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Year 12 2014 Assessment And study skills

Guidelines

Southern Cross School K-12

2

CONTENTS

PAGE

Requirements for the Award of the HSC 3

HSC Components 3

Assessment Policy 4 – 7

Malpractice Policy 7

Summary of Student Responsibilities 8

Guidance and Counseling 8

Assessment Schedule 9

My Assessment Task Schedule 10

Application for an Extension of Time 11

Individual Subject Assessment Schedules (in alphabetical order) 12 – 44

STUDY SKILLS

Self Appraisal Survey 45

What Kind of Learner are You? 46

How to study if you are: Visual, Auditory or Kinaesthetic 47

Organising Yourself 48

Study Timetable Template 49

Study versus Homework versus Revision 50

Organising Assessment Tasks 51

Term Planner Template 52

Memorisation 53

Coping with Study Pressures 54

The Chocoholics Guide to Writing and Formatting 55 – 56

Word Processing Tips 57

Examination Techniques 58

Glossary of Key Terms 59

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REQUIREMENTS FOR THE AWARD OF THE HSC To be eligible for the award of the Higher School Certificate you must have:

gained the School Certificate or ROSA or equivalent sat for and made a serious attempt at the required HSC examinations satisfactorily completed a Preliminary pattern of study comprising at least 12 units and an HSC

pattern of study comprising at least 10 units. Both patterns must include:

o at least 6 units of Board Developed Courses o at least 2 units of English o at least 3 courses of 2-unit value or greater o at least 4 subjects

Before you can receive an HSC for any course, your school must certify that you have satisfactorily completed a course of study in that subject. What this means is you must have:

followed the course developed or endorsed by the Board of Studies

applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school

achieved some or all of the course outcomes

Attendance

While the Board of Studies does not mandate attendance requirements, attendance rates lower than 85% will cause concern and the school may determine that the course completion criteria have not been met. Absences will be regarded seriously by the school staff who will give students early warning of the consequences of such absences.

Repeat Students

Students who are repeating HSC courses will be assessed only on Assessment Tasks completed in the repeat year.

Courses Studied through OTEN/TAFE/Distance Education

Each of these organisations will provide their own assessment schedule to the student where applicable.

Students Who Accumulate their HSC (Pathways)

Students who gain approval to accumulate the HSC, will receive their Preliminary and HSC Assessment information each relevant year.

‘N’ Determinations

Students who do not make a genuine attempt to adequately complete a course may receive an ‗N‘ determination in that subject. This means that the course will not be recognised for the Higher School Certificate.

HSC COMPONENTS The HSC is made up of two marks:

i) Moderated School Assessment Mark

ii) Higher School Certificate examination mark

Both of these marks are recorded by the Board of Studies on a student‘s HSC Record of Achievement. The final HSC mark is the average of the moderated school assessment mark and the HSC exam mark. This mark is used to calculate a student‘s ATAR.

Students who do not comply with the assessment and/or satisfy course completion requirements in any course will have neither a moderated assessment mark nor an examination mark awarded for that course.

For Board Endorsed Courses, school-based assessment throughout the HSC course contributes 100%

of your HSC mark, as there is no HSC examination.

4

ASSESSMENT POLICY The assessment procedures used by Southern Cross School K – 12 follows the NSW Board of Studies Policy Statement and Guidelines concerning Higher School Certificate Assessment.

Assessment measures a student‘s achievement relative to the knowledge and skills objectives of the course and the related outcomes.

Timing and Notification of Assessment Tasks

The assessment period will commence in Term 4 and conclude in Term 3 of the following year. The week in which any task is due is published in this booklet however specific dates will be given to students by their class teacher in writing at least ten school days prior to the date the task is due. At the same time the students will be given information on the type of task, its weighting, the outcomes to be assessed, marking guidelines and mode of submission for the task. This information will be provided on the HSC Assessment Task Cover Sheet.

No task will fall in the week prior to the formal examinations which occur towards the end of term 1 and midway through term 3.

It is the student‘s responsibility to let his/her teacher or the Head Teacher of that Faculty know if he/she has not received complete details of assessment information for any course. This may have resulted due to absences, excursions or other circumstances that prevented his/her being in the class when the information was given.

Students are expected to submit all tasks that are part of the Assessment Program in the courses which they are studying.

Number and Nature of Assessment Tasks

A balance is essential between obtaining sufficient information and not over-assessing. For 2 unit courses, 3 – 6 assessment tasks will be scheduled. For 1 unit courses, 2 – 3 assessment tasks will be scheduled.

Assessment tasks will be appropriate to the outcomes and components of the course being assessed. The range of tasks used will meet the advice of the appropriate syllabus, reflecting a range of assessment instruments and an appropriate balance between knowledge/understanding outcomes and skills outcomes.

Tasks will be set at an appropriate level of difficulty that allows the full range of marks to be available.

Value of Assessment Tasks

An individual assessment task will not be worth less than 10% nor more than 50% of the total assessment marks. In general, later tasks should carry more weight than earlier tasks.

HSC Exam Preparation and Homework Tasks

At times tasks are set by teachers in order to adequately prepare students for maximum performance in the HSC exam. Equal time and effort should be devoted to all tasks in the HSC study timetable.

Special Provisions

Special provisions will be available to students who need them to complete a task (e.g. reader, scribe, extended time, large print papers), however no special considerations will be made in marking a completed task. The student must alert the Deputy Principal (DP) or their Year Adviser if provisions are required in the first two school weeks of the year.

Students Transferring Schools

Students who transfer to Southern Cross School K – 12 before 30th June, will be assessed using the tasks completed at this school and the teachers professional judgement. Students who transfer after 30th June will receive the assessment marks provided by the previous school.

Submission of Tasks

All tasks are to be handed in by 9.00 a.m. on the due date. Tasks are to be handed personally to the class teacher and, if absent, to the head teacher. Never leave a task on a table, desk or other area. Always make sure your name is on the task and your teacher‘s name. There will be a sheet for you to sign, indicating that you have handed in the task on time.

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Assessment Schedule Dates

The dates set for each assessment task aim to provide the student with a guide as to when various assessment tasks will occur. This allows students to plan ahead and make the most effective use of the available study time. Due to various circumstances, which may arise during the school year, it may be necessary for some assessment tasks to have their dates altered. In all such cases, students will be notified at least one week in advance of any proposed changes to the schedule listed in this book.

Extensions

Requests for an extension of time for an assessment task must be made in writing to the head teacher, through the class teacher, BEFORE the day that the task is due. A suitable form is available in the appendices of this booklet. Requests will only be granted if the teacher and head teacher are convinced that a genuine case exists.

Non Completion of Tasks

If a student fails to submit an assessment mark task specified in this program and the head teacher considers that student has a valid reason e.g. illness or endorsed leave, an extension of time may be granted. All illness and leave must be supported by independent evidence such as a doctor‘s certificate.

Students who know that they will be absent from school must notify the class teacher at least FIVE DAYS IN ADVANCE with a valid reason supported by documentation. The class teacher, in conjunction with the head teacher, will decide on the validity of the reason. If these procedures are not followed, then the penalty for lateness will apply.

Where there is no valid reason for non-completion of an assessment mark on the due date, a zero mark will be recorded for that task. However, the student is still required to complete the task in order to satisfy the requirements of the course.

Parents will be notified in writing when students fail to complete a task on the due date. Parents must acknowledge receipt of this letter in writing. Copies of these documents are filed by the school.

Illness/Misadventure

If illness or misadventure will affect a student‘s performance within an assessment task, they may apply for consideration. This form is available from the Deputy Principal.

For exams: Inform the DP or the Exam Supervisor before the exam begins (or during the exam if illness sets in late) and submit an appeal form. The form must be completed and submitted within 48 hours of the exam in question.

For all other tasks: An appeal form must be submitted within 5 school days of the date of the task.

