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INFORMATION FOR STUDENTS & PARENTS

St Mark’s Coptic Orthodox College

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HSC Assessment Handbook 2014

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T O L I V E I S C H R I S T

Saint Mark’s Coptic Orthodox College

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Table of Contents

College Structure ....................................................................................... 3

Introduction ................................................................................................ 3

Supplementary Information ........................................................................ 3

Co-Curricular Activity ................................................................................. 4

Assessment Tasks ..................................................................................... 4

Assessment Mark versus Examination Mark ............................................. 5

How the HSC mark is calculated ..................................................... 5

Assessment mark ........................................................................... 5

Examination mark ........................................................................... 5

Submitting Assessment Tasks ................................................................... 6

Sickness, Emergency or Misadventure ..................................................... 6

Extensions ................................................................................................. 7

Assessment Information ............................................................................ 7

Late Submission ........................................................................................ 8

Alleged Malpractice in Assessment Tasks or Examinations ...................... 8

Grievance & Appeals ................................................................................. 9

Appeals Process against HSC Assessment Rankings ............................ 10

Student Responsibilities .......................................................................... 11

School’s Responsibilities ......................................................................... 11

HSC Assessment Schedules 2014 ....................................................... 13

Coptic Orthodox Studies ............................................................... 14

English Advanced ......................................................................... 16

English Standard ........................................................................... 18

English Extension 1....................................................................... 20

General Mathematics .................................................................... 22

Mathematics .................................................................................. 24

Mathematics Extension 1 .............................................................. 26

Mathematics Extension 2 .............................................................. 28

Biology .......................................................................................... 30

Chemistry ...................................................................................... 32

Physics .......................................................................................... 34

Business Studies .......................................................................... 36

Society & Culture .......................................................................... 38

Legal Studies ................................................................................ 40

Studies of Religion I ...................................................................... 42

Studies of Religion II ..................................................................... 44

Visual Arts ..................................................................................... 46

Personal Development, Health & Physical Education ................... 48

Music1 ........................................................................................... 50

HSC Assessment Timeline 2014 ........................................................... 53

TERM 4 (2013) ............................................................................. 54

TERM 1 (2014) ............................................................................. 55

TERM 2 (2014) ............................................................................. 56

TERM 3 (2014) ............................................................................. 57

Appendix .................................................................................................. 58

Notification of Change of Course .................................................. 61

Extension Request for HSC Course Assessment Task ................ 62

Assessment Appeal Form ............................................................. 63

Independent Evidence of Illness/Misadventure ............................. 64

A Guide to Writing Bibliograpy ...................................................... 65

A Glossary of Key Terms .............................................................. 69

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College Structure

Head of College Mr J Rekouniotis

Deputy Head of College Mr F David

Head of Curriculum Mr G Chahrozian

Head of Faculties Coptic Orthodox Studies Father Shenouda Mansour

English Mrs F Vaitsas

Mathematics Mr W Michael

Science Mr G Chahrozian

HSIE Mr J Jacob

TAS Mr Z Talevski

PDHPE Mr D Helene

Music / Visual Art Mrs H Ibrahim

Introduction

This Assessment Handbook provides students with information about the procedures relating to Higher School Certificate Assessment. Information relating to the assessment tasks for each subject has also been included.

Please note that all dates provided in the Assessment Schedules are subject to change.

Students and parents are advised to read the booklet closely and keep it for reference.

For the award of a Higher School Certificate, the Board of Studies requires that internal assessment is undertaken in courses.

Supplementary Information

Students are encouraged to study more than the basic 10 Units in Year 12, as it is in their best interest to have a security blanket/safety net in case they under-perform in a course. This will still secure the possibility of them maximising their ATAR and maintaining their strategy to gain a place in the course of their choice at Tertiary Level. Students at prestigious schools undertake this strategy and nearly 30% of all candidates that sit for the HSC undertake and complete more than 10 Units for the HSC.

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Co-Curricular Activity

Another focus is to maximse a student’s chances of gaining a place at Tertiary Level. This can be achieved by incorporating an extensive set of experiences that complement the academic studies. These are all available through the College’s co-curricular program.

Examples: o Debating, Photography, Art Club, Duke of Edinburgh, Public Speaking etc

Assessment Tasks

Assessment is a process of gathering information about student achievement at various stages in the HSC courses. Schools use a variety of assessment tasks to assess performance across a range of syllabus outcomes. The nature of tasks vary within and across courses – they include assignments, fieldwork and reports, oral presentations, tests and exams, portfolios, practical investigations, long term pieces of work and performances. Each task in a course is given a weighting (percentage of the total), based on syllabus requirements. Most courses have between three and five assessment tasks and for many the Semester Two Examination has the greatest weighting.

A student’s final assessment mark in a course is derived from the assessment tasks. It is a numerical measure of what a student knows, understands and can do in that course. Assessment is standards referenced – achievement is assessed against the standards specified in a course.

Generally, the specific details of each assessment task are given to students in writing two weeks before the task is due. Students will also be provided with the marking criteria.

The learning process includes students preparing themselves as well as possible for all aspects of assessment.

If students return to school after an absence, they should check with teachers to see whether an assessment task was issued.

It is advisable to keep all assessment information including calendars prominently displayed in a home study area.

In some instances, assessment tasks may be prepared on a computer and printed for submission. Unfortunately, technology and particularly printers can break down at the most inconvenient time.

Faulty equipment is not an acceptable excuse for late submission.

This also applies to printing (ink and toner shortages) as facilities are available via the school library network for printing hardcopies of assessments. Students should make regular backup copies of files, print their working drafts and keep drafts in order to support their work in case of late final submission.

As with all assessment and homework dilemmas, students should consult with the class teacher in the first instance. Any foreseeable problems should be addressed as soon as possible.

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Assessment Mark versus Examination Mark

How the HSC mark is calculated

The HSC mark is a 50:50 combination of a student’s examination mark and school-based assessment mark for each course.

Assessment mark

School-based assessment tasks measure performance in a wider range of course outcomes that can be tested in the final HSC examination. Students are required to complete a number of assessment tasks for their courses. This may include tests, written or oral assignments, practical activities, fieldwork and projects. Schools submit an HSC assessment mark for every student in every course. The Board puts the marks through a process of moderation to allow a fair comparison of marks in each course across different schools.

