year 12 course...assessment handbook y12 2020 2 . studies coordinators . tas . technology &...

Year 12 Course

2020

Updated 31 Jan 2020

St Francis Xavier’s College Hamilton

Entrance to Administration Building

Need to talk to us? Phone

• Reception (02) 4961 2863 •

• Student Office (02) 4961 2110 Office Hours Monday to Friday

• Reception: 8:00 am - 3:30 pm

• Student Office: 8:45 am - 3:15 pm

• Finance Office: 8:30 am - 3:00 pm

Email St Francis Xavier’s College [email protected] Student Office [email protected] Finance Office [email protected] Website www.hamilton.catholic.edu.au

St Francis Xavier’s College Hamilton

Reception

Administration Building Hebburn Street Hamilton Postal Address

PO Box 300 Hamilton NSW 2303

mailto:[email protected]



http://www.hamilton.catholic.edu.au/

Period Key Date Event

TERM 1 Friday, 31 January 2020 until Thursday, 09 April 2020

Friday, 31 January

Year 12 begin at St Francis Xavier’s College Hamilton

Monday, 16 March until Friday, 27 March

Year 12 Mid- Course Assessments

Thursday, 09 April Last day of Term 1

School Holidays Friday, 10 April 2020 – Sunday, 26 April 2020

TERM 2 Monday, 27 April 2020 until Friday, 3 July 2020

Monday, 27 April Staff Inservice Day – NO CLASSES

Tuesday, 28 April 1st Day of Term 2

Monday, 25 May until Wednesday 27 May

Year 12 Retreats

Monday, 8 June Queen’s Birthday Holiday

Friday, 03 July Last day of Term 2

School Holidays Saturday, 04 July 2020 – Sunday, 19 July 2020

TERM 3 Monday, 20 July 2020 until Friday, 25 September 2020

Monday, 20 July 1st Day of Term 3

Monday, 3 August until Tuesday, 18 August

Trial HSC Examination

Wednesday, 23 September Year 12 Farewell Day

Thursday, 24 September Year 12 Graduation Day

Friday, 25 September Year 12 Graduation Mass

Last day of Term 3

School Holidays Saturday, 26 September 2020 – Sunday, 11 October 2020

TERM 4 Monday, 12 October 2020 until Friday, 18 December 2020

Thursday, 15 October HSC written examinations commence

Friday, 13 November Graduation Dinner at Newcastle Entertainment Centre

2020

Welcome & Introduct ion Dear Year 12 Students, Parent(s) and/or Guardian(s)

Welcome to the Higher School Certificate (HSC) Course. I hope that your HSC Year is one that you will be able to look back on with a sense of satisfaction! One of the stresses often associated with the HSC Course is that of management of the assessment process. Remember that there are NSW Education Standards Authority (NESA) rules that must be adhered to if a student is to receive their final HSC results and associated credential. This Assessment Handbook is designed to assist you to:

• understand the HSC Course internal assessment process • follow the correct procedures relating to absence, illness and misadventure • understand malpractice and the ramifications of engaging in malpractice • be organised in relation to the spread of task submission requirements • understand Disability Provisions requirements

After each assessment task students will be given a provisional course rank (further information regarding this matter is given later in this booklet). Please note that a rank should always be considered in relation to the task mark, not simply as a rank on its own, as performance aligned to the standards is usually a better indication of achievement. For example, a student could be ranked 1st in a course, but only receive a score of 52% or alternatively, could be ranked 102 but receive a mark of 72%.

If an incident or event occurs that affects a student’s performance in a task, I urge you to read this document for clarification, and if in doubt speak to the relevant Studies Coordinator or myself for further information. Unfortunately, ignorance of procedures cannot be used as an excuse to be given additional time or an estimated mark.

Listed in this booklet are the names of personnel who are responsible for the academic and welfare domains relating to Year 12, as well as the course codes that are often used on Assessment Calendars. Please contact these staff members if you have questions or concerns. Open, cross communication is very important and ensures that we can work as a team to support your child, our students.

There will be one formal opportunity for parent(s), and/or guardian(s), students and staff to meet to review student progress in the HSC. After the Mid-Year Assessments, parent(s), and/or guardian(s), and students, are invited to meet with individual course teachers to review course reports and provide additional feedback. The time set aside for this meeting is from 1.30 pm to 7pm. Parent(s), and/or guardian(s), and students are welcome to make appointments outside of these blocks by telephoning or emailing the school. Please remember that it is very difficult for teachers to meet with parents unless there is a scheduled appointment time due to their class commitments.

Best wishes for 2020.

Mr Colin Mulhearn Assistant Principal– Dean of Studies [email protected]


C o n t e n t s

College Executive 1 Studies Coordinators 2 House Coordinators 2 Student Support 3 General Overview 3 Assessment Dates 4 Entering for the Higher School Certificate 4 Corrections to entries and withdrawals 4 Change of personal details 4 NSW Students Online 5 HSC Assessment Policy 6 Standards Referenced Approach 6 NESA All My Own Work 6 Higher School Certificate Assessment 7 Responsibilities 8 Calculations of Marks 9 Reporting / Feedback 9 Assessment Task Feedback 9 Final Assessment Rank 9 Assessment Rank Appeals – HSC Rules & Procedures (NESA) 10 Oral / Aural Assessment Tasks 10 VET Courses and Assessment 11-12 HSC Examination for VET Subjects 12 TAFE Students 12 Assessment Requirements and Guidelines 13-14 Practical and Performance HSC Examinations 15 Submission of Assessment Tasks 16 Absence and Illness / Misadventure Policy 17-19 Non-Serious Attempts 20 Illness / Misadventure Appeals 21-22 Malpractice 23 NESA Rules and Procedures: How can you avoid plagiarism? Malpractice in Exams

24-25

Assessment Appeals Policy 26 Assessment / Examination Room Procedures 27 Disability Provisions 28-32 Record of Student Achievement RoSA 33 HSC Pathways 34 Frequently Asked Questions 34 Further Information 34 Glossary of Terms 35 Glossary of Acronym 36 Website Information 36

Assessment Handbook Y12 2020 1

C o l l eg e E xe c ut i v e

S t u d i e s Coo rd i n a to r s

Religion

Ms Jane Rees [email protected]

Catholic Studies Studies of Religion 1 Unit Studies of Religion 1 Unit Accelerated Studies of Religion 2 Unit

English

Mrs Mary Picton [email protected]

English Studies English Standard English Advanced English Extension 1 English Extension 2

Mathematics

Mr Andrew Middleton [email protected]

Mathematics Standard 1 Mathematics Standard 2 Advanced Mathematics Mathematics Extension 1 Mathematics Extension 2

Science

Mrs Vina Gibson [email protected]

Biology Chemistry Earth & Environmental Science Investigating Science Marine Studies Science Extension Physics

HSIE Human Society & Its Environment

Mr Tony Stone [email protected]

Aboriginal Studies Ancient History Business Studies Economics Geography History Extension Legal Studies Modern History Society & Culture

PDHPE Personal Development, Health & Physical Education

Mr Chris Henry [email protected]

Community & Family Studies Exploring Early Childhood PDHPE Sport Lifestyle & Recreation

Mr Greg Ptolemy Principal

Mr Colin Mulhearn Assistant Principal

Dean of Studies

Mrs Julia Lederwasch Assistant Principal Dean of Students

Mrs Cassie Mowbray Ministry Coordinator








S t u d i e s Coo rd i n a to r s

TAS Technology & Applied Studies

Mrs Patricia Stallard [email protected]

Computing Applications Design & Technology Engineering Studies Food Technology Industrial Technology Information Processing & Technology Software Design & Development Textiles & Design

CAPA & LOTE Creative & Performing Arts, Language

Mr Patrick Campbell [email protected]

Dance (External) Drama French Beginners Languages by Distance Education: Open High School & Camden Haven Music 1 Photography Visual Arts

VET Vocational Education and Training

Ms Rosemary Wilkinson [email protected]

Business Services Construction Entertainment Hospitality Metal & Engineering Retail Services Sport Coaching

Learning Support

Ms Melissa Chellis [email protected]

Life Skills English Life Skills Mathematics Life Skills HSIE Life Skills Work & the Community Life Skills Creative Arts Life Skills Technology

Curriculum Coordinator

Mr Peter Brown [email protected]

Ho u s e Co or d in a t or s

Champagnat House (Blue)

Tutor Groups 41 - 46

Mr Nick Dalton [email protected]

Dominic House (Red)


Ms Kim Scully [email protected]

MacKillop House (Gold)


Mr Peter Wilkinson [email protected]

McAuley House (Green)


Ms Amanda Calvi [email protected]

Wellbeing Coordinator

Mr Luke Baker [email protected]












S t u d e n t S u p po r t

Careers Adviser Monday to Wednesday Mrs Julie McLoughlin [email protected]

Thursday to Friday Mrs Ashley Phillips [email protected]

Learning Support & Literacy (ESL)

Monday to Thursday

Mrs Janine Gorman [email protected]

Indigenous Support & Mentoring

Wednesday to Friday

Mr Bryan Rowe [email protected]

College Counsellors

Monday and Tuesday

Ms Gayna Turner [email protected]

Wednesday to Friday

Ms Renee Tyczynski [email protected]

General Overview Each subject has an assessment schedule which clearly shows the distribution and weighting of tasks. Please ensure that you read this in conjunction with the outcomes so that you understand the direction of the assessment program. Students will be provided with an Assessment Calendar for each term which records the date tasks are due and whether the task is a hand-in task, or an in-class task. This calendar will be emailed, a hard copy will be distributed, and a copy can also be found on the College’s website. At least two weeks prior to each scheduled task (dependent on attendance on the day of issue) each student will receive an Assessment Notification that will provide further details in relation to individual tasks. It is essential that students carefully read this document so that they can prepare for the task, and endeavour to meet the standards. Students will be asked to sign a class list as a record of receiving the task. Students need to clearly understand that there are significant penalties if assessment tasks are not completed and/or handed in late where there is no valid reason and evidence provided. See information below.

I s s u e / C o n c e r n P e n a l t y

Late Submission of a Task

25% per day for two (2) days More than two (2) days late = zero Note that weekends will count as two (2) days

Non Completion of an Assessment Task No valid reason or supportive evidence >

Zero Mark

Academic Misconduct / Malpractice

Zero Mark

If a student knows he / she is going to be absent he / she MUST apply to the Principal for leave (at least two weeks prior) to determine whether the leave is valid, and if approved, make arrangements regarding assessments scheduled during the leave time with the relevant Studies Coordinator. If leave is not applied for and granted, students can expect that a zero will be awarded for all tasks due in the time the student is absent.

Note that leave cannot be granted during assessment blocks. All Assessments and Examinations completed in the Assessment/Examination Blocks i.e. Mid Course and Trials contribute to the HSC Internal Assessment Mark that is submitted to NESA and appears on the HSC Credential. Assessments and Examinations also provide an excellent opportunity for students to practise their skills and receive useful feedback.








Assessment/Examinat ion Dates

Mid Course Assessments

Commence Monday, 16 March 2020 (Term 1, Week 8) and are scheduled until

Friday, 27 March 2020 (Term 1, Week 9) Trial Examinations

Commence Monday, 3 August 2020 (Term 3, Week 3) and are scheduled until

Tuesday, 18 August 2020 (Term 3, Week 5)

Enter ing for the Higher School Cert i f icate Students must be entered with NESA for all courses they are attempting in the current year, including those courses approved by the Principal to be studied outside the College. This includes Vocational Education and Training (VET) Courses and entries for HSC VET Examinations. Students will receive a Confirmation of Entry showing their personal details, courses entered and whether they are eligible to receive a Higher School Certificate. Students must sign the declaration printed on the Confirmation of Entry and return it to the College. Once a student’s details are entered, NESA will update their Students Online Account. Students will then be able to log in and check their personal and enrolment details. Students will also receive messages from NESA, including for example, the status of any Disability Provisions Applications.

Correct ions to entr ies and withdrawals • Students must check their Confirmation of Entry and notify the College of any changes as soon as

possible, but no later than the end of Term 2. • A new Confirmation of Entry will be issued if any changes to a student’s entry is made. Students must

sign this and return it to the College. • The only change to entries allowed after Term 2 is withdrawal from a course (including an Extension

Course).

Change of personal detai l s If a student’s personal details change from those provided to NESA on their Confirmation of Entry, they must advise the College to inform NESA as soon as possible. NESA needs each student’s current postal address, email address and mobile number to send important information such as advice of dates and venues for practical and Languages oral examinations, HSC results and nomination letters for HSC showcase events. Students can also change their personal details and address in their Students Online Account.

I f y o u a r e r e q u e s t i n g a n A T A R y o u m u s t a l s o u p d a t e y o u r a d d r e s s w i t h U A C .

NESA – available at

https://studentsonline.nesa.nsw.edu.au/




https://studentsonline.nesa.nsw.edu.au/go/login/&returnURL=studentdetails/

S t u d e n t s P l e a s e N o t e

T h e C o l l e g e d o e s n o t r e c e i v e a c o p y o f y o u r p i n n u m b e r , n o r d o e s t h e C o l l e g e h a v e t h e a u t h o r i t y , o r a c c e s s ,

t o r e s e t y o u r p i n .



HSC Assessment Pol icy Students are advised that this Assessment Policy covers information relevant to the HSC Year. • Students complete the HSC Course across four terms.

Term 4 of the Year 11 calendar year, and

Terms 1 – 3 of the Year 12 calendar year.

Each course studied has a component of HSC Internal College Assessment which comprises 50% of the final HSC result.

• The provision of a separate College Assessment in reporting the HSC Award has a two-fold purpose. It is

intended to provide an indication of a student’s attainment, which is based on:

a) a wider range of syllabus objectives than is measured by the external examination.

b) measures obtained in a variety of types of tasks throughout the course which are able to provide more comprehensive indicator of a student’s ability than at a single examination.

Standards Referenced Approach The Preliminary and HSC Courses use a standards-referenced approach to assess and report 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. If additional information is required on the Standards Reference Approach, please contact the Dean of Studies.

