hsc course assessment policy - home - … 4 of 44 hsc course assessment policy “students studying...

1

HSC

Assessment Policy

2014 - 2015

of 44

HSC Course Assessment Policy

Contents HSC COURSE ASSESSMENT POLICY ......................................................................................................... 4

1. The Purpose of School Assessment ............................................................................................................ 4

2. Schedule of Tasks ....................................................................................................................................... 4

3. Notification of Tasks .................................................................................................................................. 5

4. Submission of Tasks ................................................................................................................................... 5

5. Task Return................................................................................................................................................. 6

6. VET subjects............................................................................................................................................... 6

7. Satisfactory Completion of HSC Course .................................................................................................... 6

8. Misconduct and Malpractice ...................................................................................................................... 7

9. Unsatisfactory Completion of Set Tasks .................................................................................................... 8

10. Illness/Misadventure ............................................................................................................................... 8

11. Reviews and Appeals .............................................................................................................................. 9

12. Transferring Students .............................................................................................................................. 9

13. Acceleration and Accumulation ............................................................................................................ 10

14. Further Advice ...................................................................................................................................... 10

FREQUENTLY ASKED QUESTIONS .......................................................................................................... 11

Biology HSC ASSESSMENT PROGRAM 2014 - 2015 ................................................................................ 16

Community and Family Studies HSC ASSESSMENT PROGRAM 2014 - 2015 ................................ 17

Computing Applications HSC ASSESSMENT PROGRAM 2014 - 2015 ...................................................... 18

Dance HSC ASSESSMENT PROGRAM 2014 - 2015 ................................................................................... 19

English Standard HSC ASSESSMENT PROGRAM 2014 - 2015 .................................................................. 20

English Studies HSC ASSESSMENT PROGRAM 2014 - 2015 .................................................................... 21

Industrial Technology HSC ASSESSMENT PROGRAM 2014 - 2015 ......................................................... 22

Legal Studies HSC ASSESSMENT PROGRAM 2014 - 2015 ....................................................................... 23

Mathematics HSC ASSESSMENT PROGRAM 2014 - 2015 ........................................................................ 24

Mathematics Extension 1 HSC ASSESSMENT PROGRAM 2014 – 2015 ................................................... 25

Mathematics General 1 HSC ASSESSMENT PROGRAM 2014 - 2015 ....................................................... 26

Mathematics General 2 HSC ASSESSMENT PROGRAM 2014 - 2015 ........................................................ 27

Modern History HSC ASSESSMENT PROGRAM 2014 - 2015 ................................................................... 28

Music 1 HSC ASSESSMENT PROGRAM 2014 – 2015 ............................................................................... 29

PDHPE HSC ASSESSMENT PROGRAM 2014 – 2015 ................................................................................ 30

Photography, Video and Digital Imaging HSC ASSESSMENT PROGRAM 2014 – 2015 ........................... 31

HSC ASSESSMENT PROGRAM 2014-2015 ................................................................................................ 31

Physics HSC ASSESSMENT PROGRAM 2014 - 2015 ................................................................................. 32

Senior Science HSC ASSESSMENT PROGRAM 2014 - 2015 ..................................................................... 33

Sport Lifestyle & Recreation HSC ASSESSMENT PROGRAM 2014 - 2015 .............................................. 34

VET Hospitality HSC ASSESSMENT PROGRAM 2014 .............................................................................. 35

VET Metals & Engineering HSC ASSESSMENT PROGRAM 2014 ............................................................ 36

VET Primary Industries HSC ASSESSMENT PROGRAM 2015 .................................................................. 37

Visual Arts HSC ASSESSMENT PROGRAM 2014 - 2015 ........................................................................... 38

A GLOSSARY OF KEY WORDS .................................................................................................................. 41

2014 - 2015 HSC ASSESSMENT SCHEDULE ............................................................................................. 42

2014 -2015 HSC Personal Asessment Calender…………………………………………….44

Stage 6 Examinations Expectations of Students

of 44

HSC COURSE ASSESSMENT POLICY “Students studying Preliminary and HSC courses must apply themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, regardless of whether or not these tasks contribute to the final assessment mark.” (Board of Studies: HSC Assessment: A Guide to Developing Procedures in Schools. P17) The Board of Studies is responsible for all aspects of the organisation and administration of Preliminary and HSC certification and accreditation.

1. The Purpose of School Assessment The purpose of the School Assessment in reporting for the Higher School Certificate is to provide a summative measure of a student’s achievement based on:

A wider range of syllabus outcomes than may be measured by formal examinations or the external examination, although it must cover all objectives measured by the examination in the HSC course.

Multiple measures and observations made throughout the Higher School Certificate course

rather than at a single, final examination.

The final assessment in a course will measure a student’s achievement relative to other students’ achievement.

The assessment submitted by a school will reflect the knowledge and skills objectives of the

course and related outcomes. Values and attitudes are not assessed.

2. Schedule of Tasks This appears as a table presenting all four terms of HSC study. The Higher School Certificate assessment procedures will commence no earlier than the beginning of Term 4 Year 11 and conclude no later than the Trial Higher School Certificate. This assessment overview for individual subjects will include:

The components and their weightings for each course as specified in the assessment requirements issued by the Board of Studies.

The nature of each assessment task (eg assignment, essay, or test).

An indication of when the various assessment tasks will take place.

The weighting of each task in relation to the total assessment.

The outcomes to be assessed in each task.

Every attempt has been made to ensure no student has more than two assessment tasks in any week. Where the assessment tasks involve students in substantial outside preparation, no more than two tasks will be set for completion on any one day. While every attempt has been made to make the scheduling and nature of tasks as detailed as possible, students should note that the teaching program in each of the courses is flexible and minor changes may need to be made to the scheduling. No assessment tasks can be scheduled in the week before the Half Yearly Examination or the Trial Higher School Certificate Examination. Students will be notified, in writing, of any alterations to the scheduling or nature of assessment tasks, or of any other changes to assessment procedures or policy.

3. Notification of Tasks Students will be informed in writing of the set dates and details of each assessment at least two weeks prior to the task. This notification will include:

The nature of the task (including a rubric); The outcomes being assessed; The weighting of the task; The due date of the task; The marking criteria of the task

When a student returns to school from any absence, it is the student’s responsibility to enquire about any work set during the absence. If this set work includes assessment task information, the student must approach any teachers concerned to ensure that correct information is received and to discuss any necessary re-arrangements to the scheduling of each task.

4. Submission of Tasks Tasks should be submitted to the class teacher, the appropriate Head Teacher or the Front Office. When a task is submitted, the student and teacher are required to sign the Assessment Task Register. Tasks set outside class time must be submitted by 8:38am on the morning of the due date. Electronic submission of tasks where appropriate will be accepted. Tasks must be electronically received by the time set above. Tasks must be emailed using NSW Department of Education and Training email addresses. If you submit a task electronically you must request a delivery and read receipt. This is available through options on the menu bar in your email. You must keep this email as proof of submission. You must email your task to your class teacher and the school. The school email address is [email protected]

mailto:[email protected]

of 44

5. Task Return Marked tasks will be returned to each student within two school weeks of the due date. Each marked task must include a ranking based on the total number of students studying that course. Students will receive meaningful feedback (written and oral) on each task.