NO LATE APPEALS FOR ILLNESS/MISADVENTURE WILL BE CONSIDERED

Monitoring Satisfactory Completion of a Course

A student will be determined as having satisfactorily completed a course if he/she has:

Followed the course developed or endorsed by the Board of Studies and

Applied him/herself with diligence and sustained effort to the set tasks and experiences provided in the course by the school

Achieved some and/or all of the course outcomes

Warning Students who are in Danger of Receiving an ‘N’ Determination

Students in danger of not meeting the requirements for satisfactory completion of a course must be warned, using the school‘s official warning letter, in time for the situation to be corrected.

A minimum of two warning letters must have been sent before the Principal can consider the possibility of an ‗N‘ determination. A warning letter is deemed to have been received if the school postal records indicate it was mailed.

Students who do not complete tasks to the value of more than 50% of the total assessment mark in a subject or who do not complete 35 hours of mandatory work placement in VET subjects will be awarded an ‗N‘ determination by the school in that subject.

6

An ‗N‘ determination can also be awarded to a student who has completed more than 50% of the total assessment mark but who has failed to demonstrate due diligence and sustained effort through non completion of course work.

The student will, wherever possible, be informed in person that he/she is in danger of receiving an ‗N‘ determination and this will also be confirmed by a letter from the Principal. This will be done in time for the student to have a chance to redeem him/herself in that subject.

PLEASE NOTE: The Board of Studies may issue an ‗N‘ Determination independently to the school for a non serious attempt at an HSC examination or major work/folio.

Rights of Appeal

a) Individual task

Should a student have a valid reason for disagreeing with their mark in any assessment task, they should discuss it with their teacher and/or head teacher within three days of return of the marked task. There is no formal appeal process to dispute teachers‘ marking of a task. Should a student wish to appeal against a determination made by a head teacher that the task submitted was late or that the student had cheated, an appeal form is available from the Deputy Principal. This appeal needs to be submitted within three days of the return of the marked task.

b) Cumulative Assessment Rank

At the culmination of the HSC year, the final assessment ranks are submitted to the Board of Studies. Students who consider that their placement in the order of merit for any course is not correct on the basis of feedback on their performance during the course, may seek a school assessment review.

A school assessment review focuses on the procedures for determining the final mark. Students, at this stage, are not entitled to seek a review of teachers‘ judgements of the worth of individual performance in assessment task.

The School Review checks that:

(i) weightings conform with details in subject guides and syllabus documents

(ii) procedures conform with the stated assessment program

(iii) there are no computational or other clerical errors in the determination of the assessment mark

Provided the school is satisfied that these conditions have been met, no change to the assessment will be made. Students will be informed of the outcome of the review and advised of the provision for subsequent appeal to the Board.

There is no appeal against the marks awarded for individual assessment tasks at this stage.

HSC Examination Rules (including Half Yearly and Trial Examinations)

You must do the examination at the times given on the timetables. It is your responsibility to make sure you receive a timetable and read it carefully.

It is your responsibility to make sure that the correct examination paper has been provided. You must also check no pages are missing.

Arrive at least ten (10) minutes prior to the exam time.

Equipment, pencils, pens etc must be taken in a transparent package such as a clear plastic envelope.

Write with black or blue pen. Pencil may be used where specifically directed.

Write your name on every page and clearly number the question you are answering. In the HSC your student number will appear on each booklet. Check it!

You must NOT leave the exam room (except in an emergency) until the exam is finished. Always go to the toilet before the exam.

You must NOT (a) eat or drink in the exam room; (b) speak to any person other than a teacher; (c) behave in any way likely to disturb the work of others; (d) attend an exam while under the influence of alcohol or illegal drugs; (e) take into the exam any notes, books, paper or written material.

7

If you do not make a serious attempt at an exam, you may not receive a mark and you may be deemed ineligible to continue study in that course.

In summer months, water in a sealed transparent plastic bottle can be taken into the exam.

Any disturbance of other students will be deemed as malpractice.

Mobile phones and all electronic devices (except calculators) are strictly forbidden in exam rooms.

All students are required to wear correct school uniform including correct footwear in school exams.

MALPRACTICE POLICY

The Board requires schools to detail the policy and procedures for dealing with cases of malpractice in assessment tasks. The following circumstances are considered as malpractice:

i) submitting work not done by the student concerned or copying another student’s work

ii) making a non serious attempt at the task

iii) cheating

iv) harassing other students prior to the due date

v) not attending other lessons on the day of the task, to prepare for a task

vi) not attending on the day prior to the task, to prepare for the task. If you are ill, you MUST submit a medical certificate

vii) plagiarism

viii) other actions deemed as malpractice by the Principal

In cases of malpractice, the Principal will decide the outcome. In most cases, this will lead to a loss of all marks.

Plagiarism

Plagiarism is submitting work done by someone else and claiming it as your own. It includes:

copying someone else‘s work;

passing off someone else‘s ideas as your own without acknowledgement;

submitting material downloaded, wholly or in part, directly from the internet;

having someone else, e.g. a tutor, do the task or a substantial part of the task for you;

To avoid allegations of plagiarism, keep your teacher informed and show them your work a number of times during the preparation of a task

Plagiarism is serious malpractice, and any student guilty of this will be given zero marks for the task, and serious consideration will be given to cancelling the student‘s enrolment in that course.

It is valuable, and students are encouraged to seek opinions and ideas from a variety of sources. However, what a student submits for an assessment task must be their own work. If students do refer directly or indirectly to the ideas of others, this must be acknowledged.

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SUMMARY OF STUDENT RESPONSIBILITIES

1. It is expected that you will attempt ALL tasks and make a genuine attempt.

2. Make sure you attend school the day before a task is due and all lessons prior to any scheduled in-class assessment.

3. Hand in completed tasks by 9am on the due date to the teacher personally.

4. Ensure that any concerns about marks are resolved within three school days of the return of the marked task.

5. Demonstrate due diligence and sustained effort in all tasks and course requirements, whether HSC assessable or not.

6. Check procedures carefully if absent from school. Ensure that, if you are absent, that you report to the head teacher on the first day of return with independent written evidence (eg medical certificate).

7. If you know you will be absent for a task you must notify the class teacher and/or head teacher at least five days in advance eg sporting representation.

8. It is your responsibility to let your teacher know if there is a clash, such as several tasks due on the same day or a compulsory excursion on the same day as an Assessment Task. If, after this, you feel the situation is still unfair you should see the head teacher or deputy principal immediately.

9. Avoid any of the malpractices listed on page 7.

Syllabus Documents

It is essential that you read the syllabus documents for each subject in conjunction with this handbook.

Assessment tasks over the next twelve months and questions in examinations and tests will align to the syllabus.

A print version of each syllabus is available on the Board of Studies website. There are many resources available to assist you with your preparation for the HSC on the Board site and other sites. Ask your teacher for details.

GUIDANCE AND COUNSELLING

Should you have difficulties with assessment tasks, study techniques, time management, or you need clarification on any of the procedures or guidelines in this book, please discuss with Mrs Bennett, Ms Ryan, Ms Sheehan, your classroom teacher or any staff member with whom you feel comfortable. Seek help early in the HSC course. Avoid putting off concerns until later - they will not go away. We are here to assist you gain success and to do your best. Mrs Robyn Sheehan Mrs Karin Bennett Mr John Baker Year Adviser Deputy Principal Principal

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ASSESSMENT TASK SCHEDULE It is our intention that students will have a maximum of three tasks per week. If you find that you have more than three in a particular week, please notify your teacher or one of the executive.