NESA – Al l My Own Work The HSC: All My Own Work Program is designed to help HSC students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their HSC studies. The program consists of five modules and is available in online and downloadable formats. Since 2008, all students who apply to be enrolled for one or more Year 11 or HSC Courses are required to have satisfactorily completed the HSC: All My Own Work Program. When students sign their Confirmation of Entry for the HSC Course they are acknowledging that they understand the principles of malpractice.

NESA Website http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work

http://amow.boardofstudies.nsw.edu.au/

http://amow.boardofstudies.nsw.edu.au/

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work


Higher School Cert i f icate Assessment Achievement measures throughout the course are seen as serving three purposes. 1) They enable consideration to be given to aspects of the course, the attainment of which can best be

demonstrated over time, e.g. practical skills.

2) They cater for any “self-contained” elements such as fieldwork which occur as an isolated part of the course.

3) They increase the accuracy of the final assessment of the students’ achievement by utilising multiple measures.

The Internal Formal Assessment Program is designed to encompass all syllabus outcomes other than those relating to the affective domain (interests, attitudes). Each task within the HSC Internal Formal Assessment Program will be given a designated weighting in the schedule, so that students are aware of the relative importance of each task. A student who is absent from, or adversely affected during a particular task which constitutes part of the HSC Internal Formal Assessment, or who is unable to present an assignment for inclusion in this course will not necessarily have a “zero” mark recorded for that task. Marks based on a substitute task or, in exceptional circumstances, an estimate based on other evidence will be accepted where the Studies Coordinator or Dean of Studies considers that the student has an acceptable reason supported by evidence, e.g. illness (with a doctor’s certificate), for not completing that task at the scheduled time. Students who do not complete an assessment task due to illness or a significant valid event deemed beyond their control must complete an Assessment Variation Form (known as a Green Form and available from the Student Services Office or Dean of Studies). Attach relevant documentation relating to the Non-Completion e.g. doctor’s certificate (note retrospective doctor’s certificates will not be accepted) or Police Report, and hand to the relevant Studies Coordinator or Dean of Studies immediately upon returning to school. If a student does not complete, and hand in this documentation as stated within the time frame, they should expect to receive zero for the task. Signed, completed forms will be filed by each Studies Coordinator to enable monitoring of performance, and notification to students, parent(s) and/or guardian(s) if they are in danger of not satisfactorily completing a course(s). The Formal Internal Assessment Program includes a requirement for each school to determine the relative achievement of its students with respect to specified Syllabus Standards. Syllabus Standards and Performance Standards are based on the aims, objectives, outcomes and content of a course. Together they specify what is to be learned and how it is achieved.


Respons ibi l i t ie s 1) It is the responsibility of the College to:

a) conduct sound assessment programs that allow students to demonstrate the breadth and depth of their knowledge, skills and understanding.

b) develop quality assessment tasks and well constructed marking guidelines.

c) provide effective feedback to students in relation to their strengths and weaknesses and areas for improvement.

d) develop an assessment schedule for each subject and inform students which essays, assignments, tests, exams, field studies, tutorials, etc. or parts thereof, will contribute to the assessment mark submitted to NESA for each subject. This schedule identifies the term and week of a task, but it is not a calendar of events.

e) teachers give notice of specific dates two weeks prior to when a task is due. Task notifications will not be given to students prior to the distribution to the entire cohort.

f) schedule the various assessment tasks throughout the course and ensure that such tasks cover the range of components specified by NESA.

g) collate such information as is necessary, to provide a comprehensive guide for students of the College’s requirements for Assessment in each subject.

2) It is the responsibility of each student to:

a) be aware of the various assessment instruments (essays, presentations etc.). This will involve reading this booklet carefully and managing their own schedule.

b) know the date on which assessments are due. For all assessment tasks, students will be supplied with an Assessment Schedule at the beginning of the course. Teachers must give at least two weeks written notice of any changes to assessment dates.

c) ensure that all work is submitted by the due date. Failure to submit required work must be accompanied by a valid and acceptable reason and be submitted in writing to the relevant Studies Coordinator. Poor organisation of time and/or social events is NOT considered acceptable. Technology problems, such as printers running out of ink, will not be accepted as an excuse. Students are required to back up all work onto OneDrive, the cloud, a memory stick or external drive so that work can be printed, if necessary, at school. Students are advised to email themselves a copy of all tasks (to their school address) so that it is possible to retrieve documents at school if necessary or to validate that the work was completed on time. Note that students are not able to access personal email accounts at school.

d) notify the relevant Studies Coordinator if other College commitments e.g. sport, excursions or work placement clash with assessment dates by completing an Assessment Variation Form (Green Form.) Usually at least two (2) weeks prior to the event.

e) if absent on the day an assessment task is given, ensure he / she collects a copy of the task from the appropriate teacher on return. Students cannot assume an automatic extension if they receive a task notification after cohort members. An application must be made to the relevant Studies Coordinator for consideration.

f) use the feedback from teachers as the basis for improvement. This may mean that a student needs to discuss their progress individually with their teacher.


Calculat ion 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. Cumulative assessment information is given on the College Reports.

Report ing / Feedback Currently the College Mid Course HSC Report indicates an examination mark where applicable, a median (average based on the most recent examination period) and a provisional subject rank based on the cumulative weightings of assessment tasks completed to date. The Trial HSC Report will reflect the student’s Final Rank in courses (although successful appeals may change this rank).

Y e a r 1 2 w i l l r e c e i v e a M i d C o u r s e R e p o r t i n T e r m 2 , a n d t h e i r T r i a l R e p o r t l a t e i n T e r m 3 o r e a r l y i n T e r m 4 .

Assessment Task Feedback Under the NESA requirements, students will also be provided with meaningful feedback on their performance in all assessment areas. Students are encouraged to keep this feedback together in a portfolio that combines Marking Guideline Sheets for each subject. This provides an ongoing Assessment Record.

To provide students a guide of what is expected of them in their assessment tasks, a marking guideline structure should be clearly stated on their Assessment Task Notification.

Final Assessment Rank NESA has mandated that the final HSC Internal Assessment Mark for each course is not to be made known to students, however they will be advised of their final rank. Therefore, the HSC Trial Report will show the Semester 2 Mark, and the final cumulative rank. Any assessment review will be based on rank order placement only. Students who consider that their placement in the rank order for any course is not correct, based on feedback on their performance during the course, may seek a school review by approaching the Dean of Studies. The review will focus on the school procedures for determining the final internal assessment mark. The marks awarded for individual assessment tasks will not be subject to review as part of this process. Students have an obligation to login to the NESA Students Online Website at the end of October to check their rank. If there are perceived differences, then it is the student’s responsibility to immediately notify the Dean of Studies.


Assessment Rank Appeals HSC Rules & Procedures (NESA) 1) 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 Studies Coordinator immediately. If still not satisfied that the ranking is correct, the student may apply to the Principal for a review.

2) 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 NESA requirements as detailed in the relevant syllabus.

b) the procedures used by the school for determining the final assessment mark comply with its stated assessment program.

c) computational or other clerical errors have been made in the determination of the assessment mark. 3) If a student wishes to apply for a review, he/she must do so by the date specified by NESA. The Studies

Coordinator will advise the student of the outcome of the review and will advise NESA of any changes to assessment marks.

4) If you are dissatisfied with the outcome of the school review, you may advise your Principal that you

wish an appeal to be sent to NESA. You cannot appeal against the marks awarded for individual assessment tasks. NESA will consider only whether:

a) the College review process was adequate for determining items 2) (a), (b) and (c) above.

b) the conduct of the review was proper in all respects. 5) NESA will not revise the assessment marks or rank order. If the appeal is upheld, NESA will direct

the College to carry out a further review. Further details about reviews and appeals are on the assessment Appeal Form, which can be obtained from the College. Appeals to NESA must be lodged at the College 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

Oral / Aural Assessment Tasks If a student is absent from a scheduled Oral / Aural Assessment (due to illness) for any subject in Year 12, there may be consideration given for an alternate task. However, students should note that for the HSC NO alternate arrangements will be made (NESA Policy).

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


VET Courses and Assessment VET Courses are competency based therefore no internal assessment mark is required for these courses, however if students intend to sit for the HSC VET Examination an estimate mark, based on the Trial Exam, is submitted to NESA in case of Illness / Misadventure. The College keeps records of all competencies achieved, and these are regularly updated by the VET Coordinator to NESA so that a Statement of Attainment can be generated at the end of the course. Students will receive a VET Report twice per year, which will outline their progress in each course. This report forms the permanent record of achievement for students. Students will also be able to access their results any time using the Unique Student Identifier (USI). There is no pass or fail system in VET, students will be deemed competent or not yet competent for each unit of Competency studied.

Assessment for VET Courses is ongoing throughout the course and may consist of a combination of written and practical tasks or demonstrations. All units of competency studied during both Preliminary and HSC Years will count towards the student’s achievement of the Australian Qualifications Framework (AQF) Certificate, provided all units of Competency are achieved, or a Statement of Attainment if only some units of Competency are achieved. The student will receive their award at the end of Year 11 and HSC Year.

Whenever students are being formally assessed, through examinations or scheduled assessment events, students will need to follow the same guidelines set out in this handbook, i.e. reasons for absence, misadventure, lateness and notification to the College. Assessments may be conducted for individual units of competency or for groups of units of competency. For a student to be assessed as ‘Competent’ in a particular unit of Competency, the assessment tasks, whether written or practical, are required to be completed or demonstrated to a particular standard specified in the training package for that qualification.

If a student is assessed as being ‘Not Yet Competent’ in a particular unit of competency, they will be required to repeat any required assessment task(s) in the same format, or in another form, until the assessor can determine achievement. Students have three (3) attempts to show that they are competent in a Unit of Competency. The decision making rules are on the Assessment Notification. The following procedures apply regarding the submission of assessment tasks. If a student is absent or has approved leave on the due date for the submission of an Assessment Task:

• The student needs to collect an Assessment Variation Form from Student Services • Complete the form and return to the VET Coordinator

The following procedures apply regarding the non-submission of assessment tasks.

1) The class teacher will inform the student on the Assessment feedback that non-submission of task is Attempt One. • The student will be given a due by date to submit the task. • The VET Coordinator will issue a warning letter to the parent(s) and /or guardian(s).

2) Failure to submit by the date indicated on the warning letter/feedback sheet is deemed as Attempt 2.

• An official NESA Warning Letter will be sent to parent(s) and/or guardian(s). • A cover letter will accompany this letter informing parent(s) and/or guardian(s) that if the task/s is not

submitted by the due date then this becomes Attempt 3 and therefore the student cannot achieve these Units of Competency.


VET Courses and Assessment (cont inued) Work Placement As part of the formal assessment for VET Courses there is a compulsory work placement of 35 hours per year (total of 70 hours). NOTE:

• Work Placement does not provide a valid reason for missing an assessment task.

• Students must check their assessment schedule and the assessment calendar to check if a task is scheduled during their Work Placement. In this case the student must see the relevant Studies Coordinator.

• Students who are on work placement must meet assessment due dates.

• Hand-in tasks should be submitted prior to Work Placement or meet the assessment deadline and it is the student’s responsibility to ensure this.

• In the case of examination tasks, Work Placement students must complete an Assessment Variation Application and submit this to the relevant Studies Coordinator to negotiate when the examination is to be completed (either before or after, with statutory declarations completed).

HSC Examinat ions for VET Subjects Students wishing to use achievement in their VET Course for calculation towards an Australian Tertiary Admission Rank (ATAR), where the subject is deemed eligible, can choose to undertake the written NESA Examination and will nominate this option during the HSC Year. The College requires all VET students to sit for the Trial Examination in the HSC Year.

All core units of Competency covered during Preliminary and HSC Years will be assessed in the HSC Examination.

The written examination is independent of the competency based assessment undertaken during the course. The marks achieved by students in the examination are used as the sole basis for determining the student’s ATAR.

TAFE Students Students enrolling in TAFE will need to liaise with the TAFE College they attend regarding assessment requirements for the course. It is the student’s responsibility to be aware of specific requirements for their courses.


Assessment Requirements and Guidel ines https://ace.nesa.nsw.edu.au/higher-school-certificate/satisfactory-completion-non-completion-leave The HSC is awarded to students who have fulfilled all eligibility requirements.

• Have satisfactorily completed Year 11 and HSC Courses in the required pattern of study.

• The words “satisfactorily completed” are significant and apply to both Preliminary (Terms 1, 2, 3 of Year 11) and HSC Courses (Term 4 Year 11, and Terms 1, 2, and 3 of Year 12).

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 Year 11 Course in a subject before being allowed to attempt the HSC Course in that subject.

This means that students must provide evidence that they have “applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school.” (NESA). This evidence comes from work samples, standards demonstrated, marks achieved as they are linked to the standards, and application to work. NESA also requires that for the Award of the HSC a student must have sat for, and made a serious attempt, at the required HSC Examinations. 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. Any student identified as making a non-serious attempt, or a non-attempt, in a HSC Examination will be asked by NESA to justify why they should receive a result in the course concerned. NESA will advise the student and the school Principal of its decision at the time of the release of HSC results.

NESA expects students to attempt all assessment tasks set. NESA gives the College authority to determine their own definition of diligence and sustained effort. At St Francis Xavier College, 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.

https://ace.nesa.nsw.edu.au/higher-school-certificate/satisfactory-completion-non-completion-leave


Assessment Requirements and Guidel ines

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), and the relevant Studies Coordinator, will be advised through the Formative Task Letter of Concern. Such evidence will contribute to the decision to issue a Non Completion (N) Course Warning Letter.

Class teachers will mark the roll every lesson and attendance is monitored by the Studies and House Coordinators. Students whose attendance is inconsistent will be identified as a ‘student of concern’ and contact will be made with the relevant House Coordinator to determine whether there is a valid reason for continuing absences.

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 Dean of Studies. 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 and the College is proud of the level of pastoral 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.

N o t e t h a t m a r k s f r o m t h e Y e a r 1 1 C o u r s e A R E N O T i n c l u d e d i n t h e H S C I n t e r n a l A s s e s s m e n t M a r k s u b m i t t e d t o N E S A f o r t h e H S C C r e d e n t i a l .


