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Senior Assessment Booklet

YEAR 12 HSC 2021

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3 Contents

Senior Assessment Booklet 1

Contents

42021 Higher School Certificate Assessment Procedures

22Year 12 Assessment Calendar ‐ 2020/2021

23Year 12 Assessment Calendar ‐ 2021

24Ancient History ‐ HSC 2021 Assessment Schedule

26Biology ‐ HSC 2021 Assessment Schedule

28Business Studies ‐ HSC 2021 Assessment Schedule

30Chemistry ‐ HSC 2021 Assessment Schedule

32Community & Family Studies ‐ HSC 2021 Assessment Schedule

34Dance ‐ HSC 2021 Assessment Schedule

36Design & Technology ‐ HSC 2021 Assessment Schedule

38Drama ‐ HSC 2021 Assessment Schedule

40Earth and Environmental Science ‐ HSC 2021 Assessment Schedule

42Economics ‐ HSC 2021 Assessment Schedule

44Engineering Studies ‐ HSC 2021 Assessment Schedule

46English Advanced ‐ HSC 2021 Assessment Schedule

48English Extension 1 ‐ HSC 2021 Assessment Schedule

50English Extension 2 ‐ HSC 2021 Assessment Schedule

52English Standard ‐ HSC 2021 Assessment Schedule

54Food Technology ‐ HSC 2021 Assessment Schedule

56French Continuers ‐ HSC 2021 Assessment Schedule

58Geography ‐ HSC 2021 Assessment Schedule

60German Beginners ‐ HSC 2021 Assessment Schedule

62German Continuers ‐ HSC 2021 Assessment Schedule

64Industrial Technology ‐ HSC 2021 Assessment Schedule

66Information Processes & Technology ‐ HSC 2021 Assessment Schedule

68Japanese Beginners ‐ HSC 2021 Assessment Schedule

70Japanese Continuers ‐ HSC 2021 Assessment Schedule

72Legal Studies ‐ HSC 2021 Assessment Schedule

74Mathematics Advanced ‐ HSC 2021 Assessment Schedule

76Mathematics Extension 1 ‐ HSC 2021 Assessment Schedule

78Mathematics Extension 2 ‐ HSC 2021 Assessment Schedule

80Mathematics Standard 2 ‐ HSC 2021 Assessment Schedule

82Modern History ‐ HSC 2021 Assessment Schedule

84Music 1 ‐ HSC 2021 Assessment Schedule

86Music 2 ‐ HSC 2021 Assessment Schedule

88PDHPE ‐ HSC 2021 Assessment Schedule

90Physics ‐ HSC 2021 Assessment Schedule

92Society & Culture ‐ HSC 2021 Assessment Schedule

94Software Design & Development ‐ HSC 2021 Assessment Schedule

96Textiles and Design ‐ HSC 2021 Assessment Schedule

98Visual Arts ‐ HSC 2021 Assessment Schedule

* VET Subject Assessment Schedules at the back of the booklet3

Advice to Students and Parents

This document provides information relating to the assessment of the Higher School Certificate (HSC) courses at NBSC Freshwater Senior Campus.

The Assessment Program begins in Term 4 and continues until the end of Term 3 the following year. Only marks for each HSC assessment task counts towards the eventual HSC mark. From the commencement of the HSC component, 50% of the final HSC mark in each subject comes from the school-based assessment and 50% from student performance in the HSC examination.

The highest level of fairness in the assessment process and honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others in guiding students, underpins the integrity of the HSC. Throughout the assessment process, the highest level of honesty is also required.

Students must attend regularly ie attend at least 90% of all school days each year. Students must meet this attendance requirement until the final day of school as determined by current Department of Education policy relating to student attendance. For the two years of the Higher School Certificate course it is difficult for a student to have an extended period away from school and still successfully complete the HSC course. It is the FSC expectation that you attend all time-tabled lessons except if you are ill or if approved leave for exceptional circumstances has been granted.

Students and parents/guardians are advised to consult the co-ordinating Deputy Principal, Year Adviser, or Head Teacher of the subject concerned if they are in doubt about any aspect of the assessment procedures. It is particularly important that parents or students contact the school immediately in cases of sickness, misadventure or hardship leading to non-completion or late completion of an assessment task. Extensions will only be granted if a legitimate written application for an extension of time is submitted by the student, (with parent's signature) at least 3 days prior to the due date of the assessment task. Malfunction of computers or printers is not an acceptable reason for consideration when tasks are not completed satisfactorily by due dates.

It should be understood that the assessment program does not in any way diminish the importance of the Higher School Certificate examination at the end of Year 12. Each student has his/her individual examination scores recorded on the Higher School Certificate, while the examination performance of the school’s candidature as a group determines whether the school’s assessment marks are moderated up or down. As the final examination may address parts of the syllabus which may not have received a great deal of attention in the assessment program, it is essential that all students give full and proper attention to all sections of their courses. If students do not satisfactorily complete the course (which includes non-assessment tests, assignments, practical work etc) they may not be eligible for an award indicating satisfactory completion in that subject.

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Study Of An Appropriate Pattern Of Study

To qualify for the Higher School Certificate students must satisfactorily complete an HSC pattern of study comprising at least 12 units, following on from the Preliminary pattern of study. Both patterns must include:

• at least six units from Board Developed courses;• at least two units of a Board Developed course in English;• at least three courses of two units value or greater (either Board Developed or Board Endorsed

courses);• at least four subjects

To satisfy pattern of study requirements for the Higher School Certificate, a student may count a maximum of six Preliminary units and six HSC units from courses in Science.

Complete Courses Satisfactorily

A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence the student has: (a) followed the course developed or endorsed by NESA,(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.

It should be noted that, as a result of absence from a course, the Principal may determine that course completion criteria may not be met.

Students whose attendance is called into question will be required to prove to the Principal’s satisfaction, following a review of their performance, that they are meeting the course completion criteria.

Course Assessment Programs

Each faculty has prepared an assessment program for each of the courses it offers. With the exception of VET courses, these programs provide the following information:

a. the outcomes to be assessed; the components which are to be assessed (knowledge,skills etc);

b. the relative weighting of the components;c. the specific tasks which make up the assessment program;d. the approximate times at which the tasks will be administered;e. the relative values of the assessment tasks; andf. the number of tasks for each subject – each subject has a different number of tasks, but

generally not more than 4.

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SCHOOL ASSESSMENT PROCEDURES

NESA requires that schools provide an assessment of each student’s performance in each Higher School Certificate Course.

RIGHTS AND RESPONSIBILITIES

The school is responsible for:

a) setting assessment tasks which will be used to measure student performance in eachcomponent of a course

b) specifying a mark/weighting for each assessment taskc) informing students of the requirements of each assessment task (see section 3.3)d) keeping records of each individual’s performance in each assessment taske) providing meaningful feedback to each student for all assessment tasksf) providing information to students, during the course that will show their order of merit and the

relative differences between them

Students are responsible for:

a) meeting all course requirements, including attendance at classesb) applying themselves with diligence and sustained effort to the set work and experiences

provided in each coursec) being aware of assessment requirements and proceduresd) making a serious attempt at all assessment tasks. Students who do not make a serious attempt

at assessment tasks in excess of 50% of the available marks will receive an ‘N determination’ forthat course

e) their personal honesty – work submitted must be the student’s own work, and sources whichhave been consulted or quoted must be acknowledged

f) submitting all tasks on or before 3:00pm on the due date (unless otherwise specified)g) being present for all ‘in-class’ tasks and examinations

Measuring achievement at several points during the course can provide a better indication of student achievement than a single, final assessment event. Multiple measures also cater for any knowledge and skills outcomes that are better assessed in specific settings or times (eg research, fieldwork or practical skills).

The assessment marks submitted by the school reflect the knowledge and skills objectives of the course and the related outcomes. This does not include values, attitudes or conduct of the student.

Students with disability may require adjustments to assessment activities to enable access to the task and equitable opportunity to demonstrate what they know and can do. Providing an adjustment does not restrict a student’s access to the full range of grades.

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Assessment Schedule Booklet and Time Frame

The assessment booklet provides you with an assessment schedule for each of your subjects. Each assessment schedule lists for each task: the approximate date (Term and Week), type of task, anticipated syllabus components, weightings and outcomes to be assessed, as well as the school assessment weighting. At the end of this assessment policy booklet is a summary of assessment tasks (see pages 19 -21) – this will allow you to draw up your own diary of assessment tasks to assist you in managing and completing these tasks.

Standards Referenced Approach

The Preliminary and HSC Courses use a standards-referenced approach to assessing and reporting student achievement. This means that the achievements of students are assessed and reported against specified standards that are established by NESA for each course. In a Standards Referenced Approach, students are recognised for what they know, understand and can do. The mark they receive will reflect the standard which the student has achieved in the course. It is not student versus student, it is the student measured against the standard.

How your HSC mark is achieved

With the exception of Vocational Education and Training (VET) courses and non-ATAR courses, the 2021 Higher School Certificate will record two marks for each NSW Education Standards Authority (NESA) developed course studied; an examination mark, and a scaled school-based assessment.

The examination marks will be determined from the individual student’s performance in the Higher School Certificate examinations, which include written papers and externally marked student Major Works, Submitted Works and/or performances. The written examinations are held in October/November of Year 12, 2021. In each subject, overall performance, part of which is the School Assessment, will be reported in respect of Performance Bands detailing what a student is able to do.

The assessment marks will be based on tasks set by the school between October of Term 4, 2020, and the end of Term 3 of Year 12, 2021. The assessment marks prepared by each school are moderated by comparing them in course groups with the students’ HSC examination marks and adjusting them as necessary to eliminate inequities. The students still retain the same rank order submitted by the school for their school based assessment with final assessment marks determined in light of the whole group’s exam performances. This is done by the NSW Education Standards Authority (NESA).

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Scaling for the Australian Tertiary Administration Rank (ATAR)

Using the scaled examination marks and moderated assessment marks, the University Admissions Centre (UAC) carries out a further scaling process which leads to the calculation of each student’s Australian Tertiary Admission Rank (ATAR).

The ATAR is a number between 0.00 and 99.95 (with increments of 0.05). It provides a measure of overall academic achievement in the HSC, which assists universities in ranking applicants for university selection.

The marks awarded to students in each course are re-adjusted taking into account the general ability level of the group of students within the subject. This general ability level of each group is calculated by considering their performance in all the courses taken by the group. Only after this scaling process is it valid to add up the marks awarded to a student and use this total to calculate the ATAR. It is not possible to obtain the ATAR by a combination of the marks or percentile bands which appear on the Record of Achievement.

A candidate’s ATAR is based upon the scaled aggregate of the marks in the best ten units of Board Developed courses, subject to the following conditions: a) the best two units of English must be included in the ATARb) the best eight units from the remaining Board Developed courses are includedc) no more than two units of Category B courses may be included.

The ATAR is a rank, not a mark. The only purpose of the ATAR is to assist universities in rankingschool leaver applicants for tertiary selection in a fair and equitable way. The ATAR should notbe used for any other purpose.

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Assessment Requirements and Guidelines (ACE Manual - Section 11.13)

The HSC is awarded to students who have satisfactorily completed all eligibility requirements.

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:

followed the course developed or endorsed by NESA. applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the College. achieved some, or all of, the course outcomes.

There are some important points to note from this.

Principals may determine that, as a result of absences, a student may not have completed the course.

