Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 1
Dungog High School
Stage 6
Higher School Certificate (HSC) Assessment Booklet 2019/2020
COVID-19 update
1 April 2020
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 2
Table of Contents Year 12 Assessment Advice – COVID 19 ......................................................................................................... 3
HSC Assessment Schedule Overview 2020 (version 2) .................................................................................... 5
CAPA - Music 1................................................................................................................................................. 6
English - Advanced ............................................................................................................................................ 8
English - Extension 1 ....................................................................................................................................... 11
English - Standard ............................................................................................................................................ 14
English - Studies .............................................................................................................................................. 17
HSIE - Ancient History .................................................................................................................................... 22
HSIE - Business Studies .................................................................................................................................. 25
HSIE - Geography............................................................................................................................................ 28
HSIE - Legal Studies ....................................................................................................................................... 30
HSIE - Modern History .................................................................................................................................... 34
Maths - Extension 1 ......................................................................................................................................... 37
Maths - Standard 1 ........................................................................................................................................... 39
Maths – Standard 2 .......................................................................................................................................... 40
Mathematics - Advanced ................................................................................................................................. 42
PDHPE - CAFS................................................................................................................................................ 44
PDHPE - PDHPE ............................................................................................................................................. 47
PDHPE - SLR .................................................................................................................................................. 48
Science - Biology ............................................................................................................................................. 49
Science - Chemistry ......................................................................................................................................... 54
Science - Physics.............................................................................................................................................. 55
TAS – Construction Pathways ......................................................................................................................... 57
TAS - ITT ........................................................................................................................................................ 60
TAS – Metals & Engineering .......................................................................................................................... 61
TAS – Primary Industries ................................................................................................................................ 62
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 3
DUNGOG HIGH SCHOOL
Eloiza Street, Dungog 2420
(PO Box 147)
Tel: (02) 49 923022 Fax: (02) 49 923125
Email: [email protected]
31 March 2020
Year 12 Assessment Advice – COVID 19
Dear Year 12 Students,
I am writing to inform you of the steps we have taken to adjust our school-based Higher School Certificate (HSC)
assessment after the NSW Education Standards Authority (NESA) announced on 24 March 2020, that the HSC is
going ahead as scheduled. This includes:
1. Applying a blanket internal misadventure process, deeming that from 24 March 2020 (Term 1, Week 9),
Dungog High School HSC students have experienced significant disruption. This means that all school-based
assessment from this point will be closely monitored to ensure no student is disadvantaged;
2. The Executive have adjusted and modified Year 12 school-based assessment from Term 1 Week 9, when
many tasks were scheduled to be submitted/completed. We have done this based on what we know and
can adjust at this stage only. This is to facilitate student assessment moving forward based on the pre-
COVID-19 disruption and will allow students and teachers to progress with their teaching and learning
delivery into Term 2;
3. NESA will provide advice to students and teachers about the HSC exam projects, submitted works and
performances shortly. Where possible, students are encouraged to continue to work on their submitted
works, performances and practical works outside the school.
4. Mandatory work placement in VET - NESA is working with the school sectors regarding possible interim
arrangements, and will provide further advice shortly.
5. The Senior Executive and your Class Teachers will begin personally contacting all Year 12 students by
phone, to check on wellbeing and an understanding of both the enclosed information and learning from
home support.
Adjusted and Modified Assessment
• Re-scheduled tasks are now summarised for you in the HSC Assessment Schedule Overview 2020 Version 2
in the following pages. It has been colour-coded to indicate what tasks have been adjusted (see Key on the
bottom of page 5).
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• Specific Assessment Task Notifications for each course known to date are also attached in the following
pages. These tasks are largely unaltered, generally being modified in submission method (email) and due
date. These notifications provide the full details for each individual task, their mode of submission and
giving you notice of upcoming tasks known to date. An email receipt has been sent to verify you have
received this notification.
• Further support and communication about these re-scheduled tasks will be coming directly from your
Teachers this week. Your Teachers and Head Teachers are here for your guidance, support and assistance.
• Please focus on completing these tasks now to the best of your ability.
We understand these are very challenging times for everyone. Our school has support in place for students to
continue their learning from home, as described in our “Supporting Learning from Home COVID-19 Year 12” booklet,
found at: https://dungog-h.schools.nsw.gov.au/learning-from-home.html. We are open to your feedback that helps
us improve this experience for our students, and to ensure no-one is disadvantaged.
If you are having any issues accessing learning from home materials, require support or any assistance, please
contact us on: 02 49 92 30 22. Alternatively, you can email your teacher or the school email: dungog-
[email protected] . Support is also available through your Deputy Principal (Mr Dives), Year Advisor (Ms
Cook), School Counsellor (Betty de Lore) or myself on 49 92 30 22.
Yours sincerely,
Janene McIntosh
Principal
31 March 2020
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HSC Assessment Schedule Overview 2020 (version 2)
Wk Assessments Scheduled
Term 4, 2019
1 SLR (weeks 1-9)
Assessment remains unchanged
2
3
4
5
6
7 ITT; PHY; ME
8 PE; BIO; CHEM; GEO (Fieldwork)
9 MUS; EA; AH; BST; GEO; MH; CAFS; CON
10 ES; EST; LST; MX1; MX2; MS1; MS2; MA; PI
Term 1, 2020
1
2 EX2
3
4 ME
5 EX1
6 PE; SLR
7 MUS; PHY
8 MUS; MS1; CHEM; ITT
9
Assessment moved 10
11
Term 2, 2020
1 ES; AH; MS2; BIO; CAFS
Assessment dates adjusted COVID-19 considerations
2 BST; LST; MH
3 EA; MA; MX1; EST
4 GEO; PHY
5 SLR
6
7 PE; BIO
8 AH; MH; CHEM; ITT; GEO (Fieldwork)
9 CON; PI; CAFS
10 EX1; BST; LST; MX1; MS1; MS2; MA; ME; PI
Term 3, 2020
1 GEO; MUS
2 EA; ES; EST; SLR; MUS
3 Protected Learning Time
Assessment unchanged at this stage
4
5 HSC Trial Exams – All subjects
6
7
8 ME
9 CON
10 PI
KEY
Indicates changes made due to COVID-19 pandemic
Indicates NO changes required/at this stage
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CAPA - Music 1 (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Rock Music
Music for Radio, Film, Television and Multimedia
Individual Topic choices
All topics Formal Exam
(Trial HSC)
Performance Core
Composition Core
Musicology Core Viva Voce, Elective 1 Aural Core
Electives 2 and 3, Aural Core
Performance Core
Electives 1,2,3 Aural Core
Term 4 Week 9
Term 1 Week 7-8
Term 3 Week 1-2
Term 3 Week 5-6
Outcome: H1,H2,H3,H5,H7, H8,H9,H10,H11
Outcome: H1-H11
Outcome: H1-H11
Outcome: H1-H11
Performance Core
5 5 10
Composition Core
10 10
Musicology Core 10 10
Aural Core 5 10 10 25
Elective 1 10 5 15
Elective 2 10 5 15
Elective 3 10 5 15
TOTAL 15 25 30 30 100
HSC Outcomes –Through activities in performance, composition, musicology and aural, 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 the 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
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COURSE CAPA MUSIC 1 HSC 2020
TASK NUMBER 3
TASK WEIGHT ELECTIVES 2 & 3 (10% each) plus AURAL (Core) 10%
DATE OF NOTIFICATION 1/6/2020
DUE DATE TERM 3 WEEKS 1 – 2 July 20th - 31st
OUTCOMES ASSESSED
H1: performs stylistically, music that is characteristic of topics studied, as a soloist or a member of an ensemble H2: reads, interprets, discusses and analyses simple musical scores that are characteristic of the 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 the 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
TASK DESCRIPTION
TOPIC: JAZZ or INDIVIDUAL TOPIC AREAS Electives 2 & 3: PERFORMANCE / MUSICOLOGY Aural: core: Based on unprepared listening examples
TASK INSTRUCTIONS
Electives 2 & 3: PERFORMANCE / MUSICOLOGY ➢ CHOICES: ➢ PERFORMANCE: Performance: may be solo or ensemble (where the performer takes a prominent role).
Must represent your Term 2 topic area plus one ‘own choice’ from other topics studied. ➢ VIVA VOCE: Prepare a Viva-Voce on your chosen area of the topic (Term 2) ➢ A Viva Voce is a discussion and will involve music from your chosen topic area. ➢ The material you will need to study will based on the Concepts of Music and will include aural examples of
these concepts. Each student will choose from their Term 2 topic area. ➢ This is not a prepared speech. Students will outline their work on a Viva Voce proforma which will be
individually set out and organised (and include your aural example refences) ➢ Students will outline their work on a Viva Vice sheet which will be individually set out and organised
(including your aural example references) ➢ AURAL: Unprepared listening activity based on three questions with short and extended answers. It will
involve discussion on the Concepts of Music.
SUBMISSION OF TASK
Due to COVID19, THIS TASK WILL BE SUBMITTED IN THREE SEPARATE SECTIONS. PERFORMANCE: Either by video, Zoom or other available programs as decided by yourself and your teacher. Group performances will be arranged if this is possible. Backing tracks can be used for any performers if needed. VIVA VOCE: In an online conference individually with your teachers (Mrs Danvers and Mrs Knight) where you are able to discuss, play examples and demonstrate your information. AURAL: In an online class conference with your teacher under examination conditions. Email to teacher.
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English - Advanced (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Texts and Human
Experiences
Critical Study and the Craft
of Writing (10%)
Textual Conversations and The Craft
of Writing (10%)
Texts and Human
Experiences, Critical Study,
Textual Conversations and The Craft
of Writing (5%)
Multimodal Presentation
Critical and Reflection
Writing Portfolio and
Reflection
Formal Exam (Trial HSC)
Term 4 Week 9
Term 2 Week 3
Term 3 Week 2
Term 3 Week 5-6
EA12-1 EA12-2 EA12-6 EA12-7 EA12-8
EA12-1 EA12-5 EA12-7 EA12-8 EA12-9
EA12-1 EA12-3 EA12-4 EA12-6
EA12-1 to EA12-9
Knowledge and understanding of course content
10 10 20 10 50
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes
10 10 10 20 50
Total 20 20 30 30 100
HSC Outcomes – A student:
EA12-1 Independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EA12-2 Uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies.
EA12-3 Critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning
EA12-4 Strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts
EA12-5 Thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments
EA12-6 Investigates and evaluates the relationships between texts
EA12-7 Evaluates the diverse ways texts can represent personal and public worlds and recognizes how they are valued
EA12-8 Explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning
EA12-9 Reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 9
COURSE HSC Advanced English
TASK NUMBER 2 – Critical Response and Reflection
TASK WEIGHT 20% (Craft of Writing - 10%)
DATE OF NOTIFICATION Week 9, Term 1 – Monday 30th March, 2020
DUE DATE Updated date: Week 3, Term 2 – Friday 15th May, 2020
OUTCOMES ASSESSED
EA12-1 Independently responds to, composes and evaluates a range of complex texts for understanding, interpretation,
critical analysis, imaginative expression and pleasure
EA12-5 Thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose
texts that synthesise complex information, ideas and arguments
EA12-7 Evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued
EA12-8 Explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning
EA12-9 Reflects on, evaluates and monitors own learning and refines individual collaborative processes as an independent
learner
TASK DESCRIPTION
Students will be required to submit a two part assessment:
Part 1 – Critical Response:
You are to compose a literary review titled ‘Why Eliot Must Be Read’. This review will be in the form of a feature
article critiquing the extent to which the poetry of TS Eliot reflects both modernist and contemporary perspectives and
arguing for the benefits of studying TS Eliot’s poetry.
