Year 12 2014 Assessment And study skills
Guidelines
Southern Cross School K-12
2
CONTENTS
PAGE
Requirements for the Award of the HSC 3
HSC Components 3
Assessment Policy 4 – 7
Malpractice Policy 7
Summary of Student Responsibilities 8
Guidance and Counseling 8
Assessment Schedule 9
My Assessment Task Schedule 10
Application for an Extension of Time 11
Individual Subject Assessment Schedules (in alphabetical order) 12 – 44
STUDY SKILLS
Self Appraisal Survey 45
What Kind of Learner are You? 46
How to study if you are: Visual, Auditory or Kinaesthetic 47
Organising Yourself 48
Study Timetable Template 49
Study versus Homework versus Revision 50
Organising Assessment Tasks 51
Term Planner Template 52
Memorisation 53
Coping with Study Pressures 54
The Chocoholics Guide to Writing and Formatting 55 – 56
Word Processing Tips 57
Examination Techniques 58
Glossary of Key Terms 59
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REQUIREMENTS FOR THE AWARD OF THE HSC To be eligible for the award of the Higher School Certificate you must have:
gained the School Certificate or ROSA or equivalent sat for and made a serious attempt at the required HSC examinations satisfactorily completed a Preliminary pattern of study comprising at least 12 units and an HSC
pattern of study comprising at least 10 units. Both patterns must include:
o at least 6 units of Board Developed Courses o at least 2 units of English o at least 3 courses of 2-unit value or greater o at least 4 subjects
Before you can receive an HSC for any course, your school must certify that you have satisfactorily completed a course of study in that subject. What this means is you must have:
followed the course developed or endorsed by the Board of Studies
applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school
achieved some or all of the course outcomes
Attendance
While the Board of Studies does not mandate attendance requirements, attendance rates lower than 85% will cause concern and the school may determine that the course completion criteria have not been met. Absences will be regarded seriously by the school staff who will give students early warning of the consequences of such absences.
Repeat Students
Students who are repeating HSC courses will be assessed only on Assessment Tasks completed in the repeat year.
Courses Studied through OTEN/TAFE/Distance Education
Each of these organisations will provide their own assessment schedule to the student where applicable.
Students Who Accumulate their HSC (Pathways)
Students who gain approval to accumulate the HSC, will receive their Preliminary and HSC Assessment information each relevant year.
‘N’ Determinations
Students who do not make a genuine attempt to adequately complete a course may receive an ‗N‘ determination in that subject. This means that the course will not be recognised for the Higher School Certificate.
HSC COMPONENTS The HSC is made up of two marks:
i) Moderated School Assessment Mark
ii) Higher School Certificate examination mark
Both of these marks are recorded by the Board of Studies on a student‘s HSC Record of Achievement. The final HSC mark is the average of the moderated school assessment mark and the HSC exam mark. This mark is used to calculate a student‘s ATAR.
Students who do not comply with the assessment and/or satisfy course completion requirements in any course will have neither a moderated assessment mark nor an examination mark awarded for that course.
For Board Endorsed Courses, school-based assessment throughout the HSC course contributes 100%
of your HSC mark, as there is no HSC examination.
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ASSESSMENT POLICY The assessment procedures used by Southern Cross School K – 12 follows the NSW Board of Studies Policy Statement and Guidelines concerning Higher School Certificate Assessment.
Assessment measures a student‘s achievement relative to the knowledge and skills objectives of the course and the related outcomes.
Timing and Notification of Assessment Tasks
The assessment period will commence in Term 4 and conclude in Term 3 of the following year. The week in which any task is due is published in this booklet however specific dates will be given to students by their class teacher in writing at least ten school days prior to the date the task is due. At the same time the students will be given information on the type of task, its weighting, the outcomes to be assessed, marking guidelines and mode of submission for the task. This information will be provided on the HSC Assessment Task Cover Sheet.
No task will fall in the week prior to the formal examinations which occur towards the end of term 1 and midway through term 3.
It is the student‘s responsibility to let his/her teacher or the Head Teacher of that Faculty know if he/she has not received complete details of assessment information for any course. This may have resulted due to absences, excursions or other circumstances that prevented his/her being in the class when the information was given.
Students are expected to submit all tasks that are part of the Assessment Program in the courses which they are studying.
Number and Nature of Assessment Tasks
A balance is essential between obtaining sufficient information and not over-assessing. For 2 unit courses, 3 – 6 assessment tasks will be scheduled. For 1 unit courses, 2 – 3 assessment tasks will be scheduled.
Assessment tasks will be appropriate to the outcomes and components of the course being assessed. The range of tasks used will meet the advice of the appropriate syllabus, reflecting a range of assessment instruments and an appropriate balance between knowledge/understanding outcomes and skills outcomes.
Tasks will be set at an appropriate level of difficulty that allows the full range of marks to be available.