Pract ica l and Performance HSC Examinat ions Extract from NESA 2020 Rules & Procedures – available at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students The following courses require you to undertake practical examinations, or to submit works, as part of your HSC Examination:

• Dance • Drama • English Extension 2 • Industrial Technology • Languages (except classical languages and Languages & Literature Courses)) • Music • Society and Culture • Textiles and Design • Visual Arts

HSC Performances and Practical Examinations, as well as works submitted for examination, should be consistent with general community standards. Such works should be developed in a manner that takes into account the values and culture of the school and its community. The development and selection of student projects, major works, exhibitions and performances must satisfy health and safety requirements. They must:

• be undertaken within the operating guidelines and directives of education authorities and/or schools.

• recognise and reflect relevant state and national legislation, regulations and standards including those relating to Work Health and Safety (WHS), animal welfare, dangerous goods, hazardous substances and weapons.

• take account of the needs of students, teachers, markers and others, including the general public.

A n y H S C P r o j e c t t h a t m i g h t b e c o n s i d e r e d d a n g e r o u s t o h e a l t h o r s a f e t y m a y n o t b e m a r k e d .

More information can be found on the NESA Website.

https://ace.nesa.nsw.edu.au/higher-school-certificate/examinations/submitted-works-and-practical-examinations

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students





Submiss ion of Assessment Tasks 1) Date / Lesson of Submission

The written Assessment Notice provided by the Coordinator / subject teacher to students will identify the due date for submission of a particular task. If a task is due during a particular lesson, this will be indicated on the initial Assessment Task Notice.

Unless specified otherwise, all prepared tasks will be due by 9:00 am on the due date. Failure to submit by this time, without a valid reason will result in a 25% penalty. Students are strongly advised to either email themselves a copy of the task or save to the cloud so that they have proof of completion if they inadvertently leave their task at home. This email would need to be presented to the relevant Studies Coordinator at the time of submission if a student wishes to avoid a late penalty being applied.

2) Method of Submission

The Assessment Calendar and Assessment Notification will clearly indicate the method of submission. Most prepared Assessment Tasks will be required to be handed in at the Administration Office no later than 9:00 am on the due date.

If a student does not hand in a task on time without a valid approved reason, a penalty of 25% per school day for the first two (2) days will apply and after two (2) days zero awarded. Please note that weekends will count as two (2) days late. The late penalty is applied to the mark gained for the task. For example, if a task is marked out of 100 and a student receives a mark of 75, then 25% will be deducted from the mark if one (1) day late, making the total for the task 50 marks, two (2) days late the mark received would be 25 marks, three (3) days zero. Parents / Guardians will receive an official Penalty Letter for late assessments.

If a task is to be submitted to the Administration office, it is the student’s responsibility to ensure that the task is handed to the relevant teacher on duty, and that the class roll is signed as verification of submission.

N o r e s p o n s i b i l i t y w i l l b e t a k e n f o r t a s k s t h a t

a r e n o t s i g n e d o f f a t t h e A d m i n i s t r a t i o n O f f i c e .

In all instances students should ensure that a backup copy of Assessment Task(s) is kept. This might be a hard copy (printed copy or photocopy), or a digital copy in the cloud,

on a memory stick or external hard drive.

Students are advised that when working on major tasks over a period of time, they should always ensure that a printed, dated copy is stored as a record of progress. If students are handing in an electronically produced work, they should also send themselves a copy of the work to their school email, or store on OneDrive so that, if required, it can then be accessed at school. Penalties for lateness will apply where a student states technology failure as the reason they have not been able to submit an assessment task. Students should note that it is not a staff member’s responsibility to print emailed items. Note that while there is availability of printing facilities in the College Library, students should not rely on this facility on the due date in case of technology/server failure.


Absence from an Assessment Task 1) 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. Students or parent(s) and/or guardian(s) must contact the Student Services Office, prior to 9:00am, and leave a message for the relevant Studies Coordinator indicating absence on the days of assessment. The student is also required to email the relevant Studies Coordinator to make arrangements for sitting the task on the first day of their return to school.

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:

• 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 relevant Studies Coordinator the day the student is fit to sit the exam within the exam block. Refer to the Examination Timetable for further instructions on Absence from Exams. Assessment Variation Procedures

Contact the Student Services

Office on 4961 2110 from

8:45 am


Absence from an Assessment Task ( c o n t i n u e d )

a) Absent due to illness (continued)

The College understands the difficulty of acquiring doctor’s appointments on the day of illness, however, due to the impact of HSC Internal Assessments on the final ranks, will only accept a parent(s) and/or guardian(s) note in exceptional circumstances, and, only after discussion with the Dean of Studies or the Dean of Students on the day of the student’s absence.

If a parent(s) and/or guardian(s) note is deemed acceptable, in the second instance a doctor’s certificate will be required regardless of the course. For example, if a student is absent for an English task due to illness and they submit a parent(s) and/or guardian(s) note, and then are subsequently absent for a Biology task due to illness, they must provide a doctor’s certificate. The rule is not exclusive to a single course.

Note “Giving false reasons for not handing in work by the due date is considered Malpractice”. https://ace.nesa.nsw.edu.au/higher-school-certificate/examinations/honesty-in-assessment

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

A letter addressed to the Dean of Studies, Dean of Students or relevant Studies Coordinator explaining the circumstances will be required and should be attached to the Assessment Variation Form. Note that the Principal or Dean of Studies, may require evidence to support the request. The Dean of Studies in consultation with the Principal will be the final arbiter of the acceptability of the reason. It is normally expected that in these circumstances a student would complete the task before leave is taken. 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 acceptable school activities (e.g. representative sport, mock trial etc)

The Dean of Studies in consultation with the relevant Studies Coordinator determines that the activity warrants a change of circumstance for an approved College Representation. The student will need to submit an Assessment Variation Form prior to the day the assessment task is scheduled or due. The expectation is that the Assessment Variation Form is submitted at least two (2) weeks prior to the task. Please note that in the case of a hand in task, where at least two (2) weeks notification has been given, a student will not generally be given an extension.

d) Absent due to other acceptable reasons

All other circumstances must be applied for in writing to the Principal, who, in consultation with the Dean of Studies will determine if the reason is to be accepted. If the reason is NOT accepted the student will receive zero for that task.

https://ace.nesa.nsw.edu.au/higher-school-certificate/examinations/honesty-in-assessment


Absence from an Assessment Task ( c o n t i n u e d )

2) If a student submits a task after the due date, without applying for special consideration, a zero mark will be awarded for the task.

3) 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 Studies Coordinator in consultation with the Dean of Studies. Once determined, the decision will be communicated to the student in writing, on the Assessment Variation Form.

4) Students returning after being absent with an acceptable reason.

The Studies Coordinator in consultation with the Dean of Studies will determine whether:

a) to allow the student to complete the original task.

b) complete a substitute task.

c) award an estimate based on appropriate evidence (exceptional circumstances only).

Important Notice Major Works

Students undertaking a subject that requires the submission of a Major Work to NESA cannot, under any circumstance, be given an extension on the due state set by NESA for submission. If a major work is late, NESA requires the school to complete a Certification Form stating when the work was submitted. It is then purely NESA’s decision as to whether or not the work will be accepted as part of the HSC mark.


Non Serious Attempts

NESA has determined that non serious attempts include frivolous, obscene or objectionable material. Non-serious attempts also include those where only multiple-choice questions are attempted. https://ace.nesa.nsw.edu.au/ace-9025 NESA also notes that students who provide answers to examination questions in a language other than English (unless specifically instructed to do so) will have zero marks awarded. In relation to the HSC Internal Assessment, additional to this standard, if a Studies Coordinator believes a student has not attempted the majority of questions set in the task, a non-serious attempt may be identified. If it is determined that a student has not made a serious attempt, the Studies Coordinator will notify the Dean of Studies, and an interview will be held with the student to discuss why the task is incomplete. The Studies Coordinator will also complete a NESA Non-Completion (N) Warning letter for a ‘non-serious attempt’ to notify the student and parent(s) and/or guardian(s). There may be a request for an interview with the parent(s) and/or guardian(s) to discuss the student’s progress in the course. Note that two (2) N Warning letters can mean a student will not be eligible to receive their HSC. Remember that a student may be required to re-submit a task or sit an alternative task so that feedback on knowledge and understanding can be provided and to ensure that course outcomes are met. https://ace.nesa.nsw.edu.au/higher-school-certificate/internal-assessment/non-completion

https://ace.nesa.nsw.edu.au/ace-9025

https://ace.nesa.nsw.edu.au/higher-school-certificate/internal-assessment/non-completion


I l lness / Misadventure Illness / Misadventure Appeals only apply when a student has completed a task but believes that circumstances that occurred immediately before or during a formal assessment (that were beyond their control) impacted negatively on or diminished their assessment performance. Therefore, the Illness / Misadventure Appeal process is designed for cases where, because of illness or misadventure, a student’s actual performance, in an examination type task is not a true measure of a student’s achievement (not potential). Illness / Misadventure does not apply to tasks that are take home tasks, as the student will have had sufficient notice to complete the task. Therefore, students are strongly advised to work consistently on take home tasks so that if they are ill prior to the hand-in they are still able to complete the task to a reasonable standard. Illness/Misadventure Appeal provisions are open only to those HSC students who have or will complete a ‘like’ task with ‘like’ outcomes, therefore students need to seriously consider the impact of Illness / Misadventure Appeals. For example, if a student is required to present a speech and there is only one (1) speech in the Assessment Schedule they cannot be given Illness / Misadventure. The student would need to complete the speech at a future time as arranged by the relevant Studies Coordinator. In the case of an HSC Task Illness/Misadventure Appeal, if the appeal is upheld, the student will be awarded either an estimate or the mark received in the task, whichever is the higher mark. Note that in the case of extended tasks, Illness / Misadventure will not usually apply as the student would have had sufficient opportunity to complete the task in a timely manner. The right to submit an Illness/Misadventure Appeal, and the responsibility for doing so, rests with the student, except where it is impossible for the student to do so, such as in cases of severe illness. Illness / Misadventure Appeal forms are available from the Dean of Studies, Studies Coordinators as well as from the Student Services Office during Assessment Blocks. A student must submit the Illness / Misadventure Appeal to the Dean of Studies within two (2) school days (48 hours) of sitting for the task otherwise the Appeal will not be considered or processed. If applying for Illness / Misadventure the student must:

• notify the supervising teacher of the assessment event prior to commencing the task. The supervising teacher will then record the information in the Assessment Variation Book (in the case of major exams / assessments) and write observational notes about the student to pass onto the relevant Studies Coordinator.

• accept that an Illness / Misadventure Card will be placed on the student’s desk for the duration of the task so that all supervisors can observe the student.

• complete and return an Illness / Misadventure Appeal Form with attached evidence / documentation to the Dean of Studies within two (2) school days (48 hours) of sitting for the designated task.

Note a student cannot submit an appeal on the basis of:

• difficulties in preparation or loss of preparation time, for example as a result of an earlier illness.

• alleged deficiencies in teaching.

• loss of study time or access to facilities.

• long-term illnesses such as glandular fever, unless the student suffers a flare-up of the condition during the examination (a doctor’s certificate is required to confirm this).

• the same grounds for which they received disability provisions, unless the student experiences additional unrelated difficulties during an examination.

• misreading the examination timetable.

• misreading examination instructions.

• other commitments, such as participation in entertainment, work or sporting events, or attendance at examinations conducted by other education organisations.


I l lness / Misadventure ( c o n t i n u e d ) The Dean of Studies will present the Illness / Misadventure Appeal applications to the Studies Team who will act as the panel to determine whether the Illness / Misadventure Appeal should be upheld and note this on the Illness / Misadventure Appeal Form. The student will be informed of the final decision by the relevant Studies Coordinator or Dean of Studies once all marks have been finalised for the relevant task. Final Appeal If the Appeal is declined, the student is able to appeal to the Principal provided they have further supporting evidence to support the Appeal. This Appeal must be submitted in writing to the Principal within five (5) school days of the declined notification. NESA and the College require that, where possible, students attend all assessment events. It should be noted however, that neither NESA, nor the College expect students to attend an assessment event against specific documented medical advice. Where students are in doubt they are advised to contact the Dean of Studies or Dean of Students. NOTE

If a successful Misadventure Appeal is awarded in Semester 1, and there is not a like task to use when generating an estimate, students may not receive a mark and rank on the Semester 1 Report as there may be insufficient evidence to support an appropriate estimate. The student will receive a teacher comment to give feedback on the student’s progress in the course to date.

Tasks that fail to discriminate, or are invalid for other reasons

In rare circumstances a task might not adequately discriminate between students (in such a case everyone gets the same, or a very similar, mark). Sometimes a task might become invalid due to problems associated with its administration (such as noise or other disruptions). In these circumstances the class teacher in consultation with the head of faculty will replace the original assessment task with an additional task. Sufficient notice will be provided for any additional tasks and, if necessary, weightings will be adjusted accordingly.

An assessment task may be deemed to be invalid (or unreliable) if it: • Does not provide a reasonable spread of marks. • Fails to discriminate between students of higher and lower ability. • Can be demonstrated that all or part of the task was conducted in a manner that has prejudiced or

disadvantaged one or more students. • Is of a practical nature and produces data or results that are considered to be significantly different to those

expected. If a student suspects that a task may be invalid, they should raise the issue with the teacher in the first instance. The teacher will then raise the issue with their head of faculty and the Assistant Principal-Dean of Studies. The teacher, head of faculty and the Assistant Principal-Dean of Studies will examine the data concerning the task and make a decision as to its validity.


Malpract ice All HSC candidates, their teachers and others who guide them must comply with NESA Honesty in Assessment Standard to maintain the integrity of the HSC. Detected malpractice will limit a student’s marks and jeopardise their HSC.