In your response you are to refer to at least two of the prescribed poems set for study:
• The Love Song of J. Alfred Prufrock
• Preludes
• Rhapsody on a Windy Night
• The Hollow Men
• Journey of the Magi
Part 2 – Reflection:
Your critical response, like Orwell’s essay ‘Politics and the English Language’, is crafted to persuade the audience
about the value of a text and the use of language to convey ideas as well as to manipulate opinion.
Compose a reflection piece, that both evaluates and shows your understanding of the ways you have utilised language
and rhetorical devices, to engage the audience, affirm or challenge your understanding of the value of TS Eliot’s
poetry and to persuade the responder to consider your point of view.
TASK INSTRUCTIONS
• The critical response should reflect aspects of the prescribed text and your understanding of the key elements
of Module B. It should be 800 -1000 words and demonstrate your knowledge and understanding of how
persuasive texts work, as highlighted by your study of George Orwell’s ‘Politics and the English Language’
from Module C.
• The reflection should be at least 600 words and must outline the process, knowledge and language devices
used to convey your critical analysis.
SUBMISSION INSTRUCTIONS
• This task is to be completed as an assignment and will need to be completed in your own time. Both the
critical response and the reflection need to be submitted via email – [email protected] -by
4pm on the due date. It is your responsibility to ensure that the email has been sent correctly.
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HSC ADVANCED ENGLISH
Marking Criteria: Critical Response
Marking Criteria Mark
• Demonstrates perceptive understanding appropriate to the question of how the prescribed
text’s distinctive features shape meaning and hold it up as valuable text
• Demonstrates a skilful and informed evaluation of context, language, form and ideas using
well-selected and detailed analysis of textual references
• Composes a perceptive argument using language appropriate to audience, purpose and form
17-20
• Demonstrates informed understanding appropriate to the question of how the prescribed text’s
distinctive features shape meaning and hold it up as a valuable text
• Demonstrates an effective evaluation of context, language, form and ideas using well-selected
analysis of textual references
• Composes an effective argument using language appropriate to audience, purpose and form
13-16
• Demonstrates a sound understanding appropriate to the question of how the prescribed text’s
distinctive features shape meaning and hold it up as a valuable text
• Demonstrates an understanding of context, language, form and ideas using selected textual
references
• Composes a sound argument using language appropriate to audience, purpose and form
9-12
• Describes aspects of their own response in relation to the prescribed text and its value
• Makes limited reference to the text
• Composes a limited response
5-8
• Attempts to explore aspects of their prescribed text using elementary knowledge of the text
• Attempts to compose a response to the question 1-4
Marking Criteria: Reflection
Marking Criteria Mark
• Demonstrates a highly developed ability to reflect on and evaluate the development and
effectiveness of their own critical composition process
• Provides an effective explanation of the impact of language devices or stylistic features in their
piece of writing
• Demonstrates effective control of evaluative language
9-10
• Demonstrates a well-developed ability to reflect on and evaluate the development and the
effectiveness of their own critical composition process
• Provides a considered explanation of the impact of a language devices or stylistic features in
their piece of writing
• Demonstrates sound control of evaluative language
7-8
• Demonstrates a sound ability to reflect on and evaluate the development and effectiveness of
their own critical composition process
• Provides a simple explanation of the impact of a language devices or stylistic features in their
piece of writing
• Demonstrates variable control of evaluative language
5-6
• Demonstrates a basic ability to reflect on and evaluate the development and effectiveness of
their own critical composition process
• Provides a simple explanation of the impact of a language devices or stylistic features in their
piece of writing
• Demonstrates variable control of evaluative language
3-4
• Demonstrates a limited ability to reflect on and evaluate their composition process
• Selects and uses limited vocabulary to express their ideas 1-2
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English - Extension 1 (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Weighting
Literary Worlds: Literary
Homelands
Literary Worlds: Literary
Reimagined Worlds
All topics
Creative Response and
reflection
Critical Response
Formal Exam (Trial HSC)
Term 1 Week 5
Term 2 Week 10
Term 3 Week 5-6
EE12-1 EE12-2 EE12-5
EE12-1 EE12-2 EE12-3 EE12-4
EE12-1 EE12-2 EE12-3 EE12-4 EE12-5
Knowledge and understanding of complex texts and how and why they are valued
15 20 15 50
Skills in complex analysis, sustained composition and independent investigation
15 20 15 50
Total 30 40 30 100
HSC Outcomes – A student:
EE12-1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies
EE12-2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts
EE12-3
independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts
EE12-4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts
EE12-5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 12
COURSE HSC English Extension 1
TASK NUMBER 2
TASK WEIGHT 40 %
DATE OF NOTIFICATION 30th March, 2020
DUE DATE Term 2 Week 10 – 3rd July, 2020
OUTCOMES ASSESSED
EE12-1 A student demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies EE12-2 A student analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning from different purposes, audiences and contexts EE12-3 A student independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine responses to and composition of sophisticated texts EE12-4 A student critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts
TASK DESCRIPTION
Students to compose a 1000 – 1200 word response to the following: “While reimagined worlds are quite deliberately fables rather than social realism, the truths they tell, through their insights into humanity, are permanent.” Evaluate this statement in relation to the different realities represented in the texts you have studied. In your response, you must refer to If On A Winter’s Night A Traveller, ONE text of your own choosing and one of the other set text – either “The Left Hand of Darkness” OR Gulliver’s Travels. Your response should examine the key ideas of the elective “Reimagined Worlds” and examine how the texts selected use the reimagined world to deliver the purpose.
TASK INSTRUCTIONS
Students are to write a 1000 – 1200 word critical response that addresses the statement and demonstrates understanding of the elective. The response must refer to two of the set texts, one of which must be If On A Winter’s Night A Traveller. Students can then choose either one of the other set texts – The Left Hand Of Darkness or Gulliver’s Travels BUT NOT BOTH. The response must also have one text of the student’s own choosing.
SUBMISSION INSTRUCTIONS
The response must be emailed to [email protected] by 4pm, Friday 3rd July 2020. It is the responsibility of the student to ensure the email has been sent.
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HSC EXTENSION 1 ENGLISH
Marking Criteria: Criteria Marks
• Demonstrates a sophisticated evaluation of the given statement in relation to the different
realties represented in the texts studied.
• Demonstrates sophisticated ability to compose a sustained composition and insightful use
of set texts and own text
• Displays highly developed control of language and form to express complex ideas with
clarity and originality
21- 25
• Demonstrates a substantial evaluation of the given statement in reation to the different
realities in the texts studied
• Demonstrates substantial ability to compose a sustained composition and skilful use of
prescribed and own texts
• Displays effective control of language and form to express complex ideas with clarity
16 - 20
• Demonstrates a sound ability to analyse the given statement in relation to the different
realities represented in the texts studied
• Demonstrates sound ability to compose a coherent composition and appropriate use of
prescribed and own texts
• Displays effective control of language and form to express some complex ideas
11 - 15
• Demonstrates some analysis of the given statement in relation to the different realities
presented in the texts studied
• Writes a composition with some support from the prescribed and own texts
• Displays some control of language and form
6 - 10
• Demonstrates minimal engagement with the question
• Attempts to write a composition with minimal use of the texts
• Displays variable control of language and form
1 -5
Teacher feedback
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 14
English - Standard (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Texts and Human
Experiences
Language, Identity and Culture and
Craft of Writing (10%)
Close Study of Literature and Craft of
Writing (10%)
Craft of Writing (5%), Texts and
Human Experiences, Close Study, Language,
identity and Culture
Multimodal Presentation
Analytical response
with Reflection
Writing Portfolio
and reflection
Formal Exam (Trial HSC)
Term 4 Week 10
Term 2 Week 1
Term 3 Week 2
Term 3 Week 5-6
EN12-1 EN12-2 EN12-6 EN12-7 EN12-8
EN12-1 EN12-5 EN12-7 EN12-9
EN12-1 EN12-3 EN12-4 EN12-5
EN12-1 to EN12-9
Knowledge and understanding of course content
10 10 20 10 50
Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes
10 10 10 20 50
Total 20 20 30 30 100
HSC Outcomes – A student:
EN12-1 Independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure
EN12-2 Uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies
EN12-3 Analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and context and explains effects of meaning
EN12-4 Adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts
EN12-5 Thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments
EN12-6 Investigates and explains the relationships between texts
EN12-7 Explains and evaluates the diverse ways texts can represent personal and public worlds
EN12-8 Explains and assesses cultural assumptions in texts and their effects on meaning
EN12-9 Reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 15
COURSE HSC Standard English
TASK NUMBER 2 – Analytical Response and Reflection
TASK WEIGHT 20%
DATE OF NOTIFICATION Week 7, Term 1, Wednesday 11th March, 2020
DUE DATE Week 1, Term 2, Friday 1st May, 2020
OUTCOMES ASSESSED
EN12-1 Independently responds to and composes complex texts for understanding, interpretation, critical analysis,
imaginative expression and pleasure
EN12-5 Thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts
that include considered and detailed information, ideas and arguments
EN12-7 Explains and evaluates the diverse ways texts can represent personal and public worlds
EN12-9 Reflects on, assesses and monitors own learning and refines individual and collaborative processes as an
independent learner
TASK DESCRIPTION
Part One:
Analytical Response 800 – 1000 words
Rob Sitch’s The Castle relies on dialogue to create understanding about identity and culture.
To what extent is this an accurate reflection of your study of Language, Identity and Culture?
Part Two:
(a) Discursive 600 – 800 words
Students are to write a Discursive text in the form of a letter, to the director, Rob Sitch. The letter is to examine
how the student has developed a greater understanding of Language, Identity and Culture. Students are to refer to
the Module taught and their development of understanding.
(b) Reflection 500 words
Students are to write a reflection about their letter and how they have used their understanding of the Module C set
text, “Dear Mrs Dunkley” and the way they have used this knowledge to develop their understanding.
TASK INSTRUCTIONS
• No written feedback will be given on drafts submitted after 3:20pm on Wednesday 8th April, 2020.
SUBMISSION INSTRUCTIONS
• Students are to complete both parts of the Assessment Task and submit the response to
[email protected] and [email protected] by 4pm on Friday 1st May, 2020.
• It will be the responsibility of the student to ensure that the email has been sent correctly.
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HSC STANDARD ENGLISH
Marking Criteria: Part One: Analytical Response
Marking Criteria Mark
• Evaluates effectively the extent to which the statement accurately reflects the prescribed text
• Presents an effective response using relevant, detailed textual knowledge
• Organises, develops and expresses ideas effectively using language appropriate to audience, purpose and
form
17 – 20
• Evaluates competently the extent to which the statement accurately reflects the prescribed text
• Presents a competent response using relevant textual knowledge
• Organises, develops and expresses ideas competently using language appropriate to audience, purpose
and form
13 – 16
• Explains the extent to which the statement accurately reflects the prescribed text
• Presents a response using some textual knowledge
• Organises and expresses ideas adequately using language appropriate to audience, purpose and form
9 – 12
• Describes aspects of the text with some reference to the statement
• Presents a response using limited textual knowledge
• Attempts to organise a response in a limited way
5 – 8
• Attempts to describe aspects of the text
• Attempts to organise a response in an elementary way 1 – 4
Marking Criteria: Part Two: Discursive
Marking Criteria Mark
• Effectively composes a discursive text that explores student’s development of understanding of
Language, Identity and Culture through the film, “The Castle.”