6. VET subjects Assessment in VET subjects is based on your demonstrated competency. Assessment is continual and ongoing, and does not have specific assigned dates. All tasks you attempt may be used to assess your competency. The purpose of assessment in this context is to judge competence on the basis of performance. A student’s performance is judged as being either competent or not yet competent against a prescribed standard. The judgement is made on the basis of evidence which can be in a variety of forms. This will mean that for VET courses normal assessment procedures will not always apply. There will be no assessment schedule with weightings given at the beginning of the course. Whilst assessment is ongoing, two weeks written notice will be given for major assessment tasks. 6.1 VET Frameworks Courses (Category B) These courses have an optional HSC Examination in Year 12. If the examination is undertaken it can be counted towards an ATAR. Schools are not required to submit school-based assessment marks for these courses. They are, however, required to provide an estimated examination mark for all students entered for the optional examination. This mark should be an estimate of likely performance in the HSC Examination and should reflect each student’s achievement on a task or tasks similar in nature to the HSC Examinations, such as a Trial HSC examination. It must be submitted at the same time as the school assessment marks for other HSC courses, but will be used only in the case of a successful illness/misadventure appeal.

6.2 VET Non Framework Courses/Content Endorsed Courses

These courses do not have HSC examinations. They do not count towards the ATAR. Assessment may be competency based. In addition, students may be required to do other assessment tasks.

7. Satisfactory Completion of HSC Course

A student will be considered to have satisfactorily completed a course if in the Principal’s view, there is sufficient evidence that the student has:

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

provided in the course by the school; and c) achieved some or all of the course outcomes; and d) completed all assessment tasks. However, if a student fails to seriously attempt

assessment tasks worth 50% or more of the final assessment mark, an “N” determination will be made for that course.

Adequacy of attendance will be determined by the Principal, who must give students early warning of the consequence of inadequate attendance. The Principal may determine that, as a result of inadequate attendance, the course completion criteria have not been met. Where a candidate has failed to satisfactorily study a course, the Principal will:

a) apply an “N” (Non-completion) and advise the Board of Studies accordingly. Courses which are not satisfactorily completed will not be printed on Records of Achievement or Result Notices. This may result in a student being ineligible for the award of a Higher School Certificate.

b) advise the candidate of the submission and the right of appeal.

8. Misconduct and Malpractice The following malpractices or misconduct are not acceptable:

copying someone else's work in part or in whole, and presenting it as one’s own.

using material directly from books, journals, CDs or the internet without reference to the

source.

building on the ideas of another person without reference to the source.

buying, stealing or borrowing another person's work and presenting it as one’s own.

submitting work to which another person such as a parent, coach or subject expert has

contributed substantially.

using words, ideas, designs or the workmanship of others in practical and performance

tasks without appropriate acknowledgement.

paying someone to write or prepare material.

breaching school examination rules.

using non-approved aides during an assessment task.

contriving false explanations to explain work not handed in by the due date.

assisting another student to engage in malpractice.

any other actions whereby the student adversely affects the opportunities for other students

to perform to their potential. The student must comply with the teacher’s instructions in relation to the assessment task. Whenever malpractice during an assessment task by a student is suspected, the incident will be referred to a panel to decide appropriate action. This may result in the student receiving a zero “0” mark for that task.

of 44

9. Unsatisfactory Completion of Set Tasks The Board of Studies expects all students to undertake all assessment tasks set. The minimum requirement for all courses is that the student undertakes tasks which contribute in excess of 50% of available marks.

a) Late submission of tasks The deadline for the submission of tasks set outside class time is 8:38am on the morning of the agreed date. Work submitted late will receive a zero “0”. b) Non submission of tasks Failure to submit an assessment task will result in zero “0” being awarded

c) Non serious/inadequate attempt Tasks completed or submitted in a course that are, in the professional judgement of the teacher, not meeting a basic/elementary level of achievement of course outcomes can be awarded a zero “0” mark. Students who make a non-serious/inadequate attempt will be required to resubmit the task to a standard that meets course outcomes as required by the Board of Studies. However, the zero “0” mark stands.

If a student has been given a zero “0” mark because of failure to make a serious attempt at assessment tasks totalling 50% or more of the final course assessment mark, the Principal must certify that the course has not been studied satisfactorily. When a zero “0” mark has been awarded, the parent will be notified in writing with a Board of Studies Warning Letter and a new due date will be given for the task. If the task is then completed:

a mark of zero “0” remains for assessment purposes.

the award of “Unsatisfactory” is revoked.

If it appears that a student is at risk of not meeting the assessment requirements in a course, the Principal will ensure that the student and the parent or guardian are informed, in writing, of the problem.

10. Illness/Misadventure A student absent, due to illness or misadventure, from a task on the day a task is due must provide a valid explanation to cover the absence. Students must complete an Illness/Misadventure Application Form (available from your teacher, staffrooms or Front Office) within two school days of return to school, to the Head Teacher of the subject. Failure to do this may result in a zero “0” mark being awarded. If illness is offered as a reason it will be necessary, where possible, to provide a Doctor’s Certificate, unless there are extenuating circumstances. A student absent from school on the day an assignment or project is due must:

Make every attempt to hand the task in before the due date; and Make arrangements for some other person to deliver the task to the school by the due date

and time.

A student who completes a task but feels extenuating circumstances exist can apply for consideration of the circumstances at the time of the task. Students must complete an Illness/Misadventure Application Form (available from your teacher, staffrooms or Front Office).

If an illness/misadventure application is successful an extension of time may be granted on the same task or a substitute task may be arranged at a later time. If this is not feasible, an estimate based on previous assessment tasks or other appropriate evidence may be given. The Principal must approve the use of an estimate.

11. Reviews and Appeals Results of individual assessment tasks can only be queried at the time the task is returned to the students. Any student who wishes to appeal against the condition, administration or marking of a task should discuss the concern with the Class Teacher or Head Teacher and then complete an Appeal Form (available from your class teacher, staffrooms or Front Office) which will be referred to a panel. Students will be informed in writing of the results of their appeal. Students can request a review of their final assessment ranking within any course, if they consider that the school’s order of merit for a particular course is not consistent with their expectations on the basis of their performance in the assessment tasks. These appeals need to be submitted by the date specified in The Higher School Certificate Events Timetable. The Board of Studies has stated that the review will not consider the way the marks were awarded. In its assessment review the school must determine whether:

The weightings specified by the assessment policies of each course conform with the Board’s requirements

The procedures used by the school for determining the final assessment mark conform with its stated policy

There are no computational or computer errors in the determination of the assessment mark.

12. Transferring Students The previous school is to provide assessment marks for HSC courses for students who transfer after 30th June in the year of the Higher School Certificate Examination. The marks will be developed from assessment information collected during the students’ period at the school. For the purpose of moderation, these students will be treated as members of the previous school. If a student transfers before 30th June the Head Teacher may either:

a) ask the student to complete the missed tasks or substitute tasks OR b) use an estimate before the final mark is prepared, based on results in other assessment

tasks. Estimates should only be used after discussing individual cases with the Principal or Deputy Principal.

of 44

13. Acceleration and Accumulation Students may undertake an HSC course in advance of their usual cohort or in less than the Board’s stated indicative times. Accelerants should complete all assessment tasks, or their equivalent, that are undertaken by students completing requirements in the normal time frame. However, there may need to be flexibility in the order and timing of assessment tasks. Therefore, programs of work may have to be specifically tailored to the accelerant's needs.

Students may accumulate HSC courses towards the Higher School Certificate over a period of up to five years. Students who are accumulating must complete the relevant assessment tasks for each course. In the case of an accumulant who is repeating a subject where a major work or project is required, the major work or project entered and marked in a previous year cannot be resubmitted without the special permission of the Board.