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. Malpractice is any activity that allows a student to gain an unfair advantage over other students. Malpractice includes but is not limited to: • speaking to anyone other than a teacher/supervisor in the exam room. • copying someone else’s work in part or whole and presenting it as your own. • using material directly from books, journals, CDs or the internet without reference to the source. • building on the ideas of another person without reference to the source. • buying, stealing or borrowing another person’s work and presenting it as your own. • submitting work that another person, such as a parent, coach, tutor or subject expert, has contributed to substantially. • using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement. • paying someone to write or prepare material. • breaching school assessment/examination rules. • cheating in an assessment/examination. • using non-approved aids during an assessment task. • contriving false explanations to explain work not handed in by the due date. • assisting another student to engage in malpractice. • having an electronic device in the examination room. • colluding with another student to complete a task. • communicating with another student in the examination room. • bringing notes, paper, unauthorised material into an exam/assessment room. • writing on your clothing, body, tissues or material that is not exam assessment material. In the case of suspected plagiarism, students will be required to provide evidence that all unacknowledged work is entirely their own. Such evidence might include, but is not limited to the student: • providing evidence of and explaining the process of their work which might include diaries,

journals or notes, working plans or sketches, and progressive drafts to show the development of their ideas.

• answering questions regarding the assessment task, examination or submitted work under investigation, to demonstrate their knowledge, understanding and skills.

NESA – available at https://ace.nesa.nsw.edu.au/higher-school-certificate/internal-assessment/honesty-in-assessment

https://ace.nesa.nsw.edu.au/higher-school-certificate/internal-assessment/honesty-in-assessment


NESA Rules and Procedures How can you avoid plagiar i sm? To avoid plagiarism, you must give credit whenever you:

• quote from someone’s actual spoken or written words. • use another person’s ideas, opinions, or theories in an assignment or essay. • make use of pieces of information, such as statistics, graphs, drawings, that are not common knowledge. • paraphrase another person’s spoken or written words. To avoid using unintentional plagiarism you may:

• use quotation marks around everything that comes directly from a text or article. • try to summarise ideas and arguments in your own words. Don’t just rearrange a few words here and there. • check that you have correctly paraphrased and acknowledged the original ideas. • check your summary against the original text. Plan your work

• Plan ahead and begin writing your assignments well before they are due. Leaving work until the last minute doesn’t give you enough time to read, digest, form your own ideas and write information in your own words. When students rush to meet a tight deadline, they are more likely to plagiarise unintentionally or succumb to the temptation to ‘cut and paste’ information directly from electronic resources.

• Learn how to acknowledge your sources of information. • The golden rule: make sure your assignments are referenced correctly. Referencing

• Referencing allows you to acknowledge the contribution of other writers in your work. Whenever you use words, ideas or information from other sources in your assignments, you must cite and reference those sources.

• Inaccurate references or, worse still, no references at all can be regarded as plagiarism. Most extended responses must contain references; an unreferenced prepared assessment implies every word, idea and fact is your own work. Referencing is a way to provide evidence to support the assertions and claims in your own assignments. By citing experts in your field, you are demonstrating the extent of your reading and research. Referencing is also a way to give credit to the writers from whom you have borrowed words and ideas.

• References should always be accurate, allowing your readers to trace the sources of information you have used. The best way to make sure you reference accurately is to keep a record of all the sources you used when reading and researching for an assignment.


NESA Rules and Procedures ( c o n t i n u e d ) Malpractice in Examinations

In the case of examinations / timed assessments, students should note that taking any of the following into the examination room or classroom will be treated as malpractice.

• A mobile phone. Mobile phones are not permitted in an examination room under any circumstances. • Any electronic device (except a calculator where permitted). This includes communication devices,

smart watches, organisers, tablets (e.g. iPads, etc), music players or electronic dictionaries. • Paper or any printed or written material (including your examination timetable unless specified in the

assessment notification). • Dictionaries, except where permitted in Languages examinations. Students who communicate with another student in the examination room, or borrow equipment during a task, will also be treated as engaging in malpractice, and could risk the ultimate penalty of zero being awarded for the task. For all instances of deemed malpractice, the Studies Coordinator, after consultation with the Dean of Studies will interview the student and notify he/she that in the first instance zero will be recorded for the task. This penalty may be reviewed in terms of the plagiarism depending on the extent. If a student engages in malpractice during an examination, whether intentional or not, the student can expect that zero will be recorded for the task. In the case of prepared, hand in tasks the Dean of Studies and relevant Studies Coordinator will determine if the malpractice is substantial and as a result has advantaged the student. If this is the case the zero result will stand, however, if for example a section of the task is the only part demonstrating malpractice the student may only be penalised for this section. The relevant Studies Coordinator will negotiate an interview time between the Dean of Studies and the student. The Studies Coordinator will be present for the interview, and the student will be given the opportunity to respond to the allegation of malpractice. At the student’s request, a support person may also be involved. The student will then be advised of any penalty by the Dean of Studies, and a letter to the parent(s) and/or guardian(s) will then be generated by the Studies Coordinator and co-signed by the Dean of Studies to nominate the task, weighting, penalty and adjusted mark / rank. The Studies Coordinator will also issue a Non Completion (N) Warning Letter which will be posted to the parent(s) and/or guardian(s) indicating that the task will need to be resubmitted (in the case of a hand in task) in order for the student to demonstrate the outcome (s) of the course. In the case of an examination where malpractice occurs, the Studies Coordinator may also require that the student sit another examination. There will be an offer (sometimes a request) that a parent(s) and/or guardian(s) make an appointment to discuss the issue. Where a student is found to have engaged in malpractice, the relevant House Coordinator will also be informed so that appropriate pastoral support is provided to the student. Students should note that confidentiality will be maintained at all times. Students, parent(s) and/or guardian(s) should note that NESA requires all schools to register incidents of malpractice indicating the course, nature of the offence and the applied penalty. This is to ensure that schools across the State of NSW follow fair and just procedures and ensure that students who engage in malpractice do not receive an advantage.


Assessment Appeals Pol icy Internal Assessment Appeal following the handing back of an Assessment Task Disagreement over a marker’s assessment of a task must be lodged within two (2) school days (48 hours) of the task being handed back to the student.

In the case of a multiple choice or single answer being incorrectly marked, the student should alert the class teacher, who will adjust the mark on the student’s script and inform the Studies Coordinator.

If there is a calculation error, the class teacher will adjust the mark on the student’s script, initial and date and inform the relevant Studies Coordinator of the adjusted mark.

In all other cases, the student must complete an Assessment Appeal Form. This form is available either from the Dean of Studies, Studies Coordinator or the school website. The student will then be required to indicate the grounds for a review, attach to the original task, and hand to the classroom teacher who will then sign and date and pass onto the relevant Studies Coordinator.

If the appeal is upheld, the Studies Coordinator will adjust the mark on the script and return it to the class teacher to give back to the student, then complete the Assessment Appeals data file, make a comment on the Appeal Form and place in the student’s file.

If the appeal is not upheld, the student will be informed via the Appeal Form and may be given additional feedback to clarify why the mark has not be adjusted.

If the student is still not satisfied with the result, he / she may appeal to the Dean of Studies (within 48 hours of being notified of the appeal outcome) by handing their original script, the original appeal form and a request in writing for an external review. An external review will only be sanctioned if the following grounds can be proven:

• insufficient notice of task. • weighting of subject components not matching syllabus requirements. • the task not being marked according to the published marking guidelines.

The Dean of Studies, in consultation with the Studies Coordinator, will determine if an external review is warranted. If so the Dean of Studies will contact another Diocesan School and request a re-mark. When the script is returned, if there is a difference to the original mark, the student will receive an average of the two marks, whether favourable or unfavourable to the student.

Students should note that an external review will only be available for questions worth 10 or more marks each or a section worth 10 or more marks. Important Rules in relation to re-marks Students need to be aware that they have a total of three appeal reviews available to them across each course within the HSC Year. If the appeal is upheld their appeal total is credited. For example if an appeal is lodged for the PDHPE Mid - Course Assessment, and the appeal is upheld, there are still three (3) remaining, but if declined, the student has ‘used up’ one (1) and has two (2) remaining. Therefore, students should think very carefully about the grounds for their appeal and the final lodging of the appeal. Remember 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.

Note that often a student’s first response when they receive a task back is to appeal if he/she is not happy with the mark, however, preparation before the task is a far better method of dealing with results!


Examinat ion /Assessment Room Procedures NESA has provided instructions for all HSC Examinations. These have been adapted and applied to all examinations and assessments conducted by St Francis Xavier’s College.

During each assessment, you must: • be seated at the desk that shows your name and student number.

• make sure you have the correct exam paper for the course you have entered. When directed, it is your responsibility to check that no papers or pages are missing from your examination paper(s).

• not write during the allocated reading time, use any equipment including highlighters or mark your paper in any way.

• read the instructions and all questions carefully. Supervisors cannot interpret exam questions.

• only use your student number (barcode) on all answer booklets except for Multiple Choice Answer Sheets.

• write clearly in black pen.

• stop writing immediately when the supervisor tells you to.

• follow the supervisor’s instructions for arranging completed answers and wait till all papers are collected.

During each assessment, you must not: • cheat.

• include any frivolous or objectionable material in your booklets or responses.

• speak to anyone other than a supervisor.

• behave in a way likely to disturb another student or upset the exam’s running.

• eat unless approved by NESA (for example diabetic provisions).

• take any writing booklets or exam paper whether used or unused out of the room.

• write on your body (for example your arms), tissues or material that is not exam material.

• leave the room until each exam ends.


Disabi l i ty Provis ions Disability Provisions in the HSC are practical arrangements designed to help students who couldn't otherwise make a fair attempt to show what they know in an exam room. Disability Provisions do not apply to hand in, prepared tasks. Who can apply for Disability Provisions? Any HSC student with a disability recognised in the Commonwealth Disability Standards for Education 2005. The definition of ‘disability’ in the Disability Discrimination Act 1992 (Cth) includes:

• physical • intellectual • psychiatric • sensory • neurological, and • learning disabilities, as well as • physical disfigurement, and • the presence in the body of disease-causing organisms.

Australian Human Rights Commission https://www.humanrights.gov.au/dda-guide-who-does-dda-protect

Note that the Disability Provisions apply only where the disability is such that a practical arrangement is required to reduce disadvantage in an exam situation. Disability Provisions also apply to temporary and emergency related disabilities such as where a student breaks their arm a week before an examination type task. The provisions granted are solely determined by how the student’s exam performance is affected. Disability Provisions are available to students for the HSC Course Assessments including practical and oral / aural examinations. These provisions apply to students who qualify on the grounds of the NESA recognised disability or learning difficulty, medical condition or injury. Students may have been given Disability Provisions for the Preliminary Course, or early in the HSC Course based on evidence obtained, however, in the case of HSC Examinations and tasks, the final decision for the granting of Disability Provisions can only be determined by NESA. Disability Provisions may include but are not limited to:

• braille papers. • large print papers. • use of a writer. • use of a reader. • rest breaks. • small group supervision. • food intake. • permission to take medication.

http://www.humanrights.gov.au/dda-guide-who-does-dda-protect

https://www.humanrights.gov.au/dda-guide-who-does-dda-protect


Disabi l i ty Provis ions ( c o n t i n u e d ) Sample Provisions Diabetic provisions allow students to:

• have small group supervision or be seated near an exit, to leave the room if necessary. • take bite-sized food and drink into the examination room. • take blood glucose testing equipment into the examination room to monitor their Blood Glucose Level

(BGL). • take their insulin syringe or insulin pump into the examination room for use as necessary or wear their

insulin pump into the examination room (pump may be worn at all times). • have five minutes per half hour without access to the assessment / exam paper or responses that can be

used to eat, drink, go to the toilet or check their BGL. • take remedial action of up to 20 minutes if the BGL is below 5 mmol/L or above 15mmol/L. Note that students must not have access to their examination / assessment questions, and answers, during any extra time associated with diabetic provisions. Rest breaks

Rest breaks are breaks in the examination time in which students:

• must turn over or close their examination / assessment questions and answers.

• must not read, write or make notes.

• may stretch, move, rest or refocus in their seat. How are rest breaks calculated?

The maximum amount of time granted is given as a rate of minutes per half-hour of examination / assessment time, usually five minutes per half-hour. The total amount of time allowable for breaks is calculated by multiplying this rate by the number of half-hour intervals. Can students take a rest break for shorter than five minutes?

NO. All students, even those without rest breaks, take short moments to stretch or refocus during their allocated examination time. Rest breaks are designed for students with disabilities that cannot be reasonably addressed in this manner. Therefore, each rest break must be taken for a minimum of five (5) minutes.

If a student’s remaining rest break allowance falls below five (5) minutes, no further rest breaks may be taken. For example, if a student is approved rest breaks at the rate of five (5) minutes per half hour, the allowance for rest breaks in a three (3) hour examination starts at 30 minutes. If the student elects to take, for example, three (3) x nine (9) minute rest breaks, a fourth rest break may not be taken as the remaining allowance is only three (3) minutes. Can students take a rest break for longer than five minutes?

YES. If the student does not feel sufficiently rested after five (5) minutes, they may elect to take a longer break, as long as the total time taken for rest breaks does not exceed what has been approved. The supervisor is to record the amount of time taken to rest and ensure it does not exceed the maximum allowance.

For example, if a student is approved rest breaks at the rate of five (5) minutes per half hour, the total amount of rest breaks taken in a three (3) hour examination must not exceed 30 minutes. Therefore the student may choose to take, for example, one (1) x 12 minute, one (1) x 8 minute and two (2) x 5 minute rest breaks.


Disabi l i ty Provis ions ( c o n t i n u e d ) Must breaks be taken at half-hourly intervals?

NO. The student can determine the times at which rest breaks are to be taken and must advise the examination supervisor whenever they wish to take a rest break. Must students be in small group supervision to take rest breaks?

Students approved rest breaks are automatically granted small group supervision. Most students choose to use small group supervision but, some students may elect to sit with the main body of students and be placed at the front or back of the examination / assessment room. Either option is permitted, but students should be aware that if they elect to sit with the main body of students, they may still be doing their examination when the other students have finished and are leaving the room. Should students practise with rest breaks in examination situations?

YES. Students will benefit from being aware of how to use the rest break provision to best suit their examination needs. For example, some students may require five (5) minute breaks at regular intervals. Other students may benefit from taking fewer breaks of longer duration. An awareness of the assessment format and individual assessment needs will assist students in using rest breaks to best suit their needs. Reader / Writer

People who act as readers and writers do so on a voluntary basis. Who can act as a Reader and/or Writer?