• Effectively crafts a range of language devices or stylistic features to create an engaging piece of writing
• Demonstrates effective control of language and structure appropriate to audience, purpose, context and
selected form
10 – 12
• Competently composes a discursive text that explores student’s development of understanding of
Language, Identity and Culture through the film, “The Castle.”
• Competently crafts a range of language devices or stylistic features to create an engaging piece of writing
• Demonstrates competent control of language and structure appropriate to audience, purpose, context and
selected form
7 – 9
• Composes a piece of writing that explores some aspect of understanding of Language, Identity and
Culture using some aspects of the film, “The Castle,”
• Uses some language devices or stylistic features to create a piece of writing.
• Demonstrates some control of language and structure appropriate to audience, purpose, context and
selected form
4 – 6
• Attempts to compose a piece of writing that has some relevance to the question.
• Demonstrates limited control of language
1 – 3
Marking Criteria: Part Two: Reflection
Marking Criteria Mark
• Explains in a detailed and relevant manner how the study of the craft of writing has enabled the creation
of a piece of discursive writing
• Explains in a detailed and relevant manner how language has been used to create an engaging response in
part (a)
• Demonstrates effective control of language
7 – 8
• Explains how the study of the craft of writing has enabled the creation of a piece of discursive writing
• Explains how language has been used to create an engaging response in part (a)
• Demonstrates competent control of language
5 – 6
• Describes some aspects of the craft of writing
• Makes some reference to the piece of writing in part (a)
• Demonstrates some control of language
3 – 4
• Provides some relevant information about the piece of writing in part (a) and/or their study of the craft of
writing 1 – 2
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 17
English - Studies (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Texts and Human
Experiences
Digital Worlds: English and the
Web
Texts and Human
Experiences, Digital Worlds
and Playing the Game
All Modules
Multimodal Presentation
Visual Representation and Oral Task
Collection of classwork
Formal Exam (Trial HSC)
Term 4 Week 10
Term 2 Week 3
Term 3 Week 2
Term 3 Week 5-6
ES12-2 ES12-3 ES12-6 ES12-9
ES12-10
ES12-1 ES12-3 ES12-5 ES12-6 ES12-7 ES12-9
ES12-10
ES12-1 ES12-2
ES12-4 ES12-6 ES12-10
ES12-1 to ES12-10
Knowledge and understanding of course content
15 10 15 10 50
Skills in comprehending texts, communicating ideas and using language accurately, appropriately and effectively
10 15 15 10 50
Total 25 25 30 20 100
HSC Outcomes – A student:
ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes
ES12-2 identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual, multimodal and digital texts that have been composed for different purposes and contexts
ES12-3 accesses, comprehends and uses information to communicate in a variety of ways
ES12-4 composes proficient texts in different forms
ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey meaning to different audiences
ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes
ES12-7 represents own ideas in critical, interpretive and imaginative texts
ES12-8 understands and explains the relationships between texts
ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways in which texts may influence, engage and persuade different audiences
ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 18
COURSE Year 12 English Studies
TASK NUMBER 2. Visual Representation and Oral Task – English and the Web
TASK WEIGHT 25%
DATE OF NOTIFICATION Term 1, Week 9 - Monday 30th March, 2020
DUE DATE Term 2, Week 3 – Friday 15th May, 2020.
OUTCOMES ASSESSED
ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES12-3 accesses, comprehends and uses information to communicate in a variety of ways ES12-5 develops knowledge, understanding and appreciation of how language is used, identifying and explaining specific language forms and features in texts that convey meaning to different audiences ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-7 represents own ideas in critical, interpretive and imaginative texts ES12-9 identifies and explores ideas, values, points of view and attitudes expressed in texts, and explains ways in which texts may influence, engage and persuade different audiences ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner
TASK DESCRIPTION
You have been asked to present a five-minute video (audio/visual) to student in Years 11 and 12 that delivers information about the best use of technology and highlights the importance of responsible digital citizenship. In your presentation you should address the following:
• Why do we use digital technology?
• What types of digital technology exist?
• What is our responsibility as citizens of the digital world?
• How do we trust information online?
• What is instant gratification and how much of a problem is it for people today?
• How do we effectively network online?
• Social media: explain the positives and negatives.
• How can users best protect themselves online?
You must create, record and present an audio-visual representation that covers all of these questions. Keep your audience in mind, therefore your presentation must be well-researched, interesting and professional.
TASK INSTRUCTIONS
To successfully complete the task, students will:
• Record and submit a five-minute audio/visual presentation – the audio and visual must play together and be submitted as one file to Google Classroom
• Submit a transcript of any speech/audio used in their presentation
• Use various sources (studied in class and own research) to back up points made
SUBMISSION INSTRUCTIONS
Students are to upload the following onto Google Classroom by 4:00pm on Friday May 15th:
• A transcript of their speech
• A presentation (audio and visual) The student is responsible for ensuring the presentation is uploaded to Google Classroom.
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HSC ENGLISH STUDIES
Marking Criteria
Marking Criteria Mark
• Presents an effective, informative and skilful oral and written response that critically examines issues relating to the digital world
• Creates a highly engaging visual representation using language (written and visual) consistent with audience, form and purpose
• Demonstrates coherent organisation, effective control of language and clarity of voice suitable for a presentation in the given context.
17 – 20
• Presents an informative and well-developed oral and written response that examines issues relating to the digital world
• Creates an engaging visual representation using language (written and visual) consistent with audience, form and purpose
• Demonstrates good organisation, effective control of language and clarity of voice suitable for a presentation in the given context.
13 - 16
• Presents a sound oral and written explanation of issues relating to the digital world
• Creates a sound visual representation using language (written and visual) consistent with audience, form and purpose
• Demonstrates sound organisation, control of language and clarity of voice suitable for a presentation in the given context.
9 - 12
• Presents a limited oral and written description of issues relating to the digital world
• Creates a limited visual representation using language (written and visual) consistent with audience, form and purpose
• Demonstrates limited organisation, control of language and clarity of voice suitable for a presentation in the given context.
5 – 8
• Does not present to required minimum time
• Creates an elementary visual representation
• Demonstrates poor organisation, control of language and clarity of voice suitable for a presentation in the given context
1 - 4
• Incomplete or non-serious attempt 0
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 20
COURSE Year 12 English Studies
TASK NUMBER 3 – Collection of classwork
TASK WEIGHT 30%
DATE OF NOTIFICATION Term 1, Week 9 - Monday 31th March, 2020
DUE DATE Term 3, Week 2 – Friday 31st July 2020.
OUTCOMES ASSESSED
ES12-1 comprehends and responds analytically and imaginatively to a range of texts, including short and extended texts, literary texts and texts from academic, community, workplace and social contexts for a variety of purposes ES12-2 A student identifies, uses and assesses strategies to comprehend increasingly complex and sustained written, spoken, visual, multimodal, and digital texts that have been composed for different purposes and contexts ES12-4 composes proficient texts in different forms ES12-6 uses appropriate strategies to compose texts for different modes, media, audiences, contexts and purposes ES12-10 monitors and reflects on own learning and adjusts individual and collaborative processes to develop as a more independent learner
TASK DESCRIPTION
Portfolio of Work
Students will be required to publish and submit three major pieces of work that reflect the main components
of the Modules taught during the Year 12 English Studies course. The work is to be accompanied by a
reflection.
Students are required to hand in the original piece of work, along with the improved and polished version. There must be clear evidence that the task has been significantly improved. Students must apply the written feedback and publish the task.
Tasks to re-submit include:
• Texts and Human Experiences – Student to choose One Analytical task from the study of Kenneth Slessor’s poetry booklet or the essay.
• English and the Web – Interview report about life before the internet and an information report – minimum of five questions for the interview task required.
• Playing the Game – Persuasive speech from the perspective of a coach motivating a team. Minimum of 500 words.
Reflection:
350 words - Students are to write a reflection about what they have learned in English Studies and how the course has provided insight into the “real” world. Students are to consider what they found challenging and what they enjoyed about the course. Students are to also reflect on how their communication skills have developed.
TASK INSTRUCTIONS
To successfully complete the task, students will:
• Select three sustained pieces of writing and publish these to ensure they communicate effectively to their intended audience. Students must also submit a reflection about what they have learned throughout the course by addressing the dot points in the Task Description
SUBMISSION INSTRUCTIONS
Students are to email the Portfolio to [email protected] by 4pm on Friday 31st July.
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HSC ENGLISH STUDIES
Marking Criteria
Marking Criteria Mark
• Communicates in a skilful manner in a range of text forms, encompassing analytical,
informative, persuasive and creative texts, submitting three drafts and three published
pieces of work
• Skilfully applies feedback to publish sophisticated texts to a high standard
• Composes highly engaging texts using language appropriate to audience, purpose and
form
17 – 20
• Communicates in an effective manner in a range of text forms, encompassing analytical,
informative, persuasive and creative texts, submitting three drafts and three published
pieces of work
• Applies feedback to publish texts to publish texts to an effective standard.
• Composes effective texts using language appropriate to audience, purpose and form
13 - 16
• Communicates in a sound manner in a range of texts, encompassing analytical,
informative, persuasive and creative texts.
• Applies feedback to publish texts to a sound standard.
• Composes texts using adequate language appropriate to audience, purpose and form
9 -12
• Attempts to communicate in a range of texts, which may include analytical, informative,
persuasive and/or creative texts
• Attempts to apply feedback to at least two texts
• Composes texts using some understanding of language appropriate to audience, purpose
and form.