Examination mark

The examination mark for each course shows the student's performance in the HSC examination ONLY for that particular course, which was set and marked by the Board of Studies NSW. The examination consists of a written paper and, for some courses, speaking and listening examinations, practical examinations, or major works that are submitted for external marking. Each student's achievement is assessed and reported against set standards of performance.

A unique part of the standards approach is a special procedure called 'judging'. Judging means a student’s raw exam marks can be matched to the standards and the reporting scale used by the Board. It means a student is rewarded for their performance with the mark they deserve, no matter how many other people performed at a similar, higher, or lower level.

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Submitting Assessment Tasks

Assignment-type tasks must be handed personally to your class teacher at the beginning of the appropriate subject period on the specified day. If no period for the subject is timetabled for that day, the task must be given to your teacher, or in the case of his or her absence, to the relevant Head of Department before the first period on the specified day.

An assessment task submitted later on the day than the timetabled period for that subject will be regarded as one day late and will attract a penalty. It is your responsibility to submit an assessment task on time.

The use of e-mail or fax as a means of submitting tasks is not acceptable. The College accepts no responsibility for the loss of tasks submitted electronically. Tasks submitted electronically will not be accepted and as such will incur late submission penalties until it is submitted personally to the class teacher. In exceptional circumstances a subject teacher may negotiate with individual students or parents for a task to be submitted electronically.

Sickness, Emergency or Misadventure

In all such cases a telephone call on the day of your absence to your Head of Faculty is needed. If the assessment task can be delivered to the class teacher on time by a parent or other person acting on your behalf, that too is appropriate and helpful.

If it is not possible to submit an assessment task on the set date due to illness, students are to present the task, along with a Medical Certificate (See Page 64 for form to complete) and a parent or guardian note on the first day of their return to school. All three items should be presented to the course teacher before the first period. The items should then be presented to the appropriate Head of Department and the Head of Curriculum.

Students absent on the day of an in-class assessment task or examination are to see the Head of Faculty before the first period. A Medical Certificate (See Page 64 for form to complete) and a parent note are to be presented to them. Students may be given a substitute task or asked to sit the missed assessment.

There will be no penalty imposed if the above procedure is followed. To arrive at school with no Medical Certificate the first day back from illness may result in a zero mark.

Students suffering from an illness of more than one or two days or with a serious problem affecting their ability to submit an assessment task on time should apply to the Head of Faculty for an extension. The appropriate form is available at the back of this booklet. Students experiencing a prolonged absence must maintain contact with the Head of Faculty in order to follow the relevant school procedures.

Students with approved leave during assessment tasks must make alternate arrangements with your teacher and the Head of Department. Unapproved leave during assessment tasks will result in a mark of zero.

Students who are absent for either part or the whole of the day before an assessment is due, whether it is a submitted task or an examination, are to bring in a medical certificate (see Page 64 for form to complete) along with a parent or guardian note explaining their absence. Failure to do this may result in a zero mark being awarded.

Students must attend school daily for their lessons, or it may jeopardise their chances of fulfilling the required hours in a course which may lead to an ‘N’ grade.

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Extensions

Extensions will only be granted by a Head of Faculty in the most exceptional circumstances, and should not be assumed by students. Should a student wish to seek an extension for an Assessment Task, they must apply in advance, at least a week before the task is due, to the Head of the Faculty involved. A form is available for this purpose and is found on Page 62. The Head of the Faculty will deal promptly with the application and advise the outcome. Late applications for an extension will only be considered if special circumstances exist. Grounds for extension may be:

1. Illness or valid injury (Doctor’s Certificate and Illness/Misadventure Form must be provided)

2. Severe family disruption

3. Student involvement in an official school function

4. Other (at the discretion of the Head of College)

Assessment Information

The date of an assessment task can be changed if school circumstances make it advisable. In such cases students will be given reasonable written notice (usually at least two weeks), of the alteration. The three key principles in this procedure will be that:

a) the date will not generally be made earlier than that originally advised.

b) the weighting of the Task in the overall Assessment Schedule will not generally be varied.

c) every consideration will be given to ensure that students do not suffer disadvantage.

Students are awarded a mark for each assessment task. The final assessment mark, as submitted to the Board, must not be given to students. A student’s mark for any task is confidential. It is not given to other students. Students receive information about their ranks for most tasks. A student’s overall (cumulative) rank in a subject is available from their teacher at any time. The cumulative ranks in courses are included on the Semester One and Semester Two Reports.

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Late Submission

A penalty will apply for any late submission of an assessment task not covered in the above. Students will lose 10% of the mark normally awarded for every day late (for example, the loss of 40% of the mark awarded if a student submits work 4 days late). In this context, “day” means calendar day; for example, a piece of work due on a Friday and submitted on the following Monday is three days late. In most instances, parents will be notified of penalties incurred due to the late submission of work. A student will have a zero recorded for work submitted 10 or more days late.

Students are expected to submit all assessment tasks, even in cases where a zero mark will be recorded. Students must complete HSC assessment tasks that contribute in excess of 50% of the available marks in a course. Consistent failure to submit assessment tasks could result in failure to satisfy Board requirements and a subsequent “N” (Non-completion) determination for the course.

An N-determination in one course may place a student’s HSC and ATAR at risk. Students at risk of receiving an N-determination will be sent a warning letter from the Head of Department. Students failing to respond to warning letters will need to attend an interview with their parents/guardians and the Head of Curriculum or Head of College. All students who receive an “N” determination for a course will be informed of the consequences, their right to appeal (a School Review or Board of Studies appeal) and the relevant procedures.

Alleged Malpractice in Assessment Tasks or Examinations

The NSW Board of Studies defines malpractice, or cheating, as “dishonest behaviour by a student that gives them an unfair advantage over others”. Any form of dishonesty in completing an assessment task, such as cheating, assisting someone to cheat or plagiarising (using other people’s work without acknowledgement) will result in no marks being recorded.

Plagiarism is the presenting of the words and ideas of others as if they were your own. It includes copying sections from books, articles (and other print material), CD ROMs & websites (and other electronic material), without indicating a quotation and acknowledging the author. Paraphrasing (changing a passage into your own words) is also plagiarism when the author of the original works is not acknowledged. Copying from other students and presenting it as your own is also plagiarism. A guide on how to reference material is provided in this booklet.