14. Further Advice Further advice about HSC Assessment can be given by your class teacher, Head Teachers, Deputy Principal, Careers Adviser and the Board of Studies Liaison Officer Denise McHugh (02) 6755 5043.

FREQUENTLY ASKED QUESTIONS

1. What makes up HSC Course Assessment? The school “Assessment Mark” is the final mark received as a result of assessment tasks carried out during the HSC Course. In each course, the assessment mark is used to rank or give an order of merit reflecting the student’s place relative to other students in that course.

2. What is meant by satisfactory completion of the HSC Course? A student will be considered to have satisfactorily completed the course if, in the Principal’s view, there is sufficient evidence that the student has:

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

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

3. What are included as COURSE REQUIREMENTS? Course requirements have two major parts:

a) Course Work: This includes class work, class tests, essays, set tasks in class, assignments and homework.

b) HSC Assessment Tasks: These are clearly identified tasks that must be completed in each course. These tasks are identified in the HSC Assessment Schedule.

N.B. Completion of assessment tasks alone does not automatically mean the course outcomes have been met.

4. What if I choose to ignore aspects of course work and/or assessment tasks? Students are expected to attempt all work. Failure to work with due diligence and sustained effort and/or failure to make a genuine attempt at work could result in the award of an “N” (Non-completion) determination. Failure to complete, submit or to be present for an assessment task without a valid reason could result in the award of an “N” (Non-completion) determination in any course.

Students and parents/guardians will be informed in writing if the student is at risk of being given an “N” (Non-completion) determination in any course.

N.B. A response from the student’s parent/guardian is encouraged. However, a failure to respond does not negate the fact that the notification has occurred.

5. What are my attendance requirements? Principals may determine that, as a result of absence, the course completion criteria may not be met. The Principal will regard absences, fractional truancies and frequent lateness seriously. Students will be warned if absences are placing them at risk of an “N” (Non-completion) determination. Following a second warning an “N” (Non-completion) may be awarded. Where an assessment task is to be completed at school, students are expected to attend lessons that are scheduled for them on the preceding school day and on the day of the task. Being absent to prepare assessment tasks by the set dates shows poor time management and is regarded as seriously as truancy.

of 44

6. What happens if I fail to complete, submit or be present for an assessment task?

Other points:

In the case of illness, an application form must be accompanied by a medical certificate or other appropriate supporting documentation.

Work submitted late will receive a zero “0”. No percentage reductions are permitted at all.

No consideration can be given when students choose not to complete, submit or be present for an assessment tasks/s by the due date/time.

No consideration can be given when students fail to submit an illness/misadventure application within two school days of returning to school.

The task is still required to be completed to satisfy BOS requirements.

Report to the class teacher

to inform them that a task

has been missed. Ask for an

illness/misadventure form if

needed.

An illness/misadventure

application must be

submitted within 2 school

days of return to the Head

Teacher of the subject. The

Head Teacher and the

Principal will consider the

application.

An illness/misadventure

application is not submitted

within 2 school days of

return to school to the Head

Teacher of the faculty

Student, teacher and Head

Teacher negotiate a time to

complete the task or an

alternate task regardless of

whether or not an assessment

mark is to be awarded.

* Reason of absence is

considered NOT

VALID/APPROPRIATE:

Zero “0” awarded

* Reason for absence

considered VALID: Decision

made on appropriate plan of

action.

Zero “0” awarded

7. What does misadventure mean? Misadventure refers to any valid reason, other than illness, for not completing, submitting or being present for an assessment task. Whether an event will be considered to be a valid misadventure, warranting consideration, will depend on the circumstances of the event and the documentary evidence that is handed in to support the misadventure. The following circumstances are examples of situations where consideration CANNOT be given:

Routine medical appointments Driving tests, social visits, too tired Illness without a doctor’s/medical certificate or other appropriate supporting documentation Misunderstanding of times or instructions

8. What procedures must I follow if I fail to complete, submit, or be present for assessment

tasks?

a) On the day of return to school, the student should report to the class teacher and the Head Teacher of the subject to inform them that the task/s have been missed. Negotiations will then be made regarding the completion of the task.

b) Within two (2) school days of returning to school, the student must submit an illness/misadventure application to the Head Teacher of the subject. This application is to be signed by the student’s parent/guardian and accompanied by a medical certificate or appropriate documentation.

c) The student will complete the set task or an alternate task as soon as can be arranged, preferably on the first day of return to school.

9. What happens when I know before a task that I will be absent?

Notice of FORESEEABLE ABSENCES must be brought to the attention of the class teacher and the subject Head Teacher so that negotiations can be made to set alternate dates/tasks.

Students are permitted to submit tasks prior to the due date in these situations as long as this is agreed upon the by the teacher. It is the student’s responsibility to plan around foreseeable absences. 10. When and how will I be given notice of Assessment Tasks?

At the commencement of the Higher School Certificate course, students will be given assessment schedules for each course. These schedules are guidelines that indicate the number of the tasks, due week/s, the outcomes to be assessed by each task and the nature of the task/s, along with the assessment weightings and components. Students will be given at least two (2) weeks notification in writing before each assessment task is due or to be completed. This notification will occur in class.

Sometimes it may be necessary to change the date of a particular task due to unforeseen circumstances. The class will be informed in writing of any change. Where possible, two (2) weeks notice will be given. The teacher concerned will negotiate any change in the due dates prior to written notice.

of 44

11. What happens if I am absent from class on the day final assessment task details are given? (N.B. These will be in writing)

You are always responsible for finding out work missed in your subjects. This includes assessment task written notifications, notes issued in class etc. It is not the responsibility of the teacher to “chase” the student for the notification. If a student receives notification of a task later than the rest of the class and reasons are regarded as valid, it is up to the student to negotiate a solution with the class teacher (taking into account practical restraints). The Head Teacher will make the final decision in these circumstances.

12. What do I do when handing in a task done outside class time? The student must present the task to the class teacher; subject Head Teacher, nominated teacher or Front Office by 8:38am on the morning of the due date. Do not assume the due time is negotiable; it is “absolute”.

The Assessment Task Register form must be signed by the student and teacher at the time the assessment task is handed in. This Assessment Task Register may be called upon as evidence that work has been submitted. 13. What are my responsibilities regarding submission of tasks other than written ones? Students must ensure that any disks, films or tapes are operable on standard school equipment. This must be checked before submission. 14. What is a non-valid attempt? Tasks completed or submitted in a course that are, in the professional judgement of the teacher, not meeting even a basic/elementary level of achievement of the course outcomes or shows a non-genuine attempt, can be regarded as a non-valid attempt, and registered as a zero “0” mark. Students who make a non-valid attempt will be required to re-do/complete the task to a standard that meets the course outcomes as required by the Board of Studies. However, the mark awarded for the re-submission of the task will not be included in the final assessment mark. The Head Teacher may be involved in making a decision in the case of the non-valid attempt. 15. Can I query results of individual assessment tasks? Yes, students can query aspects related to the task. However, any disputes over an individual task must be resolved within two (2) school days of the return of the task. Direct these queries to the class teacher. 16. What is meant by “Unfair Advantage/Malpractice” in examinations? Every effort is made to ensure all students have the same advantage. To guarantee this, students sitting any examination or completing any task must follow procedures and rules to stop any unfair advantage. The following information applies in all exams: Examinations include school exams and class tests/assignments.