• A Year 11 student. It is recommended that a competent Year 11 student act as a reader/writer for a HSC student. These students should be familiar with the subjects being assessed.

• A former student of the school. • A suitable adult. • A retired teacher. Who cannot act as a Reader and/or Writer?

• A relative or friend of the student. • A currently employed teacher or private tutor. • A non-teaching employee at the student’s school (e.g. a teacher’s aide, school secretary, lab technician). • Anyone who recently taught the student. • Anyone who has a close relative sitting the same assessment. • A NESA appointed examination supervisor or presiding officer. Can the Reader and Writer be the same person?

YES. If a student has been granted both a reader and a writer, NESA would expect that the same person act as both. Can students use a Reader and / or Writer in a language examination?

A reader and / or writer may be used in some parts of a language examination. The support person is permitted to read and / or write in English only. The student will need to read and / or write for themselves in the language being assessed.


Disabi l i ty Provis ions ( c o n t i n u e d ) What a Reader can do

• Read the exam questions and any incorporated stimulus or resource material as many times as the student asks them to.

• Read the student’s answers back to them. What a Reader cannot do

• Interpret the question(s) for the student. • Advise the student in any way. • Read in the language being examined in a Language Examination. What a Writer can do

• Write the student’s answers exactly as dictated by the student. • Ask the student to repeat a word or sentence. • Ask the student to spell difficult or obscure words. • Punctuate and use capital letters without the specific direction of the student. • Operate a calculator at the student’s direction. • Rule lines as directed by the student. • Re-read the last two (2) sentences that have been written, to enable the student to regain their place in

their work. What a Writer cannot do

• Interpret the question or advise the student in any way. • Make comments on the student’s work. • Alter the student’s work or write words that the student has not dictated. • Re-write a student’s written work (i.e. a student cannot write out their answers and then have the writer

re-write them). • Type for the student. • Draw (if the student is unable to draw, please contact Student Support). • Write in the language being examined in a Language Examination. What the Student can do

• Practise using a writer as often as possible before the actual examination. • Dictate his or her answers exactly as he or she wishes them to be written down. • Advise the writer when to start a new paragraph, when to put something in brackets or inverted commas,

and when to underline something. • Regularly read over what the writer has written. • Make notes, essay plans or jot down ideas during the writing time. • Use a writer for part of the exam and write the other parts for themselves. Please note that extra time (to

compensate for the dictation process) applies only to the time the student uses a writer. What the Student cannot do

• Ask to have the question interpreted. • Ask a reader in a Language Examination, to read in the language being examined. • Ask a writer in a Language Examination, to write in the language being examined.


Disabi l i ty Provis ions ( c o n t i n u e d ) In the HSC Year all documentation relating to Disability Provisions will need to be updated if a student is seeking Disability Provisions for the HSC. A member of the Learning Support Staff and the House Coordinator will discuss this procedure with the designated student. Where a student believes that a condition has emerged since Year 11, he / she may approach the House Coordinator or Learning Support Coordinator for advice. The House Coordinator who is coordinating Disability Provisions, for that year, will then provide the student with the NESA forms that need to be completed, and request that school documentation pertaining to the disability provisions be managed by the Learning Support Coordinator or designated staff member. Please note that it is the student and parent(s) and/or guardian(s) responsibility to ensure the completion and submission of the relevant forms by the due date. The Learning Support Coordinator, after consultation with the Dean of Studies, will ultimately inform the student whether or not Disability Provisions can be accessed for timed assessment tasks and examinations while awaiting a formal decision from the NESA. To ensure that teachers are aware of students accessing Disability Provisions, the Learning Support Coordinator will provide updated lists of eligible students to all Studies Coordinators who will then organise the provisions for tasks other than block examinations. When the application for Disability Provisions has been assessed by the NESA, a letter will be issued to the school and student by NESA indicating the provisions that have been approved or declined. If provisions are declined the student is able to appeal to NESA via the College, however, this must be done within 14 days of the date of the letter indicating the provisions have been declined. In order for that appeal to be considered, the student must provide further evidence for consideration. Note that it is the student’s responsibility to determine if he / she wishes to appeal if provisions are declined, and to submit additional supporting evidence to the Learning Support Coordinator. It is also the student’s responsibility to follow up with the Learning Support Coordinator if a letter from NESA regarding the status of the appeal, if correspondence is not received in a timely manner. NESA has a Panel of Specialists that includes medical practitioners, educational psychologists, and consultants for the visually or hearing impaired. The category of the disability and the evidence presented will determine who reviews the file.

NESA – available at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions


Record of Student Achievement RoSA RoSA: schools are required to submit grades for all students completing any Stage 6 Preliminary Board Developed or Board Endorsed Course, except VET Courses and Life Skills Courses.

Therefore, when students receive their HSC Results they will now receive Grades from A to E for their performance in the Preliminary Course. The grade which was awarded to each student at the completion of a Stage 6 Preliminary Course indicates the student’s overall achievement in relation to the Common Grade Scale for Preliminary courses.

NESA’s grading system is intended to describe the student’s achievement at the end of each Stage 6 Preliminary Course. Teachers make the final judgement of the grade deserved on the basis of available assessment information and with reference to the Common Grade Scale for Preliminary Courses and other material produced by the NESA to support the consistent awarding of grades.

Students who leave school prior to the completion of the HSC are entitled to receive a RoSA and will be nominated as leavers to NESA by the Dean of Studies. RoSA is a credential that could potentially be used to assist students in seeking work or entry to TAFE.

The Common Grade Scale describes performance at each of five grade levels. Grade A

The student demonstrates extensive knowledge of content and understanding of course concepts and applies highly developed skills and processes in a wide variety of contexts. In addition, the student demonstrates creative and critical thinking skills using perceptive analysis and evaluation. The student effectively communicates complex ideas and information.

Grade B

The student demonstrates thorough knowledge of content and understanding of course concepts and applies well developed skills and processes in a variety of contexts. In addition, the student demonstrates creative and critical thinking skills using analysis and evaluation. The student clearly communicates complex ideas and information.

Grade C

The student demonstrates sound knowledge of content and understanding of course concepts and applies skills and processes in a range of familiar contexts. In addition, the student demonstrates skills in selecting and integrating information and communicates relevant ideas in an appropriate manner.

Grade D

The student demonstrates a basic knowledge of content and understanding of course concepts and applies skills and processes in some familiar contexts. In addition, the student demonstrates skills in selecting and using information and communicates ideas in a descriptive manner.

Grade E

The student demonstrates an elementary knowledge of content and understanding of course concepts and applies some skills and processes with guidance. In addition, the student demonstrates elementary skills in recounting information and communicating ideas.


http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/leaving-school/record-of-school-achievement






HSC Pathways While most students complete their HSC over two (2) years during Years 11 and 12, there are other options available. At St Francis Xavier’s College some students may accumulate the HSC, that is, take up to five (5) consecutive years to finish their studies, though most choose a three (3) year option. Note that all of the assessment rules apply to all Pathways students, and part time attendance does not excuse students from meeting all assessment requirements.

Frequent ly Asked Quest ions What happens if I fail to submit or attempt an Assessment Task?

You are expected to submit all Assessment Tasks even in cases where no mark is recorded (e.g. due to lateness without a valid reason). If you fail to submit an Assessment Task, the Studies Coordinator will complete a Non-Completion (N) Warning Letter to notify you and your parent(s) and/or guardian(s). The letter will indicate what action you need to take in order to satisfy NESA requirements. Failure to submit a task without a valid reason or without having completed an Assessment Variation Form will result in a zero mark being awarded. What happens if I am sick for a task or have an accident on the way to school before a task?

Students may lodge an Illness/Misadventure Appeal if they believe that circumstances occurring immediately before or during a HSC assessment, and which were beyond their control, diminished their assessment performance. Illness / Misadventure only applies where the student has actually sat for the task, it does not apply to submitted tasks, only exam type tasks.

Note that NESA’s General Guidelines state it is not possible for the school to compensate for the effect of an existing or long-term illness or misadventure on your performance during a task, nor for difficulties in preparation or loss of preparation time.

What happens in relation to practical works?

Some subjects require students to complete and submit a project as part of their HSC Assessment e.g. Visual Arts Body of Work, Industrial Technology a practical project; Drama Performance; English Speech.

The classroom teacher should be able to certify that the works are the student’s own original work; if this cannot be certified the matter will be referred to the Studies Coordinator. What happens if I arrive late for an examination?

You can still enter the examination room however no extra time will be given

Further Informat ion Further information on aspects of the Assessment Process may be obtained from the NESA, or Dean of Studies, or, for specific queries, from the relevant Studies Coordinator.

Note Students turning 18 years of age during their senior years at St Francis Xavier College must still have all official College letters regarding leave, absence, permission notes and forms signed by either parent(s) and/or guardian(s).


Glossary of Terms NESA has published a list of skills, which students need to understand and be able to demonstrate through their assessment tasks. These terms are verbs and state what a student is to do in a task or assessment. These terms will be found throughout the outcomes of their courses and in the wording of their assessment tasks. Students should make good use of every chance to practise them and evaluate their efforts until they are confident they can demonstrate the skills across all their courses. The NESA list is as follows.

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

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

Apply use, utilise, employ in a particular situation Appreciate make a judgement about the value of Assess make a judgment of value, quality, outcomes, results or size Calculate ascertain/determine from given facts, figures or information Clarify make clear or plain Classify arrange or include in classes/categories Compare show how things are similar or different Construct make; build; put together items or arguments Contrast show how things are different or opposite Critically (analyse/evaluate)

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

Deduce draw conclusions Define state meaning and identify essential qualities Demonstrate show by example Describe provide characteristics and features Discuss identify issues and provide points for and/or against Distinguish recognise or note/indicate as being distinct or different from; to note

differences between Evaluate make a judgement based on criteria; determine the value of Examine inquire into Explain relate cause and effect; make the relationships between things evident; provide

why and/or how Extract choose relevant and/or appropriate details Extrapolate infer from what is known Identify recognise and name 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


Glossary of Acronym AHRC Australian Human Rights Commission AQF Australian Qualifications Framework ATAR Australian Tertiary Admission Rank BGL Blood Glucose Level ESL Learning Support & Literacy HSC Higher School Certificate NESA New South Wales Education Standards Authority UAC Universities Admissions Centre USI Unique Student Identifier VET Vocational Education and Training WHS Work Health and Safety

Websi te Informat ion Australian Human Rights Commission

https://www.humanrights.gov.au/dda-guide-who-does-dda-protect NSW Education Standards Authority

Change of Personal Details https://studentsonline.nesa.nsw.edu.au/

Students Online https://studentsonline.nesa.nsw.edu.au/go/login/&returnURL=studentdetails/

All My Own Work http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work

Assessment Ranks Appeal – HSC Rules & Procedures (NESA): http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes

Extract from NESA 2019 Rules & Procedures http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/rules-and-processes/rules-procedures-guide-students

Disability Provisions http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions

RoSA Record of Student Achievement http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/leaving-school/record-of-school-achievement



https://www.humanrights.gov.au/dda-guide-who-does-dda-protect



http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/hsc-all-my-own-work

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



http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/disability-provisions




A S S E S S M E N T S C H E D U L E S

Ye ar 12 2020 H i ghe r Sc hoo l Ce r t i f i c a t e

ASSESSMENT SCHEDULES

St Franc i s Xavier ’s Col lege Hamil ton


Assessment Schedules

Aboriginal Studies 39 Ancient History 40 Biology 41 Business Studies 42 Catholic Studies 43 Chemistry 44 Community and Family Studies 45 Computing Applications 46 Design and Technology 47 Drama 48 Earth and Environmental Science 49 Economics 50 Engineering Studies 51 English Studies 52 English Standard 53 English Advanced 54 English Extension 1 55 English Extension 2 56 Exploring Early Childhood 1 Unit 57 Food Technology 58 French Beginners 59 Geography 60 History Extension 61 Industrial Technology 62 Information Processes and Technology 63 Investigating Science 64 Legal Studies 65 Marine Studies 66 Mathematics Standard 1 67 Mathematics Standard 2 68 Mathematics Advanced 69 Mathematics Extension 1 70 Mathematics Extension 2 71 Modern History 72 Music 1 73 Personal Development, Health and Physical Education 74 Photography 75 Physics 76 Science Extension 1 77 Society & Culture 78 Software Design and Development 79 Sport, Lifestyle and Recreation 80 Studies of Religion 1 Unit 81 Studies of Religion 1 Unit Accelerated 82 Studies of Religion 2 Unit 83 Textiles and Design 84 VET Business Services 85 VET Construction 86 VET Entertainment Industry 87 VET Hospitality 88 VET Retail Services 89 VET Sport Coaching 90 Visual Arts 91


A b o r i g i n a l S t u d i e s 2019 - 2020 Year 12 Assessment Schedule

Task Date Term 4, 2019 Week 6

Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 4

Term 3, 2020 Weeks 3 - 5

Content Area Global Perspective Global Perspective/ Comparative Study

Research and Inquiry Methods All HSC Topics

Task Type Short Answer Responses Topic Test (Mid-Year) Major Project Trial HSC Examination

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

H3.2, H3.3

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge, understanding of course content 10 10 20 40%

Investigating, analysis, synthesis and evaluation of information of a variety of sources and perspectives

10 15 25%

Research and inquiry methods 15 5 20%

Communication of information, ideas and issues in appropriate forms

10 5 15%

Total Weighting 10% 20% 40% 30% 100%


A n c i e n t H i s t o r y 2019 - 2020 Year 12 Assessment Schedule


Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 8

Term 3, 2020 Weeks 3 - 5

Content Area Operations Core + Historical Period Personality All HSC Topics

Task Type Historical Analysis Supported test Source based task Trial HSC Examination

Outcomes AH 12.5, 12.6, 12.8, 12.9

AH 12.2, 12.3, 12.6, 12.10

AH 12.4, 12.6, 12.7, 12.9

AH 12.1, 12.2, 12.3, 12.6

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge and understanding of course content