When sitting for examination type assessment tasks, students must attend all other classes on this day, prior to the task. For example, if a task is on Period 4, students must attend their Period 1 – 3 classes as normal. Students arriving to school just to sit for an exam, without a genuine medical certificate (see Page 64 for form to complete) and reason, will be deemed to have truanted class and may receive a zero mark, as will students who are at school but do not attend their lessons.

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Grievance & Appeals

Concerns may arise from time to time about aspects of a course. It may be about resources, facilities, another person, an assessment task or an assessment result. A grievance is any type of problem, and may be about an act, omission, situation or decision, you feel is unfair, discriminatory or unjustified. Students have 2 school days which includes the day they receive a task back in which to lodge an Assessment Appeal Form (Refer to Page 63) if they are unhappy about their result. Any requests made after this will not be accepted.

The following procedure should be followed:

(a) Try to clarify the situation with the class teacher involved.

(b) If the situation is unresolved, then you are to see the Head of Curriculum for an Assessment Appeal Form.

(c) Complete the form and return it to the Head of Curriculum.

(d) The Head of Curriculum, together with the Head of Department concerned will hold a meeting with you. Notes will generally be taken and agreed to at the end of the meeting.

(e) If a satisfactory resolution cannot be achieved, then the Head of College must be contacted in bringing about a resolution. All procedures are consistent with the Board of Studies requirements.

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Procedures for Appeals Process against HSC Assessment

Rankings

The College has the following procedures in place for student appeals against their HSC Assessment Rankings:

(i) After the final HSC examination, a student can obtain their rank order for assessment in each course via Students Online. If a student feels that their placement in any course is not correct, they should firstly talk to their subject teacher and may see the Head of Curriculum for a School review of their rank order.

(ii) There is no provision for a review of the marks received for individual assessment tasks. Reviews are limited to the assessment process. The only matters that the College will consider are whether or not:

(a) the weightings specified by the College in its assessment program conform with the Board’s requirements as detailed in the relevant syllabus;

(b) the procedures used by the College for determining the final assessment mark comply with the stated assessment program;

(c) computational or other clerical errors have been made in the determination of the assessment mark.

(iii) If a student wishes to apply for a review they must do so by the date specified by the Board of Studies. The College will advise in writing to the student and parent the outcome of its School review made by a panel consisting of the Head of Department, Head of Curriculum and Head of College, and will advise the Board of Studies of any changes to assessment marks.

(iv) If a student is dissatisfied with the outcome of the School review, they are to advise the Head of College that they wish an appeal to be sent to the Board of Studies. The Head of Curriculum will arrange and explain to the student the required paperwork associated with this appeal. The Board of Studies conducts the review of the student appeal and notifies both the student and Head of College of the decision.

(v) If the student makes no appeal to the Board of Studies, all documentation is kept at the College and no further action is taken.

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Student Responsibilities

Each student has the responsibility to:

1. Understand the Board of Studies course requirements and procedures for each course of study.

2. Be familiar with and fulfil the requirements of the School Assessment Policy as set out in this handbook.

3. Attend school, be aware of due dates for assessment tasks and complete tasks on time.

4. Provide written evidence (eg. Doctor’s Certificate) of reason for absence from or late submission of formal assessment tasks.

5. Plan a study timetable that gives careful consideration to the requirements of assessment tasks in their overall pattern of study.

6. Seek help and advice from the teaching staff.

7. Be present to do all in-school assessment tasks. This means being present all day on the day a task is due.

8. Be on time for all assessment tasks.

9. Keep a personal record of the results of assessment tasks.

10. Apply himself/herself to the best of his/her ability to all coursework whether it is an assessment task, class work or homework.

11. Attend school daily and fulfill Board of Studies requirements pertaining to hours studied per course.

School’s Responsibilities

1. Set tasks that will be used to measure performance in each component of the course.

2. Specify the relative value of each of these tasks.

3. Inform students in writing of the nature, timing, mark value and weighting of each task.

4. Provide feedback to students on their performance and on what they must do to improve.

5. Develop a policy for valid absences.

6. Keep records of students’ performance in each task.

7. Consider appeals after each task.

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HSC Assessment Schedules 2013-2014

Note: Dates that appear in the schedules are subject to change. Please refer to ‘Assessment Information’ on page 7 for further clarification.

HSC Assessment Schedules 2014

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Coptic Orthodox Studies

Higher School Certificate Course Outcomes

A student develops the skills to:

Outcome Description

1.1 Identify the beliefs and practices of various faiths, including the major Christian denominations.

1.2 Appreciate what Christians share in common, and the importance of the Ecumenical movement.

1.3 Compare and contrast beliefs and practices amongst religions.

1.4 Understand, deepen and strengthen his/her own faith through this knowledge and comparison.

2.1 Identify and understand important issues relating to life relationships.

2.2 Develop practical life skills that will help them to have successful, fulfilling and beneficial life relationships.

2.3 Outline the Church’s teaching on various relationship issues and the Biblical and moral principles underlying these teachings.

2.4 Relate the concepts, symbolism and meanings behind the Coptic Orthodox Marriage Rite and ceremony to their application in day to day life.

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Task 1 Task 2 Task 3 Task 4 Weighting

12Coptic Orthodox

StudiesComparative

Theology

Semester One

Examination

Christian

Family

Semester Two

Examination

Internal Assessment Term 2, Wk 1

2014

Term 2, Wk 11

2014

Term 4, Wk 3

2014

Term 4, Wk 7 & 8

2014

Syllabus Outcomes 1.1, 1.2, 1.3,1.4 1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3, 2.4 1.1, 1.2, 1.3,1.4

1.1, 1.2, 1.3, 1.4,

2.1, 2.2, 2.3, 2.4

Oral Presentation 15 15

Research Task 15 15

Test Type 35 35 70

Marks 15 35 15 35 100

Are

a o

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As

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English Advanced


Assessment Outcome Descriptors

Outcome Description

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

2 A student explains relationships among texts.

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

3 A student develops language relevant to the study of English.

4 A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

5 A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

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

7 A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values, for a variety of purposes, audiences and contexts.

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

10 A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

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

12 A student reflects on own processes of responding and composing.

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

13 A student reflects on own processes of learning.

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English Standard



Outcome Description

1 A student demonstrates understanding of how relationships between composer, responder, text and context shape meaning.

2 A student demonstrates understanding of the relationships among texts.

3 A student develops language relevant to the study of English.

4 A student describes and analyses the ways that language forms and features, and structures of texts shape meaning and influence responses.