Students may not borrow any equipment from any person during an examination. No student may communicate or attempt to communicate with any other person, except the

supervising teacher, during an examination. The penalty for communication is loss of marks for an examination. If you wish to ask a question during an examination, please raise your hand and a teacher

will come to you. DO NOT leave your seat. Action will be taken against any student who disrupts or attempts to disrupt any part of the

examination in any way. The above rules apply from the time the student enters the exam room until all papers are handed in and the student has been formally dismissed.

17. What is meant by Unfair Advantage/Malpractice in assessment tasks? If a student has been found to have gained an unfair advantage by:

a) plagiarism; b) gaining help from other student/others; c) submitting work of others as their own; or d) for any of the reasons contained in section 8.

a zero “0” mark will be awarded. 18. Can I complete class or assessment tasks at home? Some assessment tasks in different courses require that all the work on the task be completed under the supervision of the class teacher. Other courses require lesser degrees of supervision. Students must clarify the supervision requirements of each task undertaken. In courses where it is a requirement to complete tasks under teacher supervision it is the right of the teacher to register a zero “0” for the task if this basic requirement has not been met. The teacher should not be expected to provide extra time out of normal course lesson times to allow students to complete teacher-supervised tasks. 19. What happens regarding assessment and competency based courses? Students in these courses do not have a formal assessment program involving set assessment tasks. Instead, satisfactory completion requires students to achieve certain competencies with the course being studied. It should be noted however, that where a student has not successfully completed any modules, it is a matter for the teacher’s professional judgement to determine whether the attempts made by the student to complete the course are genuine. 20. How will my progress in the HSC course be reported? Students will receive two reports. A mid-course report during Term 2 and a final course report which will be issued in Term 3 after the Trial Higher School Certificate Examination. N.B. Where students are not making genuine attempt towards satisfactorily completing a course, notification will be given in writing to parents/guardians. 21. What information will be contained in reports? The two course reports will contain information about the level of achievement, focus outcomes as well as personal profiles, examination marks and assessment rank.

of 44

Biology HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G Task

1

Task 2 Task

3

Task

4

Task 5

Practical

Task

Process

Investigation

Half

Yearly

Exam

Research HSC Trial

Exam

Term 4

Week 9

Term 1

Week 10

Term 2

Week 2

Term 2

Week 9

Term 3

Week 5

H1

H3

H4

H5

H6

H7

H8

H9

H10

Knowledge of understanding of:

the history, nature, and practice of biology,

applications and uses of biology and their

implications for society and the environment,

and current issues, research and developments in

biology

cell ultrastructure and processes, biological

diversity, environmental interactions,

mechanisms of inheritance and biological

evolution

40% 5 5 10 5 15

H2

H11

H12

Skills in:

planning and conducting first-hand

investigations

gathering and processing first-hand data

gathering and processing relevant information

from secondary sources

30% 10 10 10

H13

H14

H15

H16

Skills in:

communicating information and understanding

developing scientific thinking and problem-

solving techniques

working individually and in teams

30% 5 5 5 10 5

Marks 100

%

20% 20% 15% 25% 20%

BIOLOGY HSC COURSE OUTCOMES A student:

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

scientific thinking.

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

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

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

H5 identifies possible future directions of biological research.

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

H7 analyses the impact of natural and human processes on biodiversity

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

H9 describes the mechanisms of inheritance in molecular terms

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

H11 justifies the appropriateness of a particular investigation plan.

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

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

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

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

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

ethical behaviour and a desire for critical evaluation of the consequences of the applications of science.

Community and Family Studies HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1 Task 2 Task 3 Task 4 Task 5

Independent

Research

Project

Case Study Half- Yearly

Examination Presentation

Trial

HSC

Term 4

Week 8

Term 1

Week 9

Term 2

Week 2

Term 3

Week 5

Term 3

Week 8

H1.1

H2.1

H3.1

H5.1

H6.1

Knowledge and understanding

of how the following impact on

wellbeing:

Resource management

Positive relationships

Range of societal factors

40% 10% 10% 5% 10% 5%

H2.2

H2.2

H3.2

H3.3

H3.4

H6.2

Skills in:

Applying management

processes to meet the

needs of individuals,

groups, families and

communities’

Planning to take

responsible action to

promote wellbeing

25% 5% 5% 10% 5%

H4.1

H4.2

H5.5

H5.2

Knowledge and understanding

about research, methodology

and skills in researching critical

thinking, analysing and

communicating

35% 10% 5% 5% 5% 10%

Marks 100% 20% 20% 15% 25% 20%

COMMUNITY AND FAMILY STUDIES HSC COURSE OUTCOMES

A student:

H1.1 analyses the effects 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 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 processes 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

of 44

Computing Applications HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G Task 1 Task 2 Task 3 Task 4

Networking Programming Applications Combined

Term 4

Week 6

Term 1

Week 8

Term 2

Week 6

Term 3

Week 2

1.1,

1.2,

1.3,

2.1,

2.2,

4.1,

4.2,

knowledge and understanding outcomes and course content

50% 10% 15% 10% 15%

2.3,

3.1,

3.2,

3.3,

5.1

skills outcomes and course content

50% 15% 10% 15% 10%

Marks 100% 25% 25% 25% 25%

COMPUTING APPLICATIONS HSC COURSE OUTCOMES

A student: 1.1 describes the function and application of a variety of computer software 1.2 applies computing terminology appropriately in practical situations 1.3 uses appropriate computer software in a given context 2.1 describes aspects of human activity which have developed into computer applications 2.2 explains the principles and functions of specific hardware components 2.3 evaluates the suitability of hardware in a particular context 3.1 applies a range of project management techniques in the development of a solution 3.2 analyses and documents the steps involved in problem-solving and applies them to producing

computer-based solutions 3.3 implements, tests, debugs and evaluates solutions using current common application packages 4.1 identifies and reflects on the social and technological implications when making decisions about the

use of computer software 4.2 evaluates the use of a computer-based solution compared to non-computer solutions 4.3 identifies social and ethical issues related to the use of computer software 5.1 evaluates the suitability of software applications in a particular context

Dance HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G


Critical Review/

Analysis of a dance work

‘Cry’

Development of major study

including process diary,

intentions, research and analysis and

reflection

Core Performance and informal

interview. Presentation

of dance including

aspects of dance

technique and

performance quality

Core Composition

including written

rationale, intentions,

manipulations of the

elements of dance and the process diary

HSC Trial Examinations

including presentation

of major study

Term 1 Week 7

Term 1 Week 9

Term 2 Week 4

Term 2 Week 6

Term 3 Week 5

1.1, 1.2,1.3, 1.4,2.1,2.2,2.3 Performance 20% 20

1.2,1.3,3.1,3.2,3.3,3.4

Composition 20% 20

4.1,4.2,4.3,4.4 Appreciation 20% 10 10 1.1,1.2,1.3,1.4,2.1,2.2,2.3,3.1,3.2,.3.3,3.4,4.1,4.2,4.3

Major Work 40% 20 20

Marks 100%

10% 20% 20% 20% 30%

DANCE HSC COURSE OUTCOMES

A student:

H1.1 understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form

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

H1.3 appreciates and values dance as an artform through the interrelated experiences of performing, composing and

appreciating dances

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

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

H2.2 performs dance skills with confidence, commitment, focus, consistency, performance quality and with due consideration

of safe dance practices

H2.3 values the diversity of dance performance

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

H3.2 demonstrates the use of the elements of composition/ choreography in a personal style in response to a specific

concept/intent

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

H3.4 explores, applies and demonstrates the combined use of compositional principles and technological skills in a personal

style in response to a specific concept/intent

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

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

H4.3 utilises the skills of research and analysis to examine dance as an art form

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

judgments about dance

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

of 44

English Standard HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

Lan

gu

age

Mod

es

Wei

gh

tin

g


AOS

Written &

Oral

Presentation

Module

A

Critical

response

Module B

Evaluative

Task

Module

C

Writing

task

Trial

HSC

Term 4

Week 9

Term 1

Week 11

Term 2

Week 7

Term 3

Week 3

Term 3

Week 3

Listening

15 5 10

Reading

25 5 5 15

Writing

30 5 5 5 5 10

Speaking

15 15

Viewing/Representing 15 10 5

Marks 100 25 15 15 15 30

ENGLISH STANDARD HSC COURSE OUTCOMES A student:

H1 demonstrates understanding of how relationships between composer, responder, text and context shape

meaning.