TERM 4, 2013

TERM 1, 2014

TERM 2, 2014

TERM 3, 2014

1

1

1 DRA 1 BIO, CHE, ENA,

ENS

2

2 2 CHE 2 Asst Free Week

3

3 ENA, ENS 3

3 TRIAL EXAMS

4

4 ENX1, ENX2 4 CAF, SLR* 4 TRIAL EXAMS

5 PHY, ITT 5 ITT 5 ENA, ENS, ITT 5 SLR*

6 BIO, CAF, DAT,

TEX 6

PHY, BIO, CAF,

DRA, SLR* 6 VA, DAT, MAX1 6

SLR, CAF, DAT,

VA

7

MUS, PDH, ENC,

ANH, MAX1, LEG,

BIO*

7 SLR, FT, LEG 7 SS, ENC, TEX, SOC,

MAX2, PDH* 7

PDH, ENC, VD

PHO, ANH, PDH*

8 SS, CHE, PHO,

DRA, TEX, PDH* 8

ENC, VD, PDH,

MUS, BIO* 8

SLR, VA, MAG, VD,

MAT 8

9 SLR, VA, VD, MAG,

MAT, MAX2 9 SLR*, PDH* 9

PHY, PDH, ANH,

BUS, FT, DRA, PHO,

LEG, BIO*

9

10 BUS, FT, SOC 10 HALF YEARLY

ASST PERIOD

10

11

11 HALF YEARLY

ASST PERIOD

SUBJECT CODES

ANH – Ancient History

BIO – Biology

BIO* – Biology (BHS)

BUS – Business Studies

CAF – Community and Family Studies

CHE – Chemistry

DAT – Design and Technology

DRA - Drama

ENA – English Advanced

ENC – English Studies

ENS – English Standard

ENX1 – English Extension 1

ENX2 – English Extension 2

FT – Food Technology

ITT – Industrial Technology Timber

LEG – Legal Studies

MAT –Mathematics Advanced

MAG – Mathematics General

MAX1 – Mathematics Extension 1

MAX2 – Mathematics Extension 2

MUS – Music

PDH – PDHPE

PDH* - PDHPE (BHS)

PHO – Photography and Video

PHY – Physics

SLR – Sport, Lifestyle and Recreation

SLR* - Sport, Lifestyle and Recreation (BHS)

SOC – Society and Culture

SS – Senior Science

TEX – Textiles and Design

VA – Visual Arts

VD – Visual Design

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MY ASSESSMENT TASK SCHEDULE

TERM 4 2013 TERM 1 2014

Week Task Due Date

Handed In

Week Task Due Date

Handed In

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

10

10

11

11

TERM 2 2014 TERM 3 2014

Week Task Due Date

Handed In

Week Task Due Date

Handed In

1

1

2

2

3

3

4

4

5

5

6

6

7

7

8

8

9

9

10

11

APPLICATION FOR EXTENSION OF TIME FOR THE COMPLETION OF AN ASSESSMENT TASK

I, …………………………………………………………., formally request an extension of time

for Task No: …………………………………… Subject: …………………………………………..

Nature of task: …………………………………………………………………………………..……

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

Which is due on: …………………………………………………………………………………….

Reason: ………………………………………………………………………………………………

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

Candidate‘s Signature: ……………………………………………….. Date: ……………………

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

Teacher to fill out Appropriate Section

Approval is given for extension to be granted

Reason: ………………………………………………………………………………………………

New Due Date: ………………………………………………………………………………………..

Approval has not been granted

Reason: ………………………………………………………………………………………………..

Teacher‘s Name and Signature: …………………………………… Date: ……………………..

Head Teacher‘s Signature: …………………………………………. Date: …………………….

Candidate‘s Signature: ……………………………………. Date: …………...

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INDIVIDUAL

SUBJECT

ASSESSMENT

SCHEDULES

13

ANCIENT HISTORY

TASK DATE T4 W7 T1 W10/11 T2 W9 T3 W3/4 T3 W7

TASK TYPE Research, Source

Analysis Half Yearly Exam

Research Structured Response

Trial Examination Research Task

CONTENT Cities of Vesuvius:

Pompeii and Herculaneum

Cities of Vesuvius and New Kingdom

Egypt

Historical Period: Rome Julio-

Claudian All units covered

Personalities in their times:

Agrippina the Younger

OUTCOMES H3.1 – H3.4, H3.6,

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

H3.1, H3.3, H3.4, H3.6, H4.1, H4.2

H1.1, H3.2 – H3.6, H4.1, H4.2

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

H4.1, H4.2

COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

Knowledge and Understanding

40 5 5 20 10

Source-based Skills 15 15 5

Historical Inquiry and Research

35 5 10 5

Communication 20 5 5 5 5

TOTAL VALUE 100 20 15 20 25 20

14

BIOLOGY (Southern Cross School K – 12)

TASK DATE T4 W6 T1 W6 T1 W10/11 T3 W1 T3 W3/4

TASK TYPE Practical

Investigation Research/ Practical

Half Yearly Exam Research/ Practical

Trial HSC Exam

CONTENT 9.2 Maintaining a

Balance 9.3 Blueprint of

Life HSC Mid Course

9.4 The Search for Better Health

HSC Course

OUTCOMES H6, H11, H12, H13, H14, H15

H2, H4, H9, H14 H1 – H16 H1, H3, H6, H11,

H13, H16 H1 – H16


Knowledge and Understanding 50 5 5 10 5 15

Planning and Conducting an Investigation

25 5 5 5 10 5

Scientific Thinking, Communication and Problem

Solving 25 5 5 5 5 10

TOTAL VALUE 100 15 15 20 20 30

15

BIOLOGY (Ballina High School)


TASK TYPE Investigation Practical

Assessment

Practical Records

& Examination Practical Report

Practical Records

& Examination

CONTENT Core 1 Core 2 Core 1 & 2 Core 3 HSC Course

OUTCOMES H8, H10, H12 H6, H11 H1, H4, H5 H3, H9 H2, H7, H13


Knowledge and Understanding 50 20 30

Planning and Conducting an

Investigation 25 10 10 5

Scientific Thinking,

Communication and Problem

Solving

25 10 5 5 5

TOTAL VALUE 100 10 10 25 15 40

16

BUSINESS STUDIES

TASK DATE T4 W10 T1 W10/11 T2 W9 T3 W3/4

TASK TYPE Business Case

Study Mid-course exam

Business Research Report

Trial HSC exam

CONTENT Operations Operations

Finance

Human Resources Marketing

All topics

OUTCOMES H1, H4, H5, H8 H9 H2, H4, H6, H8, H9,

H10 H1, H3, H4, H6, H7,

H8, H9 All outcomes

COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4

Knowledge and understanding of course content

40 5 10 10 15

Stimulus-based skills 20 10 5 5

Inquiry and research 20 5 15

Communication of business information, ideas and issues

in appropriate forms 20 5 5 5 5

TOTAL VALUE 100 25 15 35 25

17

CHEMISTRY

TASK DATE T4 W8 T1 W10/11 T2 W2 T3 W1 T3 W3/4

TASK TYPE Research

Half Yearly Exam

Practical & Report

(Titration)

Practical Data Analysis

Trial HSC Exam

CONTENT

Production of Materials

HSC Mid- Course

Acid Environment

Chemical Monitoring & Management

HSC Course

OUTCOMES H10, H11, H12,

H13, H14 H1 – H14, H16

H10, H11, H12, H13

H1, H3, H4, H12, H13, H14

H1 – H14



50 5 5 5 10 15


25 5 5 10 5 5


Solving 25 5 5 5 5 10

TOTAL VALUE 100 15 15 20 20 30

18

COMMUNITY AND FAMILY STUDIES

TASK DATE

T4 W6 Plan

T1 W6 Product/Dairy

T1 W10/11 T2 W4 T3 W3/4 T3 W6

TASK TYPE IRP Project Half Yearly Exam Groups In Context Trial Exam Parenting and Caring Support Services Task