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

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

7 A student adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

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

9 A student assesses the appropriateness of a range of processes and technologies in the investigation and organisation of information and ideas.

10 A student analyses and synthesises information and ideas into sustained and logical argument for a range of purposes and audiences.

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

12 A student reflects on own processes of responding and composing.

13 A student reflects on own processes of learning.

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English Extension 1



Outcome Description

H1 A student distinguishes and evaluates the values expressed through texts.

H2 A student explains explains different ways of valuing texts.

H3 A student composes extended texts.

H4 A student develops and delivers sophisticated presentations.

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General Mathematics


A student develops the skill to:

Outcome Description

H1 appreciates the importance of mathematics in his/ her own life and its usefulness in contributing to society.

H2 integrates mathematical knowledge and skills from different content areas in exploring new situations.

H3 develops and tests a general mathematical relationship from observed patterns.

H4 analyses representations of data in order to make inferences, predictions and conclusions.

H5 makes predictions about the behaviour of situations based on simple models.

H6 analyses two- dimensional and three dimensional models to solve practical and mathematical problems.

H7 interprets the results of measurements and calculations and makes judgements about reasonableness.

H8 makes informed decisions about financial situations.

H9 develops and carries out statistical processes to answer questions which she/ he and others have posed.

H10 solves problems involving uncertainty using basic principles of probability.

H11 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating his/ her position clearly to others.

P1 develops a positive attitude to mathematics and appreciates its capacity to provide enjoyment and recreation.

P2 applies mathematical knowledge and skills to solving problems within familiar contexts.

P3 develops rules to represent patterns arising from numerical and other sources.

P4 represents information in symbolic, graphical and tabular forms.

P5 represents the relationships between changing quantities in algebraic and graphical form.

P6 performs calculations in relation to two- dimensional and three- dimensional figures.

P7 determines the degree of accuracy of measurements and calculations.

P8 models financial situations using appropriate tools.

P9 determines an appropriate form of organisation and representation of collected data.

P10 performs simple calculations in relation to the likelihood of familiar events.

P11 justifies his/ her response to a given problem using appropriate mathematical terminology.

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Mathematics



Outcome Description

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

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P3 Performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities.

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques.

P5 understands the concept of a function and the relationship between a function and its graph.

P6 relates the derivative of a function to the slope of its graph.

P7 determines the derivative of a function through routine application of the rules of differentiation

P8 understands and uses the language and notation of calculus

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Mathematics Extension 1



Outcome Description

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

PE1 appreciates the role of mathematics in the solution of practical problems

PE2 uses multi-step deductive reasoning in a variety of contexts

PE3 solves problems involving permutations and combinations, inequalities, polynomials, circle geometry and parametric representations

PE4 uses the parametric representation together with differentiation to identify geometric properties of parabolas.

PE5 determines derivatives which require the application of more than one rule of differentiation

PE6 makes comprehensive use of mathematical language, diagrams and notation for communicating in a wide variety of situations

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Mathematics Extension 2



Outcome Description

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

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

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

E4 uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials

E5 uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion

E6 combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions

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

E8 applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems.

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

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Biology



Outcome Description

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 impact of particular advances in biology on the development of technologies

H5 identifies possible future directions of biological research

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

H7 analyses the impact of natural and human processes on biodiversity

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

H9 describes the mechanisms of inheritance in molecular terms

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

H11 justifies the appropriateness of a particular investigation plan

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

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

H14 assesses the validity of conclusions from gathered data and information

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

H16 justifies positive values about and attitudes towards both the living and nonliving components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

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Task 1 Task 2 Task 3 Task 4 Task 5 Weighting

12 Biology Open-Ended

Investigation

Semester One

ExaminationResearch Project Data Processing

Semester Two

Examination

Internal AssessmentT4, Wk 6 & 7

15 & 18

November2013

T1, Wk 10/11

2014

Term 2, Wk 5

26 May 2014

Term 2, Wk 8

16 June 2014

Term 3, Wk 6 & 7

2014

Syllabus Outcomes

H2, H3, H6, H7, H8,

H9, H11, H12, H13,

H14

H1, H2, H3, H4, H5,

H6, H7, H8, H9, H11,

H12, H13, H14

H1, H5, H12, H13,

H14

H1, H5, H12, H13,

H14

H1, H2, H3, H4, H5,

H6, H7, H8, H9, H10,

H11, H12, H13, H14

Content Maintaning a Balance

Maintaining a

Balance, Blueprint of

Life

Blueprint of Life,

Search for a Better

Health

Blueprint of Life,

Search for a Better

Health

Maintaining a Balance,

Blueprint of Life, Search

for a Better Health,

Elective

Knowledge & Understanding of:

(i) 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

(ii) cell ultrastructure and processes, biological diversity,

environmental interactions, mechanisms of inheritance and

biological evolution

20 30 50

Skills:

(i) planning and conducting firsthand investigations

(ii) gathering and processing firsthand data

(iii) gathering and processing relevant information from secondary

sources

10 10 5 25

Skills:

(i) communicating information and understanding

(ii) developing scientific thinking and problem-solving techniques

(iii) working individually and in teams

10 10 5 25

Marks 20 20 20 10 30 100

Are

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Assessm

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Chemistry



Outcome Description


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

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

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

H5 describes possible future directions of chemical research

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

H7 describes the chemical basis of energy transformations in chemical reactions

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

H9 describes and predicts reactions involving carbon compounds

H10 analyses stoichiometric relationships






H16 justifies positive values about and attitude towards both the living and nonliving components of the environment, ethical behaviour and a desire for critical valuation of the consequences of the applications of science