H2 demonstrates understanding of the relationships among texts.

H3 develops language relevant to the study of English.

H4 describes and analyses the ways that language forms and features, and structures of texts shape meaning and

influence responses.

H5 analyses the effect of technology and medium on meaning.

H6 engages with the details of text in order to respond critically and personally.

H7 adapts and synthesises a range of textual features to explore and communicate information, ideas and values

for a variety of purposes, audiences and contexts.

H8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

H9 assesses the appropriateness of a range of processes and technologies in the investigation and organisation of

information and ideas.

H10 analyses and synthesises information and ideas into sustained and logical argument for a range of purposes

and audiences.

H11 draws upon the imagination to transform experience and ideas into text, demonstrating control of language.

H12 reflects on own processes of responding and composing.

H13 reflects on own processes of learning.

English Studies HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2 Task 3 Task 4

Big

Screen

Unit –

Take Off

Research and

Presentation of

composer study

Presentation of

collaborative

text study

Portfolio of

Writing

Term 4

Week

10

Term 1

Week 8

Term 2

Week 8

Term 3

Week 3

H1.1

H1.2

H1.3

H1.4

Knowledge &

understanding of

texts and language

techniques

30 10 10 5 5

H2.1

H2.2

H2.3

Skills in reading,

writing, speaking,

listening, viewing

& representing.

30 5 10 5 10

H3.1

H3.2

Skills in using

language forms

for a range of

purposes and

audiences

25 5 5 5 10

H4.1

H4.2

Skills in working

collaboratively

and individually. 15 5 5 5

Marks 100% 25% 30% 20% 25%

ENGLISH STUDIES HSC COURSE OUTCOMES

A student:

H1.1 analyses extended and short texts in a range of forms to gain an understanding of how language conveys

meaning.

H1.2 explains the ideas and values of the texts.

H1.3 explains how language techniques are used to convey meaning in a range of forms.

H1.4 produces a range of texts in different forms.

H2.1 comprehends sustained written, spoken and multi-modal texts as a basis for future life.

H2.2 demonstrates further skills in expression, accuracy and fluency to enrich their lives.

H2.3 demonstrates skills in using language conventions of a variety of textual forms.

H3.1 recognises a range or purposes and contexts in which language is used, and the appropriate forms, vocabulary,

style and tone when writing and speaking for those purposes.

H3.2 recognises a range of audiences and selects the appropriate forms, vocabulary, style and tone when writing

and speaking for those audiences.

H4.1 plans, organises and completes tasks individually and collaboratively.

H4.2 works effectively as an individual and within a group, to communicate ideas over a range of topics.

of 44

Industrial Technology HSC ASSESSMENT PROGRAM 2014 - 2015

O

UT

CO

ME

S

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2

Task 3

Task 4

Presentation of Major Project

Ideas and development

Practical Task

Report Trial HSC Exam

Term 4 Week 9

Term 1 Week 7

Term 2 Week 4

Term 3 Week 5

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

Organisation, Management, Manufacturing

40% 10 10 20

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

Designing, Problem Solving, Communicating,

through the design and

production of a quality major

project

60% 20 10 20 10

Marks 100% 20% 20% 30% 30%

INDUSTRIAL TECHNOLOGY HSC COURSE OUTCOMES

A student: H1.1 investigates industry through the study of businesses in one focuses 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 is skilled in sketching, producing and interpreting drawings.

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

H3.3 applies design principles effectively through the production of projects.

H4.1 demonstrates competence in 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

Legal Studies HSC ASSESSMENT PROGRAM 2014 - 2015

Ou

tcom

es

Com

pon

ent

Wei

gh

tin

g

Task 1 Task 2 Task 3 Task 4

Crime: A

Case Study

Human

Rights: a

contemporary

issue

Focus Study:

Option Extended

Response

Trial HSC

Term 4

Week 8

Term 1

Week 9

Term 2

Week 7

Term 3

Week 5

H1 H4 H6

H7 H9

H10

Knowledge &

Understanding

of course

content

60% 10 10 10

30

H8 Research 20% 5 5 10

H2 H3 H5 Communication 20% 5 5 10

Marks 100% 20% 20% 30%

30%

LEGAL STUDIES 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.

of 44

Mathematics HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G Task 1


Test 1

Half Yearly Exam

Test 3 Trial HSC Exam

Term 4 Week 6

Term 2 Week 2

Term 2 Week 8

Term 3 Week 5

H3, H4, H5 H6, H7, H8

Knowledge, understanding

and skill 50 % 5 15 10 20

H1, H2 H4, H9

Reasoning, interpretation,

explanation and communication

50 % 5 15 10 20

Marks 100 % 10 % 30% 20% 40%

MATHEMATICS HSC COURSE OUTCOMES

A student:

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

H2 constructs arguments to prove and justify results.

H3 manipulates algebraic expressions involving logarithmic and exponential functions.

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

H5 applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to

solve problems.

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

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

H8 uses techniques of integration to calculate areas and volumes.

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

Mathematics Extension 1 HSC ASSESSMENT PROGRAM 2014 – 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2

Task 3

Task 4

Test 1

Half Yearly Exam


Term 4 Week 7

Term 2 Week 2

Term 2 Week 9

Term 3 Week 5

HE2,HE3 HE4, HE5, HE6

Knowledge and Skills

50% 10 15 10 15

HE2, HE3 HE4, HE5, HE6, HE7

Application 50% 5 15 10 20

Marks 100% 15% 30% 20% 35%

MATHEMATICS Extension 1 HSC COURSE OUTCOMES

A student:

HE1 appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 uses inductive reasoning in the construction of proofs

HE3 uses a variety of strategies to investigate mathematical models of situations

involving binomial probability, projectiles, simple harmonic motion, or

exponential growth and decay

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

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

functions of displacement

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

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

of 44

Mathematics General 1 HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task

1

Task

2

Task

3

Task

4

Task 1

Task 2

Half

Yearly

Exam

Task 3

Term 4

Week 7

Term 1

Week 6

Term 2

Week 2

Term 3

Week 2

MG1H-1,

MG1H-4,

MG1H- 5,

MG1H-7,

MG1H-8,

MG1H-9

Concepts,

skills and

techniques

50% 10 15 15 10

MG1H-1,

MG1H-2,

MG1H- 3,

MG1H-4,

MG1H-5,

MG1H-6,

MG1H-10

Reasoning

and

communication

50% 10 10 15 15

Marks 100% 20% 25% 30% 25%

MATHEMATICS GENERAL 1 HSC COURSE OUTCOMES

A student:

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

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

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

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

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

including the conversion to appropriate units.