10 10 5 15 40%

Historical skills in the analysis and evaluation and sources and interpretations

5 5 5 10 20%

Historical Inquiry Research 10 10 20%

Communication of historical understanding in appropriate forms

10 10 20%

Total Weighting 25% 25% 20% 30% 100%


B i o l o g y 2019 - 2020 Year 12 Assessment Schedule

Task Date Term 4, 2019

Week 7 Term 1, 2020 Week 8 - 9

Term 2, 2020 Week 8

Term 3, 2020 Weeks 3 - 5

Content Area Hypothesis, Designing, Analysing & Processing Data and Drawing Conclusions. Incorporating Depth Study

Analysing & Processing Data and Drawing Conclusions


Examination

Task Type Processing and Analysing Data

Processing and Analysing Data


Year 12 Trial Examination

Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13 12-14

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 12-12 12-13 12-14 12-15

Assessment Components

Task 1 Task 2 Task 3 Task 4 Weight

Skills in Working Scientifically

10% 10% 20% 20% 60%

Knowledge and understanding

10% 10% 10% 10% 40%

Total Weighting 20% 20% 30% 30% 100%


B u s i n e s s S t u d i e s 2019 - 2020 Year 12 Assessment Schedule


Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 8

Term 3, 2020 Weeks 3 - 5

Content Area Operations Operations, Finance Marketing All HSC Topics Task Type Research Based Task Topic Test Research Task Trial HSC Examination

Outcomes H1, 2, 3, 4, 5, 8, 9 H1, 2, 3, 4, 5, 6, 7, 8, 9, 10 H1, 2, 3, 4, 5, 6, 7, 8, 9, 10

H1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge and understanding of course content

5 10 10 15 40%

Stimulus based skills 5 5 10 20% Inquiry and Research 10 10 20% Communication of Business Information, Ideas and Issues in appropriate forms

5 5 5 5 20%

Total Weighting 25% 20% 25% 30% 100%


C a t h o l i c S t u d i e s 1 U n i t 2019 - 2020 Year 12 Assessment Schedule

Task Date Term 4 2019

Week 6 Term 1 2020 Week 8

Term 3 2020 Weeks 3-5

Content Area Peace and justice studies Contemporary moral issues All Topics Task Type In class

Research and Oral presentation In class Source based analysis

In exam block Trial HSC examination

Outcomes JM6.1, JM6.2, JM6.3, HB6.2 JM 6:4, JM6:5, HB 6:2, HB 6.5 HB6:2, JM6:4, JM6:5, JM6:4, JM6:5, HB 6:2, HB 6.5, JM6.1, JM6.2, JM6.3, HB6.2, CP6:3

Total Weighting Task 1 35%

Task 2 35%

Task 3 30%


C h e m i s t r y 2019 - 2020 Year 12 Assessment Schedule



Term 2, 2020 Week 7

Term 3, 2020 Weeks 3 - 5

Content Area Hypothesis, Designing, Analysing & Processing Data and Drawing Conclusions.

Working Scientifically incorporating Analysing & Processing Data and Drawing Conclusions


Examination





Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13 12-14

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 12-12 12-13 12-14 12-15




10% 10% 20% 20% 60%


10% 10% 10% 10% 40%

Total Weighting 20% 20% 30% 30% 100%


C o m m u n i t y & F a m i l y S t u d i e s 2019 – 2020 Year 12 Assessment Schedule


Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 10

Term 3, 2020 Weeks 3 - 5

Content Area Research Methodology Social Impact of Technology

Groups in Context + Parenting & Caring

All modules will be assessed

Task Type Independent Research Project

Researched Responses – Based on Case Study

Researched Essays Trial HSC Examination

Outcomes K&U Skills

4.1, 4.2,

3.2, 3.4, 4.1, 4.2, 6.1

1.1, 2.1, 2.2, 2.3, 3.1,3.3, 4.1, 4.2, 5.1, 6.2

All outcomes may be assessed



Knowledge and Understanding of course content

10% 10% 20% 40%

Skills in critical thinking, research methodology, analysing and communicating

20% 10% 20% 10% 60%

Total Weighting 20% 20% 30% 30% 100%


C o m p u t i n g A p p l i c a t i o n s 2020 Year 12 Assessment Schedule

Task Date Term 1 2020 Week 10

Term 2 2020 Week 7

Term 3 2020 Week 8

Content Area Databases

Communications 11 Project of Choice

Task Type Research Assignment and Portfolio Website Design Project Based Outcomes 1.1., 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2,

4.1, 4.2, 4.3, 5.1 1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.3, 5.1

1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1


Task 1 Task 2 Task 3 Weight

Databases 30% 30% Communications 11 35% 35% Multimedia 11 35 35% Total Weighting 30% 35% 35% 100%


D e s i g n a n d T e c h n o l o g y 2019 - 2020 Year 12 Assessment Schedule

Submission of Major Design Project to NESA Term 3 Week 7 (27th August 2020)

Task Date

Term 4, 2019 Week 7 Wednesday 27 November

Term 1, 2020 Week 7 Wednesday 11 March

Term 3, 2020 Week 2 Monday 27 July

Term 3, 2020 Week 6 TBC

Task Name

Major Project Proposal Innovation Research Major Design Project HSC Trial Examination

Task Type

Written Research Practical Written Examination

Outcomes H1.1, 1.2, 3.2, 4.1, 4.2 H2.2, 3.1, 3.2, 5.2, 6.2

H1.1, 1.2, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1

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

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Innovation and Emerging Technologies

20% 20% 40%

Designing and Producing

20% 40% 60%

Total Weighting 20% 20% 40% 20% 100%


D r a m a 2019 - 2020 Year 12 Assessment Schedule

Task Date

Term 4, 2019 Week 8

Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 8

Term 3, 2020 Week 2

Content Area

Australian Drama Australian / Black Comedy Individual Project Group Performance

Task Type

Performance Mid-Year Assessment Extended Essays

Performance / Submission Performance

Outcomes H1, 1, 1.2, 1.3, 2.1, 2.3, 3.1, 3.3

H3.1, 3.2, 3.3 H1.1, 2.2, 1.7, 3.2, 3.3 H1.1, 1.4, 1.5, 1.6, 1.7

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Performing

10% 10% 10% 30%

Making 10% Logbook

10% 20% 40%

Critically Studying

30% 30%

Total Weighting 20% 30% 20% 30% 100%


E a r t h & E n v i r o n m e n t a l S c i e n c e 2019 - 2020 Year 12 Assessment Schedule


Week 6 Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 8

Term 3, 2020 Weeks 3 - 5




Examination





Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13 12-14

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 12-12 12-13 12-14 12-15




10% 10% 20% 20% 60%


10% 10% 10% 10% 40%

Total Weighting 20% 20% 30% 30% 100%


E c o n o m i c s 2019 - 2020 Year 12 Assessment Schedule

Task Date Term 4, 2019 Week 8 Wednesday 4/12/2019

Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 9

Term 3, 2020 Weeks 3 - 5

Content Area Economic Growth & the Global Economy

Global Economy & Australia’s place in the global economy

Economic Issues, policy & management All HSC Topics

Task Type Stimulus skills based – In class task Inquiry, stimulus responses Research - In class Trial HSC

Examination

Outcomes H2, 5, 7, 8, 9, 10, 12 H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 H1, 2, 5, 7, 10, 11, 12 H1, 2, 3, 4, 5, 6, 7, 8,

10

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge, understanding of course content 5 10 5 20 40%

Stimulus based skills 10 5 5 20% Inquiry and Research 5 5 10 20% Communication of Economic information, ideas and issues in appropriate forms

10 5 5 20%

Total Weighting 20% 30% 20% 30% 100%


E n g i n e e r i n g S t u d i e s 2019 - 2020 Year 12 Assessment Schedule


Week 8 Wednesday 4 December

Term 1, 2020 Week 8 - 9

Term 2, 2020 Week 7 Tuesday 9 June

Term 3, 2020 Week 3 - 5

Content Area Aeronautical Civil Structures & Aeronautical

PPT All Modules

Task Type Material Modification Research

Topic Test Engineering Report and Solution

Written Examination

Outcomes H4.3, 5.1, 5.2, 6.1, H1.1, 1.2, 2.1, 3.1, 3.3, 4.2, 4.3, 5.2, 6.1, 6.2

H1.2, 2.1, 3.1, 3.3, 4.2, 4.3, 5.2, 6.1, 6.2

H1.1, 1.2, 2.2, 2.3, 3.1, 3.2, 4.1, 4.3, 5.2, 6.1, 6.2



Knowledge and understanding of course content

15% 15% 10% 20% 60%

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

5% 15% 10% 10% 40%

Total Weighting 20% 30% 20% 30% 100%


E n g l i s h S t u d i e s 2019 - 2020 Year 12 Assessment Schedule


Week 9 Term 1, 2020 Week 10


Term 3, 2020 Week 7

Content Area Texts & Human Experiences

The Big Screen Who Do You Think I Am? Local Heroes and other Modules

Task Type Photo Essay on Prescribed and Related text

Opinion Piece Hand In

Supported Essay

Portfolio

Outcomes ES12-2, ES12-3, ES12-4, ES12-7, ES12-8

ES12-2, ES12-5, ES12-6, ES12-7, ES12-8

ES12-4, ES12-5, ES12-7, ES12-9, ES12-10

ES12-1, ES12-2, ES12-3, ES12-4, ES12-6, ES12-10




15% 10% 10% 15% 50%

Skills in: • comprehending texts • communicating ideas • using language

accurately, appropriately and effectively

15% 10% 10% 15% 50%

Total Weighting 30% 20% 20% 30% 100%


E n g l i s h S t a n d a r d 2019 - 2020 Year 12 Assessment Schedule


Week 9 Task 1

Term 1, 2020 Week 8 Task 2



Content Area Common Module: Texts & Human Experiences + CoW

Module A: Language, Identity and Culture

Module B: Close Study of Literature + CoW

Common Module, Module A, Module B and CoW

Task Type Analytical response and Reflection

Multimodal presentation Extended response and discursive/persuasive writing

Trial HSC Examination Papers 1 and 2

Outcomes EN12-2, EN12-3, EN12-4, EN12-5, EN12-6, EN12-7

EN12-1, EN12-2, EN12-3, EN12-4, EN12-5, EN12-8, EN12-9

EN12-2, EN12-3, EN12-4, EN12-5

All learning outcomes may be assessed




10% 10% 10% 15% 50%

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

10% 15% 15% 15% 50%

Total Weighting 20% 25% 25% 30% 100%


E n g l i s h A d v a n c e d 2019 - 2020 Year 12 Assessment Schedule


Week 9 Task 1




Content Area Common Module:Texts & Human Experiences + CoW

Module A: Textual Conversations

Module B: Critical Study of Literature + CoW

Common Module, Module A, Module B and CoW

Task Type Extended responses on Prescribed and Related texts and Reflection

Analytical Response Multimodal presentation Trial HSC Examination Full examination

Outcomes EA12-1, EA12-3, EA12-4, EA12-6, EA12-7, EA12-9

EA12-1, EA12-4, EA12-5, EA12-6, EA12-8

EA12-2, EA12-3, EA12-4, EA12-5

All learning outcomes may be assessed




10% 10% 10% 15% 50%

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

10% 15% 15% 15% 50%

Total Weighting 20% 25% 25% 30% 100%


E n g l i s h E x t e n s i o n 1 2019 - 2020 Year 12 Assessment Schedule



Term 3, 2020 Weeks 3 Trial HSC Examination

Content Area Literary Worlds

Intersecting Worlds Literary Worlds & Intersecting Worlds

Task Type Critical Response and Imaginative Composition Supported Task

Critical Response Hand In Task

Critical Response and Imaginative Composition

Outcomes EE12-2, EE12-4, EE12-5 EE12-1, EE12-2, EE12-3, EE12-4 EE12-1, EE12-2, EE12-3, EE12-4, EE12-5



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

15% 20% 15% 50%

Skills in complex analysis, independent investigation

15% 20% 15% 50%

Total Weighting 30% 40% 30% 100%


E n g l i s h E x t e n s i o n 2 2019 - 2020 Year 12 Assessment Schedule



Term 3, 2020 Weeks 1

Content Area Process of Major Work – Stage 1 Planning

Process of Major Work – Stage 2 Drafting

Process of Major Work – Stage 3 Editing and Reflecting

Task Type Viva Voce

Literature Review Critique of the Creative Process

Outcomes EEX12-1, EEX12-4, EEX12-5

EEX12-1, EEX12-2, EEX12-3, EEX12-4

EEX12-2, EEX12-3, EEX12-5



Knowledge and Understanding of texts and why they are valued

15% 20% 15% 50%

Skills in complex analysis, composition and investigation

15% 20% 15% 50%



E x p l o r i n g E a r l y C h i l d h o o d 1 U n i t 2020 Year 12 Assessment Schedule



Term 3, 2020 Weeks 3 - 5

Content Area Food and Nutrition Starting School

Play and the Developing Child Play and the Developing Child & Child Health and Safety

Task Type

Report: Food/Nutrition and the Transition to School

Play and the Developing Child - Resources Production

Final Course Examination

Outcomes

1.3, 1.4, 1.5, 2.1, 2.2, 2.4, 6.1, 6.2

1.3, 1.4, 2.1, 2.2, 2.3, 2.4 4.2, 6.2

1.2, 1.3, 1.4, 2.1, 2.4, 2.5, 6.1, 6.2



Knowledge and Understanding

25% 15% 10% 50%

Skills 15% 15% 20% 50% Total Weighting 40% 30% 30% 100%


F o o d T e c h n o l o g y 2019- 2020 Year 12 Assessment Schedule




Term 3, 2020 Week 3 - 5

Content Area Food Manufacture

Food Manufacture Australian Food Industry

Contemporary Nutrition Issues Investigation

All Topics

Task Type Research/Practical

Topic Analysis-Food Industry Report/Topic Test

Research/ Experimentation/ Practical


Outcomes H1.1, H4.2

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

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




10% 30% 40%

Knowledge and skills in designing, researching, analysing and evaluating

10% 10% 10% 30%

Skills in experimenting with and preparing food by applying theoretical concepts

10% 20% 30%

Total Weighting 20% 20% 30% 30% 100%


F r e n c h B e g i n n e r s 2019 - 2020 Year 12 Assessment Schedule




Term 3, 2020 Weeks 3 - 5

Content Area All topics studied this far All topics All topics All topics Task Type Speaking in French

(research questions) Mid-Year Assessment

Speaking in French Trial HSC Examination

Outcomes 1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4

1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4

As for Task 2 As for Task 2

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight LISTENING Questions in English, Answers in English

20% 10% 30%

SPEAKING Conversation/Interview

10% Research Component

10% 20%

READING Comprehension passages in French, questions in English and answers in English


15% 30%

WRITING Written observation in French


5% 20%

Total Weighting 10% 35% 25% 30% 100%


G e o g r a p h y 2019 - 2020 Year 12 Assessment Schedule


Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 3

Term 3, 2020 Weeks 3 - 5

Content Area Ecosystems at Risk Ecosystems, Urban Places People & Economic Activity All HSC Topics

Task Type Research Response

(in class Week 6)

Skills, fieldwork, stimulus responses

Stockton & Urban dynamics

(Week 9, 10)

Stimulus based responses

(Week 9)

Examination

(Week 3-5)

Outcomes H1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 13

H1, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13

H1, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13

H1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge, Understanding 5% 10% 10% 15% 40%

Geographic Tools, Skills 10% 10% 20% Geographic Inquiry, Research, Fieldwork 10% 5% 5% 20%

Communication 5% 5% 5% 5% 20% Total Weighting 20% 30% 20% 30% 100%


H i s t o r y E x t e n s i o n 2019 - 2020 Year 12 Assessment Schedule



Term 2, 2020 Week 8

Term 3, 2020 Weeks 3 - 5

Content Area Constructing History / Major Project

Constructing History Major Project Constructing History/ Case Study – Appeasement: Peace or War?