5 - 8
• Demonstrates limited communication skills in written texts
• Limited choice of language
1 -4
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 22
HSIE - Ancient History (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Core - Cities of Vesuvius
Ancient Societies - Fall of the
Roman Republic 78
– 31BC
Personalities in their times - Julius Caesar
All Topics
Source based
research
Historical Analysis -
Essay
Research - Annotated Timeline
Formal Exam (Trial HSC)
Term 4 Week 9
Term 2 Week 1
Term 2 Week 8
Term 3 Week 5-6
AH12-6 AH12-7 AH12-8
AH12-1 AH12-4 AH12-6 AH12-7 AH12-9
AH12-1 AH12-3 AH12-5
All outcomes
Knowledge and understanding of course content
5 10 10 15 40
Historical skills in the analysis and evaluation of sources and interpretations
5 5 5 5 20
Historical inquiry and research 10 5 5 20
Communication of historical understanding in appropriate forms
5 5 10 20
Total 25 25 20 30 100
HSC Outcomes – A student:
AH12-1 accounts for the nature of continuity and change in the ancient world
AH12-2 proposes arguments about the varying causes and effects of events and developments
AH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past
AH12-4 analyses the different perspectives of individuals and groups in their historical context
AH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the ancient world
AH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument
AH12-7 discusses and evaluates differing interpretations and representations of the past
AH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources
AH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms
AH12-10 analyses issues relating to the ownership, custodianship and conservation of the ancient past
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 23
COURSE Ancient History Year 12
TASK NUMBER 2: Fall of the Roman Republic
TASK WEIGHT 25 %
DATE OF NOTIFICATION Monday 30th March, 2020
DUE DATE This task was originally due in Term 1. NEW DUE DATE: 28th April, 2020. (Term 2, Week 1)
OUTCOMES ASSESSED
AH12.1 accounts for the nature of continuity and change in the ancient world AH12.7 discusses and evaluates differing interpretations and representations of the past AH12.4 analyses the different perspectives of individuals and groups in their historical context AH12.9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms AH12.6 analyses and interprets different types of sources for evidence to support an historical account or argument
TASK DESCRIPTION
Historical analysis essay – Fall of the Roman Republic
TASK INSTRUCTIONS
You are to research and prepare a 1200-1500 word historical analysis in the form of an essay which addresses the following question:
“Explain the reasons for the fall of the Roman Republic”. In your answer refer to sources, including the following:
Source 1 Plutarch “Then by means of Trebonius, a tribune, they introduced laws which, according to the agreement , continued Caesar’s provinces for a second term of five years, gave Crassus Syria and the expedition against the Parthians, and to Pompey himself the whole of Africa, both Spains, and four legions;…”
Source 2 Cicero in a letter to Lentulus Spinther in 54BC, writing about Pompey. “I had rejoiced in his success, and as Praetor and Consul came forward to promote it. On his side he had individually helped me with his influence and voice in the Senate”
SUBMISSION INSTRUCTIONS
This will be submitted to Mr Rees via email or hard copy to the school no later than 4pm on the due date. Email: [email protected]
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 24
HSC ANCIENT HISTORY
Marking Criteria
CRITERIA MARKS • Provides accurate and detailed information about the evidence and what it reveals in
relation to the question
• Integrates evidence from the source provided and other sources
• Provides a well-structured response
• Uses historical terms and concepts appropriately
21 - 25
• Provides relevant information about the evidence and what it reveals in relation to the question
• Uses evidence from the source provided and other sources
• Provides a structured response
• Uses historical terms and concepts appropriately
15 - 20
• Provides some information about the evidence and/or what it reveals in relation to the question
• Refers to the source provided and may make some reference to other sources
• Provides a response using some historical terms and concepts appropriately
10 -14
• Provides limited information relevant to the question
• May refer to the source provided
• Limited use of historical terms and concepts
5 - 9
• Makes general statements in relation to the question
• May use historical terms and concepts 1 -4
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HSIE - Business Studies (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Operations Marketing Human
Resources All Topics
Research Task
Extended Response
Case Study Formal Exam
(Trial HSC)
Term 4 Week 9
Term 2 Week 2
Term 2 Week 10
Term 3 Week 5-6
H1, H2, H4, H5, H9
H3, H5, H7, H9
H5, H7, H8, H9
H1 to H10
Knowledge and understanding of course content
5 10 10 15 40
Stimulus based skills 5 10 5 20
Inquiry and research 10 10 20
Communication of business information, ideas and issues in appropriate forms
5 5 10 20
Total 15 30 25 30 100
HSC outcomes – The 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
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 26
COURSE Year 12 Business Studies
TASK NUMBER 2
TASK WEIGHT 30%
DATE OF NOTIFICATION Monday 30th March 2020
DUE DATE This task was originally due in Term 1. NEW DUE DATE: Wednesday 6th May, 2020. (Term 2, Week 2)
OUTCOMES ASSESSED
H3 – discusses the social and ethical responsibilities of management H5 – explains management strategies and their impact on businesses
H7 – plans and conducts investigations into contemporary business issues
H9 - communicates business information, issues and concepts in appropriate formats
TASK DESCRIPTION
You are required to complete the following extended response question at home. (This task is now to be done as a research based question, NOT and exam question)
Referring to the stimulus and at least 2 other business, explain how an understanding of the influences on marketing contribute to business success. In your answer you will be assessed on how well you: ■ demonstrate knowledge and understanding relevant to the question ■ apply relevant business case studies and contemporary business issues and uses the stimulus provided ■ communicate using relevant business terminology and concepts ■ present a sustained, logical and cohesive response “The expected length of response will be around six pages of an examination writing booklet (approximately 800 words)” Board of Studies, Assessment and Reporting in Business Studies Stage 6.
TASK INSTRUCTIONS
• You will answer the extended response question above
SUBMISSION INSTRUCTIONS
This will be submitted to Mrs Neilson via email or hard copy to the school no later than 4pm on the due date. Email: [email protected]
Jerseys-R-Us is a manufacturer of football jerseys that supplies to a range of schools and sports teams.
Management is concerned about negative comments in the media about some legal and ethical
aspects of its marketing.
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HSC BUSINESS STUDIES Marking Criteria
Criteria Marks
• Clearly explains how an understanding of the influences on marketing contribute to business success. • Applies relevant case studies and contemporary business issues and uses the stimulus provided • Presents a sustained, logical and cohesive response and communicates clearly using relevant business terminology and concepts
17–20
• Explains how an understanding of the influences on marketing contribute to business success. • Uses relevant case studies and contemporary business issues and uses the stimulus provided • Presents a logical and cohesive response using relevant business terminology and concepts
13–16
• Provides characteristics and features of marketing influences. • Makes reference to case study/studies and/or contemporary business issues and/or stimulus provided • Communicates using relevant business terminology and concepts
9–12
• Sketches marketing influences in general terms • May make reference to case study/studies and/or contemporary business issues and/or stimulus provided • Communicates using some business terminology and concepts
5–8
• Makes limited reference to Marketing • May identify a case study/studies • Uses basic business terminology
1-4
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 28
HSIE - Geography (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Ecosystems at Risk
Geographic Skills
Urban Places All topics
Research Extended
Response + Fieldwork
Skills Test
In class Extended
Response + Fieldwork
Formal Exam (Trial HSC)
Term 4 Week 9
Term 2 Week 4
Term 3 Week 1
Term 3 Week 5-6
Fieldwork: Stockton
Sand Dunes (Compulsory)
Term 4, Week 8
Fieldwork: Newcastle
Urban (Compulsory)
Term 2, Week 8
H2, H8, H9, H10, H13
H10, H11, H3, H5, H9, H10, H11, H12, H13
H1, H4, H6, H7, H12, H13
Knowledge and understanding of course content
10 10 10 10 40
Geographical tools and skills 5 5 10 20
Geographical inquiry and research, including fieldwork
10 5 5 20
Communication of geographical information, ideas and issues in appropriate forms
5 5 10 20
Total 25 20 25 30 100
HSC Course Outcomes – The 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
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 29
COURSE Year 12 Geography 2020
TASK NUMBER Assessment Task 2
TASK WEIGHT 20%
DATE OF NOTIFICATION Monday 30th March, 2020
DUE DATE This task was originally due in Term 1. NEW DUE DATE: Tuesday 19th May, 2020. (Term 2, Week 4)
OUTCOMES ASSESSED
• 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
TASK DESCRIPTION
For this task you will undertake an online skills test using a stimulus booklet that is posted to students prior to the task. The task will consist of: 30 x multiple choice 30 Marks 2 x short response 20 Marks Total: 50 Marks The skills to be assessed in the short response:
• Fieldwork methods • Flow diagrams
TASK INSTRUCTIONS
Questions will be based on a stimulus booklet and other stimulus material as well as your own knowledge on the Ecosystems at Risk Unit, geographic skills and fieldwork activities undertaken. You will be required to login to Google Classroom and access the test via Google Forms. A practice test will be available from Week 2, it strongly advised that you access this prior to the test to ensure you understand how to use the platform correctly. (If for some reason you ae unable to do this online, please send Mr Christensen an email to let him know that you will need a hard copy). You are allowed to use in the test:
• Board approved calculator • Ruler • Protractor • String • Coloured pencils • Magnifying glass
SUBMISSION INSTRUCTIONS
This will be submitted to Mr Christensen Google Forms (or hard copy to the school if requested) no later than 4pm on the due date.
Email: [email protected]
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HSIE - Legal Studies (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Human Rights
Crime Contemporary
Issue All topics
ICT submission
Essay Research Formal Exam
(Trial HSC)
Term 4 Week 10
Term 2 Week 2
Term 2 Week 10
Term 3 Week 5-6
H3, H4, H5, H6, H7, H8,
H9, H10
H1, H2, H3, H4, H5, H6,
H7, H9
H3, H4, H5, H6, H7, H8, H9,
H10
H1 to H10
Knowledge and understanding of course content
10 10 10 20 40
Analysis and Evaluation 10 10 20
Inquiry and research 10 10 20
Communication of Legal information, issues and ideas in appropriate forms
10 10 20
Total 20 30 20 30 100
HSC course outcomes – A student:
H1 identifies and applies legal concepts and terminology
H2 describes and explains key features of and the relationship between Australian and international law
H3 analyses the operation of domestic and international legal systems
H4 evaluates the effectiveness of the legal system in addressing issues
H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change
H6 assesses the nature of the interrelationship between the legal system and society
H7 evaluates the effectiveness of the law in achieving justice
H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents
H9 communicates legal information using well-structured and logical arguments
H10 analyses differing perspectives and interpretations of legal information and issues.
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 31
COURSE Legal Studies - HSC
TASK NUMBER TASK 2 – Crime Essay
TASK WEIGHT 30%
DATE OF NOTIFICATION Monday 30th March, 2020
DUE DATE NEW DUE DATE: Friday 8th May, 2020. (Term 2, Week 2)
OUTCOMES ASSESSED
H1 – Identifies and applies legal concepts and terminology H2- describes and explains features of the relationship between Australian and International Law H3 – Analyses the operation and international legal system 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 – assess the nature of the relationship between the legal system and society H7 – evaluates the law in achieving justice H9 – communicates legal information using well- structured and logical argument
TASK DESCRIPTION
Essay to be prepared at home and submitted via email.
TASK INSTRUCTIONS
THE TASK Students are required to write a response of approx. 600 words for each of the following questions:
Question 1
To what extent has criminal law reform been effective in achieving justice?
Question 2
To what extent do criminal processes and institutions address the issues of compliance and non –
compliance?
Question 3
To what extent does the criminal justice system resolve the tensions between the community interests
and the rights of victims and offenders? Include in a discussion on the criminal trial process
Responses will be emailed to Mrs Middlebrook by 4pm on the Due Date.