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

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

MG1H-8 solves problems involving uncertainty using basic counting techniques

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

everyday contexts

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

communicating a position clearly to others

MGH1-VA appreciates the importance of mathematics in everyday life and its usefulness in contributing to

society

Mathematics General 2 HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2

Task 3

Task 4

Task 5

Test 1

Test 2

Half Yearly Exam


Term 4 Week 7

Term 1 Week 6

Term 2 Week 2

Term 2 Week 8

Term 3 Week 5

MG2H-1,

MG2H-4,

MG2H-5,

MG2H-7,

MG2H-8,

MG2H-9

Concepts, skills and

techniques 50% 5 10 10 10 15

MG2H-1,

MG2H-2,

MG2H-3,

MG2H-4,

MG2H-5,

MG2H-6,

MG2H-10

Reasoning and

communication 50% 5 10 10 10 15

Marks 100% 10% 20% 20% 20% 30%

MATHEMATICS GENERAL 2 HSC COURSE OUTCOMES

A student:

MG2H-1 uses mathematics and statistics to evaluate and construct arguments in a range of different contexts

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

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

hyperbolic or exponential functions

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

involving spheres and non-right-angled triangles.

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

including the degree of accuracy of measurements and calculations and the conversion to appropriate units. .

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

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

correlation of bivariate data

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

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

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

communicating a position clearly to others, and justifies a response

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

society

NOTE: Up to 30% of the assessment mark may be based on the Preliminary Mathematics General

Course

of 44

Modern History HSC ASSESSMENT PROGRAM 2014 - 2015

Ou

tcom

es

Com

pon

ent

Wei

gh

tin

g


WWI

Source

Analysis

National

Study: Nazi

Germany,

Research

and

Presentation

Conflict in

Indochina

Research and In

Class Essay

Trial HSC

Term 4

Week 10

Term 1

Week 7

Term 2

Week 9

Term 3

Week 5

H1.1, H1.2 Knowledge &

Understanding

of course

content

40 5 10 5

20

H2.1 Source based

skills 20 10

10

H3.1,

H3.2,

H3.3,

H3.4,

H3.5

Historical

inquiry and

research

20 10 10

H4.1

H4.2

Communication

of historical

understanding

in appropriate

forms

20 5 5 10

Marks 100 20 25 25 30

MODERN HISTORY HSC COURSE OUTCOMES A student:

H1.1 describe the role of key features, issues, individuals, groups and events of selected twentieth century studies

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

Twentieth century studies

H2.1 explain forces and ideas and assess their significance in contributing to change and continuity during the twentieth century

H3.1 ask relevant historical questions

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

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

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

H3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of

sources

H4.1 use historical terms and concepts appropriately

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and

written forms

Music 1 HSC ASSESSMENT PROGRAM 2014 – 2015

OU

TC

OM

ES

CO

MP

ON

E

NT

S

WE

IGH

TI

NG


Composition Musicology Viva Voce

Half Yearly Examination

Trial HSC Examination

Term 4 Week 8

Term 1 Week 6

Term 2 Week 2

Term 3 Week 5

H1, H3, H7 H8, H10, H11

Core Composition

10% 10%

H2, H5, H10, H11

Core Musicology

10% 10%

H1, H2, H3, H5, H6, H7,

H8, H9, H10, H11

Core Performance

10% 5% 5%

H4,H6,H7,H8, H10, H11

Aural Skills 25% 10% 15%

H1, H2, H3, H5, H6, H7,

H8, H9, H10, H11

Elective 1 15% 5% 10%

H1, H2, H3, H5, H6, H7,

H8, H9, H10, H11

Elective 2 15% 5% 10%

H1, H2, H3, H5, H6, H7,

H8, H9, H10, H11

Elective 3 15% 5% 10%

Marks 100% 10% 10% 30% 50%

MUSIC 1 HSC COURSE OUTCOMES

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.

of 44

PDHPE HSC ASSESSMENT PROGRAM 2014 – 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2

Task 3

Task 4

Task 5

Core 1: Research

Task

Core 2: Research

Task

Half Yearly Exam

Option 3&4:

Training Program Analysis

Trial HSC Exam

Term 4 Week 8

Term 1 Week 8

Term 2 Week 2

Term 3 Week 2

Term 3 Week 5

H1, H2, H3 H7, H8, H9

Knowledge and understanding of:

factors that affect health

the way the body moves

40% 5 5 10 5 15

H4, H5, H6, H10, H11, H12, H13

Skills in:

influencing personal and community health

taking action to improve participation and performance in physical activity

30% 10 10 10

H14, H15, H16, H17

Skills in critical thinking, research and

analysis 30% 5 5 5 5 10

Marks 100% 20% 20% 15% 20% 25%

PDHPE 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.

H7 explains the relationship between physiology and movement potential.

H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical

activity.

H9 explains how movement skill is acquired and appraised.

H10 designs and implements training plans to improve performance.

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

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

activity. (Option 3)

H14 argues the benefits of health-promoting action 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.

Photography, Video and Digital Imaging

HSC ASSESSMENT PROGRAM 2014-2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G


Introduction

to Practice in

Wet

Photography

Fly on the

Wall

Student-

Directed

Module

Term 4 Term 1 Terms 2-3

CH1,

CH2,

CH3,

CH4,

CH5

Critical

and

Historical

Studies

30%

Artist Review

Presentation

10

WK 2

Artist

Statement

INF

WK 8

Project

Proposal

20

T2, WK 6

M1,

M2,

M3,

M4,

M5,

M6

Making 70%

Portfolio of

Works

20

WK 8

Portfolio of

Works

20

WK 8

Portfolio of

Works

30

T3, WK 3

Marks 100% 30% 20% 50%

PHOTOGRAPHY, VIDEO AND DIGITAL IMAGING

HSC COURSE OUTCOMES A student:

M1 Generates a characteristic style that is increasingly self-reflective in their photographic practice

M2 Explores concepts of photographer, still and moving works, interpretations of the world and audience

response, in their making of still works

M3 Investigates different points of view in the making of digital images

M4 Generates images and ideas as representations in the making of images

M5 Develops different techniques suited to artistic intentions in the making of images

M6 Takes into account issues of occupational health and safety in the making of works

CH1 Generates in their critical and historical practice ways to interpret and explain photography and

digital imaging

CH2 Investigates the roles and relationships among the concepts of artist, work, world and audience in

critical and historical investigations

CH3 Distinguishes between different points of view and offers interpretive accounts in critical and

historical studies

CH4 Explores the ways in which histories, narratives and other accounts can be built to explain practices

and interest in the fields of photography and digital imagery

CH5 Recognises how photography and digital images are used in various fields of cultural production

of 44

Physics HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2 Task 3

Task 4

Task 5

Process Investigation

Practical

Half Yearly Exam

Research HSC Trial

Exam

Term 4 Week 9

Term 1 Week

10

Term 2 Week 2

Term 2 Week 9

Term 3 Week 5

H1 H3 H5 H10

Knowledge of understanding of: * the history, nature and practice of physics, applications and uses of physics and their implications for society and the environment, and current issues, research and developments in physics * kinematics and dynamics, energy, waves, fields and matter

40% 5 5 10 5 15

H2 H7 H8 H9 H11H12 H13H15

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

30% 10 10 10

H4 H6 H14H16

Skills in: *Communicating information and understanding *developing scientific thinking and problem-solving techniques *working individually and in teams

30% 5 5 5 10 5

Marks 100% 20% 20% 15% 25% 20%

PHYSICS HSC COURSE OUTCOMES A student:

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

scientific thinking.