Task Type Project Proposal Essay Major Project Trial HSC Examination

Outcomes HE12-1, HE12-4 HE12-1, HE12-2, HE12-3 HE12-1, HE12-2, HE12-3, HE12-4

HE12-1, HE12-3, HE12-4

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge and understanding about significant historiographical ideas and processes

10%

10%

20%

10%

50%

Skills in designing, undertaking and communicating historical inquiry and analysis

10%

40%

50%

Total Weighting 20% 10% 60% 10% 1000%


I n d u s t r i a l T e c h n o l o g y 2019 - 2020 Year 12 Assessment Schedule


Week 8 Wednesday 4 December

Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 9 Tuesday 23 June

Term 3, 2020 Week 6

Task Name Major Project Proposal Mid-Course Assessment Major Project Evidence HSC Trial Examination

Task Type Written/Practical Assessment Written/Practical Written Examination Outcomes H3.1, H3.2, H3.3

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

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

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



Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry

15% 25% 40%

Knowledge, skills and understanding in designing, managing, problem-solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality major project

30% 30% 60%

Total Weighting 30% 15% 30% 25% 100%


I n f o r m a t i o n P r o c e s s e s a n d T e c h n o l o g y 2019 - 2020 Year 12 Assessment Schedule


Week 9 Thursday 12 December

Term 1, 2020 Week 10 Wednesday 1 April

Term 3, 2020 Week 1 Thursday 23 July

Term 3, 2020 Week 3 - 5

Task Name Communication Systems Project Management, Information Systems and Databases

Project Management, Multimedia, Decision Support Systems

All modules

Task Type Topic Test Practical Practical Written Exam Outcomes H1.1, H1.2, H2.1, H2.2,

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

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

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

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




10% 15% 15% 15% 55%

Knowledge and skills in the design and development of information systems

5% 15% 10% 15% 45%

Total Weighting 30% 15% 30% 25% 100%


I n v e s t i g a t i n g S c i e n c e 2019 - 2020 Year 12 Assessment Schedule


Week 9 Term 1 2020 Weeks 8 - 9

Term 2 2020 Week 8

Term 3 2020 Weeks 3 - 5




Examination





Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13 12-14

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 12-12 12-13 12-14 12-15




10% 10% 20% 20% 60%


10% 10% 10% 10% 40%

Total Weighting 20% 20% 30% 30% 100%


L e g a l S t u d i e s 2019 - 2020 Year 12 Assessment Schedule



Term 2 2020 Week 6

Term 3 2020 Weeks 3 - 5

Content Area Human Rights Crime World Order All HSC Topics Task Type Research (in class) Mid-Year Assessment

Supported Topic Test Research (in class) Trial HSC

Examination

Outcomes H1.2, 4, 5, 6, 7, 8, 9, 10 H1, 2, 3, 4, 5, 6, 7, 9 H1, 2, 4, 5, 6, 7, 8, 9, 10 H1, 2, 3, 4, 5, 6, 7, 9 Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge, understanding of course content

5% 10% 5% 20% 40%

Analysis and evaluation

5%

5%

5%

5%

20%

Inquiry and research

5%

15%

20%

Communication of legal information, issues and ideas in appropriate forms

5%

5%

5%

5%

20%

Total Weighting 20% 20% 30% 30% 100%


M a r i n e S t u d i e s 2020 Year 12 Assessment Schedule


Weeks 8 - 9 Term 2, 2020 Week 9

Term 3, 2020 Week 2

Content Area Anatomy & Physiology Marine Aquarium & Anatomy & Physiology

Marine Aquarium; Anatomy & Physiology and Coral Reef Ecology

Task Type Skills and Knowledge Task Class Task Year 12 Final Examination

Outcomes 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.3, 5.4 / 1.1, 1.4, 2.2. 2.3, 5.1, 5.3.

1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.2, 5.1 5.3 1.1, 1.2, 2.1, 2.2, 2.3, 3.2, 3.3, 5.4 / 1.1, 1.4, 2.2. 2.3, 5.1, 5.3. / 1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.2, 5.1 5.3




20% 20% 20% 60%


10% 10% 20% 40%



M a t h e m a t i c s S t a n d a r d 1 2019 – 2020 Year 12 Assessment Schedule



Term 2 2020 Week 8 or 9

Term 3 2020 Weeks 3 - 5

Content Area Topics as outlined in the Notification

Various Topics From Term 4 2019 and Term 1 2020

Topics as outlined in the Notification

All Topics covered to this point

Task Type Hand in Task Test of Specific Topics Investigation/Home Study test


Outcomes MS1-12-1, 6, 9, 10 MS1-12-1, 3, 4, 6, 7, 8 Various All Assessment Components


Knowledge, understanding and skills

12.5% 12.5% 12.5% 12.5% 50%

Reasoning and Interpretation

12.5% 12.5% 12.5% 12.5% 50%

Total Weighting 25% 25% 25% 25% 100%


M a t h e m a t i c s S t a n d a r d 2 2019 - 2020 Year 12 Assessment Schedule




Term 3 2020 Weeks 3 - 5





Task Type Open Book Test of Specific Topics Investigation/Home Study test


Outcomes MS-11-2, 3, 4, 5, 6, 9, 10, MS2-12-1, 6, 9, 10

MS2-12-1, 2, 3, 4, 5, 6, 9, 10 Various All




7.5% 15% 12.5% 15% 50%


7.5% 15% 12.5% 15% 50%

Total Weighting 15% 30% 25% 30% 100%


M a t h e m a t i c s A d v a n c e d 2019 - 2020 Year 12 Assessment Schedule




Term 3 2020 Weeks 3 - 5





Task Type Open Book Test of Specific Topics Investigation / Home Study Test


Outcomes MA-11-7, MA-11-8, MA-11-9, MA-12-1, MA-12-9, MA12-10

MA-12-1, 2, 5, 6, 9, 10 MA-12-2, 3, 5, 7, 9, 10 All




7.5% 15% 12.5% 15% 50%


7.5% 15% 12.5% 15% 50%

Total Weighting 15% 30% 25% 30% 100%


M a t h e m a t i c s E x t e n s i o n 1 2019 – 2020 Year 12 Assessment Schedule




Term 3 2020 Weeks 3 - 5


Topics From Term 4 2019 and Term 1 2020





Outcomes MA-12-3, 6, 9, 10, MA12-1, 4, 5, 6, 7

MA-12-1, 3, 4, 6, 7 MA-12-1, 2, 3, 4, 5, 6, 7 All




7.5% 15% 12.5% 15% 50%


7.5% 15% 12.5% 15% 50%

Total Weighting 15% 30% 25% 30% 100%


M a t h e m a t i c s E x t e n s i o n 2 2019 - 2020 Year 12 Assessment Schedule




Term 3 2020 Weeks 3 - 5


Various Topics from Term 4 2019 and Term 1 2020





Outcomes ME-12.1, 4, 5, 6, 8 ME-12.1, 3, 4, 7, 8 ME-12.1, 2. 3, 4, 5, 6, 7, 8 All Assessment Components



7.5% 15% 12.5% 15% 50%


7.5% 15% 12.5% 15% 50%

Total Weighting 15% 30% 25% 30% 100%


M o d e r n H i s t o r y 2019 - 2020 Year 12 Assessment Schedule



Term 2, 2020 Week 6

Term 3, 2020 Weeks 3 - 5

Content Area

Core Study: Power & Authority in the Modern World 1919-1946

Peace & Conflict: Conflict in

Europe 1935-45

National Study: USA 1919-1941

Change in the Modern World: Apartheid in South Africa 1960-1994

Task Type Research/Source Analysis

Supported Task

Historical Analysis/Essay

ALL HSC TOPICS Trial HSC Examination

Outcomes MH4, 5, 6, 7, 8, 9 MH3, 4, 5, 6, 9 MH2, 3, 4, 5, 6, 7, 8 MH1, 2, 3, 4, 5, 6, 9 Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge and understanding of Course Content

5% 5% 10% 20% 40%

Historical skills in the analysis and evaluation of sources & interpretations

10% 5% 5% 20%

Historical Inquiry & Research

10% 10% 20%

Communication of Historical Understanding in appropriate forms

10% 10% 20%

%Total Weighting 25% 20% 25% 30% 100%


M u s i c 1 2019-2020 Year 12 Assessment Schedule

Task Date

Term 4, 2019 Week 8

Term 1, 2020 Weeks 9

Term 2, 2020 Week 9

Term 3, 2020 Weeks 3 - 5

Content Area Performance and Musicology

Composition and Elective 1 Elective 2 and Elective 3

Aural

Task Type Core Performance and Musicology Viva Voce

Composition, Recording and Portfolio Performances and/or Submitted Compositions and/or Musicology Viva Voce

Performances and/or Submitted Compositions and/or Musicology Viva Voce

Aural Examination

Outcomes Performance: H1, H7 Musicology: H4, H6, H8

Performance: H1, H7 Composition: H3, H5, H7, H8 Musicology: H4, H6, H8

Performance: H1, H7 Composition: H3, H5, H7, H8 Musicology: H4, H6, H8

Aural: H4, H6

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight

Performance Core 10% 10% Composition Core 10% 10% Musicology Core 10% 10% Aural Core 25% 25% Electives 15% 30% 45% Total Weighting 20% 25% 30% 25% 100%


P e r s o n a l D e v e l o p m e n t , H e a l t h & P h y s i c a l E d u c a t i o n 2019 - 2020 Year 12 Assessment Schedule



Term 2, 2020 Week 7

Term 3, 2020 Weeks 3 - 5

Content Area “Factors Affecting Performance”

“Health Priorities in Australia”

“Equity and Health” All modules will be assessed

Task Type Core Topic Test “Identifying and improving health priority issues” Questions on researched findings

Research Report “Bridging the health status gap”

Trial HSC Exam

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

H1, H2, H3, H4, H5, H14, H15, H16

H1, H2, H3, H5, H14, H15, H16

All outcomes may be assessed

Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge and Understanding of course content

15% 5% 5% 15% 40%

Skills in critical thinking, research, analysis and communicating

10% 20% 15% 15% 60%

Total Weighting 25% 25% 20% 30% 100%


P h o t o g r a p h y 2020 Year 12 Assessment Schedule



Term 2, 2020 Week 9

Content Area Manipulated Forms Study of Photography Arranged Image Task Type Making Mid-Year Assessment Making Outcomes H1, 2, 4, 5, 6 CH1, 2, 3, 4, 5 M1, 2, 3, 4, 5, 6 Assessment Components Task 1 Task 2 Task 3 Weight Making

40% 30% 70%

Critically Studying

25% 5% 30%



P h y s i c s 2019 - 2020 Year 12 Assessment Schedule



Term 2, 2020 Week 7

Term 3, 2020 Weeks 3 - 5




Examination





Outcomes 11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-7 12-12 12-13 12-14

11/12-1 11/12-2 11/12-3 11/12-4 11/12-5 11/12-6 11/12-7 12-12 12-13 12-14 12-15




10% 10% 20% 20% 60%


10% 10% 10% 10% 40%

Total Weighting 20% 20% 30% 30% 100%


S c i e n c e E x t e n s i o n 1 2019 - 2020 Year 12 Assessment Schedule



Term 3, 2019 Weeks 3 - 4

Content Area Module 1 Module 2 Task Type Presentation of research

proposal Statistical Case Study Scientific Research Report

Outcomes SE-1, SE-3, SE-6, SE-7 SE-4, SE-5, SE-7 SE-1, SE-2, SE-3, SE-4, SE-5, SE-6, SE-7



Communicating scientifically 15% 5% 10% 30%

Gathering, recording, analysing and evaluating data

5% 15% 10% 30%

Application of scientific research skills 10% 10% 20% 40%

Total 30% 30% 40% 100%


S o c i e t y & C u l t u r e 2019 - 2020 Year 12 Assessment Schedule


Term 1, 2020 Weeks 8 - 9

Term 2, 2020 Week 7

Term 3, 2020 Weeks 3 - 5

Content Area PIP 5/12/18

Core: Social & Cultural Continuity & Change,

Popular Culture

Social Inclusion & Exclusion 9/6/20

All of HSC Course

Task Type PIP Progress Report Supported Task Research


Outcomes H7, 8, 9, 10 H1, 2, 3, 4, 5, 6, 7, 10 H7, 8, 9, 10 H1, 2, 3, 4, 5, 6, 7, 10 Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Knowledge, Understanding of Course Content