Students have to “satisfactorily” complete a Preliminary Course in a subject before being allowed to attempt the HSC Course in that subject.

NESA requires that for the Award of the HSC a student must have sat for, and made a serious attempt, at the required HSC Examinations.

Teachers will keep a record of student performance in all formative tasks. If a student does not complete formative tasks, parent(s) and/or guardian(s), will be advised in writing through a Non Completion (N) Course Warning Letter.

If there is a valid reason for absences, for example an on-going illness, and the student is not able to complete the set tasks over an extended period of time, even with adjustments, an interview will be arranged with the Deputy Principal. This is to determine if it is possible for the student to demonstrate the outcomes of the course and effectively fulfil the requirements of the HSC.

If there is not a known valid reason for on-going absences, parent(s) and/or guardian(s) will be contacted and an interview arranged to discuss why the student is regularly missing classes, the impact on the student’s capacity to demonstrate the course outcomes and whether or not additional support can be provided to assist the student meet the expectations of the HSC Course. Ultimately parent(s) and/or guardian(s), and students, need to understand that the HSC is a New South Wales State Government issued credential that is accepted by universities and employers, and as such students are required to meet the course completion criteria.

While it is acknowledged that some students may experience on-going physical or mental health issues during the HSC Course, assessment measures must be fair and valid. It is not possible to assess students on potential or to provide on-going estimates for scheduled tasks. Every attempt is made to support students. Indeed, the school is proud of the level of care and compassion demonstrated by staff, however NESA requires evidence that students have met course requirements in order for the internal HSC Assessment Mark to be valid and for the award of the HSC.

Note that marks from the Preliminary Course ARE NOT included in the HSC Internal Assessment Mark submitted to NESA for the HSC Credential.

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Notification of Assessment tasks

Students will be informed in writing of any assessment task with adequate notice before the task. The written notification details of each task must include:

the date and time of when the task will take place or when the task is due components/topics and their weighting as specified in the course assessment schedule the general nature (mode) of the assessment task the weight value of the task in relation to the total weighted mark for the course as specified in this policy. where appropriate, marking criteria/rubric/information about how the task will be assessed.

After the written notification has been issued, if a change of date for the completion of the task is required, there is no need for an extended period of notice provided the task is not being brought forward. Any changes of date will be notified in writing.

In some circumstances, it may be necessary to alter the date of the task (that is, Term and Week) from that listed in the assessment schedule in this assessment booklet. As such, the written notification (Gold sheet) has precedence over any information listed in the assessment schedules contained in this assessment booklet – that is, details of assessment tasks listed in this assessment booklet (such as type of task, syllabus components, weightings and outcomes to be assessed) may change from the date of issue of the booklet, so the written notification will be used to list the correct details for each assessment task.

Absence when a task is notified

Whenever students are absent from school, it is their responsibility to ensure that they know what work has been missed and to catch up with that work. The same conditions apply if students are absent when written notification of an assessment task is issued. It is the student’s responsibility to be alert to the notification of tasks so no automatic extension is granted to students who are absent on the day the notice of the task is given. However, if a student has had a prolonged absence, on the day of their return to school they may submit a Misadventure Appeal firstly to a member of the Senior Executive (Deputy Principal or Principal)

Attendance 2 days before the task (or assessment block), participation in class and attendance on the day of the task

Students will attend all timetabled lessons on time (including period 0) or scheduled school activities during the 2 days prior to an assessment task. Where a task is due later in the day, then students must attend all lessons prior to the task on that day (unless approval has been given by the HSC Deputy Principal).

The student must provide independent evidence of the facts, detailing why the circumstances prevented them from being at school or on time 2 school days prior to the assessment task, or why they could not attend all lessons on time prior to the task on the day of the assessment task. Appeals for non school related activities such as driving tests or independent camps will not be upheld. Details can be supplied on a confidential basis where necessary. Students who appeal on the grounds of illness must provide a medical certificate certifying the illness occurred during the 2 days prior to the assessment task, or on the day of the assessment task (whichever is applicable). Medical certificates obtained after the event will not be accepted. Back dated medical certificates will not be accepted.

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If proof of illness or leave is not approved, then the student’s assessment mark for that task may be awarded a ZERO mark.

A student who becomes ill or suffers an illness/misadventure at school on the day of an assessment task MUST report firstly to the HSC Deputy Principal (or the Principal). If the student is ill but decides to do the assessment task, the student should notify the class teacher before the assessment task commences.

A student who suffers an illness or misadventure at school on the day of an assessment task may submit a HSC Assessment Task Appeal Application (see section 3.7 above).

Students must participate fully in all classes during the 2 days prior to an assessment task. Students found to be studying for the task during the class time of other courses may be awarded a ZERO mark.

Submission of Assessment Tasks

Normally an assessment task notification will specify at what time it is to be submitted, e.g. during Period 2, otherwise the task must be submitted by 3.05pm on the specified day. The onus is on the student to comply with the requirement on the notification. Students should not miss any timetabled periods, nor come to school late without a valid reason on the day an assessment task is due. It is unfair for students to use scheduled class time to gain an advantage in the submission of assessment tasks. Students who absent themselves from class in this way may be penalized unless they can show that they have not gained an unfair advantage.

When handing in tasks, particularly if not to your own teacher, ask for a receipt. If, unfortunately, a task goes missing you will need your receipt.

Misadventure Form

Misadventure forms are available from the front office for Preliminary and HSC courses, as well as for the HSC examination period.

For school assessments, students should obtain the FSC misadventure form upon returning to school, attach a medical certificate and submit to the Deputy Principal. Details of how the misadventure affected the student must be clearly indicated. It is insufficient saying the student was “unfit for work”. In some instances, missed exams may be rescheduled but contact must be made with the Deputy Principal immediately so this can be completed immediately or an alternative task be issued.

If a misadventure occurs during the HSC period, the student completes the NESA misadventure form – sections A-C, with copies held by the Presiding Officer.

It is essential that the Deputy Principal be informed on or before the day of the HSC exam. Students complete the declaration (Section A), and provide evidence (Section C).

Students MUST report to the Presiding Officer to explain and account for the misadventure as Section B contains their report, confirming the genuineness of the application. The entire document is submitted to NESA online by the Deputy Principal at the conclusion of the student’s examinations.

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Malpractice in Assessment Tasks

Academic dishonesty by students in any form is unacceptable. All work that is submitted for assessment purposes must be the independent work of the student concerned (or, where group work is permitted, of the students concerned).

Cheating in any task will result in an award of zero marks. Parents will be notified. Plagiarism is a serious offence. Students who submit the work of others without

recognition may be given a mark of zero. The term “work of others” applies to all forms of information sources, whether it be copied, for example, from another student, a textbook, or from the internet.

Plagiarism is the use of somebody else’s ideas or words as if they are your own. Any of the following, without fully acknowledging the original source, counts as plagiarism or academic dishonesty:

Direct duplication in any assessment task or assignment, by using another’s work or allowing it to be copied, whether from a book, article, website, another student’s assignment or any other work.

Paraphrasing of another’s work closely, with minor changes, but with the essential meaning, form and/or progression of ideas maintained.

Piecing together sections of the work of others as if it was all your own original work. Handing in your own work to a teacher which you have already handed in for assessment

purposes in another subject. Producing assignments with the help of other people (eg another student or a tutor

when independent work is required.)

In extended response answers and assignments, it is appropriate to reference or footnote the following:

The source of all quotations. All material put in your own words or summarised from other sources such as books,

articles and websites. Factual information not commonly known and accepted in the subject you are studying. A line of thinking borrowed from someone else. Tables, diagrams, maps and illustrations that are taken from other sources

If you are unsure of how to correctly reference or footnote an extended response or assignment in a given subject, you should consult your teacher before the assessment task is due. In the case of assessment tasks such as an extended response or research assignment, students will be required to sign a statement saying that their assessment task is their own work. The school reserves the right for all assessment tasks submitted by students to be subject to tests for plagiarism.

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Where a teacher suspects a student of plagiarism or other academic dishonesty, the following procedures will apply:

The teacher will discuss the matter with the student and then present the details to the Head Teacher who will determine whether to proceed with the matter.

The Head Teacher and the teacher together will, if necessary, further interview the student in order to establish the student’s response to the alleged plagiarism.

Should the Head Teacher determine to proceed further the matter will be referred to the Deputy Principal.

Should a case of plagiarism or other academic dishonesty be established, the Deputy Principal is obliged to enter the student on the NESA Malpractice register and may do one or more of the following:

Require the student to undertake additional assessment in that subject. Return a mark of zero for the assessment. Record the task as a non-attempt. Issue an N-Determination warning.

Examinations will be conducted as far as possible in accordance with the New South Wales Educational Standards Authority’s procedures for the particular subject. These procedures cover such things as materials and equipment that may be taken into and used during examination.

In particular, it is an offence to take into or out of the examination room any material, including paper, blank or otherwise, that is not specifically authorised.

Non-Serious Attempt

HSC students who do not make a serious attempt at the examination may not receive an award in the course concerned. This may render some students ineligible for the award of the HSC.

Non-serious attempts include frivolous or objectionable material. Students who provide answers to examination questions in a language other than English

(unless specifically instructed to do so) will have zero marks awarded. Non-attempts include those where only multiple-choice questions are attempted or, only

one section of the paper is attempted, or the majority of the paper is not attempted. NESA expects students to attempt all assessment tasks set.

NESA gives schools authority to determine their own definition of diligence and sustained effort. At FSC, students are expected to make a serious attempt at all formal tasks and examinations in order to have “satisfactorily completed” the course, and to have made a satisfactory attempt at the majority of formative tasks as these provide practice for the formal tasks and provide an opportunity for teachers to further assess course outcomes.

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Absence and Illness / Misadventure Policy

Students are advised to complete all assessment tasks to the best of their ability if it is at all possible and to advise the school immediately if circumstances will prevent them from doing so. Students who are absent from a scheduled task, or who believe that special circumstances adversely affected their performance may submit an Illness/Misadventure Appeal Form (see attached Documents. These forms are available from the table outside the Deputy Principal’s office.

It is the student’s responsibility to:

submit the misadventure paperwork to the Deputy Principal before 8.20 am on the first available school day not covered by your medical certificate and/or your evidence of misadventure. The student is also required to email the relevant Head teacher to make arrangements for sitting the task on the first day of their return to school.

provide independent evidence of the facts, detailing why the circumstances prevented them from attempting the task. Details can be supplied on a confidential basis where necessary. Students who appeal on the grounds of illness must provide a medical certificate certifying the illness at the time in question and the full duration of absence after the date of the task. Certificates obtained after the event will not be accepted.

If you are absent due to illness or misadventure on the day a task is due to be handed in, you should immediately contact your teacher and make all reasonable efforts to have the work delivered, by hand, fax or email to your teacher.

If your appeal is upheld, you will receive either the mark you actually gained on the task or a predicted mark, as determined after review by the Head Teacher. Since students frequently perform better in stressful circumstances than they expect, it is important to complete the task if possible rather than rely on predictions or estimations.

We wish to assure students and parents/guardians that students who are absent because of genuine ill-health or misadventure will not be disadvantaged by the application of the above procedures; each case will be treated on its merits. The policies outlined below are designed to prevent any student gaining an unfair advantage over others by late submission of work; they are not intended to penalise cases of genuine difficulty. Illness may be acceptable on occasions as a reason for late completion of an assessment task; however, it cannot be used as the reason for non-completion of tasks.

