflects on own processes of responding and composing.

13. reflects on own processes of learning.

Page 19

ENGLISH (STANDARD) ASSESSMENT SCHEDULE:

In HSC English, students analyse and evaluate texts and the ways they are valued in their contexts. The

course has two sections. The HSC common content consists of an Area of Study (AOS) common to

Advanced and Standard, where students explore and examine relationships among texts. Students

analyse and explore texts and apply skills in synthesis. The second section is the Modules. Students are

required to study three Modules. The emphasis here is on particular aspects of shaping meaning and

representation, questions of textual integrity, and the ways in which texts are valued.

ASSESSMENT TASKS

Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting

Task description

Area of Study:

Discovery Speaking

15%

Mid Course Exam

Paper 1 Reading/Writing

And Mod A Paper 2 Reading/Writing/

Listening

25%

Module

B Reading Writing

15%

Module C

V&R

15%

Trial HSC

Exam

30%

Timing of task

Term 4, Week 9

2017

Term 1

Exam Week 9 2018

Term 2

Week 6 2018

Term 2

Week 10 2018

Term 3

Exam Week 3 2018

Outcomes assessed

2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12

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

1, 2, 3, 4, 5, 6, 8

1, 2, 3, 4, 5, 6, 8

1, 2, 3, 4, 5, 6, 7, 8, 9,

10, 11

Syllabus Component

AOS 15 10 15 Marks

40

Mod A 15 5 20

Mod B 15 5 20

Mod C

15 5 20

Listening

15

15%

Speaking

15

15%

Reading

5

5

15

25%

Writing

5

10

15

30%

Viewing /

Representing

15

15%

Marks 15%

25%

15%

15% 30%

100%

Page 20

ASSESSMENT POLICY for ENGLISH EXTENSION 1


A Student –

1 - distinguishes and evaluates the values expressed through texts.

2 - explains different ways of valuing texts.

3 - composes extended texts.

4 - develops and delivers sophisticated presentations.


The internal assessment mark for English (Extension 1) Course is to be based on the HSC course only.

ENGLISH (EXTENSION 1) ASSESSMENT SCHEDULE:

Component Task 1 Task 2 Task 3 Weighting

Module A, B or C

Essay:

Critical

Response

+

Writing Task

Tutorial

presentation

Trial HSC

examination

Term 1

Weeks 9/10

2018

(as part of

exam block)

Term 2

Week 10

2018

Term 3

Week 3

2018

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

Marks 15 20 15 50

Page 21

ASSESSMENT POLICY for ENGLISH STUDIES


Component Weighting

Students will develop 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.

30

Students will develop skills in reading, listening and

viewing and in writing, speaking and representing.

30

Students will develop knowledge and skills in using

language accurately, effectively and appropriately for a

range of purposes, audiences and contexts.

25

Students will develop skills in planning and working

individually and collaboratively.

15

100

ENGLISH STUDIES ASSESSMENT SCHEDULE:

* Task 1

* Task 2

* Task 3

* Task 4

Outcomes

(Syllabus)

Components

(Syllabus)

Weighting

(Syllabus)

%

Term 4

Week 9

2017

Term 1

Weeks 9/10

2018

Term 2

Week 7

2018

Term 3

Week 3

2018

Outcomes Assessed

H 2, 3, 4

H 1, 2, 3

H 1, 2, 3

H 2, 3, 4

H1-4

Component 1

30

5

20

5

H1-4

Component 2

30

10

15

5

H1-4

Component 3

25

10

10

5

H1-4

Component 4

15

10

5

MARKS

20

30

20

30

* Tasks will be drawn from mandatory and elective modules

Page 22

ASSESSMENT POLICY for MATHEMATICS


A Student -

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

H2 – constructs arguments to prove and justify results.

H3 – manipulates algebraic expressions involving logarithmic and exponential functions.

H4 – expresses practical problems in mathematical terms based on simple given models.

H5 – applies appropriate techniques from the study of calculus, geometry, probability, trigonometry

and series to solve problems.

H6 – uses the derivative to determine the features of the graph of a function.

H7 – uses the features of a graph to deduce information about the derivative.

H8 – uses techniques of integration to calculate areas and volumes.

H9 - communicates using mathematical language, notation, diagrams and graphs.

ASSESSMENT POLICY for MATHEMATICS EXTENSION 1


A Student -

HE1 - appreciates interrelationships between ideas drawn from different areas of mathematics.

HE2 - uses inductive reasoning in the construction of proofs.

HE3 - uses a variety of strategies to investigate mathematical models of situations involving binomial

probability, projectiles, simple harmonic motion, or exponential growth and decay.

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

HE5 - applies the chain rule to problems including those involving velocity and acceleration as

functions of displacement.

HE6 - determines integrals by reduction to a standard form through a given substitution

HE7 - evaluates mathematical solutions to problems and communicates them in an appropriate form.

Page 23

ASSESSMENT POLICY for MATHEMATICS EXTENSION 2


A Student -

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

problems.

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

settings.

E3 - uses the relationship between algebraic and geometric representations of complex numbers and of

conic sections.

E4 - uses efficient techniques for the algebraic manipulation required in dealing with questions such

as those involving conic sections and polynomials.

E5 - uses ideas and techniques from calculus to solve problems in mechanics involving resolution of

forces, resisted motion and circular motion.

E6 - combines the ideas of algebra and calculus to determine the important features of the graphs of a

wide variety of functions.

E7 - uses the techniques of slicing and cylindrical shells to determine volumes.

E8 - applies further techniques of integration, including partial fractions, integration by parts and

recurrence formulae, to problems.

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

ASSESSMENT COMPONENTS AND WEIGHTINGS:

Component Description Weighting Concepts, skills and

techniques

Use of concepts, skills and techniques to solve

mathematical problems in a wide range of

theoretical and practical contexts.

50

Reasoning and

communication

Application of reasoning and communication

in appropriate forms to construct mathematical

arguments and proofs and to interpret and use

mathematical models.

50

Total 100

Note: These weightings will be achieved by setting each Assessment Task with the weightings

given in the table.

Page 24

MATHEMATICS (2 UNIT) ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4 Components

(Syllabus)

Weighting

(Syllabus)

Test

Mid Course

Exam

Test

HSC Trial

Exam

Term 4

Week 8

2017

Term 1

Weeks 9/10

2018

Term 2

Week 6

2018

Term 3

Week 3

2018

P4, H1,

2, 4, 5, 6

H1,2,3,4, 5,8

Plus all Prelim

Outcomes

H5,6,8 P1,2,3,4,5

6,7,8

H1,2,3,4,5,

6,7,8

Unit 1,2,3

15%

All Preliminary topics

plus HSC units

1,2,3,4,5,6

30%

Units 7,8,9

15%

All topics from both

Preliminary & HSC

courses

40%

MARKS

100%

15%

30%

15%

40%

MATHEMATICS EXTENSION 1 ASSESSMENT SCHEDULE:

Component Task 1 Task 2 Task 3 Task 4

Test Mid Course

Exam

Test HSC Trial Exam

Term 4

Week 9

2017

Term 1 Weeks 9/10

2018

Term 2

Week 6

2018

Term 3

Week 3

2018

Outcomes P4 H5 PE5

HE1

HE3 plus all

Preliminary

outcomes

HE1, HE3,

HE4, HE7

All outcomes

Syllabus reference Unit 1, 2 Units 1,2,3,4,5

Plus all

Preliminary

outcomes

Units

6,7,8

All topics from both

Preliminary and

HSC courses

TOTALS 100% 15% 30% 15% 40%

Page 25

MATHEMATICS EXTENSION 2 ASSESSMENT SCHEDULE:


Test Mid course

Exam

Test HSC Trial Exam

Term 4

Week 10

2017

Term 1 Weeks 9/10

2018

Term 2

Week 6

2018

Term 3

Week 3

2018

Outcomes E1,2,3,6 E 1,2,3,4,6 E5 E1 - 9

Syllabus

reference

Unit 1, 2 Unit 1,2,3,4 Unit 5,6 All topics from

both Preliminary

and HSC courses

TOTAL 100% 15% 30% 15% 40%

Page 26

ASSESSMENT POLICY for GENERAL MATHEMATICS 2


A Student -

MG2H-1 - uses mathematics and statistics to evaluate and construct arguments in a

range of familiar and unfamiliar contexts

MG2H-2 - analyses representations of data in order to make inferences, predictions and

conclusions

MG2H-3 - makes predictions about situations based on mathematical models, including those

involving cubic, hyperbolic or exponential functions

MG2H-4 - analyses two-dimensional and three-dimensional models to solve practical problems,

including those involving spheres and non-right-angled triangles

MG2H-5 - interprets the results of measurements and calculations and makes judgements about

reasonableness, including the degree of accuracy of measurements and calculations

and the conversion to appropriate units

MG2H-6 - makes informed decisions about financial situations, including annuities and loan

Repayments

MG2H-7 - answers questions requiring statistical processes, including the use of the normal

distribution, and the correlation of bivariate data

MG2H-8 - solves problems involving counting techniques, multistage events and expectation

MG2H-9 - chooses and uses appropriate technology to locate and organise information from a

range of contexts

MG2H-10 - uses mathematical argument and reasoning to evaluate conclusions drawn from other

sources, communicating a position clearly to others, and justifies a response

MG2H-VA - appreciates the importance of mathematics in everyday life and its usefulness in

contributing to society

GENERAL MATHEMATICS 2 ASSESSMENT SCHEDULE:


Test Mid Course

Exam

Test HSC

Trial Exam

Term 4

Week 8

2017

Term 1 Weeks 9/10

2018

Term 2

Week 6

2018

Term 3

Week 3

2018

Outcomes MG2H –

1, 3, 5, 6, 10

MG2H-VA

MG2H –

1, 2, 3, 5,

6, 7, 9

MG2H-VA

MG2H –

1, 6, 8, 9, 10

MG2H-VA

MG2H - 1-10

MG2H-VA

Syllabus

Reference

FM4,

M5, M4

FM4,

M5, M4,

D54

AM3

PB2

FM5

All topics from

both Preliminary

and HSC courses

TOTAL 100% 15% 30% 15% 40%

Page 27

ASSESSMENT POLICY for GENERAL MATHEMATICS 1


A Student -

MG1H-1 - uses mathematics and statistics to evaluate and construct arguments in a range of

familiar contexts

MG1H-2 - analyses representations of data in order to make predictions

MG1H-3 - makes predictions about everyday situations based on simple mathematical models

MG1H-4 - analyses simple two-dimensional and three-dimensional models to solve practical

problems

MG1H-5 - interprets the results of measurements and calculations and makes judgements about

reasonableness, including the conversion to appropriate units

MG1H-6 - makes informed decisions about financial situations likely to be encountered post-school

MG1H-7 - develops and carries out simple statistical processes to answer questions posed

MG1H-8 - solves problems involving uncertainty using basic counting techniques

MG1H-9 - chooses and uses appropriate technology to organise information from a range of

practical and everyday contexts

MG1H-10 - uses mathematical argument and reasoning to evaluate conclusions drawn from other

sources, communicating a position clearly to others.

MG1H-VA - appreciates the importance of mathematics in everyday life and its

usefulness in contributing to society

GENERAL MATHEMATICS 1 ASSESSMENT SCHEDULE:


Test Mid Course

Exam

Test HSC

Trial Exam

Term 4

Week 8

2017

Term 1 Weeks 9/10

2018

Term 2

Week 6

2018

Term 3

Week 3

2018

Outcomes MG1H –

1, 3, 6, 9, 10

MG1H-VA

MG1H –

1, 3, 5, 6, 8, 10

MG1H-VA

MG1H –

1, 2, 3, 7

MG1H-VA

MG1H - 1-10

MG1H-VA

TOTAL 100%

15%

30%

15%

40%

Page 28

ASSESSMENT POLICY for BIOLOGY


A Student -

H1 - evaluates how major advances in scientific understanding and technology have changed the

direction or nature of scientific thinking.