20% 5% 25% 50%

Application, Evaluation of Social and Cultural research methods

10% 20% 30%

Communication of information, ideas, issues in appropriate forms

5% 5% 5% 5% 20%

Total Weighting 15% 25% 30% 30% 100%


S o f t w a r e D e s i g n & D e v e l o p m e n t 2020 Year 12 Assessment Schedule


Week 2 Project 1 (20%)

Term 1, 2020 Week 8 - 9

Term 2, 2020 Week 7 Project 2 (30%)

Term 3, 2020 Week 3 - 5

Content Area Various components Development of Software Solutions Social & Ethical

Various components All Topics inc. Option Topic

Task Type Practical Topic Test Practical Written Exam

Outcomes H1.1, H1.2, H1.3, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H5.3, H6.2, H6.3, H6.4

H1.1, H1.2, H1.3, H2.1, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H5.3, H6.2, H6.3, H6.4

H1.1, H1.2, H1.3, H3.1, H3.2, H4.1, H4.2, H4.3, H5.1, H5.2, H5.3, H6.2, H6.3, H6.4

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



Knowledge and understanding about development and impact software solutions and the software development cycle

10% 10% 20%

Design and development of software solutions

5% 10% 10% 10% 35%

Project management techniques, including documentation, teamwork and communication

5% 5% 10% 20%

Project 10% 15% 25%

Total Weighting 20% 20% 30% 30% 100%


S p o r t , L i f e s t y l e & R e c r e a t i o n 1 U n i t 2020 Year 12 Assessment Schedule



Term 3, 2020 Weeks 3 - 5

Content Area Resistance Training Outdoor Recreation Outdoor Recreation and Sports Coaching and Training

Task Type Program and Evaluation Outdoor Expedition Plan Final Course Examination

Outcomes 1.2, 2.1, 2.2, 2.3, 2.5 3.2, 3.3, 4.4

1.3, 1.4 4.1, 4.2

1.1, 1.3, 2.2 3.1, 3.2, 3.6, 4.2, 4.5




20% 10% 20% 50%

Skills 15% 15% 20% 50% Total Weighting 35% 25% 40% 100%


S t u d i e s o f R e l i g i o n 1 U n i t 2019 - 2020 Year 12 Assessment Schedule


Week 7 Tuesday 26 November

Term 1 2020 Weeks 8 - 9

Term 3 2020 Weeks 3 - 5

Content Area Religion in Australia post 1945 Buddhism Religious Depth Study All Topics Task Type Hand-in Research Task Mid-HSC supported topic test Trial HSC examination Outcomes H1, H2, H3, H4, H5, H6, H7,

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




5% 15% 20% 40%

Source Based Skills 10% 10% 20% Investigation and Research 15% 5% 20% Communication 5% 5% 10% 20% Total Weighting 35% 35% 30% 100%


S t u d i e s o f R e l i g i o n 1 U n i t A c c e l e r a t e d 2020 Year 12 Assessment Schedule


Weeks 8 - 9


Term 3 2020 Weeks 3 - 5

Content Area Buddhism – Religious Depth Study

Religion in Australia Post 1945 All Topics

Task Type Mid-Year HSC Examination Research Task – hand in Trial HSC Examination Outcomes H1, H2, H4, H5, H6, H7, H8,

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




10% 10% 20% 40%

Source based skills 10% 10% 20% Investigation and Research 10% 10% 20% Communication 5% 5% 10% 20% Total Weighting 35% 35% 30% 100%


S t u d i e s o f R e l i g i o n 2 U n i t 2019 - 2020 Year 12 Assessment Schedule


Week 7 Tuesday, 26 November

Term 1 2020 Weeks 8 - 9

Term 3 2020 Weeks 3 - 5

Content Area Religion in Australia post 1945 & Buddhism

Buddhism and Christianity – Religious Depth Study

All Topics

Task Type Hand-in Research Task Mid-HSC supported topic test Trial HSC examination Outcomes H1, H2, H3, H4, H5, H6, H7,

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




5% 15% 20% 40%

Source based skills 10% 10% 20% Investigation and Research 15% 5% 20% Communication 5% 5% 10% 20% Total Weighting 35% 35% 30% 100%


T e x t i l e s & D e s i g n 2019 - 2020 Year 12 Assessment Schedule

Submission of Major Project to NESA Term 3, Week 5 (Monday 17th August)


Term 1, 2020 Week 4

Term 2, 2020 Week 7

Term 3, 2020 Week 6

Task Name Major Project Proposal Major Textiles Project Major Textiles Project Examination Task Type Written

Research/Practical Research/Practical HSC Trial

Examination

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




5% 5% 5% 35% 50%

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

5% 15% 25% 5% 50%

Total Weighting 10% 25% 35% 30% 100%


V E T B u s i n e s s S e r v i c e s 2019 - 2020 Year 12 Assessment Schedule

Term Units of Competency Assessment Event Tasks Date Due Term 4 2019 BSBSUS201 Participate in

environmentally sustainable work practices BSBINN201 Contribute to workplace innovation

Event 4 1. Testing 2. Scenario 3. Project

Term 4 2019 Week 8

Term 1 & 2, 2020 BSBIND201 Work effectively in a business environment BSBCUS201 Deliver a service to customers

Event 5 1. Testing 2. Portfolio 3. Observation

Term 2 2020 Week 3

Term 2 & 3, 2020

BSBITU202 Create and use spreadsheets TLIP2029 Prepare and process financial documents

Event 6 1. Testing 2. Portfolio 3. Observation

Term 3 2020 Week 6


V E T C o n s t r u c t i o n 2019 - 2020 Year 12 Assessment Schedule

Term Units of Competency Assessment Event Tasks Date Due Term 4 2019 CPCCCA2002A Use carpentry tools

and equipment CPCCCM1015A Carry out measurements and calculations

Event 6 Garden Seat

Term 1 2020 CPCCCA2002A Use carpentry tools and equipment CPCCCM1015A Carry out measurements and calculations

Event 6 Garden Seat

Portfolio Observation & Oral Questioning Topic Test

Week 3 Mid HSC Assessment Block Period TBA

Term 2 2020 CPCCCM1012A Work effectively and sustainably in the construction industry CPCCCO2013A Carry out concreting to simple forms

Event 7 Sustainability Event 8 Concreting

Learner Activities Work Placement Journal Assessment Task Portfolio Observation & Oral Questioning Demonstration

Week 4 Conclusion of Placement Week 10

Term 3 2020 CPCCBL2001A – Handle and prepare bricklaying and blocklaying materials CPCCBL2002A – Use bricklaying and blocklaying tools and equipment

Event 9 Brick & Block

Observation & Oral Questioning Demonstrations Workbook activity

Week 8


V E T E n t e r t a i n m e n t I n d u s t r y 2019 - 2020 Year 12 Assessment Schedule

Term Units of Competency Assessment Event Tasks Date Due Term 4 2019 CUALGT301 Operate basic lighting

Event 4 Observation

Practical Questioning Written Task

Term 4 2019 Week 7 Written Task Due Week 9

Term 1 2020 SITXCC303 Provide Service to Customers

Event 5

Case Study Written Task Questioning

Term 1 (5) 2020 Week 6 Written Task Due

Term 2 2020 CUAVSS302 Operate Vision Systems

Event 6

Observation Practical Written Task Questioning

Term 2 (6) Week 8 Written Task Due

Term 3 2020 CUASMT301 Work effectively backstage during performances

Event 7A and 7B

7A Trial HSC Examination 7A Term 3 (7) Weeks 3-5 THSC 2020

BSBWOR301 Organise Personal Work Priorities and Development

7B Practical Questioning Written Task

7B Term 3 (7) Week 7 Written Task Due


V E T H o s p i t a l i t y 2019 - 2020 Year 12 Assessment Schedule

Term Units of Competency Assessment Event Tasks Date Due Term 4 2019 SITHIND002 Source and use

information on the hospitality industry SITHCCC001 Prepare dishes using basic methods of cookery

Event 3 Practical Observation Weekly Practical MOC

Week 1-9

Term 1 2020 Event 3 (cont) Practical Observation Weekly Practical MOC

Week 2-11

Topic Test – S&U Week 3 Research Task – S&U Week 5 Topic Test – MOC Week 11

Term 2 2020 BSBWOR203 Work effectively with others SITHINV002 Maintain Quality of Perishable Items

Event 4 Practical Observation Weekly Practical MOC

Week 1-10

Topic Test – WEO Week 8

Workplace Evidence Café/Functions Journal

Week 10

Term 3 2020 SITXSA002 Participate in Safe Food Handling Practices

HTLAID003 Provide First Aid

Event 4 (cont) Event 6 Credit Transfer

Observation – Practical MOC Workplace Evidence Café/Functions Journal

Week 3-4 Week 7

Scenarios Case Studies

Week 7

External Assessment Practical and Theory

TBA

SITHCCC011 Use Cookery Skills Effectively

Event 6 Portfolio

Function Journal to be finalised* Evidence collected over Terms 1-7

Holistic

• SFX Functions to be completed in teams throughout the year according to availability, demand, calendar, etc


V E T R e t a i l S e r v i c e s 2019 - 2020 Year 12 Assessment Schedule

Term Units of Competency Assessment Event Tasks Date Due Term 4 2019 CHCDIV001

Work with diverse people SIRXCEG001 Engage the customer

Competency Assessment Event 4 Customer Service & working with diversity

Learner workbook activity – working with diverse people Questions: - engaging with customers, dealing with diverse customers Observation of scenarios: - providing customer service within the store to solve problems & enquiries, work with socially diverse people Portfolio: personal reflection on diversity, work with diversity people, procedures for customer service

Week 2 - 7

SBAT: SIRXCEG001 Engage the customer SIRXCEG002 Assist with customer difficulties

Competency Assessment Event 4 Assisting & serving customers

Questions: - engaging with customers, dealing with customer difficulties Observation of scenarios: - providing customer service within the store to solve problems & enquiries, assist with customer difficulties Portfolio: procedures for dealing with customer difficulties & customer service

Term 1 2020 SIRRINV001 Receive & handle retail stock SIRRMER001 Produce Visual Merchandise Displays

Competency Assessment Event 5 - Receive& present merchandise in the retail store MID HSC Assessment

Observation of scenarios, with oral questions: - receive, process, maintain stock; follow merchandise, display guidelines for 3 events & maintain the merchandise, display Portfolio: - stock, merchandise/display procedures & apply store procedures Test - receive, handle stock, merchandising short answer, extended response

Week 2-7 Week 9 - 10

Term 2 2020 SIRXRSK001 Identify & Respond to Security Risk SIRXSLS002Follow point of sale procedures SIRRRTF001 Balance and secure point of sale terminal

Work Placement Week 2

Competency Assessment Event 6 Procedures for the POS & maintaining security

Test: - POS procedures, identify security risks, balancing POST Portfolio: - store procedures for POS set up, maintenance, transactions & balancing; procedures for security of cash handling to respond to risk Scenarios & oral questions: - store procedures for POS set up, maintenance, transactions & balancing; security of cash handling & respond to risk

Week 3 - 8

Term 3 2020 SIRXSLS001 Sell to the retail customer SIRXPDK001 Advise on products & services

Trial HSC Exam – multiple choice, short answer, extended response Week 3-5

Competency Assessment Event 7 - Develop product knowledge for selling Competency Assessment Event 7 -Develop product knowledge for selling

Observation/Scenario: - advise & sell to respond to 4 customers enquiries Learner workbook activity: - selling skills & advising customers Portfolio: - Store procedures for selling & accessing product information

Week 6 -7


V E T S p o r t C o a c h i n g 2019 - 2020 Year 12 Assessment Schedule

Term Units of Competency Assessment

Event Tasks Date Due

Term 4, 2019 SISXCAI102A Assist in preparing and conducting sport and recreation sessions BSBWOR202A Organise and complete daily work activities

6 1. Prepares a sequence of 4 coaching sessions used to enhance specific skills in netball and mod league

2. Provides appropriate equipment for each coaching session 3. Conducts coaching sessions used to enhance specific skills in netball

and mod league 4. Completes a sequence of lesson evaluations for each coaching session

conducted

Week 9 2019

Term 1, 2020 SISSSOF101 Develop and update officiating knowledge. SISSSOF202 Officiate games or competitions

7 1. Complete ‘Officiating General Principles’ worksheet using PowerPoint presentation as a resource

2. Use completed worksheet to complete ‘Officiating General Principles’ online course

3. Participate in peer refereeing modified Rugby League, netball or soccer

Week 8 2020

Term 2, 2020 SISSSCO101A Coach beginner or novice participants to develop fundamental motor skills

8 1. Organize a sequence of 4 lessons designed to develop fundamental motor skills for a group of infants students

2. Conduct the coaching sessions with infants students 3. Videoed and evaluated by assessor 4. Self-evaluate each lesson taught

Week 7 2020

Term 3, 2020 SISSSCO101A Provide initial management of sports injuries SISSSPT304A Tape ankle, thumb and fingers HLTAID002 Provide First Aid

9 1. Complete SMA’s ‘Sports Medicine Awareness Course’. 2. Complete SMA’s ‘Elastoplast Strap Smart Course’ 3. Injury scenario completed to industry standard 4. Resuscitation multiple choice quiz 5. Resuscitation practical demonstrate competency to industry standards 1. Complete all activities satisfactorily in the ‘Provide First Aid’

workbook 2. Completes the ‘Provide First Aid’ one day course with Surf Lifesaving

Australia and passes the multiple choice quiz at the end of the course

Week 6 2020 Week 8 2020


V i s u a l A r t s 2019 - 2020 Year 12 Assessment Schedule


Weeks 8 - 9 Term 1, 2020 Weeks 11

Term 3, 2020 Week 1

Term 3, 2020 Weeks 3 - 5

Content Area Theory Body of Work Body of Work Theory Task Type Research Task Practical Practical Trial HSC

Examination Written Responses

Outcomes H7, H8, H9, H10 H1, H2, H3, H4, H5, H6 H1, H2, H3, H4, H5, H6 H7, H8, H9, H10 Assessment Components Task 1 Task 2 Task 3 Task 4 Weight Art Making 20% 30% 50% The Study of Art 20% 30% 50% Total Weighting 20% 20% 30% 30% 100%

year 12 course...assessment handbook y12 2020 2 . studies coordinators . tas . technology &...

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