CONTENT IRP Plan,

Product, Diary

Research Methodology and Groups In Context

Research Report All topics Long Answer

Questions

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

H5.1, H6.2

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

H1.1 – H6.2 H2.2, H3.2, H4.2,

H5.1, H5.2


Impacts on wellbeing 40 15 5 5 10 5

Planning and applying management processes for

individuals and groups 25 5 5 5 5 5

Research methodology, critical thinking and communicating

35 10 5 5 10 5

TOTAL VALUE 100 30 15 15 25 15

19

DESIGN AND TECHNOLOGY


TASK TYPE Report Exam Report Trial Exam Report /Folio

CONTENT

Major Design Project Proposal

Management Drawings

Case Study Major Design

Project Outcomes

OUTCOMES H4.1, H4.2, H4.3, H5.1, H5.2, H6.2

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

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

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

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


Innovation and emerging technologies

40 7.5 20 12.5

Designing and producing 60 20 7.5 12.5 20

TOTAL VALUE 100 20 15 20 25 20

20

DRAMA

TASK DATE T4 W8 T1 W6 T2 W1 T2 W9 T3 W3/4

TASK TYPE Feature Article Group Task Individual Project

Group

Performance Trial Exam

CONTENT Tragedy Australian

Drama Logbook

Group Performance

Australia Drama and Tragedy; Individual and Group Performances

OUTCOMES H3.1, H3.2, H3.3 H1.4, H1.6, H1.8, H1.9

H1.2, H1.3, H2.2 H2.3, H1.6, H1.7 H3.1, H3.2, H3.3


Making 40 20 10 10

Performing 30 10 10 10

Critically studying 30 20 10

TOTAL VALUE 100 20 20 20 20 20

21

ENGLISH STANDARD AND ADVANCED

TASK DATE T1 W3 T1 W10/11 T2 W5 T3 W1 T3 W3/4

TASK TYPE Reading/writing Listening Oral Viewing/

Representing Exam

CONTENT Area of Study Module A Module B Module C All areas

OUTCOMES 1, 4, 11 4, 6, 10 (12A) 7, 8, 9 2, (2A), 3, 5 1 – 8, 10


Area of Study 40 25 15

Module A 20 15 5

Module B 20 15 5

Module C 20 15 5

TOTAL VALUE 100 25 15 15 15 30

22

ENGLISH STUDIES

TASK DATE T4 W7 T1 W8 T2 W7 T3 W7

TASK TYPE PowerPoint/

Reflection

PowerPoint Presentation

Multi-modal appropriation of a

media text Travel Itinerary

CONTENT We are Australians Part of the family Telling us all about

it Experience of

Travel

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

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

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

H3.2


Knowledge and understanding of various forms of texts

30 10 10 5 5

Skills in reading, listening, viewing, writing, speaking,

representing 30 10 10 5 5

Knowledge and skills in using language

25 5 5 5 5

Skills in planning, working individually and collaboratively

15 5 5 5 5

TOTAL VALUE 100 30 30 20 20

23

ENGLISH EXTENSION 1 (Ballina High School)

TASK DATE T1 W4 T2 W8 T3 W3/4

TASK TYPE Speech Portfolio Trial HSC

OUTCOMES 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3

COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3

Knowledge and understanding of complex texts and of how and why they are valued

25 5 10 10

Skills in :

Complex analysis

Sustained composition

Independent investigation

25 10 10 5

TOTAL VALUE 50 15 20 15

24

ENGLISH EXTENSION 2 (Ballina High School)

TASK DATE T1 W4 T2 W5 T2 W9

TASK TYPE Viva Voce Report Draft Version of

Major Work

OUTCOMES 1, 2 1, 2 1, 2

COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3

Extensive independent investigation

25 5 10 10

Sustained composition 25 5 5 15

TOTAL VALUE 50 10 15 25

25

FOOD TECHNOLOGY

TASK DATE T4 W10 T1 W7 T2 W9 T3 W3/4

TASK TYPE Research Task Report Practical Task Trial HSC

CONTENT Food

Manufacture Australian Food

Industry Food Product Development

All Year 12 Topics

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

H1.4, H2.1


Knowledge and understanding 20 5 5 10

Researching, analysing and communicating

30 10 10 10

Experimenting with and preparing food by applying

theoretical concepts 30 10 20

Designing, implementing and evaluating solutions

20 10 10

TOTAL VALUE 100 15 30 35 20

26

INDUSTRIAL TECHNOLOGY


TASK TYPE Folio Folio and

Practical Work Half Yearly Exam

Industry Study written report

Trial HSC Exam

CONTENT Design,

Management and Communication

Workplace Communication. Industry Specific

content and production

Industry specific Industry Specific Industry Specific

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

H1.2, H 2.1, H3.1, H4.1, H5.1, H5.2,

H6.1, H6.2

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

H5.2, H6.1

H1.1, H1.2, H6.2, H7.1

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


Focus Area 40 15 25

Design and production of a quality Major Project

60 23 25 12

TOTAL VALUE 100 23 25 15 12 25

27

LEGAL STUDIES (Ballina High School)

TASK DATE T4 W7 W T1 7 T1 W10/11 T2 W9 3 T W3/4

TASK TYPE Research/Oral Research Examination Research

Essay Examination

CONTENT Crime: Case

Study Human Rights

Half Yearly Examination

Family Law Trial HSC


H9, H10 H8 – H10 H1 – H7 H8 – H10 H1 – H7



Inquiry and research 20 10 5 5


TOTAL VALUE 100 20 15 10 15 40

28

MATHEMATICS GENERAL


TASK TYPE Assignment Formal Exam Class Test Formal Exam

CONTENT

Equations & Linear Functions, Loans & Annuities, Further

Applications of Area and Volume

All work to date

Interpreting Data Sets, Applications of

Trigonometry, Multi-stage events

All work to date

OUTCOMES MG2H1, MG2H3 – MS2H6, MG2H9,

HG2H10 MG2H1 – MG2H10

MG2H1 – MG2H5, MG2H7 – MG2H10

MG2H1 – MG2H10


Concepts, skills and techniques

50 5 15 10 20

Reasoning and communication

50 10 15 5 20

TOTAL VALUE 100 15 30 15 40

29

MATHEMATICS


TASK TYPE Assignment Formal Exam Class Test Formal Exam

CONTENT

Quadratics, Probability, Geometrical

Applications of Calculus

All work to date

Trig Functions, Sequences & Series,


All work to date

OUTCOMES H1, H2, H4 – H7, H9 H1 – H9 H1, H2, H4 – H9 H1 – H9



50 5 15 10 20


50 5 15 10 20

TOTAL VALUE 100 10 30 20 40

30

MATHEMATICS EXTENSION 1


TASK TYPE Class Test Formal Exam Class Test Formal Exam

CONTENT

Probability, Permutations & Combinations, Polynomials 2,

Binomial theorem, Induction

All work to date

Parametrics, Inverse Functions &


All work to date

OUTCOMES HE2, HE3, HE7 HE2, HE3, HE6, HE7 HE2, HE3 – HE7 HE2 – HE7



50 5 15 10 20


50 5 15 10 20

TOTAL VALUE 100 10 30 20 40

31

MATHEMATICS EXTENSION 2


TASK TYPE Class Test Formal Exam Class Test Formal Exam

CONTENT Complex Numbers,

Conics All work to date

Circle Geometry, Inequalities,

Integration, Volumes, Mechanics

All work to date

OUTCOMES E2, E3, E4, E9 E2 – E4, E6, E8, E9 E2, E7 – E9 E2 – E9



50 5 15 10 20


50 5 15 10 20

TOTAL VALUE 100 10 30 20 40

32

MUSIC

TASK DATE T4 W7 T1 W8 T1 W10/11 T3 W3/4

TASK TYPE Viva Voce Listening &

Performance Half Yearly Exam Trial Exam

CONTENT Musicology Aural and

Performance Composition and Electives 1, 2, 3

Aural and Electives 1, 2, 3

OUTCOMES H2, H5, H6, H11 H1, H7, H8, H9,

H10, H11 H2 – H11 H2 – H11


Performance Core 10 10

Composition Core 10 10

Musicology Core 10 10

Aural Core 25 10 15

Elective 1 15 5 10

Elective 2 15 5 10

Elective 3 15 5 10

TOTAL VALUE 100 10 20 25 45

33

PDHPE (Southern Cross School K – 12)