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

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

H4 - assesses the impacts and implications of biology on society and the environment.

H5 - identifies possible future directions of biological research.

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

the organism.

H7 - analyses the impact of natural and human processes on biodiversity.

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

H9 - describes the mechanisms of inheritance in molecular terms.

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

H11 - justifies the appropriateness of a particular investigation plan.

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

H13 - uses terminology and reporting styles appropriately and successfully to communicate

information and understanding.

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

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

H16 - justifies positive values about and attitudes towards both the living and non-living components

of the environment, ethical behaviour and a desire for a critical evaluation of the consequences

of the applications of science.

Page 29

BIOLOGY ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Biology Stage 6 is to be based on the HSC course

only. Final assessment should be based on a range and balance of assessment

instruments.

COMPONENT WEIGHTING

%

TASKS COULD INCLUDE:


of:

* the history, nature, and

practice of biology,

applications and uses of

biology and their implications

for society and the

environment, and current

issues, research and

developments in biology

* cell ultrastructure and

processes, biological

diversity, environmental

interactions, mechanisms of

inheritance and biological

evolution

40%

(Tasks 3 & 5)

Assignments

Fieldwork

Model making

Open-ended investigations

Oral reports

Practical tests

Reports

Research projects

Topic tests and examinations

Note:

No more than 50% weighting may be

allocated to examinations and topic tests

Skills in planning and

conducting first-hand

investigations and in

communicating information

and understanding based on

these investigations

30%

(Tasks 1 & 2)

Assessment of knowledge, understanding

and skills developed through conducting

first-hand investigations individually and in

teams, should be incorporated into the Core

and Option as appropriate.

Skills in scientific thinking,

problem-solving, and in

communicating understanding

and conclusions

30%

(Tasks 2 & 4)

TOTAL 100%

Page 30

BIOLOGY ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Practical

Investigation

Term 4

Week 7

2017

Genetics

Investigation

Term 1

Week 6

2018

Mid Course

Exam

Term 1 Weeks 9/10

2018

Disease

Research

Task

Term 2

Week 5

2018

Trial HSC

Exam

Term 3

Week 3

2018

H11-15

H 2, 4, 6, 9

10, 13, 14

H1, 3-14,

H1, 3, 4,

13, 14,

16

H1-16

Knowledge &

Understanding

40% 20% 20%

First Hand Investigation

Skills &

Communication

30% 15%

15%

Scientific Thinking,

Problem Solving &

Communication

30% 10%

15%

5%

TOTAL

100%

15%

25%

20%

15%

25%

Page 31

ASSESSMENT POLICY for CHEMISTRY


A Student -



H2 - analyses the ways in which models, theories and laws in chemistry have been tested and

validated.

H3 - assesses the impact of particular advances in chemistry on the development of technologies.

H4 - assesses the impacts of applications of chemistry on society and the environment.

H5 - identifies possible future directions of chemical research.

H6 - explains reactions between elements and compounds in terms of atomic structures and

periodicity.

H7 - describes the chemical basis of energy transformations in chemical reactions.

H8 - assesses the range of factors which influence the type and rate of chemical reactions.

H9 - describes and predicts reactions involving carbon compounds.

H10 - analyses stoichiometric relationships.




information and understanding.



H16 - justifies positive values about and attitude towards both the living and non-living components

of the environment, ethical behaviour and a desire for critical evaluation of the consequences of

the applications of science.

Page 32

CHEMISTRY ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Chemistry Stage 6 is to be based on the HSC course only. Final

assessment should be based on a range and balance of assessment instruments.

COMPONENT WEIGHTING

%



of:


practice of chemistry,


chemistry and their

implications for society and

the environment, and current


developments in chemistry

* atomic structure and

periodic table, energy,

chemical reactions, carbon

chemistry and stoichiometry

40%

(Tasks 3 & 5)

Assignments

Fieldwork

Model making


Oral reports

Practical tests

Reports

Research projects


Note:









30%

(Tasks 1 & 2)



first-hand investigations individually and

in teams, should be incorporated into the

Core and Option as appropriate.




and conclusions

30%

(Tasks 1, 2 & 4)

TOTAL 100%

Page 33

CHEMISTRY ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Research &

First Hand

Investigation

Term 4

Week 7

2017

Research &

First Hand

Investigation

Term 1

Week 6

2018

Mid Course

Exam

Term 1

Weeks 9/10

2018

Research

Term 2

Week 3

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 4, 6, 7, 8,

9, 10, 11, 12,

13, 14

H 2, 3, 4, 6,

8, 9, 11, 12,

13, 14

H 1-16

H 1, 2, 3,

4, 5, 6, 7,

8, 9, 10,

13, 15,

16

H 1-16

Knowledge &

Understanding

40%

20%

20%

First Hand Investigation

Skills & Communication

30%

15%

15%


Problem Solving

& Communication

30%

5%

5%

20%

TOTAL

100%

20%

20%

20%

20%

20%

Task 1: Research - suitability of fuel for artic journey.

Skills - determine mass of fuel required, by experiment

Task 2: Research - what are indicators

Skills - how effective is a natural indicator

Task 4: Research - CFCs and ozone

Page 34

ASSESSMENT POLICY for PHYSICS


A Student -



H2 - analyses the ways in which models, theories and laws in physics have been tested and validated.

H3 - assesses the impact of particular advances in physics on the development of technologies.

H4 - assesses the impact of applications of physics on society and the environment.

H5 - identifies possible future directions of physics research.

H6 - explains events in terms of Newton’s Laws, Law of Conservation of Momentum and Relativity.

H7 - explains the effect of energy transfers and transformation.

H8 - analyses wave interactions and explains the effects of those interactions.

H9 - explains the effects of electric, magnetic and gravitational fields.

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

involved.




information an understanding.

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





Page 35

PHYSICS ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Physics Stage 6 is to be based on the HSC course only. Final


COMPONENT WEIGHTING

%



of:


practice of physics,


physics and their implications

for society and the



developments in physics

* kinematics and dynamics,

energy, waves, fields and

matter

40%

(Tasks 3 & 5)

Assignments

Fieldwork

Model making


Oral reports

Practical tests

Reports

Research projects


Note:









30%

(Tasks 1 & 2)









and conclusions

30%

(Tasks 2 & 4)

MARKS 100%

Page 36

PHYSICS ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

First Hand

Investigation

Term 4

Week 3

2017

Interactive

Poster

Term 1

Week 6

2018

Mid Course

Exam

Term 1

Weeks 9/10

2018

Research

Report

Term 2

Week 5

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 2,3,4,

6,11-15

H 1,3,4,5

9,13-16

H 6,7, 9,10 H 1,3,4,5

8,13,14

H 6-10, 16

Knowledge &

Understanding

40%

20%

20%

First Hand

Investigation -

Skills &

Communication

30%

20%

10%


Problem Solving

& Communication

30%

10%

20%

TOTALS

100%

20%

20%

20%

20%

20%

Page 37

ASSESSMENT POLICY for SENIOR SCIENCE


A Student -

H1 - discusses advances in scientific understanding and technology that have changed the direction or

nature of scientific thinking.

H2 - applies the processes that are used to test and validate models, theories and laws, to

investigations.

H3 - assesses the contribution of scientific advances on the development of technologies.

H4 - assesses the impacts of science on society and the environment.

H5 - describes possible future directions of scientific research.

H6 - describes uses of the Earth’s resources.

H7 - identifies effects of internal and external environmental changes on the human body.

H8 - relates the properties of chemicals to their use.

H9 - relates the structure of body organs and systems to their function.

H10 - discusses ways in which different forms of energy and energy transfers and transformations are

used.




information an understanding.






Page 38

SENIOR SCIENCE ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Physics Stage 6 is to be based on the HSC course only. Final


COMPONENT WEIGHTING

%



of:


practice of science,


science and their implications

for society and the



developments in science

* the resources of the Earth,

internal and external

environments, chemical

changes, organs and systems

of the body and energy

40%

(Task 3 & 5)

Assignments

Fieldwork

Model making


Oral reports

Practical tests

Reports

Research projects


Note:









30%

(Task 1, 2 & 4)









and conclusions

30%

(Task 1, 2 & 4)

TOTALS 100%

Page 39

SENIOR SCIENCE ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Bionics

Practical

&

Research

Exercise

Term 4

Week 6

2017

First Hand

Investigation

on the

Solubility of

Medicines

Term 1

Week 6

2018

Mid Course

Exam

Term 1

Weeks 9/10

2018

Disaster

Documentary

Term 2

Week 5

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1,4,

9,11, 12,

13, 14

H 2,7,8,9,

13, 14, 15

H 1,3,4, 5,6,

10, 13, 14

H 2, 6, 10,

13,14, 16

H 1, 3, 4,

5, 6, 10

13,

14, 16

Knowledge &

Understanding

40% 20% 20%

First Hand

Investigation -

Skills &

Communication

30%

10%

10%

10%


Problem Solving

& Communication

30%

10%

10%

10%

TOTALS

100%

20%

20%

20%

20%

20%

Page 40

ASSESSMENT POLICY for ANCIENT HISTORY


A Student develops the skills to-

H1.1 - describe and assess the significance of key people, groups, events, institutions,

societies and sites within the historical context

H2.1 - explain historical factors and assess their significance in contributing to change

and continuity in the ancient world

H3.1 - locate, select and organise relevant information from a variety of sources

H3.2 - discuss relevant problems of sources for reconstructing the past

H3.3 - analyse and evaluate sources for their usefulness and reliability

H3.4 - explain and evaluate differing perspectives and interpretations of the past

H3.5 - analyse issues relating to ownership and custodianship of the past

H3.6 - plan and present the findings of historical investigations, analysing and

synthesising information from a range of sources

H4.1 - use historical terms and concepts appropriately

H4.2 - communicate knowledge and understanding of historical features and issues

using appropriate oral and written forms

HSC course



Component Weighting


Source based skills: analysis, synthesis and evaluation of historical

information from a variety of sources

20

Historical inquiry and research 20

Communication of historical understanding in appropriate forms 20

100


Page 41

ANCIENT HISTORY ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4 Components

(Syllabus) Weighting

(Syllabus)

%

Source Analysis /

Communication

(oral)

CORE

Term 4

Week 7

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Research /

Communication

Personality

(in-class

response)

Term 2

Week 5

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1, 2, 3, 7, 8, 9 H 1, 2, 3, 4, 5,

6, 8, 9, 10

H 2, 7, 8, 9, 10

Knowledge and

Understanding

40%

5%

10%

25%

Historical inquiry

and research

20%

10%

10%

Source based

skills: analysis,

synthesis and

evaluation of

historical

information from a

variety of sources

20%

10%

5%

5%

Communication of

historical

understanding in

appropriate forms

20%

20%

MARKS

100%

25%

15%

30%

30%

Page 42

ASSESSMENT POLICY for BUSINESS STUDIES


A Student -

H1 - critically analyses the role of business in Australia and globally.

H2 - evaluates management strategies in response to changes in internal and external influences.

H3 - discusses the social and ethical responsibilities of management.

H4 - analyses business functions and processes in large and global businesses.

H5 - explains management strategies and their impact on businesses.

H6 - evaluates the effectiveness of management in the performance of businesses.

H7 - plans and conducts investigations into contemporary business issues.

H8 - organises and evaluates information for actual and hypothetical business situations.

H9 - communicates business information, issues and concepts in appropriate formats.

H10 - applies mathematical concepts appropriately in business situations.


The internal assessment mark for Business Studies Stage 6 is to be based on the HSC course only.

Final assessment should be based on a range and balance of assessment instruments.