SUBMISSION INSTRUCTIONS
This will be submitted to Mrs Middlebrook via email or hard copy to the school no later than 4pm on the due date. Email: [email protected]
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 32
HSC LEGAL STUDIES Marking Criteria: Question 1
Criteria Marks
• Demonstrates an extensive understanding of how law reform has been effective for achieving justice
• Makes an informed judgement of the extent to which law reform is necessary to achieve justice
• Integrates relevant examples such as legislation, cases, media, international instruments and documents
• Presents a sustained, logical and cohesive answer to the question using relevant legal terminology and concepts
13-15
• Demonstrates a substantial understanding of how law reform has been effective for achieving justice
• Makes a judgement (explicitly or implicitly) of the extent to which law reform is necessary to achieve justice
• Uses relevant examples such as legislation, cases, media, international instruments and documents
• Presents a logical and cohesive answer to the question using relevant legal terminology and concepts
10-12
• Demonstrates an understanding of how law reform has been effective for achieving justice
• Attempts to make a judgement of the extent to which law reform is necessary to achieve justice
• Makes some reference relevant examples such as legislation, cases, media, international instruments and documents
• Presents a structured answer to the question using relevant legal terminology and concepts
7-9
• Demonstrates limited knowledge of how law reform has been effective for achieving justice
• Makes general statements of how law reform is necessary to achieve justice
• Makes limited reference to examples such as legislation, cases, media, international instruments and documents
• Uses some relevant legal terminology
4-6
• Writes in general terms about crime and law reform
• May include reference to legislation, cases, media, international instruments and documents
• Uses legal terminology
1-3
Marking Criteria: Question 2
Criteria Marks
• Demonstrates an extensive knowledge of criminal processes and institutions
• Makes an informed judgement using criteria about the extent to which criminal processes and institutions address issues of compliance and non-compliance
• Integrates relevant examples such as legislation, cases, media, international instruments and documents
• Presents a sustained, logical and cohesive answer to the question using relevant legal terminology and concepts
13-15
• Demonstrates a substantial understanding knowledge of criminal processes and institutions
• Makes a judgement (explicitly or implicitly) about the extent to which criminal processes and institutions address issues of compliance and non-compliance
• Uses relevant examples such as legislation, cases, media, international instruments and documents
• Presents a logical and cohesive answer to the question using relevant legal terminology and concepts
10-12
• Demonstrates some knowledge of criminal process and institutions
• Attempts to make a judgement of the extent to which criminal processes and institutions address issues of compliance and non-compliance
• Makes some reference relevant examples such as legislation, cases, media, international instruments and documents
• Presents a structured answer to the question using relevant legal terminology and concepts
7-9
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• Demonstrates limited knowledge of criminal processes and institutions
• Makes general statements about compliance and non- compliance
• Makes limited reference to examples such as legislation, cases, media, international instruments and documents
• Uses some relevant legal terminology
4-6
• Writes in general terms about criminal processes and institutions
• May include reference to legislation, cases, media, international instruments and documents
• Uses legal terminology
1-3
Marking Criteria: Question 3
Criteria Marks
• Clearly demonstrates an extensive understanding of the legal issues relevant to the criminal justice process including the criminal trial process
• Makes an informed judgement about the effectiveness in resolving the tensions between community interests and the rights of victims and offenders
• Integrates relevant examples such as legislation, cases, media, international instruments and documents
• Presents a sustained, logical and cohesive answer to the question using relevant legal terminology and concepts
13-15
• Demonstrates a substantial understanding of the legal issues relevant to the criminal justice process including the criminal trial process
• Makes a judgement about the effectiveness in resolving the tensions between community interests and the rights of victims and offenders
• Uses relevant examples such as legislation, cases, media, international instruments and documents
• Presents a logical and cohesive answer to the question using relevant legal terminology and concepts
10-12
• Demonstrates some knowledge of the legal issues relevant to the criminal justice process including the criminal trial process
• Attempts to make a judgement about the effectiveness in resolving the tensions between community interests and the rights of victims and offenders
• Makes some reference relevant examples such as legislation, cases, media, international instruments and documents
• Presents a structured answer to the question using relevant legal terminology and concepts
7-9
• Demonstrates limited knowledge the legal issues relevant to the criminal justice process
• Makes limited reference to examples such as legislation, cases, media, international instruments and documents
• Uses some relevant legal terminology
4-6
• Writes in general terms about the criminal justice process
• May include reference to legislation, cases, media, international instruments and documents
• Uses legal terminology
1-3
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 34
HSIE - Modern History (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Power & Authority in the Modern World 1919-
1946
National Studies – Japan
Peace & Conflict – Conflict in
Europe 1935-1945
All Topics
Source Analysis
Historical Analysis - Essay
Research and Presentation
Formal Exam
(Trial HSC)
Term 4 Week 9
Term 2 Week 2
Term 2 Week 8
Term 3 Week 5-6
MH12-2 MH12-5 MH12-6
MH12-2 MH12-3 MH12-4 MH12-5 MH12-8 MH12-9
MH12-1 MH12-3 MH12-4 MH12-6 MH12-7 MH12-9
MH12-3 MH12-4 MH12-5 MH12-7 MH12-9
Knowledge and understanding of course content
5 5 15 15 40
Historical skills in the analysis and evaluation of sources and interpretations
10 5 5 20
Historical inquiry and research
5 10 5 20
Communication of historical understanding in appropriate forms
10 10 20
Total 20 20 30 30 100
HSC course outcomes – A student:
MH12-1 accounts for the nature of continuity and change in the modern world
MH12-2 proposes arguments about the varying causes and effects of events and developments
MH12-3 evaluates the role of historical features, individuals, groups and ideas in shaping the past
MH12-4 analyses the different perspectives of individuals and groups in their historical context
MH12-5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world
MH12-6 analyses and interprets different types of sources for evidence to support an historical account or argument
MH12-7 discusses and evaluates differing interpretations and representations of the past
MH12-8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources
MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 35
COURSE Stage 6 Modern History (HSC)
TASK NUMBER 2
TASK WEIGHT 20%
DATE OF NOTIFICATION Monday 30th March, 2020
DUE DATE NEW DUE DATE: Monday 4th May, 2020. (Term 2, Week 2)
OUTCOMES ASSESSED
MH12-2 Proposes arguments about the varying causes and effects of events and developments MH12-3 Evaluates the role of historical features, individuals, groups and ideas in shaping the past MH12-4 Analyses the different perspectives of individuals and groups in their historical context MH12-5 Assesses the significance of historical features, people, ideas, movements, events and developments of the modern world MH12-8 Plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources MH12-9 Communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms.
TASK DESCRIPTION
You are to research and prepare a 1200-1500 word historical analysis which addresses the following question: Evaluate the role and significance of individuals, groups and political parties in the decline of democracy and
rise of militarism in Japan during the 1920s and 1930s. You will be assessed on how well you:
• Demonstrate historical knowledge and understanding relevant to the question, making a clear judgement.
• Identify, research and incorporate historical knowledge to support your argument.
• Communicate ideas and information using historical terms and concepts appropriately.
• Present a sustained, logical and cohesive response.
TASK INSTRUCTIONS
This task is to be completed outside of regular face-to-face lessons. You are to submit your historical analysis as a typed word document (hard copy) that follows a formal essay structure, and demonstrates thorough research. Your research must be undertaken from a wide variety of sources to construct an essay of between 1200 and 1500 words. You will need to refer to a range of primary and secondary sources in your historical analysis. You MUST include a bibliography of all relevant sources and a plan of your research. You may submit ONE draft to your teacher for general feedback. (3 things you did well, 3 things to improve)
SUBMISSION INSTRUCTIONS
This will be submitted to Mrs Judd via email no later than 4pm on the due date. Email: [email protected]
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 36
HSC MODERN HISTORY Marking Criteria
Criteria Marks
• Presents a sustained, logical and cohesive response using appropriate historical terms and concepts.
• Presents a comprehensive and reasoned judgement about the role and significance of individuals, groups and political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s
• Demonstrates extensive and accurate historical knowledge and understanding relevant to the question
• Supports the response with relevant evidence and interpretation
• Provides an extensive bibliography
21-25
• Provides detailed, relevant and accurate historical knowledge and uses appropriate historical terms and concepts
• Presents a reasoned judgement about the role and significance of individuals, groups and political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s
• Demonstrates well-developed historical knowledge and understanding relevant to the question
• Supports the response with relevant evidence and/or interpretation
• Provides a thorough bibliography
16-20
• Provides adequate, relevant and accurate historical knowledge incorporating some historical terms and concepts
• Presents a judgement about role and significance of individuals, groups and/or political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s
• Demonstrates sound historical knowledge and understanding
• Supports the response with evidence and/or interpretation
• Provides a sound bibliography
11-15
• Presents a cohesive response using some appropriate historical terms and concepts
• Demonstrates some knowledge and/or understanding of the role and significance of individuals, groups and/or political parties in the decline of democracy and rise of militarism in Japan during the 1920s and 1930s
• May support the response with evidence and/or interpretation
• Provides limited bibliography
6-10
• Communicates using some historical terms and/or concepts
• Attempts to produce a descriptive response which may be of little relevance to the role of individuals, groups and/or political parties in Japan during the 1920s and 1930s
• May be brief and/or disjointed
• No bibliography provided.
1-5
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 37
Maths - Extension 1 (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Proof, Vectors
Statistics, Trigonometric
Functions Calculus
Vectors, Recall of all
topics
Limited Scope Test
Assignment Limited Scope
Test Formal Exam
(Trial HSC)
Term 4 Week 10
Term 2 Week 3
Term 2 Week 10
Term 3 Week 5-6
ME12-1 ME12-2 ME12-6 ME12-7
ME12-3 ME12-5 ME12-6 ME12-7
ME12-1 ME12-4 ME12-6 ME12-7
All
Understanding, fluency and
communication 12 11 12 15 50
Problem solving, reasoning and
justification
12 11 12 15 50
Total 24 22 24 30 100
HSC Outcomes – A student:
ME12-1 applies techniques involving proof or calculus to model and solve problems
ME12-2 applies concepts and techniques involving vectors and projectiles to solve problems
ME12-3 applies advanced concepts and techniques in simplifying expressions involving compound angles and solving trigonometric equations
ME12-4 uses calculus in the solution of applied problems, including differential equations and volumes of solids of revolution
ME12-5 applies appropriate statistical processes to present, analyse and interpret data
ME12-6 chooses and uses appropriate technology to solve problems in a range of contexts
ME12-7 evaluates and justifies conclusions, communicating a position clearly in appropriate mathematical forms
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 38
COURSE Mathematics Extension 1
TASK NUMBER 2
TASK WEIGHT 22%
DATE OF NOTIFICATION 30-3-2020
DUE DATE 13-5-2020
OUTCOMES ASSESSED
ME12-1 applies techniques involving proof or calculus to model and solve problems
ME12-2 applies concepts and techniques involving vectors and projectiles to solve
problems
ME12-3 applies advanced concepts and techniques in simplifying expressions
involving compound angles and solving trigonometric equations
ME12-4 uses calculus in the solution of applied problems, including differential
equations and volumes of solids of revolution
ME12-5 applies appropriate statistical processes to present, analyse and interpret
data
ME12-6 chooses and uses appropriate technology to solve problems in a range of
contexts
ME12-7 evaluates and justifies conclusions, communicating a position clearly in
appropriate mathematical forms
TASK DESCRIPTION
This task was originally due in Term 1, Week 11. It is the same task “Assignment on Statistics and Trigonometic
Functions” but now has a new date of completion.
TASK INSTRUCTIONS
1. Approved calculators may be used
2. Show all necessary working
3. Complete all the questions of the assignment.
SUBMISSION INSTRUCTIONS
A DIGITAL copy (e-mailed to class teacher) or HARD COPY to be handed in by Wednesday 13th May 2020 no later than 4pm.