TASK TYPE Research

Report Half Yearly

exam

Research and presentation

task Trial exam

Training program and

analysis report

CONTENT Option 3: Sports

Medicine

Core 1:

Health Priorities

Core 2:

Factors Affecting Performance

All topics Option 4: Improving

Performance


H17

H1 – H5,

H14 – H16

H7 – H11, H16, H17

H1 – H3, H7 – H9, H16, H17

H7 – H10, H17


Knowledge and understanding

40 5 10 5 15 5

Personal and community health

30 5 5 5 10 5

Critical thinking, research and analysis

30 5 5 10 5 5

TOTAL VALUE 100 15 20 20 30 15

34

PDHPE (Ballina High School)

TASK DATE T4 W8 T1 W9 T2 W7 T3 W3/4 T3 W7

TASK TYPE Scenario Critical Review Critical Review Trial

Examination Case Study

CONTENT Injury

Management Health Priorities

Psychology of Performance

Trial HSC Physical Activity

or Sport


H15 H8, H9, H11 H8, H17

H1, H2, H3,

H7 – H10, H17

H7, H8, H10,

H17


Knowledge and

understanding 40 5 6 6 20 3

Personal and community

health 30 4 7 5 10 4

Critical thinking, research

and analysis 30 3 5 7 10 5

TOTAL VALUE 100 12 18 18 40 12

35

PHOTOGRAPHY AND DIGITAL IMAGING

TASK DATE T4 W8 T1 W10/11 T2 W9 T3 W7

TASK TYPE

Digital Body of Work

Historical / Critical Study

Practical Examination

Written Response

Collaborative / Individual Project

and Portfolio

Photographic and/or Video project

Reflection

CONTENT Modules: OHS, DI3,

DI5 Modules: OHS,

WP1, WP2, WP3 Modules: WP5, DI5,

V5 Modules: DI6, V6

OUTCOMES M3, M6, CH3 M1, M4, CH2, CH5 M1, M5, CH1, CH4 M2, M4, M5, CH5


Making 70 15 15 20 20

Critical and historical study 30 5 10 10 5

TOTAL VALUE 100 20 25 30 25

36

PHYSICS


TASK TYPE Practical

Investigation Practical Analysis

Half-Yearly Exam

Virtual Practical + In-class Question/s

Trial HSC Exam

CONTENT 9.2 Space 9.3 Motors & Generators

HSC Mid-Course

9.4 Ideas to Implementation

HSC Course


H12, H13, H14 H2, H9, H12,

H13, H14 H1 – H9 H1, H2, H9, H12 H1 – H14




25 5 5 5 10 5


Solving 25 5 5 5 5 10

TOTAL VALUE 100 15 15 20 20 30

37

SENIOR SCIENCE

TASK DATE T4 W8 T1 W11 T2 W7 T3 W3/4

TASK TYPE Practical Research Practical & Research

Trial HSC Exam

CONTENT Lifestyle

Chemistry

Medical Technology-

Bionics

Information Systems

HSC Course

OUTCOMES H2, H11, H12, H13, H14, H15

H3, H4, H5, H12, H13

H1, H11, H13, H14

H1 – H14



50 5 5 5 25


25 5 10 10 5


Solving 25 5 5 15 5

TOTAL VALUE 100 15 20 30 35

38

SOCIETY AND CULTURE


TASK TYPE Research Methods Half Yearly Exam Primary and Secondary Research

Trial HSC Exam

CONTENT Continuity and

Change

Continuity and Change Research

Methods Popular Culture

Continuity and Change

Popular Culture Work and Leisure

OUTCOMES H1 – H8, H10 H1, H3 – H9 H2 – H10 H1 – H10



50 10 10 10 20

Application and evaluation of social and cultural research

methodologies 30 10 5 10 5


TOTAL VALUE 100 25 20 25 30

39

SPORT, LIFESTYLE AND RECREATION (Southern Cross School K – 12)

TASK DATE T4 W9 T1 W7 T2 W8 T3 W6

TASK TYPE Practical Peer

Teaching Critical Review

Practical Performance and

Exam

Practical Performance and Research Task

Practical Performance and

Exam

CONTENT Sports Coaching &

Training Aquatics Gymnastics

Games Sports Applications II

OUTCOMES 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 4.5

1.1, 1.3, 2.2, 3.1, 3.6, 4.4, 4.5

1.1, 1.3, 2.1,2.2, 3.1, 3.4, 4.4

1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4


Knowledge and understanding 50 10 15 15 10

Skills 50 15 10 10 15

TOTAL VALUE 100 25 25 25 25

40

SPORT, LIFESTYLE AND RECREATION (Ballina High School)

TASK DATE T1 W6 T1 W9 T1 W10/11 T2 W4 T3 W3/4 T3 W5

TASK TYPE Case Study Research

Fitness/Theory Examination Practical Trial Exam Team Games /

Practical

COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6

Knowledge and understanding

50 8 2 15 5 15 5

Skills 50 2 8 5 15 5 15

TOTAL VALUE 100 10 10 20 20 20 20

41

TEXTILES AND DESIGN


TASK TYPE Research and

experimentation

Written, illustrated and oral

presentation Half Yearly Exam

Research and experimentation

Trial Exam

CONTENT Cultural Study &

Textile item

Major Textile Project - proposal. Design inspiration

and drawings

Design, Properties and Performance

Major Textile Project - Fibre, Yarn & Fabric identification,

properties testing

All topics: Design, Properties and Performance,

ATCFAI

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

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

H5.2, H6.1


Knowledge and understanding 50 10 10 15 10 25

Skills in design, manipulation, experimentation, analysis,

manufacture and selection of textiles

50 15 10 5

TOTAL VALUE 100 25 20 15 15 25

42

VISUAL ARTS

TASK DATE T4 W9 T1 W10/11 T2 W6 T2 W8 T3 W3/4 T3 W6

TASK TYPE Class Essay Half Yearly

Exam Class

Presentation Process Diary Trial Exam

Final Body of Work

CONTENT Thematic Unit 1 Critical &

Historical Study Case Study Body of Work

Critical & Historical Study

Final Body of Work

OUTCOMES H7 – H10 H7 – H10 H7 – H10 H1 – H6 H7 – H10 H1 – H6

COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6

Art making 50 20 30

Art criticism and art history 50 10 10 10 20

TOTAL VALUE 100 10 10 10 20 20 30

43

VISUAL DESIGN

TASK DATE T4 W9 T1 W8 T2 W8 T3 W2 T3 W7

TASK TYPE Practice Critical/Historical Practice Critical/Historical Practice

CONTENT Diary/Portfolio Designer Study Body of Work

Progress Mark Exam Body of Work

OUTCOMES DM1 – DM6 CH2, CH3 DM1 – DM6 CH1, CH4 DM1 – DM6


Designing and making 70 20 20 30

Critical and historical studies 30 20 10

TOTAL VALUE 100 20 20 20 10 30

44

STUDY

SKILLS

SUPPORT

45

Self Appraisal Survey

Yes No Sometimes

1. Have you found that senior work differs greatly from junior work?

2. If you answered yes, what are the differences?

the amount of work to get through the difficulty of the work the amount of home time required to keep up

3. Do you feel at the moment that you are coping with the changing demands of senior study?

4. Do you feel you are succeeding in your senior study at this stage?

5. Is the degree of success you are experiencing based upon goals you have set yourself?

6. Do you work to your capacity in all subjects during school time?

7. Are you disruptive in any of your classes?

8. Do you participate in class discussions?

9. Do you leave all lessons confident that you understand the work that has been covered?

10. If not, do you ask the teacher for help?

11. Do you ever seek help from the Year Adviser, School Counsellor or a teacher you feel can help when you have difficulty with particular subjects?