HSC Course

Component Weighting


Stimulus based skills 20

Inquiry and research 20

Communication of business information, ideas and issues in

appropriate forms

20

100

TOPIC NO. TOPICS COURSE TIME

1 Operations 25%

2 Marketing 25%

3 Finance 25%

4 Human Resources 25%

Page 43

BUSINESS STUDIES ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Topics Weighting

(Syllabus)

%

Task

Marketing

Plan

Term 4

Week 9

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Task

Financial

Statements

Term 2

Week 7

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1, 2, 3, 7,

8, 9

H 1, 2, 3, 4, 5,

6, 8, 9, 10

H 2, 7, 8, 9,

10

H 1, 2, 3, 4, 5,

6, 8, 9, 10

Knowledge

40%

10%

10%

10%

10%

Stimulus

20%

10%

10%

Inquiry and research

20%

10%

5%

5%

Communication

20%

5%

10%

5%

MARKS

100%

25%

25%

25%

25%

Page 44

ASSESSMENT POLICY for ECONOMICS


A Student -

H1 - demonstrates understanding of economic terms, concepts and relationships.

H2 - analyses the economic role of individuals, firms, institutions and governments.

H3 - explains the role of markets within the global economy.

H4 - analyses the impact of global markets on the Australian and global economies.

H5 - discusses policy options for dealing with problems and issues in contemporary and

hypothetical contexts.

H6 - analyses the impact of economic policies in theoretical and contemporary Australian

contexts.

H7 - evaluates the consequences of contemporary economic problems and issues on individuals,

firms and governments.

H8 - applies appropriate terminology, concepts and theories in contemporary and hypothetical

economic contexts.

H9 - selects and organises information from a variety of sources for relevance and reliability.

H10 - communicates economic information, ideas and issues in appropriate forms.

H11 - applies mathematical concepts in economic contexts.

H12 - works independently and in groups to achieve appropriate goals in set timelines.

Page 45

ECONOMICS ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components


(Syllabus)

%

Research Essay

Topic 1

The Global

Economy

Term 4

Week 9

2015

Stimulus Task

Topics 1 & 2

Australia’s

Place in the

Global

Economy

Term 1

Week 6

2016

Mid Course

Exam

Topics 1 & 2

Term 1

Weeks 10/11 2016

Research Task

Topic 3

Economic Issues

Term 2

Week 7

2016

Trial HSC

Exam

All Topics

Term 3

Week 3

2016

H 1, 2, 3, 4, 5, 6,

7, 8, 9, 10, 12

H 1, 2, 4, 6, 7,

8, 9, 10, 11, 12

H 1, 2, 3, 4, 5,

6, 7, 8, 9, 10,

11, 12

H 1, 2, 4, 5, 6, 7,

8, 9, 10, 11, 12

H 1, 2, 3, 4,

5, 6, 7, 8, 9,

10, 11, 12

Knowledge and

Understanding of

the course content

40

5

5

10

5

15

Stimulus based

skills

20

10

5

5

Inquiry and

Research

20

10

10

Communication of

economic

information, ideas

and issues in

appropriate forms

20

5

3

3

5

4

MARKS

100%

15%

15%

20%

20%

30%

Page 46

ASSESSMENT POLICY for GEOGRAPHY


A Student -

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

economic activity

H2 - explains the factors which place ecosystems at risk and the reasons for their protection

H3 - analyses contemporary urban dynamics and applies them in specific contexts

H4 - analyses the changing spatial and ecological dimensions of an economic activity

H5 - evaluates environmental management strategies in terms of ecological sustainability

H6 - evaluates the impacts of and responses of people to environmental change

H7 - justifies geographical methods applicable and useful in the workplace and relevant to a

changing world

H8 - plans geographical inquiries to analyse and synthesise information from a variety of sources

H9 - evaluates geographical information and sources for usefulness, validity and reliability

H10 - applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data

in geographical contexts

H11 - applies mathematical ideas and techniques to analyse geographical data

H12 - explains geographical patterns, processes and future trends through appropriate case studies

and illustrative examples

H13 - communicates complex geographical information, ideas and issues effectively, using

appropriate written and/or oral, cartographic and graphic forms

ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS: The mandatory components and weightings for the HSC course are set out below. The internal

assessment mark for Geography Stage 6 is to be based on the HSC course only. There must be a

balance between the assessment of knowledge and understanding outcomes, skills outcomes and

course content.

COMPONENT WEIGHTING


Geographical tools and skills 20

Geographical inquiry and research, including

fieldwork

20

Communication and geographical information,

ideas and issues in appropriate forms

20

100

TOPICS COURSE TIME

Ecosystems at Risk 33.3%

Urban Places 33.3%

People and Economic Activity 33.3%

Page 47

GEOGRAPHY ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5

Component Outcomes

Weighting

(Syllabus)

%

Research

Assignment

Ecosystems

at Risk

Term 4

Week 8

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Stimulus

based task

Urban

Places

Term 2

Week 2

2018

Research

Task:

People and

Economic

Activity (Hand in

Monday)

Term 3

Week 2

2018

Trial

HSC

Exam

Term 3

Week 3

2018

Knowledge and

Understanding

H 1, 2, 3, 4, 5,

6, 7, 8, 9, 10,

11, 12, 13

40%

5%

10%

5%

5%

15%

Geographical

tools and skills

H 1, 2, 3, 4, 5,

6, 7, 8, 9, 10,

11, 12, 13

20%

5%

5%

10%

Geographical

inquiry and

research,

including

fieldwork

H 1, 2, 3, 4, 5,

6, 7, 8, 9, 10,

11, 12, 13

20%

5%

5%

10%

Communication

of geographical

information,

ideas and issues

in appropriate

forms

H 1, 2, 3, 4, 5,

6, 7, 8, 9, 10,

11, 12, 13

20%

5%

5%

5%

5%

TOTAL

100%

15%

20%

15%

20%

30%

Page 48

ASSESSMENT POLICY for LEGAL STUDIES


A Student -

H1 - identifies and applies legal concepts and terminology

H2 - describes and explains key features of and the relationship between Australian and

international law

H3 - analyses the operation of domestic and international legal systems

H4 - evaluates the effectiveness of the legal system in addressing issues

H5 - explains the role of law in encouraging cooperation and resolving conflict, as well as

initiating and responding to change

H6 - assesses the nature of the interrelationship between the legal system and society

H7 - evaluates the effectiveness of the law in achieving justice

H8 - locates, selects, organises, synthesises and analyses legal information from a variety of

sources including legislation, cases, media, international instruments and documents

H9 - communicates legal information using well structured and logical arguments

H10 - analyses differing perspectives and interpretations of legal information and issues

ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS: The mandatory components and weightings for the HSC course are set out below. The internal

assessment mark for Legal Studies Stage 6 is to be based on the HSC course only. There must be a

balance between the assessment of knowledge and understanding outcomes, skills outcomes and

course content.

COMPONENT WEIGHTING


Inquiry and research 20

Communication and Legal Studies information,

issues and ideas in appropriate forms

20

100

Page 49

HSC Core

Core Part I: Crime

The nature of crime

The criminal investigation process

The criminal trial process

Sentencing and punishment

Young offenders

International crime

30%

Core Part II: Human rights

The nature and development of human rights

Promoting and enforcing human rights

Contemporary issue

20%

Core Part III: Options (choose two 50%)

Consumers

Global environmental protection

Family

Indigenous peoples

Shelter

Workplace

World order

25% each

LEGAL STUDIES ASSESSMENT SCHEDULE:

Task 1

Task 3

Task 4

Task 5

Syllabus

Component

Weighting

(Syllabus)

%

In class

Human

Rights

Term 4

Week 7

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Research

Optional

Topic

Term 2

Week 7

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1, 2, 3, 4, 6,

7, 8, 9

H 1, 2, 3, 4, 6, 7 H 1, 4, 5, 6,

8, 10

H 1, 2, 3, 4, 5,

6, 7, 8, 9, 10

Knowledge &

Understanding 60% 5%

15% 10% 30%

Research

20% 10%

10%

Communication 20% 5%

10%

5%

MARKS

100%

20%

25%

20%

35%

Page 50

ASSESSMENT POLICY for MODERN HISTORY


A Student develops the skills to -

H1.1 - describe the role of key features, issues, individuals, groups and events of

selected twentieth century studies

H1.2 - analyse and evaluate the role of key features, issues, individuals, groups and

events of selected twentieth century studies

H2.1 - explain forces and ideas and assess their significance in contributing to change

and continuity during the twentieth century

H3.1 - ask relevant historical questions

H3.2 - locate, select and organise relevant information from different types of

sources

H3.3 - analyse and evaluate sources for their usefulness and reliability

H3.4 - explain and evaluate differing perspectives and interpretations of the past

H3.5 - plan and present the findings of historical investigations, analysing and

synthesising information from different types of sources

H4.1 - use historical terms and concepts appropriately

H4.2 - communicate a knowledge and understanding of historical features and issues,

using appropriate and well-structured oral and written forms



assessment mark for the HSC Modern History course is to be based on the HSC course only. There

should be a balance between the assessment of knowledge and understanding outcomes, skills

outcomes and course content.

HSC Course



Component Weighting


Source-based skills: analysis, synthesis and evaluation of

historical information from a variety of sources

20

Historical inquiry and research 20

Communication of historical understanding in appropriate forms 20

100

Page 51

MODERN HISTORY ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Source

Analysis:

Core

Term 4

Week 8

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Research

Essay –

Personality

Term 2

Week 3

2018

Research

In class essay

The Cold War

Term 2

Week 10

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1.1, 1.2,

3.3, 3.4, 4.1

H 1.2, 2.1, 3.1,

3.2, 4.2

H 1.1, 3.1,

3.2, 3.4, 3.5,

4.2

H 2.1, 3.3, 3.5,

4.2

H 1.1, 1.2,

2.1, 3.3,

3.4, 4.1

Knowledge and

Understanding

40% 5%

10% 25%

Historical inquiry and

research

20% 10% 10%

Source based skills:

analysis, synthesis

and evaluation of

historical information

from a variety of

sources

20% 10% 5% 5%

Communication of

historical

understanding in

appropriate forms

20% 10%

10%

MARKS

100%

15%

15%

20%

20%

30%

Page 52

ASSESSMENT POLICY for HISTORY EXTENSION


A Student -

E1.1 - analyses and evaluates different historical perspectives and approaches to history and the

interpretations developed from these perspectives and approaches.

E2.1 - plans, conducts and presents a substantial historical investigation involving analysis, synthesis

and evaluation of information from historical sources of differing perspectives and historical

approaches.

E2.2 - communicates through detailed, well-structured texts to explain, argue, discuss, analyse and

evaluate historical issues.

E2.3 - constructs a historical position about an area of historical inquiry and discusses and challenges

other positions.

HISTORY EXTENSION ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

Assessment of the components of the HSC History Extension course is designed to provide a balance

of assessment instruments across the total internal and external assessment program in order to ensure

valid assessment of all course outcomes.

COMPONENT EXTERNAL

ASSESSMENT

INTERNAL

ASSESSMENT

Part I: What Is History?

60% of Course time.

Written Examination

(Questions 1 and 2 = 25

each)

50% Assessment Tasks 10%

Part II: History Project.

40% of Course time.

History Project made up

of:

Proposal

Essay

Bibliography

Process Log

40%

TOTAL 50% 50%

Component Weighting

Knowledge and understanding of significant historical ideas and

processes (Part I of Schedule p53)

10

Skills in designating, undertaking and communicating historical

inquiry – the History Project (Part II of Schedule p53)

40

50

Page 53

HISTORY EXTENSION ASSESSMENT SCHEDULE

HSC

Syllabus

Outcomes

HSC

Syllabus

Components

HSC

Syllabus

Weightings

Task 1

Task 2

Task 3

Task 4

Task 5

Total

Marks

that relate

to the

Components

% Research

proposal

(200

words) and

process log

checked

Term 4

Week 8 (Monday)

2017

Research

and

drafting

phase,

process

log checks

Ongoing

checks

with

teacher

throughout

Terms

1 & 2

2018

Complete

writing

phase,

synopsis,

final draft

and

annotated

bibliography

Term 3

Week 1

2018

Mid Course

Exam

Term 1 Weeks 9/10

2018

Trial

HSC

Exams

Term 3

Week 3

2018

E 1.1, 2.1,

2.2, 2.3

Part II

History

Project

Process

20%

5%

15%

10

E 1.1, 2.1,

2.2, 2.3

Part II

History

Project

(Essay)

60%

Synopsis

5%

Essay

45%

Bibliography

10%

30

E 1.1, 2.1,

2.2, 2.3

Part I

What is

History?