Value of Assessment Tasks
An individual assessment task will not be worth less than 10% nor more than 50% of the total assessment marks. In general, later tasks should carry more weight than earlier tasks.
HSC Exam Preparation and Homework Tasks
At times tasks are set by teachers in order to adequately prepare students for maximum performance in the HSC exam. Equal time and effort should be devoted to all tasks in the HSC study timetable.
Special Provisions
Special provisions will be available to students who need them to complete a task (e.g. reader, scribe, extended time, large print papers), however no special considerations will be made in marking a completed task. The student must alert the Deputy Principal (DP) or their Year Adviser if provisions are required in the first two school weeks of the year.
Students Transferring Schools
Students who transfer to Southern Cross School K – 12 before 30th June, will be assessed using the tasks completed at this school and the teachers professional judgement. Students who transfer after 30th June will receive the assessment marks provided by the previous school.
Submission of Tasks
All tasks are to be handed in by 9.00 a.m. on the due date. Tasks are to be handed personally to the class teacher and, if absent, to the head teacher. Never leave a task on a table, desk or other area. Always make sure your name is on the task and your teacher‘s name. There will be a sheet for you to sign, indicating that you have handed in the task on time.
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Assessment Schedule Dates
The dates set for each assessment task aim to provide the student with a guide as to when various assessment tasks will occur. This allows students to plan ahead and make the most effective use of the available study time. Due to various circumstances, which may arise during the school year, it may be necessary for some assessment tasks to have their dates altered. In all such cases, students will be notified at least one week in advance of any proposed changes to the schedule listed in this book.
Extensions
Requests for an extension of time for an assessment task must be made in writing to the head teacher, through the class teacher, BEFORE the day that the task is due. A suitable form is available in the appendices of this booklet. Requests will only be granted if the teacher and head teacher are convinced that a genuine case exists.
Non Completion of Tasks
If a student fails to submit an assessment mark task specified in this program and the head teacher considers that student has a valid reason e.g. illness or endorsed leave, an extension of time may be granted. All illness and leave must be supported by independent evidence such as a doctor‘s certificate.
Students who know that they will be absent from school must notify the class teacher at least FIVE DAYS IN ADVANCE with a valid reason supported by documentation. The class teacher, in conjunction with the head teacher, will decide on the validity of the reason. If these procedures are not followed, then the penalty for lateness will apply.
Where there is no valid reason for non-completion of an assessment mark on the due date, a zero mark will be recorded for that task. However, the student is still required to complete the task in order to satisfy the requirements of the course.
Parents will be notified in writing when students fail to complete a task on the due date. Parents must acknowledge receipt of this letter in writing. Copies of these documents are filed by the school.
Illness/Misadventure
If illness or misadventure will affect a student‘s performance within an assessment task, they may apply for consideration. This form is available from the Deputy Principal.
For exams: Inform the DP or the Exam Supervisor before the exam begins (or during the exam if illness sets in late) and submit an appeal form. The form must be completed and submitted within 48 hours of the exam in question.
For all other tasks: An appeal form must be submitted within 5 school days of the date of the task.
NO LATE APPEALS FOR ILLNESS/MISADVENTURE WILL BE CONSIDERED
Monitoring Satisfactory Completion of a Course
A student will be determined as having satisfactorily completed a course if he/she has:
Followed the course developed or endorsed by the Board of Studies and
Applied him/herself with diligence and sustained effort to the set tasks and experiences provided in the course by the school
Achieved some and/or all of the course outcomes
Warning Students who are in Danger of Receiving an ‘N’ Determination
Students in danger of not meeting the requirements for satisfactory completion of a course must be warned, using the school‘s official warning letter, in time for the situation to be corrected.
A minimum of two warning letters must have been sent before the Principal can consider the possibility of an ‗N‘ determination. A warning letter is deemed to have been received if the school postal records indicate it was mailed.
Students who do not complete tasks to the value of more than 50% of the total assessment mark in a subject or who do not complete 35 hours of mandatory work placement in VET subjects will be awarded an ‗N‘ determination by the school in that subject.
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An ‗N‘ determination can also be awarded to a student who has completed more than 50% of the total assessment mark but who has failed to demonstrate due diligence and sustained effort through non completion of course work.
The student will, wherever possible, be informed in person that he/she is in danger of receiving an ‗N‘ determination and this will also be confirmed by a letter from the Principal. This will be done in time for the student to have a chance to redeem him/herself in that subject.
PLEASE NOTE: The Board of Studies may issue an ‗N‘ Determination independently to the school for a non serious attempt at an HSC examination or major work/folio.