12. Do you spend your study periods, recess, lunch relaxing with your friends?

13. Are you involved in planned school events for your year such as school excursions, extra curricula activities?

Summarise your current feelings about senior school:

I think I am making ____________________________ progress so far because

46

What Kind of Learner are you? Place a tick against those statements that are applicable and a cross for those that do not apply

I remember things better if I write them down

When I think of spellings I picture them in my head

I have to look at someone when they speak to me

I find it difficult to concentrate when there‘s a noise

I like looking at maps and pictures

I am not very good at remembering jokes

I like to doodle and make notes when I learn something new

I am good at thinking of ideas in my head

I remember people‘s faces

I like to make lists

When I get a new idea I like to write it down or draw a picture

I learn a practical skill best by watching someone do it

I love doing crosswords and word searches

Number of ticks for Visual

I remember things better if I hear them

I like to discuss things before I start to work

I work better if I‘m not alone

I would rather hear new things than read about them

I sometimes look out of the window even though I am listening

I don‘t like working on more than one task at a time

I remember people‘s voices

I love telling jokes

I like learning the words of songs and rhymes

I like reading and writing poetry

I remember things by ‗hearing‘ them in my head

I find it hard to picture things in my head

I like reading out loud

Number of ticks for Auditory

I hate listening to instructions – I‘d rather have a go

I don‘t like sitting still

I use my hands to describe things

I like to walk around when I‘m working

My desk looks messy to everyone else but I know where things are

I like to talk out loud when I‘m working

I like to work on projects and designing things

I like to plan my work in my head before I begin

I hate checking my work after I have finished

I sometimes take notes but I never use them

I like to act and do drama

I don‘t mind noise when I work

It sometimes takes me a while to get started on a new project

Total number of ticks for Kinaesthetic

47

How to Study if you are … Visual Draw a map of events in history or draw scientific process

Make outlines of everything!

Copy what‘s on the board

Ask the teacher to diagram

Make notes, make lists

Watch videos

Colour code words, research notes

Outline reading

Use flashcards

Use highlighters, circle words, underline

Auditory Use word association to remember facts and lines

Record lectures

Watch videos

Repeat facts with eyes closed

Participate in group discussions

Use audiotapes for language practice

Tape notes after writing them

Kinaesthetic Study in short blocks

In Science classes, do experiments

Role play

Go on excursions, visit museums

Study with others

Use memory games

Use flash cards to memorise

48

Organising Yourself Being able to organise your time is a key study skill. However, time is only a resource. Once a study timetable is created, what you then do with the time allocated is far more important.

How much Time? Allocate half an hour per evening for every subject that you have had that day. Allocate an extra hour per subject on the weekend.

Arranging and Managing the Time Have a break when you get home from school. Your brain needs time to rest from a full day of learning.

Write in all your non school commitments (ie. sport, work) and family commitments (ie. dinner). You can also include a TV show if you feel you can‘t miss it.

Find a half hour block per subject. Try to avoid studying for more than 1½ hours without a break. (For some students 1 hour will be sufficient)

Here is an example of a study timetable:

TIME MON TUES WED THURS FRI TIME SAT SUN

P1 PDHPE Biology SPORT CAFS DAT

9

SPORT WORK P2 10

P3 English Maths free

English Maths 11

P4 Maths English Maths English 12

P5 CAFS DAT

Biology PDHPE Biology 1 free free

P6 DAT

TRAVELLING HOME FROM SCHOOL 2 Maths CAFS

4 free English

WORK

free

WORK

3 free Biology

5 Maths Maths Maths

4 English free English free English

6 free Biology free

5 PDHPE DAT free CAFS

7 PDHPE TV English CAFS Dinner

6

GO OUT

free

Dinner Dinner Dinner Dinner Maths

8 PDHPE

DAT Maths PDHPE English

7 CAFS CAFS

TV DAT

9 CAFS

free PDHPE free

8 TV free PDHPE Biology

Use the study timetable template on the following page to create a study timetable for week A. An electronic version of the template is available on the school intranet.

49

TIME MON TUES WED THURS FRI TIME SAT SUN

P1 9

P2 10

P3 11

P4 12

P5 1

P6 2

4

3

5

4

6

5

7

6

8

7

9

8

50

Study versus Homework versus Revision There is a difference between homework, assessment tasks and revision.

During the week your focus should be on:

Homework/Assignments

Assessment Tasks

Revision

On the weekend, your priorities should be:

Assessment Tasks

Revision

What is Homework?

Textbook questions

Reading material, eg. novel, article

Assignments

Finishing off work from class

Copying up missed notes

Summarising articles, chapters

Writing up a prac

What is Revision?

Writing a summary of a topic

Highlighting notes

Reading notes from class

Memorising formulae/important facts

Create mindmaps or powerpoints

Rereading articles, chapters…

What is Study?

Study is undertaken prior to exams or tests. When studying for an exam:

Read over your summaries

Look at the mindmaps/powerpoints

Complete past exam papers/questions

Write a list of questions/topic points that you don‘t understand and ASK YOUR TEACHER

51

Organising Assessment Tasks

Scheduling assessment tasks and working on them regularly, rather than just the night before is very important for maximising results and minimising stress.

On the term planner, write in when your assessment tasks are due

Colour code them per subject

For two weeks prior to when the assessment task is due, draw a line with the highlighter indicating that you need to be working on the task at home

Here is an example:

Use the Assessment Schedules in this book and the blank term planner on the next page to plan how you will tackle this term‘s tasks. An electronic version of this template is available on the school intranet.

WEEK MON TUES WED THURS FRI SAT SUN

1

2

3

4

5

6

English PDHPE

7

IPT

8

9

Maths

10

Mod Hist Music

52

TERM 4

WEEK MON TUES WED THURS FRI SAT SUN

1

2

3

4

5

6

7

8

9

10

11

53

Memorisation

Many courses require students to memorise

facts, quotations, formulae or dates. There are

various tricks to memorisation material so that

you can retrieve it in exams.

Memorisation requires that facts are stored in

long term memory. As soon as you learn a fact it

is stored in short term memory. If it is not

transferred to long term memory, you will lose it.

It is during sleep that memories are transferred

from short term memory to long term memory so

try and get at least 8 ¼ hours sleep!

To Memorise:

Overview the material by flicking through your notes

Analyse the topic by writing down headings and sub headings

Visualisation translates study material into mental images for storage in the memory

Use music during study times (one beat per second)

Rest or take a walk after a period of study

Periodically revise study material:

o After 10 minutes

o Next day

o Week later

o Month later

o Before the exam

Memorisation Techniques

Mnemonics – eg. SOHCAHTOA

Rhymes – eg. ―In 1492 Columbus sailed the ocean blue‖

Flash Cards – use postit notes with the question on the front and the fact on the back. Test

yourself or get your friends/parents to test you.

Powerpoints – make a powerpoint of all the ―stuff‖ you need to remember for a particular topic,

make the slides transition automatically and put a song to it. Watch it regularly.

Create a poster of facts/quotes you want to memorise and stick it to the back of the toilet door.

Everyone in the house will memorise the facts.

Create stories to memorise historical events. Make the imagery vivid, including as many

senses as possible.

Read over notes then say them outloud (Auditory)

Write and rewrite facts (Visual)

54

Coping with Study Pressures

By Michele A. Sims, Charles Sturt University

OK, so you have an assignment due tomorrow and you haven‘t started it yet! The teachers are always nagging

that ―you can do better than this, what is happening to you?‖ Exams freak you out. Everyone is on your back to

do this and do that NOW, saying to get a good job or go to university, you must study hard. Why can‘t they

LEAVE YOU ALONE! You know that your school grades are important, but there is too much work to do. You

constantly ask yourself ―What if I fail?‖

If you are feeling like this, there is a good chance you are suffering from that 90‘s phenomenon called STRESS.