20%

10%

10%

10

Total

50

Page 54

ASSESSMENT POLICY for SOCIETY and CULTURE


A Student -

H1 - explains the interaction between persons, societies, cultures and environments across time

H2 - analyses relationships within and between social and cultural groups

H3 - accounts for cultural diversity and commonality within societies and cultures

H4 - evaluates continuity and change, and assesses social futures and strategies for change and the

implications for societies and cultures

H5 - evaluates the influence of power, authority, gender and technology on decision making and

participation in society.

H6 - applies and evaluates the methodologies of social and cultural research

H7 - applies appropriate language and concepts associated with society and culture

H8 - selects, organises and evaluates information and sources for usefulness, validity and bias

H9 - plans an investigation, analyses and synthesises information from a variety of perspectives

and sources

H10 - communicates information, ideas and issues using appropriate written, oral and graphic

forms

H11 - uses planning and review strategies to manage complex tasks, making effective use of time

and resources

SOCIETY AND CULTURE ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Society and Culture Stage 6 is to be based on the HSC course only.


Outline of internal assessment requirements

There will be three to five assessment tasks comprising the following components and weightings.

Component Weighting


Application and evaluation of social and cultural research

methodologies

30

Communication of information, ideas and issues in appropriate

forms

20

100

Page 55

SOCIETY & CULTURE ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Task 4 Components

(Syllabus)

Weighting

(Syllabus)

%

Oral task on

PIP (oral &

methodologies)

Term 1

Week 2

2018

Mid Course

Exam

Term 1

Weeks 9/10

2018

Belief Systems

Task

(research)

Term 2

Week 6

2018

Trial HSC

Exams

Term 3

Week 3

2018

H 6, 8, 9,

10, 11

H 1, 2, 3, 4,

5, 7

H 4, 7, 8, 10 H 1, 2, 3,

4, 5, 7

Knowledge and

Understanding

50

20%

15%

15%

Methodologies

30

10%

10%

10%

Communication

20

10%

5%

5%

MARKS

20%

20%

30%

30%

Page 56

ASSESSMENT POLICY for DESIGN & TECHNOLOGY


A Student -

H1.1 - critically analyses the factors affecting design and the development and success of design

projects

H1.2 - relates the practices and processes of designers and producers to the major design project

H2.1 - explains the influence of trends in society on design and production

H2.2 - evaluates the impact of design and innovation on society and the environment

H3.1 - analyses the factors that influence innovation and the success of innovation

H3.2 - uses creative and innovative approaches in designing and producing

H4.1 - identifies a need or opportunity and researches and explores ideas for design development

and production of the major design project

H4.2 - selects and uses resources responsibly and safely to realise a quality major design project

H4.3 - evaluates the processes undertaken and the impacts of the major design project

H5.1 - manages the development of a quality major design project

H5.2 - selects and uses appropriate research methods and communication techniques

H6.1 - justifies technological activities undertaken in the major design project

H6.2 - critically assesses the emergence and impact of new technologies, and the factors affecting

their development

Page 57


The internal assessment mark for Design and Technology Stage 6 is to be based on the

HSC course only. Final assessment should be based on a range and balance of

assessment instruments.

COMPONENT WEIGHTING TASKS Knowledge and skills in:

Innovation and Emerging

Technologies

20%

20%

Tasks may include:

a case study of an innovation which addresses:

- knowledge of innovation

- skills in researching and communicating

(approximately 1000 words or an

equivalent presentation)

Other suggested tasks may include:

HSC examination-type tasks such as a trial

examination

class topic test

Designing and Producing 60% NB: Aspects of the major design project that are

used for school-based assessment should not use

the HSC exam marking criteria for internal

assessment.

Suggested tasks which relate to the internal

assessment of aspects of the major design project

may include:

an oral presentation on:

- the design brief for the major design

project

- the impact of the major design project on

the individual, society and the

environment

construction of a management plan for an

advertising campaign

a report where students account for the

processes carried out in industrial and

commercial settings in relation to those used

in their major design project

Suggested tasks which do not relate to the internal

assessment of aspects of the major design project

may include:

a research report on the trends that influence

design and technological activities

HSC examination-type tasks including a trial

examination or class topic test

an investigation into materials utilisation

which has led to design developments

MARKS 100%

Page 58

DESIGN & TECHNOLOGY ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Task 4

Components

(Syllabus)

Weighting

(Syllabus)

%

Project

Proposal

Presentation

Term 4

Week 9

2017

Innovation

Case Study

Report

(in class)

Term 1

Week 6

2018

Project

Presentation

and

Evaluation

Task

Term 1

Weeks 10/11

2018

Trial HSC

Exam

Term 3

Week 3

2018

H2.1, H4.1,

H4.2

H2.2, H3.1,

H3.2, H6.2

H5.2, H6.1,

H4.3, H5.1

H1.1, H1.2,

H2.1, H2.2,

H3.1, H6.2

Innovation &

Emerging

Technologies

40%

10%

20%

10%

Designing &

Producing

60%

20%

30%

10%

MARKS

100%

30%

20%

30%

20%

Page 59

ASSESSMENT POLICY for INDUSTRIAL TECHNOLOGY


A Student -

H1.1 - investigates industry through the study of businesses in one focus area.

H1.2 - identifies appropriate equipment, production and manufacturing techniques and describes the

impact of new and developing technologies in industry.

H1.3 – identifies important historical developments in the focus area industry.

H2.1 - demonstrates proficiency in the use of safe working practices and workshop equipment

maintenance techniques.

H3.1 - demonstrates skills in sketching, producing and interpreting drawings.

H3.2 - selects and applies appropriate research and problem-solving skills.

H3.3 - applies and justifies design principles through the production of a major project.

H4.1 - demonstrates competency in a range of practical skills appropriate to the major project.

H4.2 - explores the need to outsource appropriate expertise where necessary to complement personal

practical skills.

H4.3 - critically applies knowledge and skills related to properties and characteristics of

materials/components.

H5.1 - selects and uses communication and information processing skills.

H5.2 - examines and applies appropriate documentation techniques to project management.

H6.1 - evaluates the characteristics of quality manufactured products.

H6.2 - applies the principles of quality and quality control.

H7.1 - explains the impact of the focus area industry on the social and physical environment.

H7.2 – analyses the impact of existing, new and emerging technologies of the focus industry on society

and the environment




Component Weighting

Knowledge and understanding of the organisation and management of and

manufacturing processes and techniques used by the focus area.

40

(Tasks 2 & 5)

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.

60

(Tasks 1, 3 & 4)

Page 60

INDUSTRIAL TECHNOLOGY ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4 Components

(Syllabus)

Weighting

(Syllabus)

%

Major Project

Test

Term 1

Week 1

2018

Major Interim

Report

Term 2

Week 2

2018

Major

Project

Term 3

Week 1

2018

HSC Trial

Exam

Term 3

Week 3

2018

H 1.1, 1.2, 4.2,

6.1, 7.1

H 1.1, 3.1,

3.2, 3.3, 5.1,

5.2

H 2.1, 4.1,

4.2, 4.3, 6.1,

6.2

H 1.2, 1.3,

4.3, 6.1,

7.1, 7.2

Knowledge and

Understanding of the

organisation and

management of and

manufacturing processes

and techniques used by the

focus area industry.

40%

5%

10%

25%

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.

60%

10%

10%

40%

MARKS

100%

15%

20%

40%

25%

Page 61

ASSESSMENT POLICY for

INFORMATION PROCESSES AND TECHNOLOGY


A Student -

H1.1 - applies and explains an understanding of the nature and function of information technologies to

a specific practical situation

H1.2 - explains and justifies the way in which information systems relate to information processes in a

specific context

H2.1 - analyses and describes a system in terms of the information processes involved

H2.2 - develops and explains solutions for an identified need which address all of the information

processes

H3.1 - evaluates and discusses the effect of information systems on the individual, society and the

environment

H3.2 - demonstrates and explains ethical practice in the use of information systems, technologies and

processes

H4.1 - proposes and justifies ways in which information systems will meet emerging needs

H5.1 - justifies the selection and use of appropriate resources and tools to effectively develop and

manage projects

H5.2 - assesses the ethical implications of selecting and using specific resources and tools,

recommends and justifies the choices

H6.1 - analyses situations, identifies needs, proposes and then develops solutions

H6.2 - selects, justifies and applies methodical approaches to planning, designing or implementing

solutions

H7.1 - implements and explains effective management techniques

H7.2 - uses methods to thoroughly document the development of individual and team projects



Component Weighting

Project Management

20

Information Systems and Databases

20

Communication Systems

20

Option Strands

40

100

Teachers may use their discretion in determining the manner in which they allocate tasks within the

course content. The Board considers that 3 to 5 assessment tasks are sufficient.

Page 62

INFORMATION PROCESSES & TECHNOLOGY

ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Topic Test

Term 4

Week 8

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Project Work

Term 2

Week 9

2018

Topic Test

Term 3

Week 5

2018

HSC Trial

Exam

Term 3

Week 3

2018

H 1.1, 1.2,

2.1, 3.1, 5.2

H 1.1, 1.2, 2.1,

2.2, 4.1

H 2.1, 3.2,

5.1, 6.1, 6.2,

7.1, 7.2

H 1.1, 2.2,

3.1, 4.1, 6.1

TBA

Project

Management 20% 5% 10% 5%

Information

Systems &

Databases

20% 10% 5% 5%

Communication

Systems 20% 10% 5% 5%

Multimedia

systems 20% 5% 10% 5%

Transaction

Processing

Systems

20% 10% 10%

MARKS

100%

10%

25%

25%

10%

30%

Page 63


SOFTWARE DESIGN & DEVELOPMENT


A Student -

H1.1 - explains the interrelationship between hardware and software

H1.2 - differentiates between various methods used to construct software solutions

H1.3 - describes how the major components of a computer system store and manipulate data

H2.1 - explains the implications of the development of different languages

H2.2 - explains the interrelationship between emerging technologies and software development

H3.1 - identifies and evaluates legal, social and ethical issues in a number of contexts

H3.2 - constructs software solutions that address legal, social and ethical issues

H4.1 - identifies needs to which software solutions are appropriate

H4.2 - applies appropriate development methods to solve software problems

H4.3 - applies a modular approach to implement well structured software solutions and evaluates their

effectiveness

H5.1 - applies project management techniques to maximise the productivity of the software

development

H5.2 - creates and justifies the need for the various types of documentation required for a software

solution

H5.3 - selects and applies appropriate software to facilitate the design and development of software

solutions

H6.1 - assesses the skills required in the software development cycle

H6.2 - communicates the processes involved in a software solution to an inexperienced user

H6.3 - uses and describes a collaborative approach during the software development cycle

H6.4 - develops and evaluates effective user interfaces, in consultation with appropriate people



Component Weighting

Knowledge and understanding about the development and impact of software

solutions and the software development cycle

20

Design and development of software solutions

20

Project management techniques, including documentation, teamwork and

communication

20

Project(s)

40

100

Teachers may use their discretion in determining the manner in which they allocate tasks within the

course content. The Board considers that 3 to 5 assessment tasks are sufficient.