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 39
Maths - Standard 1 (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Budgeting and Household
Expenses, Scale Drawings,
Investment
Depreciation and Loans, Right Angled Triangles
Simultaneous Equations, Statistical
Investigation Process,
Bivariate Data Analysis,
Networks and Paths
Rates, Recall of all topics
Limited Scope Test
Assignment Limited Scope
Test Formal Exam
(Trial HSC)
Term 4 Week 10
Term 1 Week 8
Term 2 Week 10
Term 3 Week 5-6
MS11-2, MS11-5, MS11-6,
MS11-9, MS11-10, MS1-12-3,
MS1-12-4, MS1-12-5, MS1-12-9,
MS1-12-10
MS1-12-3, MS1-12-4, MS1-12-5,
MS1-12-9, MS1-12-10
MS1-12-1, MS1-12-2, MS1-12-6, MS1-12-7, MS1-
12-8, MS1-12-9, MS1-
12-10
All
Understanding, fluency and
communication 13 8 17 12 50
Problem solving, reasoning and
justification 13 8 17 12 50
Total 26 16 34 24 100
HSC Outcomes – A student:
MS1-12-1 uses algebraic and graphical techniques to evaluate and construct arguments in a range of familiar and unfamiliar contexts
MS1-12-2 analyses representations of data in order to make predictions and draw conclusions
MS1-12-3 interprets the results of measurements and calculations and makes judgements about their reasonableness
MS1-12-4 analyses simple two-dimensional and three-dimensional models to solve practical problems
MS1-12-5 makes informed decisions about financial situations likely to be encountered post-school
MS1-12-6 represents the relationships between changing quantities in algebraic and graphical forms
MS1-12-7 solves problems requiring statistical processes
MS1-12-8 applies network techniques to solve network problems
MS1-12-9 chooses and uses appropriate technology effectively and recognises appropriate times for such use
MS1-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 40
Maths – Standard 2 (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Budgeting and Household Expenses, Rates and
Ratio, Introduction of
Networks
Non-Right-Angled
Trigonometry, Investments, Depreciation and Loans,
Simultaneous Linear
Equations, Critical Path
Analysis, Annuities, Non-Linear
Relationships
The Normal Distribution,
Bivariate Data Analysis, Recall
of all topics
Limited Scope Test
Assignment Limited Scope
Test Formal Exam
(Trial HSC)
Term 4 Week 10
Term 2 Week 1
Term 2 Week 10
Term 3 Week 5-6
MS11-2 MS11-5 MS11-6 MS11-9
MS11-10 MS2-12-3 MS2-12-4 MS2-12-8 MS2-12-9
MS2-12-10
MS2-12-3 MS2-12-4 MS2-12-5 MS2-12-9
MS2-12-10
MS2-12-1 MS2-12-2 MS2-12-5 MS2-12-6 MS2-12-7 MS2-12-9
MS2-12-10
All
Understanding, fluency and communication
13 8 16 13 50
Problem solving, reasoning and justification
12 8 17 13 50
Total 25 16 33 26 100
HSC Outcomes – A student:
MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts
MS2-12-2 analyses representations of data in order to make inferences, predictions and draw conclusions
MS2-12-3
interprets the results of measurements and calculations and makes judgements about their reasonableness, including the degree of accuracy and the conversion of units where appropriate
MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical problems
MS2-12-5 makes informed decisions about financial situations, including annuities and loan repayments
MS2-12-6 solves problems by representing the relationships between changing quantities in algebraic and graphical forms
MS2-12-7 solves problems requiring statistical processes, including the use of the normal distribution and the correlation of bivariate data
MS2-12-8 solves problems using networks to model decision-making in practical problems
MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use
MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 41
COURSE Mathematics Standard 2
TASK NUMBER 2
TASK WEIGHT 16%
DATE OF NOTIFICATION 30.3.2020
DUE DATE 29.4.2020
OUTCOMES ASSESSED
MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and
construct arguments in a range of familiar and unfamiliar contexts
MS2-12-2 analyses representations of data in order to make inferences, predictions and draw
conclusions
MS2-12-3 interprets the results of measurements and calculations and makes judgements
about their reasonableness, including the degree of accuracy and the conversion
of units where appropriate
MS2-12-4 analyses two-dimensional and three-dimensional models to solve practical
problems
MS2-12-5 makes informed decisions about financial situations, including annuities and loan
repayments
MS2-12-6 solves problems by representing the relationships between changing quantities in
algebraic and graphical forms
MS2-12-7 solves problems requiring statistical processes, including the use of the normal
distribution and the correlation of bivariate data
MS2-12-8 solves problems using networks to model decision-making in practical problems MS2-12-9 chooses and uses appropriate technology effectively in a range of contexts, and
applies critical thinking to recognise appropriate times and methods for such use
MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions,
communicating a position clearly to others and justifying a response
TASK DESCRIPTION
This task was originally due in Term 1, Week 11. It is the same task “Assignment on Financial Mathematics and
Non-right-angled Trigonometry” but now has a new date of completion
TASK INSTRUCTIONS
1. Approved calculators may be used
2. Show all necessary working
3. Complete the assignment as per instruction on the task.
SUBMISSION INSTRUCTIONS
A DIGITAL copy (e-mailed to class teacher) or HARD COPY to be handed in by Wednesday 29th April 2020 no later than 4pm.
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 42
Mathematics - Advanced (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Financial Mathematics,
Functions/ Trigonometric
Functions, Calculus
Calculus (Derivatives
and Integration)
Calculus, Financial
Mathematics, Statistical Analysis
Statistical Analysis,
Recall of all topics
Limited Scope Test
Limited Scope Test
Assignment Formal Exam
(Trial HSC)
Term 4 Week 10
Term 2 Week 3
Term 2 Week 10
Term 3 Week 5-6
MA12-1 MA12-2 MA12-3 MA12-4 MA12-5 MA12-6 MA12-7 MA12-9
MA12-10
MA12-1 MA12-3 MA12-5 MA12-6 MA12-7 MA12-9
MA12-10
MA12-2 MA12-3 MA12-4 MA12-6 MA12-7 MA12-8 MA12-9
MA12-10
All
Understanding, fluency and
communication 13 13 12 12 50
Problem solving, reasoning and
justification 13 13 12 12 50
Total 26 26 24 24 100
HSC Outcomes – A student:
MA12-1 uses detailed algebraic and graphical techniques to critically construct, model and evaluate arguments in a range of familiar and unfamiliar contexts
MA12-2 models and solves problems and makes informed decisions about financial situations using mathematical reasoning and techniques
MA12-3 applies calculus techniques to model and solve problems
MA12-4 applies the concepts and techniques of arithmetic and geometric sequences and series in the solution of problems
MA12-5 applies the concepts and techniques of periodic functions in the solution of problems involving trigonometric graphs
MA12-6 applies appropriate differentiation methods to solve problems
MA12-7 applies the concepts and techniques of indefinite and definite integrals in the solution of problems
MA12-8 solves problems using appropriate statistical processes
MA12-9 chooses and uses appropriate technology effectively in a range of contexts, models and applies critical thinking to recognise appropriate times for such use
MA12-10 constructs arguments to prove and justify results and provides reasoning to support conclusions which are appropriate to the context
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 43
COURSE Mathematics Advanced
TASK NUMBER 2
TASK WEIGHT 26%
DATE OF NOTIFICATION 30-3-2020
DUE DATE 14-5-2020
OUTCOMES ASSESSED
MA12-1 uses detailed algebraic and graphical techniques to critically construct,
model and evaluate arguments in a range of familiar and unfamiliar
contexts
MA12-2 models and solves problems and makes informed decisions about financial
situations using mathematical reasoning and techniques
MA12-3 applies calculus techniques to model and solve problems
MA12-4 applies the concepts and techniques of arithmetic and geometric
sequences and series in the solution of problems
MA12-5 applies the concepts and techniques of periodic functions in the solution of
problems involving trigonometric graphs
MA12-6 applies appropriate differentiation methods to solve problems
MA12-7 applies the concepts and techniques of indefinite and definite integrals in
the solution of problems
MA12-8 solves problems using appropriate statistical processes
MA12-9 chooses and uses appropriate technology effectively in a range of contexts,
models and applies critical thinking to recognise appropriate times for such use
MA12-10 constructs arguments to prove and justify results and provides reasoning to
support conclusions which are appropriate to the context
TASK DESCRIPTION
This task was set for Week 11, Term 1 2020. It has now been moved to Thursday 14th May, 2020 (Term 2,
Thursday Week 3) and will still be a limited scope test on Calculus involving Derivatives and Integration.
TASK INSTRUCTIONS
1. Approved calculators may be used
2. Show all necessary working
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 44
PDHPE - CAFS (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
IRP Groups in Context
Parenting & Caring
Trial Exam
Independent Research Project
Research / Portfolio
Scenarios Formal Exam
(Trial HSC)
Term 4 Week 9
Term 2 Week 1
Term 2 Week 9
Term 3 Week 5-6
H4.1 H4.2
H2.2 H2.3 H3.1 H3.3
H1.1 H2.2 H3.2 H3.4
H1.1 to H6.2
Knowledge and understanding of course content
5 10 5 20 40
Skills in critical thinking, research methodology, analysing and communicating
15 15 20 10 60
Total 20 25 25 30 100
HSC Outcomes – 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 sociocultural 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 develops 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
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 45
COURSE Community and Family Studies (HSC)
TASK NUMBER 2: Groups in Context
TASK WEIGHT 25 %
DATE OF NOTIFICATION 31/3/2020 (Term 1, Week 10)
DUE DATE 30/4/2020 (Term 2, Week 1)
OUTCOMES ASSESSED
H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities 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 sociocultural factors that lead to special needs of individuals in groups H3.3 critically analyses the role of policy and community structures in supporting diversity 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 H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments
TASK DESCRIPTION
Students demonstrate understanding of issues relating to Aboriginal and Torres Strait Islander (ATSI) people.
TASK INSTRUCTIONS
Students are to address each of the following part in relation to Aboriginal and Torres Strait Islander (ATSI) people.
1. Examine one government policy/legislation (not covered in class) and evaluate its role in ensuring equity of ATSI people. [5 marks] (1 page)
2. Explore one example of what ATSI people have done (as a group) to try to improve community attitudes (not covered in class), and assess the impact this has had on the wellbeing of the group. [5 marks] (1 page)
3. Outline how one community organisation (not covered in class) advocates for ATSI people and describe the positive influence it can have on community attitudes. [5 marks] (1 page)
SUBMISSION INSTRUCTIONS
Students are to submit the task via email, by 4pm on Thursday the 30th April 2020 (Term 2 Week 1). Tasks should be emailed to: [email protected]
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 46
HSC COMMUNITY AND FAMILY STUDIES Marking Criteria
1. Examine one government policy/legislation (not covered in class) and evaluate its role in ensuring equity of ATSI
people. [5 marks] (1 page)
Mark Description
5 ✓ Outstanding, detailed, clear examination of one government policy or legislation (not covered in class)
✓ Excellent detailed evaluation of the role the policy/legislation has had in ensuring equity of ATSI people
3 – 4 ✓ Fair-Good examination of one government policy or legislation (not covered in class) ✓ Good evaluation of the role the policy/legislation has had in ensuring equity of ATSI
people
1 – 2 ✓ Basic examination of one government policy or legislation (not covered in class) ✓ Basic evaluation of the role the policy/legislation has had in ensuring the equity of
ATSI people
0 ✓ Did not attempt this section OR No relevant/correct information
2. Explore one example of what ATSI people have done (as a group) to try to improve community attitudes (not covered in
class), and assess the impact this has had on the wellbeing of the group. [5 marks] (1 page)
Mark Description
5 ✓ Correct identification and an excellent exploration of one example of what ATSI people have done to try to improve community attitude (not covered in class)
✓ Excellent assessment of the impact this has on wellbeing of the group.
3 – 4 ✓ Correct identification and a fair-good exploration of one example of what ATSI people have done to try to improve community attitude (not covered in class)
✓ Fair-good assessment of the impact this has on wellbeing of the group.
1 – 2 ✓ Identification and some exploration of one example of what ATSI people have done to try to improve community attitude (not covered in class)
✓ Basic assessment of the impact this has on wellbeing of the group.