Check yourself against the list below to see if you are experiencing these symptoms of stress:

Irritability, tiredness or listlessness

Poor concentration or short term memory

Constant mind thoughts

Lack of tolerance for others (you may not detect that in yourself)

Anxious about little things

Prone to bursts of anger and tears

Depressed, feeling alone, feeling misunderstood

Disturbed sleep

Indigestion, poor appetite

Even though you are unaware, during times of stress your body suffers a great deal of physical ‗abuse‘. For

instance, the brain triggers hormones which are released through the nervous system to change various parts of

your body. Your mouth may become dry, breathing rate increases, blood pressure rises, heart beat speeds up,

sweating occurs, blood diverts to muscles which have become tense, the bowel and bladder suffer irregularities,

the immune system weakens making you susceptible to viruses.

How to overcome stress

The first and most important step is to be AWARE that you are experiencing a stressful period with study

pressures. Do not ignore your situation. Remind yourself that these years are only a small portion of your

life – there is so much of life ahead. Employ techniques that will help you more smoothly get through this

short period of stress. Here are some suggestions:

1. Accept yourself for who you are – your STRENGTHS and WEAKNESSES, successes and failures.

RESPECT yourself. Don‘t dwell on past mistakes – they are gone. LIVE NOW.

2. Set REALISTIC GOALS – don‘t try to be the best all the time. Give yourself REWARDS when you achieve

those goals. Continue to give yourself ENCOURAGEMENT.

3. Take TIME OUT to be alone with your thoughts and do the things you really enjoy; eg playing sport, singing,

dancing, playing the guitar, listening to CD‘s. Give yourself an ALLOCATED time for these activities each

week – and stick to the schedule (but don‘t spend too much time on these activities at the expense of your

commitments).

4. When faced with a dilemma, do what you think is MORALLY RIGHT, that will make you happy.

5. Take PRIDE in what you achieve. Don‘t listen to that self-doubt talk in your head (or what other people might

say).

6. Make a TIMETABLE of things to do: school, homework, study, watching TV, meals, sport/leisure, household

responsibilities.

7. Identify PRIORITIES:

i) what is important and must be done now

ii) what is important but can wait until tomorrow

iii) what is unimportant but you cannot avoid doing now

iv) what is unimportant and can wait until much later.

MAKE A LIST of things to do today and cross them off as you do them.

8. Learn to RELAX, perhaps practise yoga/meditation or tai chi.

9. Maintain a HEALTHY DIET, especially filled with vitamin B (whole wheat bread, yogurt, wheat germ,

eggs, yeast) and carbohydrates for energy. Avoid alcohol, cigarettes and drugs.

10. Get plenty of fresh air, exercise and SLEEP. A tired body wants to sleep but a tired mind never does.

Even if the exam is tomorrow and you haven‘t studied all that you can, a late night ‗pouring over the

books‘ will not make the material ‗sink in‘ any faster and is more likely to cause stress.

55

The Chocoholics Guide to Writing and Formatting Writing well is easily one of the most sought-after and useful skills in the business world. Ironically,

it is also one of the rarest and most undervalued skills among students, and few teachers have the

time to teach writing skills effectively. What follows is a handful of tips and general principles that

will help you develop your writing skills and ultimately strengthen the clarity and focus of your

written pieces. Good writing is not limited to context or writing style, so these guidelines will serve

to assist you in whatever written practices you engage with in the future.

Pace yourself

Far too many students start their papers the night before they are due

and write straight through until their deadline. Most have even deceived

themselves into thinking they write best this way. They don‘t. Teachers

give out assignments early for a reason: so that you have ample time to

plan, research, write and revise a paper. Taking advantage of that time means that not only will

you produce a better paper but you‘ll do so with less stress and without losing a night of sleep the

evening of the due date.

Although you often only receive two weeks‘ notice prior to an assessment task, you should be

familiar with the estimated time of assessment tasks each term. You would also by now be familiar

with the fact that teachers teach with the impending assessment task in mind, so if you are up-to-

date with your study and revision, the concept of your assessment task will be very familiar to you.

When receiving a task, allow time over the course of time to adequately

research, plan, write and proof read in order to maximise marks.

Plan, then write For some reason, the idea of planning out a paper strikes fear deep into the

hearts of most students — it‘s as if they consider themselves modernist artists

of the word and any attempt to direct the course of their brilliance would sully

the pure artistic expression that is their paper. This is, in a word, is naive. Every

committed writer begins with a plan or outline. This could be a mindmap, a list of dot points to

cover, a statement of purpose or an image of what your composition with look like.

Whatever form it takes, an effective outline accomplishes a number of things. It provides a ruler to

measure your progress against as you‘re writing. It acts as a reminder to make sure you cover your

topic as fully as possible. It offers writing prompts when you get stuck. A good outline allows you to

jump back and forth, attacking topics as your thinking or your research allows, rather than waiting

to see what you write on page two before deciding what you should write about on page three.

Finally, having a plan at hand helps keep you focused on the goals you‘ve set for the paper,

leading to better writing than the ―making it up as you go along‖ school of writing to which a lot of

students seem to subscribe.

Start in the middle

One of the biggest problems facing writers of all kinds is figuring out how to

start. Rather than staring at a blank screen until it‘s burned into your retinas

trying to think of something awe-inspiring and profound to open your paper

with, skip the introduction and jump in at a main paragraph. You can always

come back and write another paragraph at the top when you‘re done. As it

turns out, those that leave their introductions and conclusions until the end

often have a more focused and precise lead-in and ending.

Write crappy first drafts Give up the fantasy of writing sterling prose in your first go-around. Write secure in the knowledge

that you can fix your mistakes later. Don‘t let the need to look up a fact or to think through a point

get in the way of your writerly flow — just put a string of x‘es or a note to yourself in curly brackets

{like this} and move on. Ignore the rules of grammar and format — just write. You can fix your

mistakes when you proofread. What you write doesn‘t matter, what you rewrite is what matters.

56

Don’t plagiarise Plagiarism is much more than lifting essays off the Internet — it‘s copying phrases from a site

without including a reference and enclosing the statement in quotes, it‘s summarising someone

else‘s argument or using their data without noting the source, it‘s including anything in your paper

that is not your own original thought and not including a pointer to where it comes from; this

includes images, graphs and research data. Avoid ever using another person‘s work in a way that

even suggests it is your own.

Be sparing in your use of other people‘s work, even properly cited. A paper that is essentially a

string of quotes and paraphrases with a minimum of your own words is not going to be a good

paper, even though each quote and paraphrase is followed by a perfectly formed reference. The

general rule is if you are quoting any more than three consecutive words from another source, then

you are plagiarising.

Follow directions wisely Make sure your paper meets the requirements spelled out in the assignment. The number one

question most students ask is ―how long does it have to be?‖ Generally this is outlined in your

assessment criteria, but often a level of projected expectation is required. For example, you may be

given an English essay without a considered word length. An appropriately-lengthed essay for

Standard students would be 4+ pages – or roughly 750 – 1000 words; for Advanced students, 5-6

pages or roughly 1000-1200 words. Remembering that at the end of year exam, an essay will need

to be completed in 40 minutes.

Avoid Wikipedia I admit, Wikipedia is becoming a more reputable and reliable source of information but I

cringe when students cite Wikipedia in their papers, especially when they use the worst

possible introductory strategy: ―According to Wikipedia, [subject of paper] is [quote from

Wikipedia].‖ Wikipedia — and any other general-purpose encyclopaedia — is really not a

suitable source for HSC or university-level work. It‘s there as a place to look up facts

quickly and to gain a cursory understanding of a topic, Wikipedia is where you should

start your research, but the understanding that forms the core of a good paper (or nearly

any other kind of paper) should be much deeper and richer than Wikipedia offers.