Page 64

SOFTWARE DESIGN & DEVELOPMENT

ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4 Components

(Syllabus)

Weighting

(Syllabus)

%

Topic Test

Term 4

Week 8

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Major Project

Term 2

Week 9

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1.1, 1.2,

1.3, 2.1, 4.1

H 1.1, 1.2,

2.1, 2.2, 3.1,

4.1, 5.2

H 2.1, 3.2, 4.2,

4.3, 5.1, 5.3,

6.1, 6.2, 6.3, 6.4

TBA

Knowledge and

Understanding

20% 5% 10% 5%

Design and

Development of

Software Solutions

20% 10% 10%

Project

Management

techniques

20% 5% 5% 10%

Project(s) 40%

5% 25% 10%

MARKS

100%

10%

25%

30%

35%

Page 65

ASSESSMENT POLICY for TEXTILES & DESIGN


A Student -

H1.1 - critically analyses and explains the factors that have contributed to the design and

manufacture of the Major Textiles Project

H1.2 - designs a textile item/s that demonstrates an understanding of functional and aesthetic

requirements

H1.3 - identifies the principles of colouration for specific end-uses

H2.1 - communicates design concepts and manufacturing specifications to both technical and non-

technical audiences

H2.2 - demonstrates proficiency in the manufacture of a textile item/s

H2.3 - effectively manages the design and manufacture of a Major Textiles Project to completion

H3.1 - explains the interrelationship between fabric, yarn and fibre properties

H3.2 - develops knowledge and awareness of emerging textile technologies

H4.1 - justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific end-

uses

H4.2 - selects and justifies manufacturing techniques, materials and equipment for a specific end-

use

H5.1 - investigates and describes aspects of marketing in the textile industry

H5.2 - analyses and discusses the impact of current issues on the Australian textiles industry

H6.1 - analyses the influence of historical, cultural and contemporary developments on textiles

Page 66


The internal assessment mark for Textiles and Design Stage 6 is to be based on the HSC course only.


COMPONENT WEIGHTING TASKS Major Textiles Project

skills in:

- investigating and researching

- experimenting

- designing

- manipulating

- analysing and evaluating

- managing

- communicating

Criteria for assessing the Major Textiles

Project are on p36

50%

Note: Aspects of the Major Textiles Project that

are used for school-based assessment should not use

the HSC exam marking criteria for internal

assessment.

Tasks may include:

an oral presentation to a potential retailer/

manufacturing group about the design concept

of the Major Textiles Project

the use of a project diary to assess managing

and planning for the Major Textiles Project

examination questions based on the Major

Textiles Project

Design

knowledge of design

skills in:



- experimenting

- communicating

20%

Other tasks may include:

creation of designs for specific purposes

a research assignment on a contemporary

designer, an innovation in fibre, fabric or

finishes or an emerging textile technology

experimental activities with fabric, colour and

decorative techniques

HSC examination-type tasks, such as a trial

examination or class topic test

Properties and Performance of

Textiles

knowledge of properties and

performance of textiles

skills in:


- experimenting

- manipulating


- decision-making

20%

Australian Textile, Clothing,

Footwear and Allied Industries

knowledge of the Australian

Textile, Clothing, Footwear and

Allied Industries

skills in:

- investigating and research

- analysis and evaluation

10%

MARKS 100%

Component Weighting

Knowledge and understanding of textiles and the textile industry. 50

Skills in design, manipulation, experimentation, analysis,

manufacture and selection of textiles for specific end purposes

using appropriate technologies.

50

100

Page 67

TEXTILES & DESIGN ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Investigation of

Designer and Oral

Presentation of

Inspiration Folio

Term 4

Week 7

2017

Project

Presentation

- written and

oral

Term 1

Week 5

2018

Experimentation

Folio

Term 2

Week 5

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 1.1, 5.1, 6.1 H 1.2, 2.1,

2.3, 6.1

H 2.1, 2.2, 2.3,

3.1, 4.1, 4.2

H 1.1, 1.3, 3.1,

3.2, 4.1, 4.2,

5.1, 5.2, 6.1

Major Textiles

Project: Skills

50%

25% 10%

Design: Knowledge Skills

20%

5% 5% 10%

Properties &

Performances: Knowledge Skills

20%

10%

Australian

Textile, Clothing,

Footwear &

Allied Industries: Knowledge Skills

10%

5% 5%

MARKS

100%

10%

25%

15%

25%

Page 68

ASSESSMENT POLICY for DANCE


A Student -

Dance as an artform:

H1.1 - understands dance from artistic, aesthetic and cultural perspectives through movement and in

written and oral form

H1.2 - performs, composes and appreciates dance as an artform

H1.3 - appreciates and values dance as an artform through the interrelated experiences of

performing, composing and appreciating dances

H1.4 - acknowledges and appreciates the relationship of dance and other media

Performance:

H2.1 - understands performance quality, interpretation and style relating to dance performance

H2.2 - performs dance skills with confidence, commitment, focus, consistency, performance quality

and with due consideration of safe dance practices

H2.3 - values the diversity of dance performance

Composition:

H3.1 - identifies and selects the appropriate elements of composition/choreography in response to a

specific concept/intent

H3.2 - demonstrates the use of the elements of composition/choreography in a personal style in

response to a specific concept/intent

H3.3 - recognises and values the role of dance in achieving individual expression

H3.4 - explores, applies and demonstrates the combined use of compositional principles and

technological skills in a personal style in a response to a specific concept/intent

Appreciation:

H4.1 - understands the concept of differing artistic, social and cultural contexts of dance

H4.2 - recognises, analyses and evaluates the distinguishing features of major dance works

H4.3 - utilises the skills of research and analysis to examine dance as an artform

H4.4 - demonstrates in written and oral form, the ability to analyse and synthesise information when

making discriminating judgments about dance

H4.5 - acknowledges that the artform of dance is enhanced through reflective practice, study and

evaluation

Page 69


The internal assessment mark for Dance Stage 6 is to be based on the HSC course only. Final


COMPONENT WEIGHTING TASKS Performance 20%

solo performance of dance sequence

process diary including observation research

and safe dance practices

video self analysis of performance

Interview - application of safe dance practices

and performance quality

Composition 20% practical performance of work in progress

process diary including intentions and

motivations, research undertaken, decisions

made, solutions to problems, evaluation

self evaluative assessment

interview

Appreciation 20% written research on choreographers

written analysis of a seminal dance works

criticism of a seminal works

Major Study Major Study

Performance

OR

Major Study

Composition

OR

Major Study

Appreciation

OR

Major Study

Dance and Technology

EITHER

Option 1:

Choreographing the Virtual Body

OR

Option 2:

Film and Video

40%

performance of student’s work in progress

self analysis of performances

process diary

interview - written analysis of performance

performance of student’s work in progress

Process Diary

interview

essay of 800-1000 words

written review and criticism

research assignment

process diary

written presentations

presentation of work in progress

interview

MARKS 100%

Page 70

DANCE ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Task 4

Task 5

Components

(Syllabus)

Weighting

(Syllabus)

%

Composition

/ Process

Diary /

Interview

Term 4

Week 6

2017

Performance

/ Process

Diary /

Interview

Term 1

Week 4

2018

Written Mid

Course

Exam

Term 1 Weeks 9/10

2018

Major

Study /

Process

Diary /

Interview

Term 2

Week 3

2018

A

Performance/

Composition/

Process

Diary/

Interview

Term 2

Week 9

2018

B

Trial HSC

Exam

Appreciation

Term 3

Week 3

2018

H 1.2, 3.2 H 1.2, 2.1

2.2

H 1.1,4.2

4.4

H 2.1,

2.2, 3.2,

3.4, 4.1,

4.2, 4.3,

4.4

H 1.1, 1.2

2.1, 2.2 3.1,

3.2, 3.4

H 4.2, 4.4

Performance

20% 10% 10%

Composition

20% 10% 10%

Appreciation

20% 10% 10%

Major Study 40%

20% 20%

MARKS

100%

10%

10%

10%

20%

40%

10%

* HSC Trial Practical Examination (Task 5) will utilise external markers. The set of marks

obtained will be averaged to determine each students’ final mark for this task.

* Performance, Composition and Appreciation are progressive throughout the HSC year. They

assess the progress of the Performance, Composition and Appreciation of the students.

Page 71

ASSESSMENT POLICY for DRAMA


A Student -

Making:

H1.1 - uses acting skills to adopt and sustain a variety of characters and roles

H1.2 - uses performance skills to interpret and perform scripted and other material

H1.3 - uses knowledge and experience of dramatic and theatrical forms, styles and theories to

inform and enhance individual and group devised works

H1.4 - collaborates effectively to produce a group-devised performance

H1.5 - demonstrates directorial skills

H1.6 - records refined group performance work in appropriate form

H1.7 - demonstrates skills in using the elements of production

* H1.8 - recognises the value of the contribution of each individual to the artistic effectiveness of

productions

* H1.9 - values innovation and originality in group and individual work

Performing:

H2.1 - demonstrates effective performance skills

H2.2 - uses dramatic and theatrical elements effectively to engage an audience

H2.3 - demonstrates directorial skills for theatre and other media

* H2.4 - appreciates the dynamics of drama as a performing art

* H2.5 - appreciates the high level of energy and commitment necessary to develop and present

a performance

Critically Studying:

H3.1 - critically applies understanding of the cultural, historical and political contexts that

have influenced specific drama and theatre practitioners, styles and movements

H3.2 - analyses, synthesises and organises knowledge, information and opinion in coherent,

informed oral and written responses

H3.3 - demonstrates understanding of the actor-audience relationship in various dramatic and

theatrical styles and movements

* H3.4 - appreciates and values drama and theatre as significant cultural expressions of issues

and concerns in Australian and other societies

* H3.5 - appreciates the role of the audience in various dramatic and theatrical styles and

movements

* Not formally assessed in the HSC Year

Page 72


The internal assessment mark for Drama Stage 6 is to be based on the HSC course only.

COMPONENT WEIGHTING TASKS Australian Drama and Theatre

(Core component)

Studies in Drama and Theatre

30%

30%

Assessment should be drawn from the suggestions

below:

workshop activities including oral reflection

group interpretations of script extracts

group-devised exercises based on specific

traditions and styles

evaluations of performances and workshops

analysis and synthesis and interpretation of

research

application of research

organisation of ideas and opinions to argue a

specific case

written responses including extended response

essays

Development of Group Performance

(Core component)

20% Assessment should be drawn from the suggestions

below:

recording processes in logbook

researching a theme, concept issue, image or

idea

understanding and development of

role/character

exploring and using a variety of dramatic and

theatrical elements and conventions

collaboratively developing, shaping and refining

dramatic action

applying and refining performance skills

Development of Individual Project 20% Assessment should be drawn from the suggestions

below:

recording process in logbook

selecting an appropriate area of study

clarifying and expressing intentions in a

rationale

recording, analysing and synthesising research

material

applying appropriate making and/or

performance skills

using original ideas, approaches and forms of

presentation

MARKS 100%

Page 73

DRAMA ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Task 4

Task 5

Term 4

Week 9

2017

Term 1

Week 4

2018

Mid Course

Exam

Term 1

Weeks 9/10

2018

Term 2

Week 7

2018

Trial HSC

Practical &

Written

Term 3

Weeks 3

2018

Outcomes H 1.1, 1.2, 1.3,

1.5, 1.7, 2.3,

3.1, 3.2, 3.3

H 1.2, 1.3, 1.5,

1.7, 2.1, 2.4,

3.2, 3.3, 3.5

H 1.1, 1.2, 1.3,

1.5, 1.7, 2.3,

3.1, 3.2, 3.3

H 1.1, 1.2, 1.3,

1.6, 2.1, 2.2, 2.3,

3.2, 3.3

H1, H2, H3

Components

(Syllabus)

Weighting

(Syllabus)

%

Australian

Drama and

Theatre

Contemporary

Australian

Theatre

Practice –

Practical and

Written

Planning and

Development

of Individual

Project including

presentation

and logbook,

including

preliminary

drafts,

research,

performance

and/or designs.

Studies in Drama

and Theatre –

Practical and

Written

Significant Plays

of the 20th

Century

Development of

the Group

Performance,

including

submission of

logbooks for

both IP and GP,

including

rationales

Trial,

incorporating

written examination,

Group Performance,

Individual Projects and

logbooks

Making

40%

5%

10%

5%

10%

10%

Performing

30%

5%

5%

20%

Critically

Studying

30%

10%

10%

10%

MARKS

100%

20%

10%

20%

10%

40%

* The presentation of both Group Performances and Individual Projects for the HSC Trial will occur

at “Showcase” evening in Week 2 of Term 3 using external markers.