If a student is absent from an assessment task, (including examinations and during the period of a long-term task, or the day a task is due) he / she must produce a written explanation for the absence. This written explanation must be an acceptable reason (within HSC Policy Guidelines) and must be supported by relevant and appropriate evidence. Note that in the HSC Course a parent(s) and/or guardian(s) note regarding illness will not be accepted.

The following are acceptable reasons:

a) Absent due to illness

For all absences due to illness a medical certificate is required covering the period of absence. The certificate must be an original and must be on a doctor’s letterhead. The following conditions apply:

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the doctor must sight the condition on / or prior to the day of assessment or date the assessment is due.

the certificate must cover the period of assessment (dates must appear on the certificate.) post-dated certificates will not be accepted. the doctor providing the certificate must not be a family member. the certificate is most helpful if it states the relevant illness / condition rather than a broad

statement such as ‘a medical condition’. A statement, unfit to sit for a HSC Assessment Task / Examination is also very helpful as it supports the Assessment Variation Rules.

if a student is absent on and after the due date of the assessment the medical certificate must indicate the day the student is fit to return to school. The student is expected then to complete the task unless otherwise indicated.

The task must be completed immediately on return to school. If this is within an exam block, the student must advise the Deputy Principal the day the student is fit to sit the exam within the exam block.

b) Absent due to an acceptable unforeseen circumstances (e.g. funeral)

A letter addressed to the Principal explaining the circumstances will be required, and should be attached to the Misadventure Form. Please note that in the case of a hand in task, where at least two week’s notification has been given, a student will not generally be given an extension.

c) Absent due to an acceptable school activities (e.g. representative sport, Work placement)

The Principal in consultation with the relevant Deputy determines that the activity warrants a change of circumstance for an approved School/College Representation. If an acceptable absence occurs during the period of an extended time assessment (e.g. project, assignment etc.) an extension of the due date can be applied for, however, students should not assume that an extension will be granted.

If granted though, the extension may be pro-rata, that is, three (3) school days sickness may warrant three (3) school days extension. The granting of an extension is at the discretion of the Deputy Principal in consultation with the Head Teacher. Once determined, the decision will be communicated to the student in writing.

Completion of tasks

Sound performances in assessment tasks over the four terms also helps to prepare students for the actual HSC, which will modify their school assessment. At Freshwater Senior Campus the following policies towards missed tasks have been determined.

1. Students who fail to submit an assessment task by the due date may be given zero if theyhave no valid reason.

2. Students who fail to attend an assessment task which is to be completed at school may begiven zero if they have no valid reason.

3. Students who fail to submit an assessment task by the due date, but who have a validreason (such as sickness or approved leave validated by appropriate documentation) are

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eligible for the full mark allocated to the task if they have completed the task. PLEASE NOTE: YOU MUST SUBMIT THE TASK ON THE DAY THEY RETURN TO SCHOOL.

4. Students who fail to attend an assessment task which is to be completed at school, butwho have a valid reason (e.g. sickness) must be given an opportunity to do the task or analternate task at a later date. In exceptional circumstances it may be necessary to give amark based on the student’s other assessment tasks. These students are eligible for thefull mark allocated to the task.

5. Students who submit an incomplete task on or before the due date are to be allocated amark. This mark is to be based on the proportion of the task completed. The task does notautomatically receive a zero mark. As an example, if the task had six equally weightedcomponents and a student attempted only three of these, that student would be eligiblefor up to 50% of the mark allocated to the task.

6. If a student believes factors beyond their control, e.g. sickness, family misfortune, haveaffected their ability to do their best on a task they may apply for an extension by seeingthe appropriate Head Teacher at least 24 hours before the due date. NO EXTENSION WILLBE GRANTED TO APPLICATIONS RECEIVED ON THE DAY A TASK IS DUE unless there areextraordinary circumstances and either the Deputy Principal and Principal have beencontacted.

Assessment Ranking in a Task/Course

For each completed task, a result (usually a mark, position and comments) will be returned to each student after marking/assessment by the teacher(s) of the course.

Following each task, a student’s current progressive ranking in the course will also be available after administrative procedures are completed. In the process of calculation, marks for individual tasks may be adjusted due to the weighting allocated to each assessment task. This means that students will not be able to combine new marks to work out their ranking as assessment task marks are weighted according to the Assessment Schedule for that course.

Students should note that it is not the absolute value of the assessment mark that is important, but the position in the rank order and the relative difference between students’ assessments over the year.

The final assessment rank can be viewed online on the “HSC Assessment Rank Order Notice” via “Students Online” after completion of the assessment program.

Calculations of Marks

Students will be given a provisional rank and raw mark for each assessment task. The rank is provisional as there may be Illness / Misadventure Appeal Applications that require an estimate to be generated when further tasks have been completed. It should be noted that any queries about raw marks may only be made at the time the task is handed back – retrospective requests will not generally be considered. The raw marks are combined in accordance with the weightings given in the Assessment Schedules to determine the final rank, after first having been mapped to ensure the marks are statistically compatible.

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Ensuring the Integrity of Student Work

Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process constitutes malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. NESA treats allegations of malpractice very seriously and detected malpractice will limit a student’s marks and jeopardise their Higher School Certificate. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own.

Students who cheat in any way, including plagiarism, make a non-serious attempt, or truant in an assessment task may score zero for the task. In addition, the task will be recorded as a non-attempt in terms of the requirement that students complete tasks which must total more than 50% of available marks.

Major Works

Students who are attempting courses which have a major work component must conform to the following requirements: • the work must be submitted by the due date;• no extensions will be given;• the work must not be worked on past finishing date;• the work must be the students’ own work; and• if work is done off site it must be with prior agreement and under the supervision terms of the

course teacher. If it is not, the teacher may not certify the work.

Invalid or Unreliable Results

In such a case, the Principal may authorise the use of an additional task, a substitute task, estimated marks and/or a change of weightings.

Mobile Devices in Exams and Assessment Task

Students are not permitted to have access to mobile telephones or other electronic devices in formal assessment tasks or examinations. Mobile phones may ring or vibrate, disturbing concentration, and students may be tempted to use mobile phones or electronic devices to cheat. For all examinations or formal assessment tasks, mobile phones or electronic devices MUST BE switched off and placed into bags. Turning phones to ‘silent’ is not sufficient. Failure to follow this rule will be viewed as Malpractice.

Unsatisfactory assessment record

Higher School Certificate regulations state that a student who fails to complete assessment tasks which contribute more than 50% of the available marks in any course may receive neither an assessment mark nor an examination mark, even if the HSC examination is attempted. While a task submitted after the due date may score zero, it may be essential that the student submits the task in order to avoid falling below the level required by this regulation.

17

“N” Determinations

NESA has delegated to Principals the authority to determine if students seeking the award of the Higher School Certificate at their school have satisfactorily completed each Course in which they are enrolled in accordance with the requirements issued by NESA.

Principals therefore will determine if there is sufficient evidence that each student has applied diligence and sustained effort to the set tasks and experiences provided in the course by the school.

Principals may determine an appropriate attendance pattern(s) that will allow each student to achieve the outcomes of each course being studied. Principals may determine that, as a result of absence, the course completion criteria may not be met. Clearly, absences will be regarded seriously by principals who will give students early warning of the consequences of such absences. Warning letters will relate the student’s absence to the non-completion of course requirements. Every effort will be made to minimise the coincidence of Assessment tasks across subjects, however some may be inevitable and students should allow for this in their planning and time management.

No class-based assessment tasks should be held in the week before a major examination.

“N”-Determination Letters

An N-Determination is a decision by the Principal that you have not met the requirements of a particular course and do not merit accreditation of the subject in your Preliminary or HSC record. If you receive an N-Determination in an HSC Course and this course is part of your required pattern of study, you may have your HSC withheld until you satisfy requirements. If you are at risk of not meeting course requirements, teachers must send you written notification. This will explain the nature of the problem and the consequences of an N-Determination.

“N”-Determination Warnings

The school is required to warn students in sufficient time to allow them to correct the problem which has placed them at risk. In general, a student who enrolled at the start of a course will receive 3 warnings before the Principal will recommend an N-Determination. The warnings should not be a surprise to students since they will usually follow from in-class indications that the student is at risk of failing to meet course requirements. • First Warning: this warning is an initial indication that a student is at risk in a course and thestudent will have had an interview with the class teacher. The teacher will have explained thereasons for the warning and indicated what has to be done to correct the situation. If the studentis under 18 years of age, parents and guardians may wish to seek an interview with the teacher.• Second Warning: this warning indicates that a student needs to speak immediately with his/herteacher and make every effort to correct any problems. The student and parent will have had aninterview with the Head Teacher/Deputy whose name appears on the letter and will have beentold what steps will need to be taken to avoid an N-Determination.• Third Warning: this warning indicates a very serious concern that the student is at risk ofreceiving a N-Determination and will have to act immediately to avoid it. The student and parentwill have had an interview with one of the Deputy Principals, or Principal, to explain why he/sheshould not receive an N-Determination. The Principal or Deputy Principals will have explainedwhat actions, if any, the student can take to meet course requirements.

18

Assessment Concerns

The School will submit assessment marks for each student to NESA prior to the HSC Examinations. The School will use these marks to determine an order of merit for students in each subject. (Students will be informed of their ranking in this order of merit after their final HSC Examination.) In line with NESA Policy they will not be told their actual assessment mark as determined by the School.

Students will be able to request a review of their assessment ranking if they consider that their position in the order of merit is not consistent with their expectations. Such reviews will not involve a reconsideration of a teacher’s judgement of the worth of an individual assessment task such as a test, assignment or project, but may involve checking that the correct addition and/or scaling procedures have been followed. Once the students have received their rankings from NESA via the School, any requests for review should be made to the Principal with reasons clearly stated. The School will conduct reviews in accordance with the timeline issued by NESA, which is generally within a week from when HSC student ranks are released on “Students Online”, after the final HSC Examinations. If an appeal is made, the School will inform the student of the outcome of the review of their assessment and advise them of the provision for a subsequent appeal to NESA.

Where circumstances arise in the administration of the assessment of HSC courses not covered by the procedures described in this document, they should be referred to, and discussed with, the Deputy Principal for resolution. Note: The Principal is the final arbiter in all procedural matters contained in this policy.

Querying the result of an Assessment task

If on the return of an assessment task, a student considers that there is an irregularity in the marking of the assessment task, it is their responsibility to immediately discuss their concern with the subject teacher. If the issue is not resolved, the task will be retained by the teacher of the subject and the head teacher should be approached by the student requesting a review. The head teacher’s (or their delegate’s) decision in relation to the determination of a grade or mark that is based upon the marking guidelines used in the marking of the task is FINAL. The review may result in the final mark remaining the same or higher or being lower than the original mark.

Disputes over an individual task must be raised with the head teacher on the day the task is returned and the task will be retained by the head teacher. The head teacher’s decision is final. If the matter cannot be resolved the appeals process can be used to refer the matter to the assessment appeals panel. It should be noted however that a teacher’s professional judgment cannot be the basis of an appeal.

19

School-based Appeals

Where students are dissatisfied with any aspect of the assessment procedure, they should in the first instance approach the Head Teacher of the subject concerned. If the problem cannot be resolved at the faculty level, it may be referred to a member of the Senior Executive, who will, if necessary, convene a committee (a Head Teacher and Year Adviser) to consider the particular case. Queries about the marks awarded for a task CAN ONLY be considered if made when the task is handed back to the class.