Focus on communicating your purpose Revise your paper at least once, focusing on how well each line directs your reader towards the

understanding you‘ve set out in the thesis or introduction. Every sentence should direct your reader

towards your conclusion. Ask yourself, ―Does this sentence add to my argument or just take up

space? Does it follow from the sentence before, and lead into the following sentence? Is the topic

of each paragraph clear? Does each sentence in the paragraph contribute to a deeper

understanding of the paragraph‘s topic?‖ Revising your paper is where the magic happens — when

you‘re done with your first draft, your understanding of your subject will be much greater than it

was when you started writing; use that deeper knowledge to clarify and enrich your writing.

Proofread Proofreading is a separate thing entirely from revising and should be the last

thing you do before declaring a paper ―finished‖. This is where you‘ll want

to pay attention to your grammar — make sure every sentence has a

subject and a verb, and that they agree with each other. Fix up all the

spelling errors, especially the ones that spell-checking misses (like

―there‖ and ―their‖, and spell check to European rather than American spelling to eliminate z‘s).

One good trick is to proofread your paper backwards —This forces your brain to look at each word

out of its original context, which means that your memory of what you wanted to write won‘t get in

the way of seeing what you actually did write.

Conclude something. Don‘t confuse a ―conclusion‖ with a ―summary‖. The last paragraph or two should be the

culmination of your argument, not a rehash of it. Explain the findings of your research, propose an

explanation for the data presented, point out avenues for future research, or point out the

significance of the facts you‘ve laid out in your paper. The conclusion should be a strong resolution

to the paper, not a weak recap. tacked on to pad out the page count.

57

Word Processing Tips

NOTE: If your teacher‘s instructions are different from the following guidelines, always follow your

teacher's directions and style preferences.

In general, avoid getting carried away with fancy fonts for any work that is to be handed in for a

grade. Use the standard - Times New Roman, or Arial 12 point. If you want more variety, use

bold or italics - both are better than underlining - or, make the font size larger or smaller for

more variety.

Don't underline book or journal or movie titles; use italics instead or single quotation marks

instead. Underlining is no longer used in this context; it is an old holdover from the past when

typewriters couldn't type italic letters. Today, underlining refers to http links on the web.

Headings should be larger than the body of the text and avoid setting them in all caps. Set

headings in bold or italic if you need to make them stand out more.

Use only one space after a punctuation mark, not two. [The two-space rule is an old holdover

from the days of typewriters and is no longer used.]

Always put end punctuation inside quotation marks.

Keep text left-justified. Don‘t right- or full-justify text as this creates uneven spaces between

your words, making reading difficult.

Don‘t set large amounts of text in italics, bold or ALL CAPS. It looks awkward and is hard to

read.

Avoid using all caps, especially in email where it is considered SHOUTING! Lower case is

much easier to read.

Reference according to your teacher‘s instruction or use the Harvard system if a style has not

been specified.

Ignorance is no excuse when it comes to plagiarism. If in doubt, acknowledge the source.

There are severe penalties in universities and business organisations if plagiarism is found in

your work.

The proper way to type ellipses is to put a space between each dot . . . like so. Then begin your

next sentence after one space. Do not do this...

Always 1.5 line space essays. Indent the first line of each paragraph, using the Tab key, not

the space bar. Always use Tab to line up numbers, dates and text, especially in resumes.

NEVER use the spacebar for extra spaces, or you'll have a mess every time your document is

modified or connected to a different printer.

58

Examination Techniques

Before the Exam

Revision of work should be active revision, not just reading over notes.

Practise writing examination answers under exam conditions.

Create a study timetable for each week identifying your revision and homework schedule and

time allocations. Plan your study timetable carefully.

Vary your studies and your method of studying to prevent boredom and lapses in concentration.

Timetable breaks after an hour.

Modify your study timetable to fit in with your exam timetable.

Practise answering old exam questions. Note the instructions, selection of questions, timing and

structure of the exam. Have your teacher mark your work. Identify your strengths and

weaknesses.

Refer to your teacher if you need assistance.

Adequate rest, recreation and relaxation are essential in the exam period

Be positive – have a positive approach and confident outlook.

During the Exam

Organise yourself – have all equipment to be used in the exam ready well beforehand.

Arrive early. Being in control will have you in the right frame of mind.

Don‘t panic - practice relaxation. Take long, slow, deep breaths.

Complete the necessary documentation – eg. exam number, centre number, etc.

Read the exam instructions and questions carefully (eg. reading – 10 minutes, multiple choice

– 30 minutes, essays – 40 minutes, checking time – 10 minutes).

When you are allowed to start writing jot down any ideas that spring to mind; write down any

relevant formulae you usually have trouble remembering; start with the easiest questions. Doing

short answer questions first can help you relax. Longer questions need more concentration.

Select carefully – note the structure of the exam and choose your questions carefully. Use a

tick system for selection of essays.

Underline or highlight directive terms and key words and phrases.

Stick to your time allocation – it is relatively easy to gain the first ten to fifteen marks out of

twenty in any question. It is harder to gain the marks from fifteen onwards.

Answer the question! Analyse what the question requires. Stick to relevant information.

Continually refer to the question to ensure you are answering correctly.

For multiple choice type questions – don‘t waste time if you can‘t answer them. Unless there is

a penalty for incorrect answers, guess. Consider all the alternatives and eliminate those which

are incorrect. Select the best answer form the remainder.

Rule of thumb:

o One mark – write a topic sentence.

o Two marks – write a topic sentence and support the statement.

o More than two marks – write a topic sentence, explain your statement, support your

explanation with details and examples.

Checking – have a final checking period at the end of the exam to ensure you have completed

the questions required and to correct any errors.

Finally – if your memory fails you halfway through a question, leave a space and go on to

something else. There may be time later to complete the question.

If you run out of time, outline the method you would have used or the main points you would

have discussed.

After the Exam

Forget the exam – you have finished it. Concentrate on the next exam timetabled. Save ―post-

mortems‘ until later.

After the exams are over, assess your performance in the exams. Identify your strengths and

weaknesses and plan strategies to improve your performance (eg. overcome flaws in your

study timetable, improve your essay technique, improve your summaries, ask your teacher for

help).

59

Glossary of Key Terms

Syllabus outcomes, objectives, performance bands and examination questions have key words

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

developed to help provide a common language and consistent meaning in the Higher School

Certificate documents. Using the glossary will help teachers and students understand what is

expected in responses to examinations and assessment tasks.

Account Account for: state reasons for, report on.

Give an account of: narrate a series of events or transactions.

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

relate implications.

Apply Use, utilize, employ in a particular situation.

Appreciate Make a judgement about the value of.

Assess Make a judgement of value, quality, outcomes, results or size.

Calculate Ascertain/determine from given facts, figures or information.

Clarify Make clear or plain.

Classify Arrange or include in classes/categories.

Compare Show how things are similar or different.

Construct Make; build; put together items or arguments.

Contrast Show how things are different or opposite.

Critically

(analyse/evaluate)

Add a degree or level of accuracy depth, knowledge and

understanding, logic, questioning, reflection and quality to

(analysis/evaluation).

Deduce Draw conclusions.

Define State meaning and identify essential qualities.

Demonstrate Show by example.

Describe Provide characteristics and features.

Discuss Identify issues and provide points for and/or against.

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

differences between.

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

Examine Inquire into.

Explain Relate cause and effect; make the relationships between things

evident; provide why and/or how.

Extract Choose relevant and/or appropriate details.

Extrapolate Infer from what is known.

Identify Recognise and name.

Interpret Draw meaning from.

Investigate Plan, inquire into and draw conclusions about.

Justify Support an argument or conclusion.

Outline Sketch in general terms; indicate the main features of.

Predict Suggest what may happen based on available information.

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

for consideration or action.

Recall Present remembered ideas, facts or experiences.

Recommend Provide reasons in favour.

Recount Retell a series of events.

Summarise Express, concisely, the relevant details.

Synthesise Putting together various elements to make a whole.