Page 74

ASSESSMENT POLICY for MUSIC 1


A Student -

H1 - performs stylistically, music that is characteristic of topics studied, both as a soloist and as a

member of an ensemble.

H2 - reads, interprets, discusses and analyses simple musical scores that are characteristic of topics

studied.

H3 - improvises and composes music using the range of concepts for familiar sound sources reflecting

the cultural and historical contexts studied.

H4 - articulates an aural understanding of musical concepts and their relationships in a wide variety of

musical styles.

H5 - critically evaluates and discusses performances and compositions.

H6 - critically evaluates and discusses the use of the concepts of music in works representative of the

topics studied and through wide listening.

H7 - understands the capabilities of performing media, incorporates technologies into composition and

performance as appropriate to the topics studied.

H8 - identifies, recognises, experiments with and discusses the use and effects of technology in music.

H9 - performs as a means of self-expression and communication.

H10 - demonstrates a willingness to participate in performance, composition, musicology and aural

activities.

H11 - demonstrates a willingness to accept and use constructive criticism.

Page 75

MUSIC 1 ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

The internal assessment mark for Music 1 Stage 6 is to be based on the HSC course only. Assessment

for the HSC course must not begin until the completion of the Preliminary course. Throughout the

course, a variety of assessment techniques should be used to assess understanding and level of skill

achieved.

COMPONENT WEIGHTING SUGGESTED ACTIVITIES

Performance Core 10% classroom-based activities in both solo and group

performances

demonstration of personal interpretations of music

presentations of performances at concerts

performance of original compositions

Composition Core 10% improvisations

oral presentations

arrangements

viva voce on compositions

Musicology 10% oral responses

written responses

research tasks

viva voce

Aural Core 25% recognition of concepts by listening to a variety of

musical excerpts

discussion on the use of concepts

written responses to primary source stimulus

Elective 1 15% Performance and performance-related activities and/or

Elective 2 15% Composition Portfolio and/or

Elective 3 15% viva voce and Musicology Portfolio

MARKS 100%

Page 76

MUSIC 1 ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Musicology

Portfolio /

viva voce

Term 4

Week 9

2017

Core

Composition

Portfolio

(Hand in

Monday)

Term 1

Week 6

2018

Mid Course

Exam

Aural Paper

Core

performance

piece

Term 1

Weeks 9/10

2018

Presentation

of three

elective

choices

Term 2

Weeks 8-9

2018

Trial HSC

Exam

Aural paper,

three electives (*Core

performance

piece)

Term 3

Week 3

2018

H 1, 2, 4, 5,

6, 7, 8, 9

H 3, 5, 6, 7 H 2, 4, 6, 8 H 1, 2, 3, 4,

5, 6, 7, 8

(pending

elective

choices)

H 1, 2, 3, 4, 5,

6, 7, 8

(pending

elective

choices)

Core

Performance

10%

10%

Core

Composition

10% 10%

Core

Musicology

10% 10%

Core Aural 25% 10% 15%

Electives 45% 15%

each elective

is equally

weighted

30%

each elective

is equally

weighted

MARKS

100%

10%

10%

20%

15%

45%

* NB: The Core Performance piece will be required to be re-presented as part of the Trial Exam

Report Mark.

* HSC Trial Examination (Task 5) will utilise external markers. The set of marks obtained will be

averaged to determine each students’ final mark for this task.

Page 77


PHOTOGRAPHY, VIDEO & DIGITAL IMAGING (1 UNIT)


A Student -

* M1 - generates a characteristic style that is increasingly self-reflective in their photographic and/or

video and/or digital practice.

* M2 - explores concepts of artist/photographer, still and moving works, interpretations of the world

and audience response, in their making of still and/or moving works.

* M3 - investigates different points of view in the making of photographs and/or videos and/or digital

images.

* M4 - generates images and ideas as representations/simulations in the making of photographs and/or

videos and/or digital images.

* M5 - develops different techniques suited to artistic intentions in the making of photographs and/or

videos and/or digital images.

* M6 - takes into account issues of occupational health and safety in the making of photographs

and/or videos and/or digital images.

* CH1 - generates in their critical and historical practice ways to interpret and explain photography

and/or video and/or digital imaging.

* CH2 - investigates the roles and relationships among the concepts of artist, work, world and audience

in critical and historical investigations.

* CH3 - distinguishes between different points of view and offers interpretive accounts in critical and

historical studies.

* CH4 - explores ways in which histories, narratives and other accounts can be built to explain

practices and interests in the fields of photography and/or video and/or digital imaging.

* CH5 – recognises how photography and/or video and/or digital imaging are used in various fields

of cultural production. Key: M denotes Outcomes for making.

CH denotes Outcomes for critical and historical studies.

The syllabus stipulates that the following components and weightings are to apply:

Component Weighting (%)

Making 70%

Critical and historical studies 30%

Page 78

PHOTOGRAPHY, VIDEO & DIGITAL IMAGING (1 Unit) ASSESSMENT SCHEDULE:

Components


(Syllabus) %

Task 1

Task 3

MAKING

70%

Photography

Folio

Term 1

Week 3

2018

Photography

Folio

Term 3

Week 2

2018

M1, M2, M3, M4,

M5, M6

M1, M2, M3, M4,

M5, M6

30%

40%

Task 2

CRITICAL

HISTORICAL

30%

Critical /

Historical Study

Exam

Term 1

Weeks 10/11

2016

CH1, CH2, CH3,

CH4, CH5

30%

MARKS

100%

30%

Page 79

ASSESSMENT POLICY for VISUAL ARTS


A Student -

H1 - initiates and organises artmaking practice that is sustained, reflective and

adapted to suit particular conditions.

H2 - applies their understanding of the relationships among the artist, artwork, world

and audience through the making of a body of work.

H3 - demonstrates an understanding of the frames when working independently in

the making of art.

H4 - selects and develops subject matter and forms in particular ways as

representations in artmaking.

H5 - demonstrates conceptual strength in the production of a body of work that

exhibits coherence and may be interpreted in a range of ways.

H6 - demonstrates technical accomplishment, refinement and sensitivity appropriate

to the artistic intentions within a body of work.

H7 - applies their understanding of practice in art criticism and art history.

H8 - applies their understanding of the relationships among the artist, artwork, world

and audience.

H9 - demonstrates an understanding of how the frames provide for different

orientations to critical and historical investigations of art.

H10 - constructs a body of significant art histories, critical narratives and other documentary accounts

of representation in the visual arts.

Page 80


The internal assessment mark for Visual Arts Stage 6 is to be based on the HSC course only. Finally


COMPONENT WEIGHTING TASKS Artmaking 50% Assessment should include ongoing evaluations of a

student’s ability to:

represent their understanding of artmaking as a

practice involving the selection of particular

procedures and critical judgment

apply the conceptual framework of art involving

artist, artwork, world, audience to the development

of their body of work

use one or more of the frames to represent points of

view in their interpretations

develop meaning and focus in the representation of

ideas reflected in the developing body of work

evident in the lead-up work in diaries, works under

development, in the body of work and student

explanations.

Art Criticism and

Art History

50% Assessment should include ongoing evaluations of a

student’s ability to:

investigate art criticism and art history as practices

involving procedures and judgments

utilise the conceptual framework of art involving

artist, artwork, world, audience in selected cases

through discussions and art critical and art historical

writing

use the frames to inform their interpretations and

points of view

attribute meanings to selected examples

interpret critical and historical accounts

evident in case studies, research tasks, oral tasks,

reviews, reports, assignments, etc.

MARKS 100%

Page 81

VISUAL ARTS ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

%

Essay

Term 4

Week 8

2017

Body of Work

Progress

Including VAPD

Term 1

Weeks 9/10

2018

Mid Course

Exam

Term 1

Week 8

2018

Trial Body

of Work

(final)

Term 2

Week 10

2018

Trial HSC

Exam

Term 3

Week 3-5

2018

Outcomes Assessed

H 7, 8,

9, 10

H 1, 2, 3, 4, 5, 6

H 7, 8, 9, 10

H 1, 2, 3, 4,

5, 6

H 7, 8, 9, 10

Art

Criticism

and Art

History

50%

10%

20%

20%

Art making

50%

20%

30%

Task Value

100%

10%

20%

20%

30%

20%

* HSC Trial Examination (Task 4) will utilise external markers.

Page 82

ASSESSMENT POLICY for FRENCH CONTINUERS


A Student -

1.1 - uses a range of strategies to maintain communication

1.2 - conveys information appropriate to context, purpose and audience

1.3 - exchanges and justifies opinions and ideas

1.4 - reflects on aspects of past, present and future experience

2.1 - applies knowledge of language structures to create original text

2.2 - composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to

context, purpose and/or audience

2.3 - structures and sequences ideas and information

3.1 - conveys the gist of texts and identifies specific information

3.2 - summarises the main ideas

3.3 - identifies the tone, purpose, context and audience

3.4 - draws conclusions from or justifies and opinion

3.5 - interprets, analyses and evaluates information

3.6 - infers points of view, attitudes or emotions from language and context

4.1 - recognises and employs language appropriate to different social contexts

4.2 - identifies values, attitudes and beliefs of cultural significance

4.3 - reflects upon significant aspects of language and culture

FRENCH CONTINUERS ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:



Component Weighting

Listening and Responding

Objective 3

25

Reading and Responding

Objectives 1, 2 and 3

40

Writing in French

Objective 2

15

Speaking

Objectives 1 and 4

20

MARKS 100

Page 83

FRENCH CONTINUERS ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Exams

Total

Board of

Studies

Syllabus

Component

Board of Studies

Syllabus Outcomes

Term 4

Week 9

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Term 2

Week 4

2018

Term 2

Week 8

2018

Trial HSC

Exam

Term 3

Week 3

2018

Listening

3.1, 3.2, 3.3, 3.4,

3.5, 3.6

15%

10%

25%

Reading &

Responding

– A

Reading &

Responding

- B

1.1, 1.2, 1.3, 1.4,

3.1, 3.2, 3.3, 3.4,

3.5, 3.6

15%

10%

10%

5%

40%

Writing

2.1, 2.2, 2.3, 4.1

10%

5%

15%

Speaking

1.1, 1.2, 1.3, 1.4,

4.1

20%

20%

Total

15%

25%

10%

20%

30%

100%

Page 84

ASSESSMENT POLICY for ITALIAN BEGINNERS


A Student -

1.1 - establishes and maintains communication in Italian

1.2 - manipulates linguistic structures to express ideas effectively in Italian

1.3 - sequences ideas and information

1.4 - applies knowledge of the culture of Italian speaking communities to interact appropriately

2.1 - understands and interprets information in texts using a range of strategies

2.2 - conveys the gist of and identifies specific information in texts

2.3 - summarises the main points of a text

2.4 - draws conclusions from or justifies an opinion about a text

2.5 - identifies the purpose, context and audience of a text

2.6 - identifies and explains aspects of the culture of Italian speaking communities in texts

3.1 - produces texts appropriate to audience, purpose and context

3.2 - structures and sequences ideas and information

3.3 - applies knowledge of diverse linguistic structures to convey information and express

original ideas in Italian

3.4 - applies knowledge of the culture of Italian speaking communities to the production of texts

ITALIAN BEGINNERS ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:

Assessment for the Higher School Certificate is based on the HSC course only. The weightings

allocated to each component are mandatory, although the allocation of marks to the various tasks set

for the HSC course is left to individual schools. Assessment should be spread over a number of tasks

throughout the course. A variety of assessment strategies must be used. Each assessment instrument

should be appropriate for the outcome it is designed to measure. One assessment task may be used to

measure a variety of outcomes.