Assessment Rank Appeals - HSC Rules & Procedures (NESA)

After the final HSC Examination, students can obtain their rank order for assessment in each course via their Students Online Account. If they feel that their placement in any course is not correct, they should speak to the relevant Deputy Principal immediately. If still not satisfied that the ranking is correct, the student may apply to the Principal for a review.

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

a. the weightings specified by the school in its assessment program conform with NESArequirements as detailed in the relevant syllabus.

b. the procedures used by the school for determining the final assessment mark comply with itsstated assessment program.

c. computational or other clerical errors have been made in the determination of the assessmentmark.

If a student wishes to apply for a review, he/she must do so by the date specified by NESA. The member of the Senior Executive will advise the student of the outcome of the review, and will advise NESA of any changes to assessment marks.

If a student is dissatisfied with the outcome of the school review, they may advise your Principal that you wish an appeal to be sent to NESA. The Principal will provide you with the relevant documentation. Students cannot appeal against the marks awarded for individual assessment tasks.

NESA will consider only whether: the school review process was adequate for determining items 2) (a), (b) and (c) above. the conduct of the review was proper in all respects.

If the appeal is upheld, NESA will direct the school to carry out a further review.

Appeals to NESA must be lodged through the Principal by the date on the form. No extension will be considered.

NESA – available at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes

20

VET ASSESSMENT POLICY Vocational Education Training (VET) Courses are dual accredited courses. Students have the opportunity to be awarded with Units towards Preliminary and HSC qualifications; and Competencies which can lead to a Statement of Attainment, Certificate 1, 2 or 3 which are awarded under the Australian Qualifications Framework (AQF). Students will be assessed in both areas during each VET Course.

1. AQF AssessmentIndustry Curriculum Framework Courses are assessed under national Competency standards that have beendetermined by industry for inclusion in the framework training packages. Competency based assessmentmeans that students work to develop the competencies, skills and knowledge described in each Unit ofCompetency to be assessed as competent. A student must demonstrate to a qualified assessor that theycan effectively carry out various tasks and combinations of tasks listed, to the standard required in theappropriate industry. There is no mark awarded in competency based assessment. Students are assessed aseither competent or not yet competent. Demonstrating competence means that you can perform the taskor show an understanding to the level required by the industry standards. Students will be involved in avariety of assessment tasks ranging from practical tasks to written tasks. If students are deemed notcompetent at that time, they will be given at least one further opportunity at an agreed time to be re-assessed. There are a number of competencies that may only be offered once during the course due totheir WHS requirement, cost, time frame, supervision required and resource availability. Specificinformation about these competencies will be issued to students at the beginning of the course.

2. Higher School Certificate (HSC)Students will be awarded units towards their Preliminary and HSC by studying a VET Course. Some VETcourses, e.g. Curriculum Framework Courses will allow students to include a mark from the written HSCexamination which can be used in the calculation of the Australian Tertiary Administration Rank (ATAR).As with all HSC courses, NSW Education Standards Authority (NESA) procedures apply to all VETcourses. This booklet explains the NESA procedures. VET courses will be listed on the HSC CertificateRecord of Achievement. No mark will be listed for the achievement of competency. AQF qualificationwill be assessed by NESA separately. For students who have undertaken the HSC examination, ascaled examination mark will be recorded on the HSC Certificate. No school based assessment markwill be recorded. No Assessment mark for VET courses is required by NESA. An estimatedexamination mark for students entered for the HSC written examination must be submitted. Thismark will be used only in the case of an illness/disadvantage appeal. The estimate mark will reflecteach student’s achievement on one or more written tasks, similar in nature to the HSC examination.A trial HSC examination mark would be a suitable task.

3. Work placementWork placement is a mandatory HSC requirement of curriculum framework VET courses.Appropriate hours are: 120 hour course - a minimum of 35 hours in a workplace and 240 hour course - aminimum of 70 hours in a workplaceFailure to comply with HSC mandatory workplace hours will mean that students have not fulfilled the NESAcourse requirements. Learning in the workplace will enable students to progress towards the achievementof industry competencies, develop appropriate attitude towards work, learn a range of behavioursappropriate to the industry, practise skills acquired off the job in a classroom or workshop and developadditional skills and knowledge, including key competenciesNote: Entertainment Industry course permissible for up to 50% of work placement to be undertaken inother entertainment production environments intended for public performance, including schoolproductions. Evidence must be documented and authorised by school.

4. Assessment ScheduleInformation regarding mandatory assessment tasks will be set out in an assessment schedule. These taskswill be used as evidence of competency. Refer to individual pages in this booklet for details for variouscourses.5. Appeals ProcedureNormal school assessment appeals procedures will apply for VET courses. These procedures are explainedelsewhere in the booklet.

21

HSC Assessment Calendar ‐ 2020/2021

Term 4 ‐ 2020

WEEK 1

WEEK 2

WEEK 3

WEEK 4

WEEK 5 Mathematics Advanced; Mathematics Standard 2;

WEEK 6 Dance;

WEEK 7 Ancient History; Biology (Wed); Design & Technology; Engineering Studies; Industrial Technology; Japanese Continuers; Physics; Society & Culture;

WEEK 8 Chemistry; Earth and Environmental Science; English Advanced; English Standard; Food Technology; French Continuers; Geography; German Beginners; German Continuers; Japanese Beginners; Legal Studies; Mathematics Extension 1; Music 1; PDHPE; Textiles and Design; VET Hospitality; Visual Arts (Fri);

WEEK 9 Community & Family Studies; Design & Technology; Drama; English Extension 2; Industrial Technology; Information Processes & Technology; Modern History; Music 2; Software Design & Development;

WEEK 10 VET Entertainment;

WEEK 11

Term 1 ‐ 2021

WEEK 1

WEEK 2 Business Studies; Economics;

WEEK 3 Mathematics Extension 2;

WEEK 4 Dance;

WEEK 5 English Extension 1; French Continuers; German Beginners; German Continuers; Japanese Beginners; Japanese Continuers; Mathematics Advanced (Fri); Mathematics Standard 2 (Wed); Society & Culture;

WEEK 6 Music 1; Software Design & Development;

WEEK 7 Chemistry; Community & Family Studies; Economics; English Advanced; English Standard; Mathematics Extension 1 (Fri); Modern History; Physics; VET Hospitality;

WEEK 8 Ancient History; Biology (Fri); English Extension 2; Food Technology (Wed); Information Processes & Technology; Legal Studies; Visual Arts;

WEEK 9 Dance; Earth and Environmental Science; Engineering Studies; Geography (Fri); Mathematics Extension 2; Music 2; PDHPE; VET Entertainment;

WEEK 10

WEEK 11

22

HSC Assessment Calendar ‐ 2021

Term 2 ‐ 2021

WEEK 1

WEEK 2 Business Studies; Drama; English Advanced; English Standard; Textiles and Design;

WEEK 3 Society & Culture (Fri);

WEEK 4

WEEK 5 Chemistry; Engineering Studies; French Continuers; German Beginners; German Continuers; Japanese Beginners; Japanese Continuers;

WEEK 6 Mathematics Advanced (Fri); Mathematics Standard 2 (Wed); Software Design & Development;

WEEK 7 Ancient History; Community & Family Studies; Design & Technology; English Extension 1; Geography; Industrial Technology; Legal Studies (Fri); Music 1;

WEEK 8 Business Studies (Fri); Earth and Environmental Science; Food Technology; Mathematics Extension 1; Modern History (Wed); PDHPE; Physics;

WEEK 9 Economics; English Extension 2; Information Processes & Technology; Music 2; VET Hospitality;

WEEK 10 Biology; Dance; Drama; Mathematics Extension 2; VET Entertainment;

WEEK 11

Term 3 ‐ 2021

WEEK 1 Textiles and Design; Visual Arts;

WEEK 2

WEEKS 3 AND 4

Ancient History; Biology; Business Studies; Chemistry; Community & Family Studies; Design & Technology; Drama; Earth and Environmental Science; Economics; Engineering Studies; English Advanced; English Extension 1; English Standard; Food Technology; French Continuers; Geography; German Beginners; German Continuers; Industrial Technology; Information Processes & Technology; Japanese Beginners; Japanese Continuers; Legal Studies; Mathematics Advanced; Mathematics Extension 1; Mathematics Extension 2; Mathematics Standard 2; Modern History; Music 1; Music 2; PDHPE; Physics; Society & Culture; Software Design & Development; Textiles and Design; VET Entertainment; VET Hospitality; Visual Arts;

23

Source Analysis and Short Answer

QuestionsCities of Vesuvius:

Pompeii and Herculaneum

Source analysis/Topic

TestAncient Societies

Historical AnalysisHistorical Period

Trial ExaminationAll Topics

Task 1 Task 2 Task 3Task number

Nature of task

Timing

Total %

Weighting %

Week 7, 2020 Week 7, 2021Week 8, 2021 Weeks 3‐4, 2021

Term 4 Term 1 Term 2 Term 3

Knowledge and understanding of course content

Historical skills in analysis and evaluation of sources and interpretations

Historical inquiry and research

Communication of historical understanding in appropriate forms

AH12‐2, AH12‐5, AH12‐6, AH12‐10

AH12‐5, AH12‐6, AH12‐7, AH12‐9

AH12‐3, AH12‐4, AH12‐8, AH12‐9

AH12‐1, AH12‐3, AH12‐6, AH12‐7,

AH12‐9

5

10

5

5

5

10

5

10

10

5

20

5

5

20 25 25 30

40

20

20

20

Task 4

100

Components

Assessment Schedule 2021

Ancient History HSC ‐ Year 12

Freshwater Senior Campus

Outcomes assessed:

24

A Student:

AH12‐1 accounts for the nature of continuity and change in the ancient world

AH12‐2 proposes arguments about the varying causes and effects of events and developments

AH12‐3 evaluates the role of historical features, individuals and groups in shaping the past

AH12‐4 analyses the different perspectives of individuals and groups in their historical context

AH12‐5 assesses the significance of historical features, people, places, events and developments of the ancient world

AH12‐6 analyses and interprets different types of sources for evidence to support an historical account or argument

AH12‐7 discusses and evaluates differing interpretations and representations of the past

AH12‐8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

AH12‐9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well‐structured forms

AH12‐10 analyses issues relating to the ownership, custodianship and conservation of the ancient past

25

Genetics Skills Test

Analysis of data and problem

solving involving heredity

Depth StudyResearch and

report on genetic modification and

its effect on Earth’s biodiversity

Design of First Hand

Investigation/ Conduct an

Investigation re Disease

Trial HSC ExaminationModules 5‐8


Nature of task

Timing

Total %

Weighting %



Skills in working scientifically

Knowledge and understanding

BIO11/12‐5, BIO11/12‐6, BIO12‐12

BIO11/12‐1, BIO11/12‐4, BIO11/12‐5, BIO11/12‐6, BIO11/12‐7

BIO11/12‐1, BIO11/12‐2, BIO11/12‐3, BIO12‐14

BIO11/12‐1, BIO11/12‐2, BIO11/12‐3, BIO11/12‐4, BIO11/12‐5, BIO11/12‐6, BIO11/12‐7,

BIO12‐12, BIO12‐13, BIO12‐14, BIO12‐15

10

10

20

10

15

5

15

15

20 30 20 30

60

40

Task 4

100

Components


Biology HSC ‐ Year 12


Outcomes assessed:

26

A Student:

BIO11/12‐1 develops and evaluates questions and hypotheses for scientific investigation