33


12 Chemistry Research ProjectSemester One

Examination

Open-Ended

InvestigationData Processing

Semester Two

Examination

Internal Assessment T4, Wk 9

2013

T1, Wk 10/11

2014

Term 2, Wk 3

2014

Term 4, Wk 8

2014

Term 3, Wk 7 & 8

2014

Syllabus Outcomes

H4, H5, H6, H7, H8

H9, H10, H11, H12,

H13, H14, H15, H16

H1, H2, H4, H5, H6,

H7, H8 H9, H10, H11,

H12, H13, H14, H15,

H16

H1, H2, H3, H4, H5,

H6, H7, H8 H9, H10,

H11, H12, H13, H14,

H15, H16

H1, H2, H3, H4, H5,

H6, H7, H8 H9, H10,

H11, H12, H13, H14,

H15, H16

H1, H2, H3, H4, H5,

H6, H7, H8 H9, H10,

H11, H12, H13, H14,

H15, H16

Production of Materials 9.2 20 7 5 3 5 40

The Acidic Environment 9.3 13 7 3 7 30

Chemical Monitoring & Management 9.4 8 4 10 22

Industrial Chemistry 9.5 8 8

Marks 20 20 20 10 30 100

Are

a o

f

Assessm

en

t

34

Physics



Outcome Description


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 identifies possible future directions of physics research

H6 explains events in terms of Newton’s Laws, Law of Conservation of Momentum and relativity

H7 explains the 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 the particles






H16 justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

36

Business Studies



Outcome Description

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 situation

37

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Weighting

Oral

Presentation:

Marketing

Stimulus

Based Skills:

Finance

Semester

One

Examination

Business

Report:

Operations

Syllabus

Summary

Semester

Two

Examination

Term 4, Week

6, Tue 12th

Nov, 2013

Term 1, Week

5, Wed 26th

Feb, 2014

Term 1, Week

10 & 11, 2014

Term 2, Week

5, Wed 28th

May, 2014

Terms 1 - 4,

2014

Term 3, Wk

5 - 7, 2014

H2, H7, H8,

H9

H4, H6, H8,

H9, H10

H2, H4, H5,

H8, H9, H10

H4, H6, H7,

H8, H9H1, H2,

H1, H2, H3,

H4, H5, H6,

H8, H9, H10

Knowledge & Understanding of course

content5 5 10 10 10 40

Stimulus-based skills 10 5 5 20

Inquiry & Research 5 5 5 5 20

Communication of business information,

ideas and issues in appropriate forms5 5 5 5 20

Marks 10 15 15 20 15 25 100

12 Business Studies

Are

a o

f

Assessm

en

t

Syllabus Outcomes

Internal Assessment

38

Society & Culture



Outcome Description

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

H2 analyses relationships within and between social and cultural groups

H3 accounts for cultural diversity and commonality within societies and cultures

H4 evaluates continuity and change, and assesses social futures and strategies for change and the implications for societies and cultures

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

H6 applies and evaluates the methodologies of social and cultural research

H7 applies appropriate language and concepts associated with society and culture

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

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

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

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

39


OralResearch

Assignment

Semester One

Examination

Depth Study

Essay

Semester Two

Examination

Internal AssessmentTerm 4, Week 6,

Mon 18th Nov,

2013

Term 1, Week

5, Mon 24th Feb

2014

Term 1, Weeks

10 & 11, 2014

Term 2, Week 3,

Mon 12th May,

2014

Term 3, Week 5 -

7, 2014

Syllabus OutcomesH4, H5, H6, H7,

H8,H10

H2, H3, H4, H5,

H7, H8, H10

H1, H2, H3, H4,

H5, H6, H7, H8,

H10

H2, H3, H4, H7,

H8, H10

H1, H2, H3, H4,

H5, H6, H7, H8,

H10

Knowledge and understanding of course

content5 5 15 5 20 50

Application and evaluation of social and

cultural research methodologies5 5 5 10 5 30

Communication of information, ideas and

issues in appropriate forms5 5 5 5 20

Marks 15 15 20 20 30 100

12 Society & Culture

Are

a o

f

Assessm

en

t

40

Legal Studies


A student develops knowledge and understanding about:

Outcome Description

H 1 identifies and applies legal concepts and terminology

H 2 describes and explains key features of and the relationship between Australian and international law

H 3 analyses the operation of domestic and international legal systems

H 4 evaluates the effectiveness of the legal system in addressing issues

H 5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

H 6 assesses the nature of the interrelationship between the legal system and society

H 7 evaluates the effectiveness of the law in achieving justice

H 8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents

H 9 communicates legal information using well-structured and logical arguments

H 10 analyses differing perspectives and interpretations of legal information and issues.

A student develops skills in:

Outcome Description

1 the nature and institutions of domestic and international law

2 the operation of Australian and international legal systems and the significance of the rule of law

3 the interrelationship between law, justice and society and the changing nature of the law.

4 investigating, analysing and communicating relevant legal information and issues.