Component Weighting

Listening Skills

30

Speaking Skills

20

Reading Skills

30

Writing Skills

20

MARKS

100

Page 85

ITALIAN BEGINNERS ASSESSMENT SCHEDULE:

Components


(Syllabus)

%

Task 1

Task 2

Task 3

Task 4

Reading

Term 4

Week 6

2017

Mid Course

Exam

Term 1

Weeks 9/10

2018

Listening

Writing

Term 2

Week 8

2018

Trial HSC

Exams

Term 3

Week 3

2018

2.1, 2.2,

2.3, 2.4,

2.5, 2.6

1.1, 1.2, 1.3,

1.4

2.1, 2.2, 2.3,

2.4, 2.5, 1.1,

1.2, 1.3, 3.1,

3.2, 3.3, 3.4

All

outcomes

Reading

Reading & comprehension of a number of

passages in Italian with a range of question

types in English to be answered in English.

20%

20%

Speaking Conversation – communication with an

examiner in Italian in response to a series of

questions posed in Italian.

10%

10%

Listening Between 10 & 20 short items will be heard in

Italian with questions in English to be

answered in English.

Writing (Ongoing Journal Task: Students complete a

variety of written tasks and submit for marking on

due date)

Part A – a number of short writing tasks in

Italian e.g. messages, invitations,

descriptions.

Part B – one extended task in Italian of

approx. 125 words.

20%

10%

20%

10%

Speaking Refer to above specifications for Speaking

Listening Refer to above specifications for Listening

Reading

Refer to above specifications for Reading

Writing Refer to above specifications for Writing

10%

10%

10%

10%

10%

10%

10%

10%

Total

100%

20%

10%

30%

40%

Page 86

ASSESSMENT POLICY for COMMUNITY & FAMILY STUDIES


A Student -

H1.1 - analyses the effect of resource management on the wellbeing of individuals, groups, families

and communities

H2.1 - analyses different approaches to parenting and caring relationships

H2.2 - evaluates strategies to contribute to positive relationships and the wellbeing of individuals,

groups, families and communities

H2.3 - critically examines how individual rights and responsibilities in various environments

contribute to wellbeing

H3.1 - analyses the socio-cultural factors that lead to special needs of individuals in groups

H3.2 - evaluates networks available to individuals, groups and families within communities

H3.3 - critically analyses the role of policy and community structures in supporting diversity

H3.4 - critically evaluates the impact of social, legal and technological change on individuals,

groups, families and communities

H4.1 - justifies and applies appropriate research methodologies

H4.2 - communicates ideas, debates issues and justifies opinions

H5.1 - proposes management strategies to enable individuals and groups to satisfy their specific

needs and to ensure equitable access to resources

H5.2 - develop strategies for managing multiple roles and demands of family, work and other

environments

H6.1 - analyses how the empowerment of women and men influences the way they function within

society

H6.2 - formulates strategic plans that preserve rights, promote responsibilities and establish roles

leading to the creation of positive social environments


The internal assessment mark for Community and Family Studies Stage 6 is to be based on the HSC

course only. Final assessment should be based on a range and balance of assessment instruments.

COMPONENT WEIGHTING

Knowledge and understanding of how the following

impact on wellbeing:

resource management

positive relationships

range of societal factors

nature of groups, families and communities

40%

Skills in:

applying management processes to meet the

needs of individuals, groups, families and

communities

planning to take responsible action to promote

wellbeing

25%

Knowledge and understanding about research

methodology and skills in researching, critical

thinking, analysing and communicating

35%

100%

Page 87

COMMUNITY & FAMILY STUDIES ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Independent

Research

Project

(Core 1)

Term 4

Week 10

2017

Mid Course

Exam

(Core 1 & 2)

Term 1

Weeks 9/10

2018

Research Report

(Core 2 & 3)

Term 2

Week 4

2018

Written

Report

(Option 3)

Term 2

Week 10

2018

Trial HSC Exam

(All topics)

Term 3

Week 3

2018

H 4.1, 4.2 H 1.1, 2.2, 2.3,

3.1, 4.1, 4.2, 5.1

H 2.1, 2.2, 3.1,

3.2, 4.2, 5.1

H 2.3, 5.2,

6.1

H 1.1 – 6.2

Knowledge and

understanding of

how the following

impact on wellbeing:

resource

management;

positive

relationships;

range of societal

factors

nature of

groups, families

and

communities

40%

5%

10%

10%

15%

Skills in:

applying

management

processes to

meet the needs

of individuals,

groups, families

and

communities;

planning to take

responsible

action to

promote

wellbeing

25%

5%

5%

10%

5%

Knowledge and

understanding about

research

methodology and

skills in researching,

critical thinking,

analysing and

communicating

35%

20%

5%

5%

5%

MARKS

100%

20%

15%

20%

20%

25%

Page 88


PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION


A Student -

H1 - describes the nature, and justifies the choice, of Australia’s health priorities.

H2 - analyses and explains the health status of Australians in terms of current trends and groups most

at risk.

H3 - analyses the determinants of health and health inequities.

H4 - argues the case for health promotion based on the Ottawa Charter.

H5 - explains the different roles and responsibilities of individuals, communities and governments in

addressing Australia’s health priorities.

H6 - demonstrates a range of personal health skills that enables them to promote and maintain health

(Option 1).

H7 - explains the relationship between physiology and movement potential.

H8 - explains how a variety of training approaches and other interventions enhance performance and

safety in physical activity.

H9 - explains how movement skill is acquired and appraised.

H10 - designs and implements training plans to improve performance.

H11 - designs psychological strategies and nutritional plans in response to individual performance

needs.

H12 - analyses the influence of sociocultural factors on the way people participate in and value

physical activity and sport (Option 2).

H13 - selects and applies strategies for the management of injuries and the promotion of safety in

sport and physical activity (Option 3).

H14 - argues the benefits of health-promoting actions and choices that promote social justice.

H15 - critically analyses key issues affecting the health of Australians and proposes ways of working

towards better health for all.

H16 - devises methods of gathering, interpreting and communicating information about health and

physical activity concepts.

H17 - selects appropriate options and formulates strategies based on a critical analysis of the factors

that affect performance and safe participation.

HSC Course



COMPONENT WEIGHTING

Knowledge and understanding of:

factors that affect health

the way the body moves

40%

Skills in:

influencing personal and community health

taking action to improve participation and performance in

physical activity

30%

Skills in critical thinking, research and analysis 30%

100%

Page 89

PDHPE ASSESSMENT SCHEDULE:

Task 1

Task 2

Task 3

Task 4

Task 5 Components

(Syllabus)

Weighting

(Syllabus)

%

Case Study:

Factors

Affecting

Performance

(Core 2)

Term 4

Week 7

2017

Report:

Health

Priorities in

Australia

(Core 1)

Term 1

Week 6

2018

Mid Course

Exam

(Core 1 & 2)

Term 1

Weeks 9/10

2018

Case Study:

Factors

Affecting

Performance

(Core 2)

Term 2

Week 7

2018

Trial HSC

Exam

Term 3

Week 3

2018

H 7, 8, 10, 11,

13

H 2, 16 H 1, 2, 3, 7,

8, 9, 14

H 7, 8, 10 H 1-17 (pending elective

choices)

Knowledge and

understanding of:

factors that affect

health and the

way the body

moves

40%

10%

10%

5%

5%

10%

Skills in:

influence over

personal and

community health

outcomes

taking action to

improve

participation and

performance in

physical activity

30%

10%

5%

10%

5%

Skills in critical

thinking, research and

analysis

30%

10%

5%

5%

10%

MARKS

100%

20%

20%

15%

20%

25%

Page 90


SPORT, LIFESTYLE & RECREATION (1 Unit)


A Student -

1.1 - applies the rules and conventions that relate to participation in a range of physical activities.

1.2 - explains the relationship between physical activity, fitness and healthy lifestyle

1.3 - demonstrates ways to enhance safety in physical activity

1.4 - investigates and interprets the patterns of participation in sport and physical activity in Australia

1.5 - critically analyses the factors affecting lifestyle balance and their impact on health status

1.6 - describes administrative procedures that support successful performance outcomes

2.1 - explains the principles of skill development and training

2.2 - analyses the fitness requirements of specific activities

2.3 - selects and participates in physical activities that meet individual needs, interests and abilities

2.4 - describes how societal influences impact on the nature of sport in Australia

2.5 - describes the relationship between anatomy, physiology and performance

3.1 - selects appropriate strategies and tactics for success in a range of movement contexts

3.2 - designs programs that respond to performance needs

3.3 - measures and evaluates physical performance capacity

3.4 - composes, performs and appraises movement

3.5 - analyses personal health practices

3.6 - assesses and responds appropriately to emergency care situations

3.7 - analyses the impact of professionalism in sport

4.1 - plans strategies to achieve performance goal

4.2 - demonstrates leadership skills and a capacity to work cooperatively in movement context

4.3 - makes strategic plans to overcome the barriers to personal and community health

4.4 - demonstrates competence and confidence in movement contexts

4.5 - recognises the skills and abilities required to adopt roles that support health, safety and physical

activity

Page 91


The syllabus stipulates that the following components and weightings are to apply:

Component Weighting (%)

Knowledge and Understanding 50%

Skills 50%

SPORT, LIFESTYLE & RECREATION (1 UNIT) ASSESSMENT SCHEDULE

Task 1

Task 2

Task 3

Components

(Syllabus)

Weighting

(Syllabus)

%

Games & Sports

Applications II

Coaching Task

Term 4

Week 7

(Monday)

2017

Individual

Games

Practical

performance

Term 4

Week 7

2018

Resistance

Training

Programming

and

Implementation

Term 2

Week 6

2018

1.1, 1.3, 2.2, 2.3,

2.5, 3.1, 3.3, 4.1,

4.4

1.1, 1.3, 3.1,

4.1

1.2, 1.2, 2.1,

2.2, 2.3, 3.5,

3.2, 4.4

Knowledge and

Understanding

50%

15%

15%

20%

Skills

50%

15%

15%

20%

MARKS

100%

30%

30%

40%

Page 92

V.E.T.

(Vocational Education and Training)

Page 93

ASSESSMENT POLICY for CONSTRUCTION

Construction is a competency based course within the Construction Industry Curriculum Framework.

In competency based courses assessment is standards-referenced. A student is judged to be either

competent or not yet competent. A record of competency achievement is kept and is known as the

Competency Record Book.

Students are also required to complete 70 hours of Work Placement over the 2 year course. An

Australian Qualifications Framework (AQF) qualification is awarded to students who complete all the

units of competency in the Construction course. The possible qualification is Certificate II in

Construction Pathways or a Statement of Attainment towards the Certificate II in Construction

Pathways. Students can achieve an HSC and AQF qualification in Construction Pathways.

Students have the option of sitting for an examination for the HSC in Construction Pathways for

ATAR purposes.

Although all units are assessed in Construction there are some formal tasks to satisfy the HSC and

school assessment policy.

The Assessment Schedule below sets out various tasks that the students will undertake in order to

obtain an Assessment Mark and Rank Order for the course. This information is needed for reporting

and in case of illness or misadventure during the HSC exam.

NB: VET courses are competency based, therefore weighting of

tasks is not required.