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

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

H4 assesses the impacts of applications of physics on society and the environment.

H5 describes possible future directions of physics research.

H6 explains events in terms of Newton’s Laws of Conservation of Momentum and Relativity

H7 explains the effects of energy transfers and energy transformations

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

H9 explains the effects of electric, magnetic and gravitational fields

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

H11 justifies the appropriateness of a particular investigation plan.


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

understanding.





SENIOR SCIENCE HSC COURSE OUTCOMES A student:

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

scientific thinking

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

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

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

H5 describes possible future directions of scientific research

H6 describes uses of the Earth’s resources

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

H8 relates the properties of chemicals to their use.

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

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

H11 justifies the appropriateness of a particular investigation plan


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

understanding.





VISAL ARTS HSC ASSESSMENT PROGRAM 2011

Senior Science HSC ASSESSMENT PROGRAM 2014 - 2015 O

UT

CO

ME

S

CO

MP

ON

EN

TS

WE

IGH

TIN

G

Task 1

Task 2 Task 3

Task 4

Task 5

Practical Task

Process Investigation

Half Yearly Exam

Secondary Source

Investigation

HSC Trial

Exam

Term 4 Week 9

Term 1 Week 10

Term 2

Week 2

Term 2 Week 9

Term 3 Week 5

H1 H3 H5 H10

Knowledge and understanding of: • the history, nature, and practice of science, applications and uses of science and their implications for society and the environment, and current issues, research and developments in science • the resources of the Earth, internal and external environments, chemical changes, organs and systems of the body and energy

40% 5 5 10 5 15

H2 H7 H8 H9 H11H12 H13H15

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

30% 10 10 10

H4 H6 H14H16

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

30% 5 5 5 10 5

Marks 100% 20% 20% 15% 25% 20%

of 44

Sport Lifestyle & Recreation HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G Task 1 Task 2 Task 3 Task 4

Games and Sports

Application I & II Task

First Aid and Sports

Injuries Task

Sports Administration

Athletics Carnival Task

Healthy Lifestyle

Task

Term 4 Week 9

Term 1 Week 10

Term 2 Week 7

Term 3 Week 3

1.1, 1.3,1.5, 1.6, 2.1, 2.3, 2.4, 2.5

Knowledge and

understanding 50% 10 10 5 25

3.1, 3.2, 3.,5 3.6, 4.1, 4.2, 4.3, 4.4, 4.5

Skills 50% 15 15 20

Marks 100% 25% 25% 25% 25%

SPORT LIFESTYLE & RECREATION HSC COURSE OUTCOMES

A student: 1.1 applies the rules and conventions that relate to participation in a range of physical activities 1.3 demonstrates ways to enhance safety in physical activity 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 2.3 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 3.5 analyses personal health practices 3.6 assesses and responds appropriately to emergency care situations 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

VET Hospitality HSC ASSESSMENT PROGRAM 2015

This course has been designed with the intention of dual accreditation by the Board of Studies (BOS) and the Vocational Education and Training Accreditation Board (VETAB), assessment of student achievement needs to meet the requirements of each of these agencies. The BOS and VETAB require that a competency based approach to assessment be used and that a record be held in a Student Log of the learning outcomes demonstrated. Assessment of competencies will take place at appropriate times during the course. Work Placement: A minimum of 70 hours work placement over two years is a mandatory requirement for this course.

TERM UNIT CODE COMPETENCY

SUMMATIVE ASSESSMENT TASKS

Term 4

SITHCCC202

Prepare appetisers and salads Term 4 week 7

SITHCCC201

Produce dishes using basic methods of cookery

Term 1

SITHKOP101

Clean kitchen premises

Term 1 week3

SITXINV202 Maintain the quality of perishable items

Term 1 week 10

Term 2

SITHIND201 Source and use information on the hospitality industry

Term 2 week3

SITHCCC204 Produce vegetable, fruit, egg and farinaceous dishes

Term 2 week 6

SITXFSA201 Participate in safe food handling practices

Term 3 SITHCCC207 Use cookery skills effectively Term 3 week 2

NB: The tasks named above are summative assessment tasks only. As VET courses are competency based, there will be many other formative type assessments which will be conducted throughout the course to gauge student understanding and competency in units. These formative tasks will be based around class work, participation, exams and general demonstrations.

of 44

VET Metals & Engineering HSC ASSESSMENT PROGRAM 2014

This course has been designed with the intention of dual accreditation by the Board of Studies (BOS) and the Vocational Education and Training Accreditation Board (VETAB), assessment of student achievement needs to meet the requirements of each of these agencies. The BOS and VETAB require that a competency based approach to assessment be used and that a record be held in a Student Log of the learning outcomes demonstrated. Assessment of competencies will take place at appropriate times during the course. Work Placement: A minimum of 70 hours work placement over two years is a mandatory requirement for this course.

UNIT CODES

COMPETENCY UNITS SUMMATIVE

ASSESSMENT TASKS MEM12024A

MEM18001C

MEM18002B

MEM09002B

MEM05005B*

MEM05004C

MEM12001B

MEM16008A

MEM05050B

MEM18055B*

Perform computations

Use hand tools

Use power tools/hand held operations

Interpret technical drawing

Carry out mechanical cutting

Perform routine oxy acetylene welding

Use comparison and basic measuring devices

Interact with computing technology

Perform routine gas metal arc welding

Dismantle, replace and assemble engineering

components

Term 4 week 3 Term 4 week 7 Term 1 week 4 Term 2 week 3 Term 3 week 1


VET Primary Industries HSC ASSESSMENT PROGRAM 2015 This course has been designed with the intention of dual accreditation by the Board of Studies (BOS) and the Vocational Education and Training Accreditation Board (VETAB), assessment of student achievement needs to meet the requirements of each of these agencies. The BOS and VETAB require that a competency based approach to assessment be used and that a record be held in a Student Log of the learning outcomes demonstrated. Assessment of competencies will take place at appropriate times during the course. Work Placement: A minimum of 70 hours work placement over two years is a mandatory requirement for this course.

UNIT CODES COMPETENCY UNITS SUMMATIVE ASSESSMENT TASKS

ACHMOM202A Operate tractors Term 4 week 3 Term 4 week 10 Term 1 week 4 Term 2 week 3 Term 3 week 1