41


12 Legal StudiesIn-class

Essay

Media File

and Written

Task

Semester

One

Examination

Research

Report & In-

class Exam

Syllabus

Summary

Semester

Two

Examination

Internal AssessmentTerm 4 Week

9, Tue 3rd

Dec 2013

Term 1 Week

4, Wed 19th

Feb, 2014

Term 1, Wk

10 & 11, 2014

Term 2, Week

4, Mon 19th

May, 2014

Term 3, Week

4, 2014

Term 3, Wk

5 - 7, 2014

Syllabus OutcomesH1, H4, H5,

H6, H7, H9

H2, H3, H5,

H6, H8, H9

H2, H3, H5,

H6, H8, H9

H1, H4, HH1,

H4, H5, H7,

H8, H9, H105,

H7, H8, H9,

H10

H1, H2, H3,

H4, H5, H6,

H7, H8, H9,

H10

H1, H2, H3,

H4, H5, H6,

H7, H8, H9,

H10

Knowledge and Understanding of

course content 5 15 5 5 30 60

Inquiry and research 5 5 5 5 20

Communication of Legal Studies

information, issues and ideas in

appropriate forms

5 5 5 5 20

Marks 10 15 20 15 10 30 100

Are

a o

f

Assessm

en

t

42

Studies of Religion I



Outcome Description

H1 explains aspects of religion and belief systems

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

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

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

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

H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and bias

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

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

H9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms

43

Task 1 Task 2 Task 3 Task 4 Weighting

Oral TaskSemester One

Examination

Research Task &

In-Class Essay

Semester Two

Examination

Term 1, Wk 3

Mon 10th Feb,

2014

Term 1 Wk 10 &

11, 2014

Term 2 Week 4,

Wed 21st May

2014

Term 3, Wk 5-

Wk 7, 2014

H1, H2, H4, H5,

H6, H7, H8, H9

H1, H2, H3, H4,

H5, H6, H8, H9

H2, H3, H5, H6,

H8, H9

H1, H2, H3, H4,

H5, H6, H8, H9

Knowledge and Understanding of Course

Concepts5 5 5 5 20

Source-based skills 5 5 10

Investigation and Research 5 5 10


issues in appropriate forms5 5 10

Marks 10 15 10 15 50

12Studies of

Religion 1

Are

a o

f

Assessm

en

t

Syllabus Outcomes

Internal Assessment

44

Studies of Religion II



Outcome Description

H1 explains aspects of religion and belief systems

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

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

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

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

H6 organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and bias

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

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

H9 coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms

45


OralSyllabus

Summary

Semester

One

Examination

In-class

Essay

Research

Task

Semester

Two

Examination

Term 1 Week

3 Mon 10th

Feb, 2014

Term 1-3,

2014

Term 1 Wk 10

& 11, 2014

Term 2, Week

6, Wed 2nd

June, 2014

Term 3, Wk

2, Mon 28th

July, 2014

Term 3, Wk

5- Wk 7, 2014

H1, H4, H5,

H6, H7, H9

H1, H2, H3,

H4, H5, H6,

H7, H8, H9

H1, H2, H3,

H4, H5, H6,

H7, H8, H9

H2, H3, H5,

H6, H8, H9

H2, H3, H5,

H6, H8, H9

H1, H2, H3,

H4, H5, H6,

H7, H8, H9

Knowledge and Understanding of course

concepts 5 5 5 5 20 40

Source Based Skills 5 5 5 5 20

Investigation and Research 5 5 5 5 20


issues in appropriate forms5 5 5 5 20

Marks 10 10 20 15 15 30 100

12 Studies of Religion 2

Are

a o

f

Assessm

en

t

Internal Assessment

Syllabus Outcomes

46

Visual Arts



Outcome Description

H1 initiates and organizes 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 art making

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

47

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Weighting

12 Visual Arts Essay 1 BOW Proposal Essay 2 S1 ExamBOW

Progressive S2 Exam Final BOW

Term 4, Wk 5 Term 4, Wk 8 Term 1, Wk 6Term 1, Wk

10/11Term 2, Wk 3 Term 3, Wk 7/8 Term 3, Wk 5

06-Nov-13 02-Dec-13 03-Mar-14 TBC 14-May-14 TBC 14-Aug-14

Syllabus Outcomes H7 H1, H3 H9 H7, H8, H9, H10 H2, H1 H7, H8, H9, H10 H4, H5, H6

Artmaking 10 15 25 50

Art Criticism and Theory 10 10 10 20 50

Marks 10 10 10 10 15 20 25 100

Are

a o

f

Assessm

en

t

Internal Assessment

48

Personal Development, Health & Physical Education



Outcome Description

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

49


12 PDHPEPractical

Assessment &

Examination

Workbook

assessment

Semester One

Examination

In Class Report

Analysis

Oral Analysis &

Interpretation

Trial HSC

Examination

Internal Assessment Term 4, Wk 6

2013

Term 1, Wk 10,

2014

Term 1, Wk 11

2014

Term2, Wk 7

2014

Term 3, Wk3

2014

Term 3, Wk 7 & 8

2014

Syllabus Outcomes H8, H13, H17H1, H2, H3, H4, H5,

H6H1, H2, H3, H4, H16

H7, H8, H9, H10,

H16, H17

H2, H4, H6, H14,

H15, H16

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

H7, H8, H9, H10, H11, H12,

H13, H14, H15, H16

Content Sports MedicineHealth Priorities in

Australia

Health Priorities in

Australia,

Sports Medicine

Factors Affecting

Performance

The Health of Young

PeopleAll Topics

Knowledge and understanding of

• Factors that affect health (H1-H3)

• The way the body moves (H7-H9)

5 2 9 4 5 10 35

Skills in being able to:

• exercise, influence over personal &

community health outcomes (H4-H6)

• Taking action to improve participation and

performance in physical activity (H10-H13)

5 2 6 4 5 10 32

Skills in critical thinking, research and

analysis (H14-H17)5 1 10 2 5 10 33

Marks 15 5 25 10 15 30 100

Are

a o

f

Assessm

en

t

50

Music1


Outcome Description

H1 Performs stylistically music that is characteristic of the topics studied, both as a soloist and 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 Observes an discusses concepts of music in works representative of the topics studied

H7 Understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the contexts 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

53

HSC Assessment Timeline 2013-2014

Note: Dates that appear in the schedules are subject to change. Please refer to ‘Assessment Information’ on page 7 for further clarification.

HSC Assessment Timeline 2012

54

TERM 4 (2013) Week Monday Tuesday Wednesday Thursday Friday

1

7/10-11/10

Beginning of

Term 4

2

14/10-18/10

3

21/10-25/10

4

28/10-1/11

5

4/11-8/11

Visual Arts

Essay

6

11/11-15/11

PDHPE Sports Medicine prac assessment

Business Studies

Oral

Biology Open Ended Investigation

7

18/11-22/11

Biology Invest. Class Test

Society &

Culture Oral

Music 1

core composition

PDHPE Sports

medicine Examination

8

25/11-29/11

Visual Arts BOW Proposal

English - Advanced &

Standard Extended Response

Physics

Research Task Music 1

Core Performance

9

2/12-6/12

Chemistry Research Project

Legal Studies In-Class Essay

End of Term 4

Speech Night

Staff Development

Day

Staff Development

Day

55


1

27/1-31/1

Australia Day

Public Holiday

Staff Development

Day

Beginning of

Term 1

Modern History Source Analysis

Mathematics (2 Unit & General)