BIO11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and information

BIO11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and information

BIO11/12‐4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

BIO11/12‐5 analyses and evaluates primary and secondary data and information

BIO11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

BIO11/12‐7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

BIO12‐12 explains the structures of DNA and analyses the mechanisms of inheritance and how processes of reproduction ensure continuity of species

BIO12‐13 explains natural genetic change and the use of genetic technologies to induce genetic change

BIO12‐14 analyses infectious disease in terms of cause, transmission, management and the organism’s response, including the human immune system

BIO12‐15 explains non‐infectious disease and disorders and a range of technologies and methods used to assist, control, prevent and treat non‐infectious disease

27

Matrix TaskIn Class Response

Operations

Stimulus based Task

Finance

Incursion Topic Test

Human Resources

Trial HSCAll Topics


Nature of task

Timing

Total %

Weighting %




Stimulus‐based skills

Inquiry and research

Communication of business information, ideas and issues in appropriate forms

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

10

5

5

10

5

5

5

10

5

5

5

10

10

5

5

20 25 25 30

40

20

20

20

Task 4

100

Components


Business Studies HSC ‐ Year 12


Outcomes assessed:

28

A Student:

H1 critically analyses the role of business in Australia and globally

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

H3 discusses the social and ethical responsibilities of management

H4 analyses business functions and processes in large and global businesses

H5 explains management strategies and their impact on businesses

H6 evaluates the effectiveness of management in the performance of businesses

H7 plans and conducts investigations into contemporary business issues

H8 organises and evaluates information for actual and hypothetical business situations

H9 communicates business information, issues and concepts in appropriate formats

H10 applies mathematical concepts appropriately in business situations

29

Research TaskModule 5 and 6

Titration PracticalModule 6

Depth Study Org. ChemistryModule 7‐8

Trial HSC ExaminationModules 5‐8


Nature of task

Timing

Total %

Weighting %



Skills in Working Scientifically

Knowledge and Understanding

CH11/12‐1, CH11/12‐4, CH11/12‐5, CH11/12‐6, CH11/12‐7, CH12‐15

CH11/12‐2, CH11/12‐3, CH11/12‐5, CH12‐13

CH11/12‐1, CH11/12‐2, CH11/12‐3, CH11/12‐4, CH11/12‐7, CH12‐15

CH11/12‐2, CH11/12‐3, CH11/12‐4, CH11/12‐5, CH11/12‐6, CH11/12‐7,

CH12‐12, CH12‐13, CH12‐14

10

10

15

10

15

10

20

10

20 25 25 30

60

40

Task 4

100

Components


Chemistry HSC ‐ Year 12


Outcomes assessed:

30

A Student:

CH11/12‐1 develops and evaluates questions and hypotheses for scientific investigation

CH11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and information

CH11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and information

CH11/12‐4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

CH11/12‐5 analyses and evaluates primary and secondary data and information

CH11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

CH11/12‐7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

CH12‐12 explains the characteristics of equilibrium systems, and the factors that affect these systems

CH12‐13 describes, explains and quantitatively analyses acids and bases using contemporary models

CH12‐14 analyses the structure of, and predicts reactions involving, carbon compounds

CH12‐15 describes and evaluates chemical systems used to design and analyse chemical processes

31

Independent Research Task

(IRP)

Parenting & Caring

Individuals and Work ‐ Case Study

Trial HSC Exam


Nature of task

Timing

Total %

Weighting %




Skills in critical thinking, research methodology, analysing and communicating

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

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

H6.2

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

H6.1, H6.2

5

15

10

15

10

15

15

15

20 25 25 30

40

60

Task 4

100

Components


Community & Family Studies HSC ‐ Year 12


Outcomes assessed:

32

A Student:

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

H2.1 analyses different approaches to parenting and caring relationships

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H3.1 analyses the sociocultural factors that lead to special needs of individuals in groups

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

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

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

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 develops strategies for managing multiple roles and demands of family, work and other environments

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

H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

H7.1 appreciates differences among individuals, groups and families within communities and values their contributions to society

H7.2 develops a sense of responsibility for the wellbeing of themselves and others

H7.3 appreciates the value of resource management in response to change

H7.4 values the place of management in coping with a variety of role expectations

33

Performance and Video analysis

Performance of Dance, rationale

and video interview

In class essay task Examination of All Practical Components


Nature of task

Timing

Total %

Weighting %

Week 6, 2020 Week 9, 2021Week 4, 2021 Week 10, 2021


Performance

Composition

Appreciation

Major Study

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

H1.2, H3.1

30

15

20

20

5

10

30 15 20 35

20

20

20

40

Task 4

100

Components


Dance HSC ‐ Year 12


Outcomes assessed:

34

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/coreography 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 artform

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

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

35

Innovation and Emerging

Technology Case Study

Designing and Planning

Presentation

Project Development and Management

Report

Trial Exam


Nature of task

Timing

Total %

Weighting %




Knowledge and skills in the management, communication and production of projects

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

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

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

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

20

20 30

20

10

20 20 30 30

40

60

Task 4

100

Components


Design & Technology HSC ‐ Year 12


Outcomes assessed:

36

A Student:

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

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

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

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

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

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

H4.1 identifies a need or opportunity and researches and explores ideas for design development and production of the major design project

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

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

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

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

H6.1 justifies technological activities undertaken in the major design project through the study of industrial and commercial practices

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

37

Workshops and Essay:

Contemporary Australian

Theatre: Essay and workshops

related to Contemporary

Australian Theatre

Individual Project and logbook

Presentation of work in progress,

log book including

preliminary drafts and research

Group Performance:

Work in ProgressPresentation of

Group Performance

under development including effective

performance skills,

characterisation and use of theatrical elements.

Written ExamPresentation of

Group Performance

Demonstrating ongoing

refinement, logbook of the

complete process


Nature of task

Timing

Total %

Weighting %



Making

Performing

Critically Studying

H1.2, H1.3, H3.2, H3.4

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

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

H1.1, H1.4, H1.6, H2.1, H2.2, H3.2

10

5

20

5

20

10

10

20

15 25 20 40

40

30

30

Task 4

100

Components


Drama HSC ‐ Year 12


Outcomes assessed:

38

A Student:

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

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

H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised works

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

H1.5 demonstrates directorial skills

H1.6 records refined group performance work in appropriate form

H1.7 demonstrates skills in using the elements of production

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

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

H2.1 demonstrates effective performance skills

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

H2.3 demonstrates directorial skills for theatre and other media

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

H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance

H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements

H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses

H3.3 demonstrates understanding of the actor‐audience relationship in various dramatic and theatrical styles and movements

H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies

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

39

Data analysisEvidence for environmental

change

Depth Study PresentationDisaster‐proof

planet

Research, Film Study and

processing of Data

Climate Science

Trial ExaminationModules 5‐8


Nature of task

Timing

Total %

Weighting %





EES11/12‐4, EES11/12‐5, EES11/12‐6, EES11/12‐7, EES12‐12



EES11/12‐1, EES11/12‐2, EES11/12‐3, EES11/12‐4, EES11/12‐5, EES11/12‐6, EES11/12‐7,

EES12‐12, EES12‐13, EES12‐14, EES12‐15

15

5

20

5

15

10

10

20

20 25 25 30

60

40

Task 4

100

Components


Earth and Environmental Science HSC ‐ Year 12


Outcomes assessed:

40

A Student:

EES11/12‐1 develops and evaluates questions and hypotheses for scientific investigation

EES11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and information

EES11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and information

EES11/12‐4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

EES11/12‐5 analyses and evaluates primary and secondary data and information

EES11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

EES11/12‐7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

EES12‐12 describes and evaluates the models that show the structure and development of the Earth over its history

EES12‐13 describes and evaluates the causes of the Earth’s hazards and the ways in which they affect, and are affected by, the Earth's systems

EES12‐14 analyses the natural processes and human influences on the Earth, including the scientific evidence for changes in climate

EES12‐15 describes and assesses renewable and non‐renewable Earth resources and how their extraction, use, consumption and disposal affect the Earth’s systems

41

Media ResearchEconomic Issues

Extended Response

Australia’s Place in the Global Economy

IncursionTopic Test

Economic Policies & Management

Trial HSC Examination


Nature of task

Timing

Total %

Weighting %




Stimulus‐based skills


Communication of economic information, ideas and issues in appropriate forms

H2, H3, H7, H9, H10

H1, H4, H6, H8, H10

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

5

5

5

5

10

5

5

5

10

5

5

5

15

5

5

5

20 25 25 30

40

20

20

20

Task 4

100

Components


Economics HSC ‐ Year 12


Outcomes assessed:

42

A Student:

H1 demonstrates understanding of economic terms, concepts and relationships

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

H3 explains the role of markets within the global economy

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

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

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

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

H8 applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts

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

H10 communicates economic information, ideas and issues in appropriate forms

H11 applies mathematical concepts in economic contexts

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

43

Engineering Report on Bridge Building Theory and Practical Construction + Mechanics Questions

Open Book Exam Mechanics Problems + Aeronautics Engineering



Nature of task

Timing

Total %

Weighting %




Knowledge and skills in research, problem solving and communication related to engineering practice

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

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

H6.1

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

H6.2

5

15

20

5

15

10

20

10

20 25 25 30

60

40

Task 4

100

Components


Engineering Studies HSC ‐ Year 12


Outcomes assessed:

44

A Student:

H1.1 describes the scope of engineering and critically analyses current innovations

H1.2 differentiates between the properties and structure of materials and justifies the selection of materials in engineering applications

H2.1 determines suitable properties, uses and applications of materials, components and processes in engineering

H2.2 analyses and synthesises engineering applications in specific fields and reports on the importance of these to society

H3.1 demonstrates proficiency in the use of mathematical, scientific and graphical methods to analyse and solve problems of engineering practice

H3.2 uses appropriate written, oral and presentation skills in the preparation of detailed engineering reports

H3.3 develops and uses specialised techniques in the application of graphics as a communication tool

H4.1 investigates the extent of technological change in engineering

H4.2 applies knowledge of history and technological change to engineering‐based problems

H4.3 applies understanding of social, environmental and cultural implications of technological change in engineering to the analysis of specific engineering problems

H5.1 works individually and in teams to solve specific engineering problems and prepare engineering reports

H5.2 selects and uses appropriate management and planning skills related to engineering

H6.1 demonstrates skills in research and problem‐solving related to engineering

H6.2 demonstrates skills in analysis, synthesis and experimentation related to engineering

45

Multimodal text using prescribed text and related

materialTexts and Human

Experiences

Critical Study of Literature Essay

Imaginative taskCraft of Writing


Common ModuleModule AModule BModule C


Nature of task

Timing

Total %

Weighting %




Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

EA12‐1, EA12‐2, EA12‐5

EA12‐5, EA12‐7, EA12‐8

EA12‐3, EA12‐7, EA12‐8, EA12‐9

EA12‐1, EA12‐3, EA12‐4, EA12‐6

10

10

10

15

10

15

15

15

20 25 25 30

45

55

Task 4

100

Components


English Advanced HSC ‐ Year 12


Outcomes assessed:

46

A Student:

EA12‐1 independently responds to, composes and evaluates a range of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EA12‐2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EA12‐3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning

EA12‐4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts

EA12‐5 thinks imaginatively, creatively, interpretively, critically and discerningly to respond to, evaluate and compose texts that synthesise complex information, ideas and arguments