0 ✓ Did not attempt this section OR No relevant/correct information
3. Outline how one community organisation (not covered in class) advocates for ATSI people and describe the positive
influence it can have on community attitudes. [5 marks] (1 page)
Mark Description
5 ✓ Excellent outline of how one community organisation (not covered in class) advocated for ATSI people
✓ Excellent description of the positive influence it can have on community attitudes
3 – 4 ✓ Fair-good outline of how one community organisation (not covered in class) advocated for ATSI people
✓ Fair-good description of the positive influence it can have on community attitudes
1 – 2 ✓ An outline of how one community organisation (not covered in class) advocated for ATSI people
✓ Basic description of the positive influence it can have on community attitudes
0 ✓ Did not attempt this section OR No relevant/correct information
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 47
PDHPE - PDHPE (HSC) Assessment Schedule – 2019/ 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Health Priorities
in Australia
Factors Affectin
g Performance
Health of Young People
All Topics
Research & Analysis Evaluation Report
Formal Exam
(Trial HSC)
Term 4 Week 8
Term 1 Week 6
Term 2 Week 7
Term 3 Week 5-6
H1, H2, H3, H4, H14, H15, H16
H7, H8, H16, H17
H2, H15 All
Knowledge and understanding of course content
10 10 5 15 40
Skills in critical thinking, research, analysis and communicating 20 15 15 10 60
Total 30 25 20 25 100
HSC Course Outcomes – 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
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 48
Please note: highlighted outcomes are applicable to the topics we study HSC Outcomes - 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
PDHPE - SLR 2-unit (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Aquatics
Social Perspective of
Games & Sport
Resistance Training
Games & Sports
Application II
In class practical, Bronze module
Research
Program Design
Video Analysis
Term 4 Weeks 1- 9
Term 1 Week 6
Term 2 Week 5
Term 3 Week 2
1.3, 3.1, 3.6, 4.4, 4.5
1.4, 2.4, 3.7, 4.5
2.1, 2.2, 2.5, 3.2
1.1, 1.3, 3.1, 4.1
Knowledge and understanding 10 15 15 10 50
Skills 15 10 10 15 50
Total 25 25 25 25 100
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 49
Science - Biology (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Heredity Genetic Change Infectious
Disease All Modules
Modelling task Depth study Practical task Formal Exam
(Trial HSC)
Term 4 Week 8
Term 2 Week 1
Term 2 Week 7
Term 3 Week 5-6
BIO 12-3 BIO 12-4 BIO 12-6 BIO 12-7
BIO 12-12
BIO 12-1 BIO 12-2 BIO 12-3 BIO 12-4 BIO 12-5 BIO 12-6 BIO 12-7
BIO 12-13
BIO 12-1 BIO 12-2 BIO 12-3 BIO 12-4 BIO 12-5 BIO 12-7
BIO 12-14
BIO 12-1 BIO 12-2 BIO 12-3 BIO 12-4 BIO 12-5 BIO 12-6 BIO 12-7
BIO 12-12 BIO 12-13 BIO 12-14 BIO 12-15
Skills in Working Scientifically
15 20 15 10 60
Knowledge and understanding of course content
5 10 5 20 40
Total 20 30 20 30 100
HSC Outcomes – A student:
BIO12-1 develops and evaluates questions and hypotheses for scientific investigation
BIO12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
BIO12-3 conducts investigations to collect valid and reliable primary and secondary data and information
BIO 12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
BIO12-5 analyses and evaluates primary and secondary data and information
BIO12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
BIO12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
BIO12-12 explains the structures of DNA and analyses the mechanisms of inheritance and how processes of reproduction ensure continuity of species
BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change
BIO12-14 analyses infectious disease in terms of cause, transmission, management and the organism’s response, including the human immune system
BIO12-15 explains non-infectious disease and disorders and a range of technologies and methods used to assist, control, prevent and treat non-infectious disease
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 50
COURSE H.S.C. Biology
TASK NUMBER 2
TASK WEIGHT 30%
DATE OF NOTIFICATION 30/03/2020
DUE DATE 01/05/2020 (Term 2, Week 1)
OUTCOMES ASSESSED
• BIO12-1 develops and evaluates questions and hypotheses for scientific investigation
• BIO12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
• BIO12-3 conducts investigations to collect valid and reliable primary and secondary data and information
• BIO 12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
• BIO12-5 analyses and evaluates primary and secondary data and information
• BIO12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
• BIO12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
• BIO12-13 explains natural genetic change and the use of genetic technologies to induce genetic change
TASK DESCRIPTION
Students will devise a bioethical question and will design and carry out a secondary source investigation to collect appropriate information to form an opinion about the answer to their question. Students will record their progress in a log book and present information in a podcast. Both the log book and podcast will be submitted for marking. A detailed marking rubric and some suggestions of topics and questions will be provided with this notification.
TASK INSTRUCTIONS
• Choose a biotechnology that interests you to study e.g. cloning.
• Develop a question around the ethical use of this technology e.g. Should humans be allowed to clone themselves for the purpose of organ harvesting?
• Research your chosen topic to make an informed opinion about the societal impacts and the ethics surrounding the topic.
• Complete all planning and data collection in a log book.
• Prepare a podcast about your chosen topic. In your podcast you need to include: o Your bioethical question o An introduction to the topic o An analysis of the societal implications (good and bad) o A statement about your opinion o An explanation of the ethical beliefs that led to your opinion
• Submit your log book, podcast and a complete reference list in APA format, with an evaluation of the resources used.
SUBMISSION INSTRUCTIONS
Final Submission of the completed assessment will be through email by Friday the 1st May at 4:00 pm. The email address to use for submission is: [email protected]
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 51
HSC BIOLOGY Marking Criteria
Criteria Marks
0 1 2 3 4 5
Podcast:
Inquiry
question (BIO
12-1)
Question is not
included or is
not related to a
bioethical issue
Identified
question is from
the provided list
of suggestions
Identified
question is related
to suggested list
of biotechnologies
OR is not a
specific bioethical
issue
Identified
question
identifies an
appropriate
biotechnology
and a relevant
bioethical issue
Podcast:
Introduction
(BIO 12-13)
Explanation of
relevant
biotechnology
and its
applications is
missing or is
incorrect
Describes the
relevant
biotechnology OR
identifies relevant
applications of the
biotechnology
Provides a clear
description of the
relevant
biotechnology
AND identifies
relevant
applications
Provides a clear
and concise
explanation of
how the
relevant
biotechnology
works and any
relevant
applications
Podcast:
Societal
implications
(BIO 12-13)
Societal
implications
not addressed
Outlines the
impact of the
biotechnology on
society including
at least TWO
benefits AND/OR
disadvantages
Outlines the
impact of the
biotechnology on
society including
at least TWO
benefits AND at
least TWO
disadvantages
Analyses
societal
implications of
the
biotechnology
including at
least ONE
benefit AND
ONE
disadvantage
Analyses
societal
implications of
the
biotechnology
including at
least TWO
benefits AND
ONE
disadvantage
OR at least
ONE benefit
AND TWO
disadvantages
Analyses
societal
implications of
the
biotechnology
including at
least TWO
benefits AND
TWO
disadvantages
Podcast:
Opinion (BIO
12-6)
Opinion not
stated
Answer to the
question is clearly
stated with
appropriate
justification
Podcast:
Ethical
considerations
(BIO 12-13)
Ethical
considerations
are missing or
not relevant to
the question
Ethical
considerations
required to answer
the question are
identified (Only
one side of the
argument
included)
Ethical
considerations
required to answer
the question are
discussed (only
one side of the
argument is
included)
Ethical
considerations
required to
answer the
question are
identified (both
sides of the
argument)
Ethical
considerations
required to
answer the
question are
discussed (both
sides of the
argument)
Podcast:
Inclusion of
data (BIO 12-4)
No inclusion of
data
Information/data
is used in some
aspects to support
arguments
Information/data
is well integrated
to support
arguments
Podcast: Use
of appropriate
language (BIO
12-7)
Incorrect
information is
included OR
language is
inappropriate
for the
audience
Podcast is brief
AND/OR difficult
to follow with
little to no
metalanguage
apparent
Uses appropriate
language often for
a specific
audience but
contains some
language that is
difficult to follow
Uses
appropriate
language
proficiently for
a specific
audience
PODCAST TOTAL /21
Reference list:
Format
(BIO 12-3)
Reference list
is missing
There is a
reference list that
contains all
sources of
information used.
There is a
reference list that
contains all
sources of
information used.
There is a
reference list
that contains all
sources of
information
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 52
The sources are
incorrectly
referenced
The sources are
referenced with a
few mistakes and
inconsistencies
used. Sources
are consistently
correctly
referenced with
almost no
mistakes
Reference list:
Evaluation
(BIO 12-5)
Evaluation of
secondary
sources missing
Provides a
comment as to the
validity AND/OR
reliability of the
secondary sources
used OR provides
a weak evaluation
Provides an
evaluation of the
secondary sources
used, but is
missing some
aspects.
Provides a
well-developed
evaluation of
the secondary
sources used,
including
validity and
reliability
REFERENCE LIST TOTAL /6
Log book:
Research
(BIO 12-3)
No evidence of
reading
Evidence of
limited reading in
conducting the
investigation
Evidence of much
wider reading in
conducting the
investigation
Log book:
Choice of
information
(BIO 12-4)
Reliability of
information is
not evident
Evidence that the
chosen
information is
reliable
Evidence that the
information
chosen is relevant
AND reliable
Log book:
Development
of question
(BIO 12-1)
There is no
evidence of
evaluating or
modifying the
question
There is minimal
evidence of how
the bioethical
question has been
evaluated, revised
or modified after
initial research
There is strong
evidence of how
the bioethical
question has been
evaluated, revised
or modified after
initial research
Log book:
Planning (BIO
12-2)
Insufficient
evidence of
planning
Evidence of
appropriate
planning prior to
carrying out
research
Limited evidence
of initial planning
for the
investigation
AND changes to
the investigation
plan throughout
the research
Significant
evidence of
initial planning
for the
investigation
AND changes
to the
investigation
plan throughout
the research
LOG BOOK TOTAL /9
TOTAL /36
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 53
Bioethical Research Ideas for Depth
• Head-transplants were attempted on monkeys in the 1970s. Should medical research
that attempts to conduct head-transplants in humans be allowed?
• Technology exists to sequence entire human genomes relatively quickly. This can
predict a number of traits in an individual. Should babies have their genomes
sequenced at birth?
• Increasing numbers of couples are finding that they have fertility issues. Should tax
money be used by the government to pay for fertility treatments?
• There is the potential to create an artificial uterus in which to grow human embryos.
Should scientific research seek to create an artificial human uterus?
• Vaccines are medical preventions given to individuals to teach their immune system
to fight diseases. Should governments make vaccination compulsory for children?
• CRISPR-Cas9 is a genetic technology that allows specific DNA sequences to be
targeted and modified. Should medical research be conducted to attempt to develop
techniques using CRIPSR-Cas9 to fix genetic diseases in embryos?
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 54
Science - Chemistry (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Module 5 Module 6 Module 7 Module 5,6,7,8
Research Task Practical Task Depth Study Formal Exam
(Trial HSC)
Term 4 Week 8
Term 1 Week 8
Term 2 Week 8
Term 3 Week 5-6
CH12-2 CH12-3 CH12-4 CH12-5 CH12-7
CH12-12
CH12-1 CH12-2 CH12-4 CH12-6 CH12-7
CH12-13
CH12-1 CH12-3 CH12-4 CH12-6 CH12-7
CH12-14
CH12-2 CH12-3 CH12-4 CH12-5 CH12-6 CH12-7
CH12-12 CH12-13 CH12-14 CH12-15
Skills in Working Scientifically
10 20 20 10 60
Knowledge and Understanding
10 5 5 20 40
Total 20 25 25 30 100
HSC Outcomes – A student:
CH12-1 develops and evaluates questions and hypotheses for scientific investigation
CH12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
CH12-3 conducts investigations to collect valid and reliable primary and secondary data and information
CH12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
CH12-5 analyses and evaluates primary and secondary data and information
CH12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
CH12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
CH12-12 explains the characteristics of equilibrium systems, and the factors that affect these systems
CH12-13 describes, explains and quantitatively analyses acids and bases using contemporary models
CH12-14 analyses the structure of, and predicts reactions involving, carbon compounds
CH12-15 describes and evaluates chemical systems used to design and analyse chemical processes
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 55
Science - Physics (HSC) Assessment Schedule – 2019/2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Advanced Mechanics/ Modelling Appliances
Electromagnetism Nature of
Light All topics
Practical Task
Depth Study
Research Task
Formal Exam
(Trial HSC)
Term 4 Week 7
Term 1 Week 7
Term 2 Week 4
Term 3 Week 6
PH12-12 PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-6
PH12-13 PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-5 PH11/12-6 PH11/12-7
PH12-14 PH11/12-2 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7
PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7 PH12-12 PH12-13 PH12-14 PH12-15
Knowledge and Understanding of course content
5 10 5 20 40
Skills in Working Scientifically
20 15 15 10 60
Total 25 25 20 30 100
HSC Outcomes – A student:
PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data and information
PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and information
PH11/12-4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media
PH11/12-5 analyses and evaluates primary and secondary data and information
PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
PH11/12-7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose
PH12-12 describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field, in particular, the projectile motion of particles
PH12-13 explains and analyses the electric and magnetic interactions due to charged particles and currents and evaluates their effect both qualitatively and quantitatively
PH12-14 describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world
PH12-15 explains and analyses the evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and relates these to the development of the current model of the atom
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 56
COURSE HSC Physics
TASK NUMBER 3
TASK WEIGHT 20 %
DATE OF NOTIFICATION 30/03/20
DUE DATE Term 2 Week 4 Friday 22 May
OUTCOMES ASSESSED
PH 12-2 Designs and evaluates investigations in order to obtain primary and secondary data and information
PH 12-4 Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media.