Task 1

2

3/2-7/2

Mathematics Ext. 1

Task 1

8-12 Parent – Teacher

Nght

English Ext.1 Task 1

Economics

In Class Essay

3

10/2-14/2

SOR1 Oral Task

SOR2 Oral Task

English Ext.1 Task 1 - Concludes

4

17/2-21/2

Legal Studies

Media File & Written Task

Senior School Swimming

Carnival

5

24/2-28/2

Society & Culture Research Assignment Business Studies

Stimulus Based Skills

6

3/3-7/3

Visual Arts In Class Essay

Physics

Data Processing

Music Musicology

7

10/3-14/3

English Advanced &

Standard

Module A

English Advanced & Standard

Module A

8

17/3-21/3

PDHPE Core 1 Work

9

24/3-28/3

HSC Information

Evening

Senior School Athletics Carnival

10

31/3-4/4

Semester One Examinations





11

7/4-11/4






ANZAC AND EASTER

ASSEMBLY

End of Term 1

56


1 28/4-2/5

Staff Professional Development

Beginning of Term 2

2

5/5-9/5

3

12/5-16/5

Society & Culture Depth Study Essay

Visual Arts

BOW Progressive

4

19/5-23/5

Chemistry Open Ended Investigation

Legal Studies

Research Report &

Exam

Studies of Religion 1 Research & In-Class Essay

5

26/5-30/5

Biology Research Project

Business Studies In-class Essay

Modern History

Research Task

6

2/6-6/6

Economics Stimulus Task

Studies of Religion 2

In-Class Essay

Music

Elective 1

7

9/6-13/6

PDHPE Core 2 Multi Task

Physics

Practical Investigation

8

16/6-20/6

Biology Data Processing

8

23/6-27/6

Chemistry Data Processing

English Advanced &

Standard

Module B

End of Term 2

57


1

21/7-25/7

Staff Professional Development

Beginning of Term 3

English Extension 1 Creative Response

Mathematics

(2 Unit & General)

Task 3

2

28/7-1/8

Mathematics Ext. 1

Task 3

SOR 2

Research

Mathematics Ext. 1 Task 3

Modern History

Research

3

4/8-8/8

Economics Research Task

PDHPE

Improving Performance Task

Music Elective 2 & 3

Task

4

11/8-15/8

Visual Arts Final Body of

Work

5

18/8-22/8

6

25/8-29/8

Semester Two Examinations



Semester Two

Examinations


7

1/9-5/9




Semester Two

Examinations


8

8/9-12/9

9

15/9-19/9

Year 12 Camp Year 12 Camp

Year 12 Valedictory Luncheon

End of Term

3

58

Appendix

Appendix

59

Saint Mark's Coptic Orthodox College

Fr Antonios Kaldas, Director 52 Australis Ave Wattle Grove. Mr. John Rekouniotis, Head of College P.O. Box 747, Moorebank, NSW, 1875 Tel: 9825 6768, Fax: 9825 6489 Email: [email protected]

ABN: 64 796 481 099 Website: www.stmarks.nsw.edu.au

02342F CRICOS Provider Number:

Non-Completion of a Higher School Certificate Course

Dear Parent/Guardian,

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

I am writing to advise that your child ________________________ is in danger of not meeting the Course Completion Criteria for the Higher School Certificate course ________________________. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the _________ (eg 1st, 4th) official warning we have issued concerning ___________________________. A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion of course) determination being made for a course.

Course Completion Criteria

The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

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

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

Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement and may affect the student’s eligibility for the Higher School Certificate. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed.

60

To date, ___________________________ has not satisfactorily met ___________ of the Course Completion Criteria. The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for ________________ to satisfy the Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed and/or achieved. Please discuss this matter with _____________________ and contact the school if further information or clarification is needed.

Yours sincerely, ______________________________ _____________________________ Head of Faculty Head of Curriculum / /2014 / /2014

To satisfy the Course Completion Criteria, the following task(s), requirements or outcomes need to be satisfactorily completed by __________________.

Please detach this section and return to the school Requirements for the Satisfactory Completion of a Higher School Certificate Course

I have received the letter dated ______________ indicating that ________________ is in danger of not having satisfactorily completed ___________________________

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

I am also aware that the ‘N’ determination may make him/her ineligible for the award of the Higher School Certificate.

Parent/Guardian’s signature: ____________________________ Date: _________

Student’s signature: ___________________________________ Date:_________

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

Percentage Weighting (if applicable)

Original Due Date (if applicable)

Action Required By student

Revised date to be Completed by (if applicable)

61

Notification of Change of Course

SA

MP

LE

No

tifi

ca

tio

n f

orm

is

to

be

co

lle

cte

d f

rom

th

e H

ea

d o

f C

urr

icu

lum

62

Extension Request for HSC Course Assessment Task

Student Name: ______________________________________ I hereby apply for an extension in the following HSC Course Assessment Task. Course: _____________________________________________________________________ Nature of Task: _______________________________________________________________ Due Date: ________________ Task Name: _______________________________ Reason for Extension: _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________

(Documentary evidence from parent/doctor to be attached)

In applying for this extension I assure the Head of Department that I am not seeking any unfair advantage over the other students in the course. Student’s Signature: _____________________________________ Date: ______________ I have noted the above request and have decided: To grant an extension Not to grant an extension Reason: _________________________________________________________________________________

_________________________________________________________________________________

New date for submission of Assessment Task: _______________________________________ Class Teacher’s Signature: ______________________________ Date: ______________ Head of Faculty Signature: __________________________ Date: ______________

63

ASSESSMENT APPEAL FORM

Student Name ______________________________________ Year: ________________ Date _______________ Subject: ____________________________________________________ Class teacher: _______________________________________________ Head of Department: _________________________________________ Reason for Appeal: _________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

Student’s Signature: _____________________________ Date: ______________ Parent’s Signature: _____________________________ Date: ______________ Appeal Outcome I have noted the above and have decided: To grant this appeal Not to grant this appeal Reason: _________________________________________________________________________________

_________________________________________________________________________________

Head of Faculty Signature: __________________________ Date: ______________ Head of Curriculum Signature: __________________________ Date: ______________

64

Independent Evidence of Illness/Misadventure

For appeals based on illness, this section will normally be completed by a doctor or other health professional. In the case of misadventure, it may be completed by another person, e.g. a police officer, counsellor. This person should not be related to the student.

Evidence such as a Medical Certificate may be attached (stapled) to this page.