EA12‐6 investigates and evaluates the relationships between texts

EA12‐7 evaluates the diverse ways texts can represent personal and public worlds and recognises how they are valued

EA12‐8 explains and evaluates nuanced cultural assumptions and values in texts and their effects on meaning

EA12‐9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner

47

Worlds of Upheaval ‐ Essay Writing with

related material

Literary Worlds ‐ Writing Task



Nature of task

Timing

Total %

Weighting %

Week 5, 2021 Weeks 3‐4, 2021Week 7, 2021

Term 1 Term 2 Term 3

Knowledge and Understanding of texts and why they are valued

Skills in complex analysis composition and investigation

EE12‐1, EE12‐2, EE12‐3, EE12‐4

EE12‐2, EE12‐4, EE12‐5

EE12‐2, EE12‐3, EE12‐4, EE12‐5

15

15

20

20

15

15

30 40 30

50

50

100

Components


English Extension 1 HSC ‐ Year 12


Outcomes assessed:

48

A Student:

EE12‐1 demonstrates and applies insightful understanding of the dynamic, often subtle, relationship between text, purpose, audience and context, across a range of modes, media and technologies

EE12‐2 analyses and experiments with language forms, features and structures of complex texts, discerningly evaluating their effects on meaning for different purposes, audiences and contexts

EE12‐3 independently investigates, interprets and synthesises critical and creative texts to analyse and evaluate different ways of valuing texts in order to inform and refine response to and composition of sophisticated texts

EE12‐4 critically evaluates how perspectives, including the cultural assumptions and values that underpin those perspectives, are represented in texts

EE12‐5 reflects on and evaluates the development of their conceptual understanding and the independent and collaborative writing and creative processes

49

Viva Voce (including written

proposal)

Literature review Critique of the creative process


Nature of task

Timing

Total %

Weighting %

Week 9, 2020 Week 9, 2021Week 8, 2021

Term 4 Term 1 Term 2

Knowledge and Understanding of texts and why they are valued

Skills in complex analysis composition and investigation

EEX12‐1, EEX12‐4, EEX12‐5

EEX12‐1, EEX12‐2, EEX12‐3, EEX12‐4

EEX12‐2, EEX12‐3, EEX12‐5

15

15

20

20

15

15

30 40 30

50

50

100

Components


English Extension 2 HSC ‐ Year 12


Outcomes assessed:

50

A Student:

EEX12‐1 demonstrates a deep understanding of the dynamic relationship between text, composer, audience and context through the conceptualisation and execution of an extended composition using appropriate mode, medium and technology

EEX12‐2 strategically and effectively manipulates language forms and features to create a substantial extended composition for a specific purpose, audience and context

EEX12‐3 applies knowledge, understanding and insight, refined through analysis, interpretation, criticism and evaluation of strategically chosen texts, to shape new meaning in an original composition

EEX12‐4 undertakes extensive independent investigation to articulate a personal perspective that explores, challenges, speculates or evaluates a significant situation, event or idea

EEX12‐5 reflects on and evaluates the composition process and the effectiveness of their own published composition

51

Multimodal text using prescribed text and related

materialTexts and Human

Experiences

EssayClose Study of Literature

Writing taskCraft of Writing


Common ModuleModules A, B and

C


Nature of task

Timing

Total %

Weighting %




Skills in responding to texts and communication of ideas appropriate to audience, purpose and context across all modes

EN12‐1, EN12‐2, EN12‐5

EN12‐5, EN12‐7, EN12‐8

EN12‐3, EN12‐7, EN12‐8, EN12‐9

EN12‐1, EN12‐3, EN12‐4, EN12‐6

10

10

15

10

10

15

15

15

20 25 25 30

50

50

Task 4

100

Components


English Standard HSC ‐ Year 12


Outcomes assessed:

52

A Student:

EN12‐1 independently responds to and composes complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

EN12‐2 uses, evaluates and justifies processes, skills and knowledge required to effectively respond to and compose texts in different modes, media and technologies

EN12‐3 analyses and uses language forms, features and structures of texts and justifies their appropriateness for purpose, audience and context and explains effects on meaning

EN12‐4 adapts and applies knowledge, skills and understanding of language concepts and literary devices into new and different contexts

EN12‐5 thinks imaginatively, creatively, interpretively, analytically and discerningly to respond to and compose texts that include considered and detailed information, ideas and arguments

EN12‐6 investigates and explains the relationships between texts

EN12‐7 explains and evaluates the diverse ways texts can represent personal and public worlds

EN12‐8 explains and assesses cultural assumptions in texts and their effects on meaning

EN12‐9 reflects on, assesses and monitors own learning and refines individual and collaborative processes as an independent learner

53

Contemporary Nutrition Issues Investigation

Food Industry Report & Extended Response

Food Manufacture

Experiment and Preparation



Nature of task

Timing

Total %

Weighting %




Knowledge and skills in designing, researching, analysing and evaluating

Skills in experimenting with and preparing food by applying theoretical concepts

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

15

10

10

10 5

20

30

20 25 30

30

30

Task 4

Components


Food Technology HSC ‐ Year 12


Outcomes assessed:

54

A Student:

H1.1 explains manufacturing processes and technologies used in the production of food products

H1.2 examines the nature and extent of the Australian food industry

H1.3 justifies processes of food product development and manufacture in terms of market, technological and environmental considerations

H1.4 evaluates the impact of the operation of an organisation within the Australian Food Industry on the individual, society and environment

H2.1 evaluates the relationship between food, its production, consumption, promotion and health

H3.1 investigates operations of one organisation within the Australian food industry

H3.2 independently investigates contemporary nutrition issues

H4.1 develops, prepares and presents food using product development processes

H4.2 applies principles of food preservation to extend the life of food and maintain safety

H5.1 develops, realises and evaluates solutions to a range of food situations

55

Response in English to written and spoken textsLifestyles / Daily

Life

Response to spoken text / oral

interactionCelebrations, Community

Education and aspirations

Composing a written text ‐

Article Holidays and

Future Plans and aspirations



Nature of task

Timing

Total %

Weighting %



Listening

Reading

Speaking

Writing

H3.1, H3.2, H3.3, H3.4, H3.5, H3.6

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

H3.6

H2.1, H2.2, H2.3, H4.1

H1.1, H1.2, H1.3, H1.4, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H3.5, H3.6, H4.1, H4.2,

H4.3

5

15

10

15

15

10

10

10

5

5

20 25 25 30

25

40

20

15

Task 4

100

Components


French Continuers HSC ‐ Year 12


Outcomes assessed:

56

A Student:

H1.1 uses a range of strategies to maintain communication

H1.2 conveys information appropriate to context, purpose and audience

H1.3 exchanges and justifies opinions and ideas

H1.4 reflects on aspects of past, present and future experience

H2.1 applies knowledge of language structures to create original text #

H2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience

H2.3 structures and sequences ideas and information

H3.1 conveys the gist of texts and identifies specific information

H3.2 summarises the main ideas

H3.3 dentifies the tone, purpose, context and audience

H3.4 draws conclusions from or justifies an opinion

H3.5 interprets, analyses and evaluates information

H3.6 infers points of view, attitudes or emotions from language and context

H4.1 recognises and employs language appropriate to different social contexts

H4.2 identifies values, attitudes and beliefs of cultural significance

H4.3 reflects upon significant aspects of language and culture

57

Extended Response

Ecosystems at Risk

Incursion Topic Test

Urban Places

Research taskUrban Places

Trial HSC


Nature of task

Timing

Total %

Weighting %




Geographical tools and skills

Geographical inquiry and research, including fieldwork

Communication of geographical information, ideas and issues in appropriate forms

H1, H2, H5, H6, H9, H12, H13

H1, H2, H3, H5, H6, H9, H11, H12, H13

H1, H3, H6, H7, H8, H9, H11, H12, H13

H1, H2, H3, H4, H5, H6, H7, H8, H9, H11, H12,

H13

10

5

5

10

5

5

5

5

10

5

5

15

5

5

5

20 25 25 30

40

20

20

20

Task 4

100

Components


Geography HSC ‐ Year 12


Outcomes assessed:

58

A Student:

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

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

H3 analyses contemporary urban dynamics and applies them in specific contexts

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

H5 evaluates environmental management strategies in terms of ecological sustainability

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

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

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

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

H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

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

H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms

59

Responds in English to spoken and written textsPeople, places and communities

Response in English to spoken texts and Oral PresentationEducation and Community

Response in German to a written text

Future plans and aspirations



Nature of task

Timing

Total %

Weighting %



Listening

Reading

Speaking

Writing

H2.1, H2.2, H2.5, H2.6

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

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

H3.4

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

H3.3, H3.4

10

10

10

15

10

15

10

10

5

5

20 25 25 30

30

30

20

20

Task 4

100

Components


German Beginners HSC ‐ Year 12


Outcomes assessed:

60

A Student:

H1.1 establishes and maintains communication in German

H1.2 manipulates linguistic structures to express ideas effectively in German

H1.3 sequences ideas and information

H1.4 applies knowledge of the culture of German‐speaking communities to interact appropriately

H2.1 understands and interprets information in texts using a range of strategies

H2.2 conveys the gist of and identifies specific information in texts

H2.3 summarises the main points of a text

H2.4 draws conclusions from or justifies an opinion about a text

H2.5 identifies the purpose, context and audience of a text

H2.6 identifies and explains aspects of the culture of German‐speaking communities in texts

H3.1 produces texts appropriate to audience, purpose and context


H3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in German

H3.4 applies knowledge of the culture of German‐speaking communities to the production of texts

61

Response in English to written and spoken textsLifestyles / Daily

Life

Response to spoken text / oral

interactionCelebrations, Community

Education and aspirations

Composing a written text –

articleHolidays and Travel / Future

Plans



Nature of task

Timing

Total %

Weighting %



Listening

Reading

Speaking

Writing

H3.1, H3.2, H3.3, H3.4, H3.5, H3.6,

H4.2

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

H2.1, H2.2, H2.3, H4.1

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

H3.5, H3.6

5

15

10

15

15

10

10

10

5

5

20 25 25 30

25

40

20

15

Task 4

100

Components


German Continuers HSC ‐ Year 12


Outcomes assessed:

62

A Student:






H2.2 composes informative, descriptive, reflective, persuasive or evaluative text appropriate to context, purpose and/or audience


H3.1 conveys the gist of texts and identifies specific information


H3.3 identifies the tone, purpose, context and audience







63

Industry Study Research and Development Presentation

Project Development and Management

Report

Trial Exam


Nature of task

Timing

Total %

Weighting %




Knowledge and skills in the management, communication and production of projects

H1.1, H7.1, H7.2 H3.1, H3.2, H3.3, H5.1

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

H5.1, H6.1

5

15

5

10

10

25

20

10

20 15 35 30

40

60

Task 4

100

Components


Industrial Technology HSC ‐ Year 12


Outcomes assessed:

64

A Student:

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

H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry

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

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

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

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

H3.3 applies and justifies design principles through the production of a Major Project

H4.1 demonstrates competency in a range of practical skills appropriate to the Major Project

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

H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components

H5.1 selects and uses communication and information processing skills

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

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

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

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

65

Communications case study

Database system Multimedia project

Trial HSC examination


Nature of task

Timing

Total %

Weighting %




Knowledge and skills in the design and development of information systems

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

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

H6.2, H7.2

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

H7.1, H7.2

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

H7.2

15

5

5

15

10

20

25

5

20 20 30 30

55

45

Task 4

100

Components


Information Processes & Technology HSC ‐ Year 12


Outcomes assessed:

66

A Student:

H1.1 applies and explains an understanding of the nature and function of information technologies to a specific practical situation

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

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

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

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

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

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

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

H5.2 assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices

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

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

H7.1 implements and explains effective management techniques

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

67

Responds in English to spoken and written textsPeople, places and communities

Response in English to spoken texts and Oral PresentationEducation and Community

Response in German to a written text

Future plans and aspirations



Nature of task

Timing

Total %

Weighting %



Listening

Reading

Speaking

Writing

H2.1, H2.2, H2.5, H2.6

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

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

H3.4

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

H3.3, H3.4

10

10

10

15

10

15

10

10

5

5

20 25 25 30

30

30

20

20

Task 4

100

Components


Japanese Beginners HSC ‐ Year 12


Outcomes assessed:

68

A Student:

H1.1 establishes and maintains communication in Japanese

H1.2 manipulates linguistic structures to express ideas effectively in Japanese

H1.3 sequences ideas and information

H1.4 applies knowledge of the culture of Japanese‐speaking communities to interact appropriately

H2.1 understands and interprets information in texts using a range of strategies

H2.2 conveys the gist of and identifies specific information in texts

H2.3 summarises the main points of a text

H2.4 draws conclusions from or justifies an opinion about a text

H2.5 identifies the purpose, context and audience of a text

H2.6 identifies and explains aspects of the culture of Japanese‐speaking communities in texts

H3.1 produces texts appropriate to audience, purpose and context


H3.3 applies knowledge of diverse linguistic structures to convey information and express original ideas in Japanese

H3.4 applies knowledge of the culture of Japanese‐speaking communities to the production of texts

69

Response in English to written

textsPersonal World

Oral presentationTravelling in

Japan – culture and traditions

ConversationPersonal world; future work and

aspirations



Nature of task

Timing

Total %

Weighting %



Listening

Reading

Speaking

Writing

H3.1, H3.2, H3.3, H3.4, H3.5, H3.6,

H4.2

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

H3.4

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

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

H4.1

20 5

5

10

10

15

15

15

5

20 20 25 35

25

40

20

15

Task 4

100

Components


Japanese Continuers HSC ‐ Year 12


Outcomes assessed:

70

A Student:






H2.2 composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to context, purpose and/or audience


H3.1 conveys the gist of texts and identifies specitic information


H3.3 identifies the tone, purpose, context and audience







71

CrimeResearch &

Communication Written Task

Global Environmental ProtectionResearch Extended Response

IncursionConsumers

Legal Resarch & Applicaton of Knowledge

CrimeGlobal

Environmental ProtectionConsumers Human Rights

Trial Examination


Nature of task

Timing

Total %

Weighting %




Analysis and evaluation


Communication of legal information, issues and ideas in appropriate forms

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

10

10

5

10

10

5

5

10

5

15

10

5

25 25 20 30

40

20

20

20

Task 4

100

Components


Legal Studies HSC ‐ Year 12


Outcomes assessed:

72

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

73

Investigation Test Test Trial HSC Examination


Nature of task

Timing

Total %

Weighting %



Understanding, fluency and communication

Problem Solving, Reasoning and Justification

MA12‐1, MA12‐2, MA12‐3,

MA12‐4, MA12‐5, MA12‐6,

MA12‐7, MA12‐8, MA12‐9, MA12‐10

MA12‐1, MA12‐3, MA12‐6,

MA12‐8, MA12‐9, MA12‐10

MA12‐1, MA12‐3, MA12‐5,

MA12‐6, MA12‐7, MA12‐9, MA12‐10

MA12‐1, MA12‐2, MA12‐3,

MA12‐4, MA12‐5, MA12‐6,

MA12‐7, MA12‐8, MA12‐9, MA12‐10

10

10

12.5

12.5

12.5

12.5

15

15

20 25 25 30

50

50

Task 4

100

Components


Mathematics Advanced HSC ‐ Year 12


Outcomes assessed:

74

A Student:

MA12‐1 uses detailed algebraic and graphical techniques to critically construct, model and evaluate arguments in a range of familiar and unfamiliar contexts

MA12‐2 models and solves problems and makes informed decisions about financial situations using mathematical reasoning and techniques

MA12‐3 applies calculus techniques to model and solve problems

MA12‐4 applies the concepts and techniques of arithmetic and geometric sequences and series in the solution of problems

MA12‐5 applies the concepts and techniques of periodic functions in the solution of problems involving trigonometric graphs

MA12‐6 applies appropriate differentiation methods to solve problems

MA12‐7 applies the concepts and techniques of indefinite and definite integrals in the solution of problems

MA12‐8 solves problems using appropriate statistical processes

MA12‐9 chooses and uses appropriate technology effectively in a range of contexts, models and applies critical thinking to recognise appropriate times for such use

MA12‐10 constructs arguments to prove and justify results and provides reasoning to support conclusions which are appropriate to the context

75



Nature of task

Timing

Total %

Weighting %





ME12‐1, ME12‐2, ME12‐3,

ME12‐4, ME12‐5, ME12‐6, ME12‐7

ME12‐1, ME12‐2, ME12‐4,

ME12‐5, ME12‐6, ME12‐7

ME12‐1, ME12‐2, ME12‐3,

ME12‐4, ME12‐6, ME12‐7

ME12‐1, ME12‐2, ME12‐3,

ME12‐4, ME12‐5, ME12‐6, ME12‐7

10

10

12.5

12.5

12.5

12.5

15

15

20 25 25 30

50

50

Task 4

100

Components


Mathematics Extension 1 HSC ‐ Year 12


Outcomes assessed:

76

A Student:

ME12‐1 applies techniques involving proof or calculus to model and solve problems

ME12‐2 applies concepts and techniques involving vectors and projectiles to solve problems

ME12‐3 applies advanced concepts and techniques in simplifying expressions involving compound angles and solving trigonometric equations

ME12‐4 uses calculus in the solution of applied problems, including differential equations and volumes of solids of revolution

ME12‐5 applies appropriate statistical processes to present, analyse and interpret data

ME12‐6 chooses and uses appropriate technology to solve problems in a range of contexts

ME12‐7 evaluates and justifies conclusions, communicating a position clearly in appropriate mathematical forms

77



Nature of task

Timing

Total %

Weighting %





MEX12‐1, MEX12‐2, MEX12‐3, MEX12‐6, MEX12‐7, MEX12‐8

MEX12‐1, MEX12‐2, MEX12‐3, MEX12‐4, MEX12‐5, MEX12‐6, MEX12‐7, MEX12‐8

MEX12‐1, MEX12‐2, MEX12‐3, MEX12‐4, MEX12‐5, MEX12‐7, MEX12‐8

MEX12‐1, MEX12‐2, MEX12‐3, MEX12‐4, MEX12‐5, MEX12‐6, MEX12‐7, MEX12‐8

10

10

12.5

12.5

12.5

12.5

15

15

20 25 25 30

50

50

Task 4

100

Components


Mathematics Extension 2 HSC ‐ Year 12


Outcomes assessed:

78

A Student:

MEX12‐1 understands and uses different representations of numbers and functions to model, prove results and find solutions to problems in a variety of contexts

MEX12‐2 chooses appropriate strategies to construct arguments and proofs in both practical and abstract settings

MEX12‐3 uses vectors to model and solve problems in two and three dimensions

MEX12‐4 uses the relationship between algebraic and geometric representations of complex numbers and complex number techniques to prove results, model and solve problems

MEX12‐5 applies techniques of integration to structured and unstructured problems

MEX12‐6 uses mechanics to model and solve practical problems

MEX12‐7 applies various mathematical techniques and concepts to model and solve structured, unstructured and multi‐step problems

MEX12‐8 communicates and justifies abstract ideas and relationships using appropriate language, notation and logical argument

79

Investigation Test Test Exam


Nature of task

Timing

Total %

Weighting %



Understanding, Fluency and Communication


MS2‐12‐1, MS2‐12‐2, MS2‐12‐3, MS2‐12‐4, MS2‐12‐5, MS2‐12‐6, MS2‐12‐7, MS2‐12‐8, MS2‐12‐9,

MS2‐12‐10

MS2‐12‐1, MS2‐12‐2, MS2‐12‐3, MS2‐12‐4, MS2‐12‐6, MS2‐12‐7, MS2‐12‐9, MS2‐

12‐10

MS2‐12‐3, MS2‐12‐4, MS2‐12‐5, MS2‐12‐8, MS2‐12‐9, MS2‐12‐10

MS2‐12‐1, MS2‐12‐2, MS2‐12‐3, MS2‐12‐4, MS2‐12‐5, MS2‐12‐6, MS2‐12‐7, MS2‐12‐8, MS2‐12‐9,

MS2‐12‐10

10

10

12.5

12.5

12.5

12.5

15

15

20 25 25 30

50

50

Task 4

100

Components


Mathematics Standard 2 HSC ‐ Year 12


Outcomes assessed:

80

A Student:

MS2‐12‐1 uses detailed algebraic and graphical techniques to critically evaluate and construct arguments in a range of familiar and unfamiliar contexts

MS2‐12‐2 analyses representations of data in order to make inferences, predictions and draw conclusions

MS2‐12‐3 interprets the results of measurements and calculations and makes judgements about their reasonableness, including the degree of accuracy and the conversion of units where appropriate

MS2‐12‐4 analyses two‐dimensional and three‐dimensional models to solve practical problems

MS2‐12‐5 makes informed decisions about financial situations, including annuities and loan repayments

MS2‐12‐6 solves problems by representing the relationships between changing quantities in algebraic and graphical forms

MS2‐12‐7 solves problems requiring statistical processes, including the use of the normal distribution and the correlation of bivariate data

MS2‐12‐8 solves problems using networks to model decision‐making in practical problems

MS2‐12‐9 chooses and uses appropriate technology effectively in a range of contexts, and applies critical thinking to recognise appropriate times and methods for such use

MS2‐12‐10 uses mathematical argument and reasoning to evaluate conclusions, communicating a position clearly to others and justifying a response

81

IncursionExtended Response

Peace and Conflict

Historical AnalysisNational Studies

IncursionSource AnalysisPower and Authority1919‐1946

Trial HSC


Nature of task

Timing

Total %

Weighting %




Historical skills in the analysis and evaluation of sources and interpretation

Historical inquiry and research

Communication of historical understanding in appropriate forms

MH12‐1, MH12‐2, MH12‐9

MH12‐3, MH12‐5, MH12‐6

MH12‐4, MH12‐6, MH12‐7

MH12‐2, MH12‐5, MH12‐7, MH12‐9

10

5

5

5

5

10

5

5

5

5

10

20

10

25 25 20 30

40

20

20

20

Task 4

100

Components


Modern History HSC ‐ Year 12


Outcomes assessed:

82

A Student:

MH12‐1 accounts for the nature of continuity and change in the modern world

MH12‐2 proposes arguments about the varying causes and effects of events and developments

MH12‐3 evaluates the role of historical features, individuals, groups and ideas in shaping the past

MH12‐4 analyses the different perspectives of individuals and groups in their historical context

MH12‐5 assesses the significance of historical features, people, ideas, movements, events and developments of the modern world

MH12‐6 analyses and interprets different types of sources for evidence to support an historical account or argument

MH12‐7 discusses and evaluates differing interpretations and representations of the past