PH 12-5 Analyses and evaluates primary and secondary data and information
PH 12-6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes
PH 12-7 Communicates scientific understanding using suitable language and terminology for a specific audience or purpose
PH 12-14 Describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world.
SUBMISSION INSTRUCTIONS
Final Submission of the completed assessment will be through email by Friday the 22 May at 4:00 pm. The email address to use for submission is: [email protected] The assessment instructions and marking rubric will be sent with more information.
TASK DESCRIPTION
Students will complete a research task within Nature of Light. A support package will be released before Term 2. This will include detailed instructions, scaffold, and marking criteria. You will need to conduct a secondary source evaluation, and produce a report detailing how the model of light has changed from a classical model to a quantum model. Including key researchers and their contributions to these models/theories.
TASK INSTRUCTIONS
The assessment has been modified. This modification is moving the task from Term 2 week 2 to Term 2 Week 4. This was done to ensure adequate teaching and learning time leading up to the student’s assessments.
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 57
TAS – Construction Pathways
Student Competency Assessment Schedule 2019/2020 – version 2
Note: This is correct as at 20/09/19 and is subject to change by the RTO.
Assessment Events for Certificate II in Construction Pathways CPC20211
Event 3 Event 4 Event 5 Half Yearly
Examination*
TBC
Work Placement
* TBC
HSC Trial Examination
Concreting
Basic Levelling
Construction Major
project Holistic
Date: 26/06/20 Week: 9 Term 2
Date: 26/06/20 Week: 9 Term 2
Date: 19/9/20 Week: 9 Term: 3
Date: Week: Term:
Date: Week: Term: 1
Date: Week: Term:
Date: Week: 5-6 Term: 3
Code Unit of Competency
CPCCCM2006A Apply Basic Levelling Procedures
X
CPCCC02013A Carry out concreting to simple forms
X
CPCCCN2005A CPCCCA2003A
Use construction tools and equipment *Any additional units as determined by assessment Erect and dismantle form work for slabs on ground
X
CPCCCM1012A CPCCCM1013A CPCCCM1015A CPCCCM2001A CPCCOHS2001A
Works effectively and sustainably Plan and organize work Carry out measurements and calculations Read and interpret plans and specifications Apply OHS requirements, policies and procedures
CPCCCM1014A Conduct workplace
communication
X
Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Construction Pathways CPC20211 or a Statement of Attainment towards a Certificate II in Construction Pathways CPC20211
The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA/ reporting requirements.
*Selected units only to be confirmed by your teacher.
The assessment components in this course are competency based. This means that students need to demonstrate that they have
gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet
competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. This means a course
mark is not allocated.
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 58
COURSE Construction Pathways
TASK NUMBER 3a- Concrete
TASK WEIGHT N/A
DATE OF NOTIFICATION 31/3/2020 (Originally issued 9/3/2020)
DUE DATE 26/6/2020 (Note postponed from 27/3/2020)
OUTCOMES ASSESSED
CPCCCO2013A- Concreting to simple forms
TASK DESCRIPTION
As per Tamworth RTO Training and Assessment Tool (Previously issued 9/3/2020)
TASK INSTRUCTIONS
Complete theory tasks and practical tasks described in the assessment tool
SUBMISSION INSTRUCTIONS
Theory tasks are to be submitted as per requirements listed in the assessment tool. These are to be submitted on or before the due date. Practical tasks will be assessed as a group activity on a date to be advised by your teacher.
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 59
COURSE Construction Pathways
TASK NUMBER 3b- Formwork for footings and slabs
TASK WEIGHT N/A
DATE OF NOTIFICATION 31/3/2020 (Originally issued 9/3/2020)
DUE DATE 26/6/2020 (Note postponed from 27/3/2020)
(
OUTCOMES ASSESSED
CPCCCO2003A- Erect and dismantle formwork for footings and slabs on ground
TASK DESCRIPTION
As per Tamworth RTO Training and Assessment Tool (Previously issued 9/3/2020)
TASK INSTRUCTIONS
Complete theory tasks and practical tasks described in the assessment tool
SUBMISSION INSTRUCTIONS
Theory tasks are to be submitted as per requirements listed in the assessment tool. These are to be submitted on or before the due date. Practical tasks will be assessed as a group activity on a date to be advised by your teacher.
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 60
TAS - ITT (HSC) Assessment Schedule – 2019 / 2020 – version 2
Component
Task 1 Task 2 Task 3 Task 4 Weighting
Major Project Industry
Study Major Project
All Topics
Project proposal
Report Project &
Folio
Formal Exam
(Trial HSC)
Term 4 Week 7
Term 1 Week 8
Term 2 Week 8
Term 3 Week 5-6
H3.1, H3.2, H4.2, H5.2
H1.1, H5.1, H7.1
H2.1, H3.3, H4.1, H4.2,
H6.2
H1.2, H1.3, H3.1, H4.3, H6.1, H7.1,
H7.2
Knowledge and understanding of course content
15 25 40
Knowledge and skills in the design, management, communication and production of a major project
20 40 60
Total 20 15 40 25 100
HSC Outcomes- 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
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 61
TAS – Metals & Engineering
Student Competency Assessment Schedule 2019/2020 – version 2
Note: This is correct as at 20/09/19 and is subject to change by the RTO.
Assessment Events for Certificate I in Engineering MEM10105
Event 4 Event 5 Event 6 Event 7 Half Yearly
Examination*
TBC
Work Placemen
t * TBC
HSC Trial Examination
* TBC
Technical
Drawing
Work with
others
Manual Productio
n
Quality systems
and procedure
s
Date: 29/11/19 Week: 7 Term 4
Date: 17/2/20 Week: 4 Term 1
Date: 29/6/20 Week:10 Term: 2
Date: 11/9/20 Week:8 Term: 3
Date: Week: Term: 1
Date: Week: Term:
Date: Week: 5-6 Term: 3
Code Unit of Competency
MEM09002B
Interpret technical drawing X
MEM16007A
Work with others in a manufacturing, engineering or related environment
X
MEM03001B
Perform manual production assembly
X
MEM03003B
Perform sheet and plate assembly
X
MEM15024A
Apply quality procedures X
MEM15002A
Apply quality systems X
Depending on the achievement of units of competency, the possible qualification outcome is a Certificate I in Engineering MEM10105 or a Statement of Attainment towards a Certificate I in Engineering MEM10105
The exam events will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA/reporting requirements.
*Selected units only to be confirmed by your teacher.
The assessment components in this course are competency based. This means that students need to demonstrate that they have
gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet
competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. This means a course
mark is not allocated.
Dungog High School Stage 6 Assessment Booklet – HSC 2019/2020 – COVID19 update 1 April 2020 Page | 62
TAS – Primary Industries
Student Competency Assessment Schedule 2019/2020 – version 2
Note: This is correct as at 20/09/19 and is subject to change by the RTO.
Assessment Events for Certificate II in Agriculture AHC20116
Event 1 Event 2 Event 3 Event 4 Event 5 Event Event
Cluster 9 Fencing
Cluster 2 Working in Industry
Cluster 4 Chemicals
Cluster 5 Livestock Cluster
Cluster 8 Feeding and Watering Livestock
Work Placement 2
Trial HSC Examination
Date: 19/12/19 Week:10 Term: 4
Date: 24/06/20 Week:9 Term: 2
Date: 2/7/20 Week:10 Term: 2
Date: 20/8/20 Week:5 Term: 3
Date: 21/9/20 Week:10 Term: 3
Date: Week: Term: TBC
Date: TBC Week:5/6 Term: 3
Cluster Code Unit of Competency
Cluster 9 Fencing
AHCINF202 AHCINF201
Install, maintain and repair farm fencing Carry out basic electric fencing
X
Cluster 2 Working in Industry
AHCWRK204 AHCWRK205
Work effectively in the industry Participate in workplace communications
X
Cluster 4 Chemicals
AHCCHM201 AHCPMG201
Apply chemicals under supervision Treat weeds
X
Cluster 5 Livestock Cluster
AHCLSK202 AHCLSK205 AHCLSK204 AHCLSK206
Care for health and welfare of animals Handle livestock using basic techniques Carry out regular livestock observation Identify and mark livestock
X
Cluster 8 Feeding and Watering Livestock
AHCLSK211 AHCLSK209
Provide feed for livestock Monitor water supplies
X
Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Agriculture (AHC20116) or a Statement of Attainment towards a Certificate II in Agriculture (AHC20116).
The exam event will be confirmed by your teacher as they may be used for the assessment of competencies and /or NESA reporting requirements.
The assessment components in this course are competency based. This means that students need to demonstrate that they
have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as
“not yet competent” or “competent’. In some cases, other descriptive words may be used leading up to “competent”. This means a
course mark is not allocated.
Dungog High School Stage 6 Assessment – HSC 2019/2020 – COVID19 update 31 March 2020 Page | 63
COURSE Certificate II Agriculture Primary Industries
TASK NUMBER Event No. 2
TASK WEIGHT N/A (Competency Based Training and Assessment Tool)
DATE OF NOTIFICATION 31/3/2020
DUE DATE Wednesday 24th June 2020 – (Week 9 Term 2)
OUTCOMES ASSESSED
AHCWRK204 – Work effectively in Industry
ACHWRK205 – Participate in workplace communications
TASK DESCRIPTION
Sixteen Page Training and Assessment Tool Set by the Tamworth RTO.
Task 1 – Work in the Industry
Section 1 – Industry related Questions
Section 2- Word Matching
Section 3 – Time and task management
Section 4 – Workplace behaviours
Task 2 – Workplace Communication
Various Questions
TASK INSTRUCTIONS
Task to be completed in class time.
SUBMISSION INSTRUCTIONS
Important Notes:
1. Please be aware this offer of extension applies for the above task that you may have already submitted.
2. If you have already submitted your task it will be marked and your overall result deemed ‘Competent’ or ‘Not Yet
Competent’ as per normal marking guidelines and procedures.
3. You will be provided with this feedback before the end of Term 1 2020.
4. If you are deemed ‘Not Yet Competent’ your task will be scanned and reissued to you with clear instructions
regarding any deficiencies in your response/s to a question or questions.
5. Any resubmissions can be scanned and emailed back to Mr Lawrence by or prior to the adjusted due date. Email:
6. Alternatively, you may wish to return the task directly to Mr Lawrence on your return to school, if COVID-19
pandemic is over.