Attention: Health Professionals, Counsellors, etc For the circumstances of the student’s absence to be accurately assessed, the following information is required:

In case of illness:

The date of the onset of the illness, plus any additional dates of consultation

A description of the student’s symptoms

An indication of the duration of the condition

The likely impact of the condition on the student’s test performance

In the case of misadventure: The date and time of the occurrence, and subsequent events

A description of the occurrence

Independent Evidence of Illness or Misadventure

(Please ensure you have read the instructions above. If this space is insufficient, please attach a separate sheet)

Student Name: ____________________________________________

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

…………………………………………………………………………………………………

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

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

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

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

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

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

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

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

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

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

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

……………………………………………

Please complete this section carefully. You may be contacted if additional information is required. Name: ___________________________________________ Profession: __________________________________ Address: _____________________________________________________________________________________ Telephone: __________________________ Signed: _______________________________ Date: _____________

65

A Guide to Writing Bibliographies Based on The Harvard Style

(i) Background:

A Bibliography is a list of resources used in preparing a piece of work. When writing up a piece of work you will need to cite (quote) the bibliographical references of all resources you have used. Bibliographical references need to be cited in two different places:

1. Where a document is referred to in the text. 2. In a list at the end of the work which is arranged alphabetically by author then by date. This

author/date system of description is referred to as the Harvard System.

(ii) Citing in the Text:

1. Citing in the text (without direct quote) At each point in the text which refers to a particular resource, insert the author’s surname and publication year. (Initials not necessary unless two authors have same name)

The work of Thompson (1994), Bryant (1998) and Eastman (1986) were all concerned with the importance of consistency in bibliographies and citations.

2. Citing direct quotations

After the quote include the author’s surname, publication year followed by page number. [One page (p) pages (pp) (full stop)]

As Thompson says, “all direct quotations must be acknowledged” (Thompson, 1994, p. 45).

(iii) Bibliographical referencing of books (incl. Reference)

Include the following information in this order:

1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full stop) 3. Title of book. (underlined OR italics) (full stop) 4. Publisher, (comma) 5. Place of publication. (full stop)

For a reference book: Title of book. (underlined OR italics) (full stop) Year. (in brackets) (full stops) Publisher, (comma) Place of publication. (full stop)

Dixon, J. (1993). How to be a successful student. Penguin Books, Ringwood.

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(iv) Bibliographical referencing of books (edited)


1. Editor’s surname, initials. (full stop) 2. (ed.) (in brackets) 3. Year. (in brackets) (full stop) 4. Title of book. (underlined OR italics) (full stop) 5. Publisher, (comma) 6. Place of publication. (full stop)

For an article in an edited book: Before 1 to 5 add:

a) Article author’s surname, initials. (full stop) b) Year. (brackets) (full stop) c) Title of article. (full stop) d) Followed by In: (underlined) (colon) e) Back to number 1 and omit 3

Morgan, J. (ed.) (1993). How to be a successful author. Penguin Books, Ringwood.

(v) Bibliographical referencing of World Wide Web


1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full stop) 3. Title (underlined OR italics) 4. [Internet]. [in square brackets] (full stop) 5. Publisher, (comma) 6. Place of publication. (full stop) 7. Available from: <URL> [Accessed date].

If there is no author start at Step 3. If there is no date write n.d. (no date) after the author’s name Eg. Hanson, B. n. d. Central Nepal. (cont. on from step 3.) If there is no publisher or place of publication skip 5 and 6 and conclude with 7.

Holland, M. (1996). Harvard System [Internet]. Bournemouth University, Poole. Available from: http://www.bournemouth.ac.uk/service-depts/lis/LIS_Pub/harvardsys.html[Accessed 6 May, 1998].

(vi) Bibliographical referencing of CD-ROMS

http://www.bournemouth.ac.uk/service-depts/lis/LIS_Pub/harvardsys.html%5bAccessed

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Include the following information in this order: 1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full Stop) 3. Title. (underlined OR italics)(full stop) 4. CD ROM. [in square brackets] (full stop) 5. Publisher, (comma) 6. Place of publication (full stop)

(vii) Bibliographical referencing of E-mail

Include the following information in this order: 1. Sender’s surname, initials. (full stop) 2. (Sender’s E-mail address), (brackets) (comma) 3. Day, (comma) month, (comma) year. (full stop) 4. Subject of message. (underlined OR italics) (full stop) 5. E-mail to (recipient’s email address). (brackets)(full stop)

Lowman, D. ([email protected]), 4 April, 1998. Internet referencing. ([email protected]).

(viii) Bibliographical referencing of interviews

Include the following information in this order.

1. Name of interviewee First initial (full stop) Surname (full stop) 2. Kind of interview (Personal or Telephone) (full stop) 3. Date of interview (full stop)

Hawking, S.W. (1994). A brief history of time: an interactive adventure. [CD-ROM]. Crunch Media, N.Y

N. Archer. Personal Interview. October 11, 1998.

mailto:[email protected]

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(ix) Bibliographical referencing of Journal articles

Include the following information in this order: 1. Author’s surname, initials. (full stop) 2. Year. (in brackets). (full stop). 3. Title of the article. (full stop) 4. Title of the journal. (underlined OR italics) (full stop) 5. Volume, number, month/session, (comma) 6. Page numbers of the article. (full stop)

Burns, S. (1989). There’s more than one way to learn. Australian Wellbeing. No 33, October, pp 42-44.

(x) Bibliographical referencing of Newspaper Articles


1. Author’s surname, initials. (full stop) 2. Year. (in brackets) (full stop) 3. Title of the article. (full stop) 4. Title of the newspaper. (underlined OR italics) (full stop) 5. Date of publication, (comma) 6. Page numbers of article. (full stop)

(xi) Bibliographical referencing of Videos


1. Series title. (full stop) 2. Series number. (full stop) 3. Title. (underlined OR italics) (full stop) 4. Year. (in brackets) (full stop) 5. Publisher, (comma) 6. Place of publication. (full stop) 7. Date of transmission, (comma) 8. Medium: Format. [in square brackets] (full stop)

Popham, B. (1997). Saving the future. Weekend Australian. 7 February, p. 10.

Fragile Earth. 5. South American Wetland. (1982). BBC, London. 17 October, [video: VHS].

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A Glossary of Key Terms

Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

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

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

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

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

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analysis/evaluate)

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

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Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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Saint Mark’s Coptic Orthodox College

St Mark’s Coptic Orthodox College 52 Australis Ave,

Wattle Grove, NSW Australia

Phone (02) 9825-6768 • Fax (02) 9825-6489 Website: www.stmarks.nsw.edu.au

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

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