MH12‐8 plans and conducts historical investigations and presents reasoned conclusions, using relevant evidence from a range of sources

MH12‐9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well‐structured forms

83

Composition Portfolio and Aural AnalysisTopic 1 –

Instrument & It’s Repertoire

Presentation of Performance &

Viva VoceTopic 2 – Music of the 20th and 21st Century

Presentation or Submission:

Elective Option for Topics 1 and 2

Trial HSC ExaminationAural exam Elective 3

Topic 3 – Music for Small Ensembles


Nature of task

Timing

Total %

Weighting %



Core Performance

Core Composition

Core Musicology

Core Aural

Elective 1(Performance, Musicology or Composition)

H2, H4, H5, H6, H7, H8

H1, H2, H4, H5, H6

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11

10

10

10

10

15

15

15

20 20 30 30

10

10

10

25

30

Task 4

Elective 2(Performance, Musicology or Composition)

15 15

100

Components


Music 1 HSC ‐ Year 12


Outcomes assessed:

84

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

85

Musicology Performance Composition Trial HSC Aural Skills and Elective


Nature of task

Timing

Total %

Weighting %



Performance

Composition

Musicology

Aural

Elective

H2, H5, H7, H9 H1, H10, H11 H2, H3, H9, H12 H2, H7, H8, H9, H12

20

20

20

20

20

20 20 20 40

20

20

20

20

20

Task 4

100

Components


Music 2 HSC ‐ Year 12


Outcomes assessed:

86

A Student:

H1 performs repertoire that reflects the mandatory and additional topics and addresses the stylistic and technical demands of the music as a soloist and as a member of an ensemble

H2 demonstrates an understanding of the relationships between combinations of the concepts of music, by interpreting, notating, analysing, discussing, composing and evaluating combinations of musical symbols reflecting those characteristically used in the ma

H3 composes works focusing on a range of concepts, for familiar and unfamiliar sound sources, solo, small and large ensembles, or using a variety of musical structures

H4 stylistically creates, improvises, arranges and notates music which is representative of the mandatory and additional topics and demonstrates different social, cultural and historical contexts

H5 analyses, discusses, evaluates and clearly articulates compositional processes with stylistic, historical, cultural, social and musical considerations

H6 discusses, constructively criticises and evaluates performances and compositions of others and self with particular reference to stylistic features of the context

H7 critically evaluates and discusses in detail the concepts of music in works representative of the mandatory and additional topics

H8 understands the capabilities of performing media, incorporates technologies into compositions and performances as appropriate to the contexts studied

H9 identifies, recognises, experiments with, and discusses the uses and effects of technology in music

H10 performs as a means of self expression and communication

H11 demonstrates a willingness to participate in performance, composition, musicology and aural activities

H12 demonstrates a willingness to accept and use constructive criticism

87

Core 2 ‐ Factors Affecting

Performance (Case Study &

Analysis)

Core 1– Health Priorities in Australia ‐

Research Task

Improving Performance Case Study



Nature of task

Timing

Total %

Weighting %



Knowledge and understanding of content

Skills in critical thinking, research, analysing and communicating

H7, H8, H9, H10, H11, H16, H17

H1, H2, H3, H5, H16

H7, H8, H9, H10, H16, H17

H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15, H16, H17

10

15

10

15

10

10

10

20

25 25 20 30

40

60

Task 4

100

Components


PDHPE HSC ‐ Year 12


Outcomes assessed:

88

A Student:

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

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

H3 analyses the determinants of health and health inequities

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

H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1)

H7 explains the relationship between physiology and movement potential

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

H9 explains how movement skill is acquired and appraised

H10 designs and implements training plans to improve performance

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

H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)

H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)

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

H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all

H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts

H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

89

Practical TaskAdvanced Mechanics

Depth study and ResearchElectro‐

magnetism

Depth Study and InvestigationNature of Light



Nature of task

Timing

Total %

Weighting %





PH11/12‐2, PH11/12‐3, PH11/12‐5, PH11/12‐6, PH12‐12

PH11/12‐1, PH11/12‐5, PH11/12‐7, PH12‐13

PH11/12‐1, PH11/12‐2, PH11/12‐3, PH11/12‐4, PH11/12‐5, PH11/12‐7, PH12‐14

PH11/12‐2, PH11/12‐4, PH11/12‐5, PH11/12‐6,

PH12‐12, PH12‐13, PH12‐14, PH12‐15

5

15

10

15

5

20

20

10

20 25 25 30

40

60

Task 4

100

Components


Physics HSC ‐ Year 12


Outcomes assessed:

90

A Student:

PH11/12‐1 develops and evaluates questions and hypotheses for scientific investigation

PH11/12‐2 designs and evaluates investigations in order to obtain primary and secondary data and information

PH11/12‐3 conducts investigations to collect valid and reliable primary and secondary data and information

PH11/12‐4 selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

PH11/12‐5 analyses and evaluates primary and secondary data and information

PH11/12‐6 solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

PH11/12‐7 communicates scientific understanding using suitable language and terminology for a specific audience or purpose

PH12‐12 describes and analyses qualitatively and quantitatively circular motion and motion in a gravitational field, in particular, the projectile motion of particles

PH12‐13 explains and analyses the electric and magnetic interactions due to charged particles and currents and evaluates their effect both qualitatively and quantitatively

PH12‐14 describes and analyses evidence for the properties of light and evaluates the implications of this evidence for modern theories of physics in the contemporary world

PH12‐15 explains and analyses the evidence supporting the relationship between astronomical events and the nucleosynthesis of atoms and relates these to the development of the current model of the atom

91

Research TaskSocial and Cultural

Continuity and Change

Research TaskPIP Process

IncursionIn‐class task

Popular Culture Belief Systems &

Ideologies

Trial HSC Exam


Nature of task

Timing

Total %

Weighting %




Application and evaluation of social and cultural research methods

Communication of information, ideas and issues in appropriate forms

H1, H3, H5, H10 H1, H4, H6, H7, H8, H10

H1, H3, H5, H9, H10

H1, H3, H5, H10

10

5

5

5

15

5

15

5

5

20

5

5

20 25 25 30

50

30

20

Task 4

100

Components


Society & Culture HSC ‐ Year 12


Outcomes assessed:

92

A Student:

H1 evaluates and effectively applies social and cultural concepts

H2 explains the development of personal, social and cultural identity

H3 analyses relationships and interactions within and between social and cultural groups

H4 assesses the interaction of personal experience and public knowledge in the development of social and cultural literacy

H5 analyses continuity and change and their influence on personal and social futures

H6 evaluates social and cultural research methods for appropriateness to specific research tasks

H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and bias

H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complex

H9 applies complex course language and concepts appropriate for a range of audiences and contexts

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

93

Body of work Planning & design and Prototyping

Project implementation

Trial HSC Exam


Nature of task

Timing

Total %

Weighting %




Knowledge and skills in the design and development of software solutions

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

H6.1, H6.2

H2.1, H2.2, H5.1, H5.2, H5.3

H3.2, H4.2, H4.3, H5.3, H6.2, H6.4

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

H6.3, H6.4

10

10

15

10

5

20

20

10

20 25 25 30

50

50

Task 4

100

Components


Software Design & Development HSC ‐ Year 12


Outcomes assessed:

94

A Student:

H1.1 explains the interrelationship between hardware and software

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

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

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

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

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

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

H4.1 identifies needs to which software solutions are appropriate

H4.2 applies appropriate development methods to solve software problems

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

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

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

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

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

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

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

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

95

MTP Designing and Planning

Presentation and Colouration research

Properties and Performance of

Textiles – Experimentation and Innovation Case Study

MTP Project Development and Management

Report



Nature of task

Timing

Total %

Weighting %




Skills and knowledge in the design, manufacture and management of a major textiles project

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

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

H6.1

10

15

10

15 20

30

25 25 20 30

50

50

Task 4

100

Components


Textiles and Design HSC ‐ Year 12


Outcomes assessed:

96

A Student:

H1.1 critically analyses and explains the factors that have contributed to the design and manufacture of the Major Textiles Project

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

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

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

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

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

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

H3.2 develops knowledge and awareness of emerging textile technologies

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

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

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

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

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

97

Initiation of artmaking practice

Case Study 1 Extended

Response about the material and

conceptual practices of 2

artists, Artmaking 10 Art Criticism and Art

History 20

Development of the Body of WorkSubmission of

works in progress, VAPD with annotated research and

critical evaluation of material and conceptual

intention through the frames and conceptual framework

Artmaking (15)VAPD (5)

Refinement of the Body of WorkSubmission of

artworks undergoing

refinement and resolution


Art Criticism and Art History Written

Examination


Nature of task

Timing

Total %

Weighting %



Artmaking

Art Criticism & Art History

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

10

20

20 20

30

30 20 20 30

50

50

Task 4

100

Components


Visual Arts HSC ‐ Year 12


Outcomes assessed:

98

A Student:

H1 initiates and organises artmaking practice that is sustained, reflective and adapted to suit particular conditions

H2 applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

H3 demonstrates an understanding of the frames when working independently in the making of art

H4 selects and develops subject matter and forms in particular ways as representations in artmaking

H5 demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

H6 demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

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

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

H9 demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

H10 constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

99

Macquarie Park RTO 90222

Student Competency Assessment ScheduleSchool Name: NBSC Freshwater Senior Campus

Course: HSC - Entertainment Industry 2021

Assessment Tasks for CUA30415 Statement of Attainment towards Certificate III in Live Production and Services

Cluster E Cluster F Cluster GTrial HSC Exam

On the Stage Vision Systems Customer is always right

Week: 10 Term: 4

Week: 9 Term: 1

Week: 10 Term: 2

Week: 3 & 4Term: 3

Code Unit of Competency

HSC Examinable

Units of Competency

CUASTA301 Assist with production operations for live performances X

CUASMT301 Work effectively backstage during performances X

ICTTEN202 Use hand and power tools X

CUAVSS302 Operate vision systems X

SITXCCS303 Provide service to customers X

CUA30415 Entertainment HSC Assessment Schedule August 2020

Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate III in Live Production and Services CUA30415

Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. This means a course mark is not allocated.

SIT20416 Kitchen Operations HSC Assessment Schedule July 2020

Macquarie Park RTO 90222

School Name: NBSC Freshwater Senior Campus Student Competency Assessment Schedule

COURSE: HSC Hospitality - Kitchen Operations Stream 2021

Assessment Tasks for

Certificate II Kitchen Operations SIT20416

Cluster D Cluster E Cluster F

Trial HSC

Exam

Work Placement Food Glorious

Food Working in

Industry

Cooking in the Commercial

Kitchen

Week: 8

Term: 4

Week: 7

Term: 1

Week: 9

Term: 2

Week: 3 & 4

Term: 3

Week: 6 & 7 Term: 4

Code Unit of Competency

HS

C E

xa

min

ab

le U

nits o

f C

om

pe

ten

cy

Wo

rk P

lacem

ent

SITHCCC003 Prepare and present sandwiches X

SITHCCC006 Prepare appetisers and salads X

BSBWOR203 Work effectively with others X

SITHIND002 Source and use information on the hospitality industry X

BSBSUS201 Participate in environmentally sustainable work practices X

SITHCCC005 Prepare dishes using basic methods of cookery X

SITHCCC011 Use cookery skills effectively X

Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate II in Kitchen Operations SIT20416 or a Certificate II in Kitchen Operations SIT20416.

Schools may schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.