AHCMOM203A Operate basic machinery and

equipment

AHCCHM201A Apply chemicals under supervision

AHCWRK201A Observe and report on weather

AHCWRK204A Work effectively in the industry

AHCLSK205A Handle livestock using basic

techniques

AHCLSK206A Identify and mark livestock

AHCWRK209A Participate in environmentally

sustainable work practices


http://training.gov.au/Training/Details/AHCCHM201A

http://training.gov.au/Training/Details/AHCWRK201A


http://training.gov.au/Training/Details/AHCLSK205A





of 44

Visual Arts HSC ASSESSMENT PROGRAM 2014 - 2015

OU

TC

OM

ES

CO

MP

ON

EN

TS

WE

IGH

TIN

G


Body of Work

Stage 1

Case Study 1

Half Yearly Exam

Body of Work

Stage 2

Case Study 2

Body of Work

Resolution

Case Study 3

HSC Trial

Exam

Term 4 Week 9

Term 2 Week 2

Term 2 Week 3

Term 3 Week 3

Term 3 Week 5

H1, H2 H3,H4 H5,H6

Art Making 50% 15 15 20

H7, H8 H9, H10

Critical & Historical Studies

50% 15 5 10 10 10

Marks 100% 30% 5% 25% 30% 10%

VISUAL ARTS HSC COURSE OUTCOMES

A student: H1 initiates and organises art making practice that is sustained, reflective and adapted to suit particular

conditions. H2 applies their understanding of the relationships among the artist, artwork, world and audience

through the making of a body of work. H3 demonstrates an understanding of the frames when working independently in the making of art. H4 selects and develops subject matter and forms in particular ways as representations in artmaking. H5 demonstrates conceptual strength in the production of a body of work that exhibits coherence and

may be interpreted in a range of ways. H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic

intentions within a body of work. H7 applies their understanding of practice in art criticism and art history. H8 applies their understanding of the relationships among the artist, artwork, world and audience. H9 demonstrates an understanding of how the frames provide for different orientations to critical and

historical investigations of art. H10 constructs a body of significant art histories, critical narratives and other documentary accounts of

representation in the visual arts.

Appeal Application

Nyngan High School

Have Int egrit y

Do Your Best

Date Received:……………………

Student Name:…………………………………………. Year:…………………………………..,,,,,,

Subject/Course:…………………………………………. Task Number:…………..........................

Task Description:………………………………………………………………………………………………

Date Due:…………………………………

Nature of Application: Appeal against refusal of extension of time. Appeal against result of application for consideration of illness or misadventure. Other (State reason)………………………………………………………………………………….

…………………………………………………………………………………………………………………..

…………………………………………………………………………………………………………………..

My reasons explaining and supporting this appeal are:

…………………………………………………………………………………………………………………..

……………………………………………………………………………………..........................................

…………………………………………………………………………………………………………………..

Documentary evidence attached which has not been presented before:

…………………………………………………………………………………………………………………..

.………………………………………………………………………………………………………………….

□ APPEAL UPHELD □ APPEAL DENIED

Decision/Reason:……………………………………………………………………………………............

………………………………………………………………………………………………………………….

……………………………………………………………….......................................................................

…………………………………………………………………………………………………………………..

PRINCIPAL’S SIGNATURE:…………………………………… DATE:………....

A copy of the completed form must be given to the student

of 44

Illness or Misadventure Application

Nyngan High School

Must be submitted within 2 school days of the due date or before due date if applying for an extension

ILLNESS MISADVENTURE Student Name:…………………………………………. Year:…………………….

Subject/Course:…………………………………………. Task Number:…………...

Task Description:……………………………………………………………………….

Date Due:………………………………… Due Time:……………………………….

I wish to apply for special consideration for the following reasons:

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………

The following documentary evidence is attached (e.g. doctor’s certificate, funeral notice, letter from

parent or guardian, etc):

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

The school was contacted by phone □ Yes □ No

Date of Contact: ……………………………………………………………………………………..

Student’s Signature:……………………………………

Parent/Guardian’s Signature: …………………………………. Date:…………

Principal’s Signature:…………………………….. ………. Date:…………

□ APPROVED □ NOT APPROVED

Decision/Reason……………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………

A copy of the completed form must be given to the student

Have Integrity

Do Your Best

A GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

Account

Account for: state reasons for, report on. Give an account of: narrate a series of events of transactions.

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilize, employ in a particular situation

Appreciate Make a judgment about the value

Assess Make a judgment of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analyse/evaluate)

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish

Recognize or note/indicate as being distinct or different from; to note differences between

Evaluate Make a judgment based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognize and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

of 44

2014 - 2015 HSC ASSESSMENT SCHEDULE

Week Term 4 Term 1 Term 2 Term 3

1

Industrial Technology Primary Industries VET Metals and Engineering

2

Photography, Video and Digital Imaging

Visual Arts Mathematics

HALF YEARLY EXAM

PDHPE Mathematics General 1 Computing Applications VET Hospitality

3

Industrial Technology Primary Industries VET Metals and Engineering

English Studies VET Hospitality Visual Arts

Sport Lifestyle and Recreation Visual Arts VET Hospitality Primary Industries VET Metals and Engineering

Sport Lifestyle and Recreation Visual Arts Photography, Video and Digital Imaging English Standard English Studies

4

Primary Industries Industrial Technology Computing Applications VET Metals and Engineering

Industrial Technology Dance

5

TRIAL HSC EXAM

6

Mathematics Computing Applications

Music Mathematics General 1 Mathematics General 2

VET Hospitality Sport Lifestyle and Recreation Dance Photography, Video and Digital Imaging Computing Applications

7

Mathematics General 1 Mathematics General 2 Mathematics Extension Dance VET Hospitality

Industrial Technology Modern History

English Standard Sport Lifestyle and Recreation Legal Studies

8

Legal Studies Music PDHPE CAFS Photography, Video and Digital Imaging

English Studies PDHPE Photography, Video and Digital Imaging Computing Applications

English Studies Mathematics General 1 Mathematics General 2 Mathematics

9

Biology Physics Senior Science Sport Lifestyle and Recreation Visual Arts Industrial Technology

Legal studies Dance CAFS English Standard

Biology Modern History Physics Senior Science Mathematics Extension

10

English Studies Computing Applications Primary Industries English Standard Modern History

Biology Physics Senior Science Sport Lifestyle and Recreation VET Hospitality

11

VET courses are competency based. The dates indicated are a guide only to summative

assessment practices.

2014 - 2015 PERSONAL HSC ASSESSMENT SCHEDULE

Week Term 4 Term 1 Term 2 Term 3

1

2

HALF YEARLY EXAM

3

4

5

TRIAL HSC EXAM

6

7

8

9

10

11

of 44

Stage 6 Examinations

Expectations of Students

1. Examinations will be held in GYM unless otherwise indicated on the examination schedule.

2. Students will need to sign in or out during the examinations at the front office.

3. Students are expected to be in full school uniform for all examinations.

4. Students must not leave (finish) the examination until 1 hour after the start of the examination nor leave (finish) the examination during the last 15 minutes of the examination.

5. During reading time, students must not write, use any equipment including highlighters, or annotate their examination paper in any way. For examinations in which dictionaries are permitted, students may consult their dictionary during reading time.

6. Normal school rules apply during the examination period.

7. Students who disrupt the examinations in any way will receive zero for that examination and be subject to other disciplinary procedures.

8. Students who are absent from examinations will be required to do the examinations in a manner organised by the school. Such students will need to follow the Illness, Accident and Misadventure Procedures in your assessment book.

9. Students on School Business, such as TAFE, must make prior arrangements with their Year Adviser, to complete examinations missed.

10. Students will be required to be prepared for all examinations by bringing pens, pencils, rulers, calculators etc. The school will provide writing paper.

11. As required in all external examinations, students will place watches on the desk and pencil cases on the floor.

12. Food, mobile phones, Ipods and other similar devices are not permitted in the examination room under any circumstances. (Mobile phones, turned off in your bag or on the teacher’s desk are acceptable).

13. Students are expected to be ready to enter the examination room at least ten minutes prior to the start of any exam and to follow all directions of staff members.

14. Students are only expected to be at school when they have an examination. When they do not have an examination, students are expected to be at home during school hours studying for exams. Quiet study at school is acceptable.

hsc course assessment policy - home - … 4 of 44 hsc course assessment policy “students studying...

Documents