DELIVERY & ASSESSMENT PLAN

QUALIFICATION CODE: CPC20211

QUALIFICATION TITLE: Certificate II in Construction Pathways (Release 3)

BOSTES COURSE NUMBER/S: 26201

BOSTES COURSE: CONSTRUCTION 240HR (2Ux2yr)

PACKAGING RULES:

TP –

CP

C0

8 v

9.0

HSC

HR

S

BO

STES

- 2

62

01

2018 - 2019 TRAINING PACKAGE REQUIREMENTS (TP): 12 units of competency; 6 core and 6 electives (no less than 4 and up to 6 from groups A-G, with no less than 2 units from any group, up to 2 units from Group H; 1 imported unit from Cert I or II quals E(*) BOSTES REQUIREMENTS (BOSTE): Students must attempt all mandatory units and selection of elective to minimum of 110 hours. Students must complete a minimum of 70 work placement hours. Preliminary - Year 11 HSC - Year 12

UNIT CODE UNIT TITLE PREREQUISITE/S TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 TERM 7

CPCCOHS1001A Work safely in the construction industry Nil E(*) 10 M CREDIT TRANSFER

CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry Nil C 15 M TASK 2

CPCCCA2002B Use carpentry tools and equipment CPCCOHS2001A E(B) 20 M

CPCCCA2011A Handle carpentry materials CPCCOHS2001A E(B) 20 E

CPCCCM1013A Plan and organise work Nil C 10 M TASK

3

CPCCCM1012A Work effectively and sustainably in the construction industry Nil C 25 M

CPCCCM1014A Conduct workplace communication Nil C 10 M

CPCCCM1015A Carry out measurements and calculations Nil C 20 M TASK 4

CPCCCM2001A Read and interpret plans and specifications Nil C 20 M

CPCCCO2022A Use and maintain concreting plant, tools and equipment CPCCOHS2001A E(*) 10 E TASK 5

CPCCCO2013A Carry out concreting to simple forms CPCCOHS2001A E(H) 20 E

CPCCCA2003A Erect and dismantle formwork for footings and slabs on ground CPCCOHS2001A E(B) 20 E

CPCCCM2006B Apply basic levelling procedures CPCCOHS2001A E(H) 15 E

CPCCBL2001A Handle and prepare bricklaying and blocklaying materials CPCCOHS2001A E(A) 20 E TASK 6 CPCCBL2002A Use bricklaying and blocklaying tools and equipment CPCCOHS2001A E(A) 10 E

TOTAL HOURS 245 TOTAL ELECTIVE HOURS 125

Work Placement 1 & 2 70 Assessment Methods TASK 2 – Observation, Questioning, Written Test TASK 4 – Observation, Questioning, Written Test TASK 6 – Observation, Questioning, Written Test TASK 3 – Observation, Questioning, Written Test TASK 5 – Observation, Questioning, Project

Cat ho l ic Schoo l s Of f ice

Di oc e s e o f L i s mor e 7 0 5 4

http://training.gov.au/Training/Details/CPC20211

http://training.gov.au/Training/Details/CPC20211

http://training.gov.au/Training/Details/CPCCOHS1001A




http://training.gov.au/Training/Details/CPCCCA2002B

http://training.gov.au/Training/Details/CPCCCA2002B



http://training.gov.au/Training/Details/CPCCCA2011A




http://training.gov.au/Training/Details/CPCCCM1013A










http://training.gov.au/Training/Details/CPCCCO2022A












http://training.gov.au/Training/Details/CPCCCM2006B

http://training.gov.au/Training/Details/CPCCCM2006B



http://training.gov.au/Training/Details/CPCCBL2001A








ASSESSMENT POLICY for HOSPITALITY

Hospitality is a competency based course within the Hospitality Industry Curriculum Framework. In

competency based courses assessment is standards-referenced. A student is judged to be either competent

or not yet competent. A record of competency achievement is kept and is known as the Competency

Record Book.

Students are also required to complete 70 hours of Work Placement over the 2 year course. An Australian

Qualifications Framework (AQF) qualification is awarded to students who complete all the units of

competency in the Hospitality course. Possible qualification is Certificate II in Hospitality Operations

(Food and Beverage) or a Statement of Attainment towards the Certificate II. Students can achieve an

HSC and AQF qualification in Hospitality.

Students have the option of sitting for an examination for the HSC in Hospitality for ATAR purposes.

Although all units are assessed in Hospitality there are some formal tasks to satisfy the HSC and school

assessment policy.

The Assessment Schedule below sets out various tasks that the students will undertake in order to obtain

an Assessment Mark and Rank Order for the course. This information is needed for reporting and in case

of illness or misadventure during the HSC exam.

Attendance at practical catering events is compulsory. If a student is unable to attend he/she will

need to submit a “Request for Extension of Time/Substitute Task” form with a doctor’s

certificate.



DELIVERY & ASSESSMENT PLAN QUALIFICATION

CODE: SIT20316 QUALIFICATION

TITLE: Certificate II in Hospitality (Release 1.0) XAVIER CATHOLIC COLLEGE

QUALIFICATION VERSION: V1.0

BOSTES COURSE

NUMBER/S: 26511

BOSTES COURSE: HOSPITALITY

PACKAGING RULES: TRAINING PACKAGE REQUIREMENTS (TP): 12 units must be completed: 6 core units and 6 elective units, consisting of: 1 unit from Group A, 3 units from Group B and 2 units from Group B or elsewhere in SIT Training Package, or any other current Training Package or accredited course. BOSTES REQUIREMENTS (BOSTE): 4 mandatory units in 3 focus areas (hygiene, safety & working in the hospitality industry), 4 stream units in food & beverage, 95hrs of elective units and 75hrs of work placement.

ASSESSMENT METHODS

TP –

SIT

20

31

6

HSC

HR

S

BO

STES

-2

65

11

2018 - 2019

PRELIMINARY - Year 11 HSC - Year 12

UNIT CODE UNIT TITLE PREREQUISITE/S TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 TERM 7

SITXFSA001 Use hygienic practices for food safety (Release 1.0) nil OBSERVATION WRITTEN TEST

PROJECT

E(A) 10 M HOSP 1

SITXWHS001 Participate in safe work practices (Release 1.0) nil C 15 M

SITHCCC001 Use food preparation equipment (Release 1.0) SITXFSA001 OBSERVATION WRITTEN TEST

DEMONSTRATION

E 20 E HOSP 2

SITHCCC002 Prepare and present simple dishes (Release 1.0) SITXFSA001 E(B) 20 E

SITHFAB005 Prepare and serve espresso coffee (Release 1.0) SITXFSA001 OBSERVATION

DEMONSTRATION WRITTEN TEST

E(B) 15 S HOSP 3

SITHCCC006 Prepare appetisers and salads (Release 1.0) SITXFSA001 OBSERVATION WRITTEN TEST

PORTFOLIO E(B) 25 E HOSP 4

BSBWOR203 Work effectively with others (Release 1.0) nil SCENARIO

OBSERVATION WRITTEN TEST

C 15 M

HOSP 5

SITXCCS003 Interact with customers (Release 1.0) nil C 15 S

SITXCOM002 Show social and cultural sensitivity (Release 1.0) nil C 10 E

SITHIND003 Use hospitality skills effectively (Release 1.0) nil WPL JOURNAL OBSERVATION WRITTEN TEST

C 20 E

HOSP 6 SITHFAB007 Serve food and beverage (Release 1.0) SITXFSA001 E(B) 40 S

SITHFAB004 Prepare and serve non-alcoholic beverages (Release 1.0) SITXFSA001 E(B) 15 S

SITHIND002 Source and use information on the hospitality industry (Release 1.0) nil PROJECT

PORTFOLIO WRITTEN TEST

C 20 M HOSP 7

SITHCCC005 Prepare dishes using basic methods of cookery SITXFSA101 OBSERVATION

PORTFOLIO WRITTEN TEST

E 10 E HOSP 8

TOTAL HOURS 250

ELECTIVE HOURS

WORK PLACE LEARNING 35

35

Cat ho l ic Schoo l s Of f ice

Di oc e s e o f L i s mor e 7 0 5 4

http://training.gov.au/Training/Details/SIT20316

http://training.gov.au/Training/Details/SIT20316

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/hospitality.html

http://training.gov.au/Training/Details/SITXFSA101

http://training.gov.au/Training/Details/SITXWHS101

http://training.gov.au/Training/Details/SITHCCC101


http://training.gov.au/Training/Details/SITHFAB204


ASSESSMENT POLICY for RETAIL SERVICES

Retail is a competency based course within the Retail Curriculum Framework. In competency based

courses assessment is standards-referenced. A student is judged to be either competent or not yet

competent. A record of competency achievement is kept and is known as the Competency Record Book.

Students are also required to complete 70 hours of Work Placement over the 2 years. An Australian

Qualifications Framework (AQF) qualification is awarded to students who complete all the units of

competency in the Retail course. Possible qualification is a Certificate III in Retail Services or a

Statement of Attainment towards the Certificate III.

Students have the option of sitting for an examination for the HSC in Retail for ATAR purposes. The

exam will cover all units of competency addressed in the Retail Services (240 hr) course including the

Induction module.



Cathol ic Schools Off ice Di oc e s e o f L i s mor e 7 0 5 4

DELIVERY & ASSESSMENT PLAN QUALIFICATION

CODE: SIR30216 QUALIFICATION TITLE: Certificate III in Retail

QUALIFICATION

VERSION: V1.0 BOSTES COURSE

NUMBER/S: BOSTES

COURSE: Retail Services 240hr (2Ux2yr)

PACKAGING RULES: TRAINING PACKAGE REQUIREMENTS (TP): 13 units must be completed. 8 core units and 5 elective units, min 3 listed electives and units elsewhere in SIR Retail Services Training Package, or any other current Training Package or accredited course. BOSTES REQUIREMENTS (BOSTE):

TR

AIN

ING

PA

CK

GE

HS

C H

RS

BO

ST

ES

C

OU

RS

E

2018 - 2019

Preliminary - Year 11 HSC - Year 12

TASK/THEME UNIT CODE UNIT TITLE TERM

1

TERM

2

TERM

3

TERM

4

TERM

5

TERM

6

TERM

7

SIR1

WO

RK

ING

IN

TH

E R

ET

AIL

IND

US

TR

Y SIRXCOM002 Work effectively in a team

C 15

SIRXIND001 Work effectively in a service environment C 20

SIR2 SIRXWHS002 Contribute to workplace health and safety

C 15

SIRXIND002 Organise and maintain the store environment E 10

SIR3

CU

STO

MER

SER

VIC

E SIRXCEG001 Engage the customer

C 20

SIRXCEG002 Assist with customer difficulties C 20

SIRXCEG003 Build customer relationships and loyalty C 20

SIR4

SALE

S A

DA

Y IN

THE

LIFE

SIRXPDK001 Advise on products and services

E(i) 20

SIRXSLS001 Sell to the retail customer C 15

SIRXSLS002 Follow point-of-sale procedures E(i) 20

SIRRRTF001 Balance and secure point-of-sale terminal E 15

SIR5

SEC

UR

ITY

SIRXRSK001 Identify and respond to security risks

C 15

SIRRINV001 Receive and handle retail stock E 20

SIRRMER001 Produce visual merchandise displays E 20

TOTAL HOURS 245

TOTAL ELECTIVE HOURS

Work Placement 1 35

Work Placement 2 35

http://training.gov.au/Training/Details/SIR30216

http://training.gov.au/Training/Details/SIRXCOM002

http://training.gov.au/Training/Details/SIRXIND001

http://training.gov.au/Training/Details/SIRXWHS002

http://training.gov.au/Training/Details/SIRXIND002

http://training.gov.au/Training/Details/SIRXCEG001



http://training.gov.au/Training/Details/SIRXPDK001

http://training.gov.au/Training/Details/SIRXSLS001

http://training.gov.au/Training/Details/SIRXSLS002

http://training.gov.au/Training/Details/SIRRRTF001

http://training.gov.au/Training/Details/SIRXRSK001

http://training.gov.au/Training/Details/SIRRINV001

http://training.gov.au/Training/Details/SIRRMER001

APPENDIX

Page 1

Page 2

Page 3

Page 4

To satisfy Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily

completed by _____________________________________.

(student name)

Task Name(s) / Weight /

Course Requirement(s) /

Course Outcome(s)

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 Assistant Principal - Curriculum

Requirements for the Satisfactory Completion of a 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 his/her Higher School Certificate Record of Achievement.

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

Certificate.

Parent/Guardian’s Signature: _________________________________ Date: __________________

Parent/Guardian’s Name (please print): __________________________________________________

Student’s Signature: ____________________________________ Date: _______________

NOTE: Two copies of this letter have been provided so that you may retain one copy for your

records. Please sign and return the other one to the Leader of Curriculum.

Xavier Catholic College Ballina · Economics ... Xavier Catholic College is a Catholic secondary education facility of St Francis Xavier’s ... Xavier Catholic College, Ballina,

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