Rights of Appeal
a) Individual task
Should a student have a valid reason for disagreeing with their mark in any assessment task, they should discuss it with their teacher and/or head teacher within three days of return of the marked task. There is no formal appeal process to dispute teachers‘ marking of a task. Should a student wish to appeal against a determination made by a head teacher that the task submitted was late or that the student had cheated, an appeal form is available from the Deputy Principal. This appeal needs to be submitted within three days of the return of the marked task.
b) Cumulative Assessment Rank
At the culmination of the HSC year, the final assessment ranks are submitted to the Board of Studies. Students who consider that their placement in the order of merit for any course is not correct on the basis of feedback on their performance during the course, may seek a school assessment review.
A school assessment review focuses on the procedures for determining the final mark. Students, at this stage, are not entitled to seek a review of teachers‘ judgements of the worth of individual performance in assessment task.
The School Review checks that:
(i) weightings conform with details in subject guides and syllabus documents
(ii) procedures conform with the stated assessment program
(iii) there are no computational or other clerical errors in the determination of the assessment mark
Provided the school is satisfied that these conditions have been met, no change to the assessment will be made. Students will be informed of the outcome of the review and advised of the provision for subsequent appeal to the Board.
There is no appeal against the marks awarded for individual assessment tasks at this stage.
HSC Examination Rules (including Half Yearly and Trial Examinations)
You must do the examination at the times given on the timetables. It is your responsibility to make sure you receive a timetable and read it carefully.
It is your responsibility to make sure that the correct examination paper has been provided. You must also check no pages are missing.
Arrive at least ten (10) minutes prior to the exam time.
Equipment, pencils, pens etc must be taken in a transparent package such as a clear plastic envelope.
Write with black or blue pen. Pencil may be used where specifically directed.
Write your name on every page and clearly number the question you are answering. In the HSC your student number will appear on each booklet. Check it!
You must NOT leave the exam room (except in an emergency) until the exam is finished. Always go to the toilet before the exam.
You must NOT (a) eat or drink in the exam room; (b) speak to any person other than a teacher; (c) behave in any way likely to disturb the work of others; (d) attend an exam while under the influence of alcohol or illegal drugs; (e) take into the exam any notes, books, paper or written material.
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If you do not make a serious attempt at an exam, you may not receive a mark and you may be deemed ineligible to continue study in that course.
In summer months, water in a sealed transparent plastic bottle can be taken into the exam.
Any disturbance of other students will be deemed as malpractice.
Mobile phones and all electronic devices (except calculators) are strictly forbidden in exam rooms.
All students are required to wear correct school uniform including correct footwear in school exams.
MALPRACTICE POLICY
The Board requires schools to detail the policy and procedures for dealing with cases of malpractice in assessment tasks. The following circumstances are considered as malpractice:
i) submitting work not done by the student concerned or copying another student’s work
ii) making a non serious attempt at the task
iii) cheating
iv) harassing other students prior to the due date
v) not attending other lessons on the day of the task, to prepare for a task
vi) not attending on the day prior to the task, to prepare for the task. If you are ill, you MUST submit a medical certificate
vii) plagiarism
viii) other actions deemed as malpractice by the Principal
In cases of malpractice, the Principal will decide the outcome. In most cases, this will lead to a loss of all marks.
Plagiarism
Plagiarism is submitting work done by someone else and claiming it as your own. It includes:
copying someone else‘s work;
passing off someone else‘s ideas as your own without acknowledgement;
submitting material downloaded, wholly or in part, directly from the internet;
having someone else, e.g. a tutor, do the task or a substantial part of the task for you;
To avoid allegations of plagiarism, keep your teacher informed and show them your work a number of times during the preparation of a task
Plagiarism is serious malpractice, and any student guilty of this will be given zero marks for the task, and serious consideration will be given to cancelling the student‘s enrolment in that course.
It is valuable, and students are encouraged to seek opinions and ideas from a variety of sources. However, what a student submits for an assessment task must be their own work. If students do refer directly or indirectly to the ideas of others, this must be acknowledged.
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SUMMARY OF STUDENT RESPONSIBILITIES
1. It is expected that you will attempt ALL tasks and make a genuine attempt.
2. Make sure you attend school the day before a task is due and all lessons prior to any scheduled in-class assessment.
3. Hand in completed tasks by 9am on the due date to the teacher personally.
4. Ensure that any concerns about marks are resolved within three school days of the return of the marked task.
5. Demonstrate due diligence and sustained effort in all tasks and course requirements, whether HSC assessable or not.
6. Check procedures carefully if absent from school. Ensure that, if you are absent, that you report to the head teacher on the first day of return with independent written evidence (eg medical certificate).
7. If you know you will be absent for a task you must notify the class teacher and/or head teacher at least five days in advance eg sporting representation.
8. It is your responsibility to let your teacher know if there is a clash, such as several tasks due on the same day or a compulsory excursion on the same day as an Assessment Task. If, after this, you feel the situation is still unfair you should see the head teacher or deputy principal immediately.
9. Avoid any of the malpractices listed on page 7.
Syllabus Documents
It is essential that you read the syllabus documents for each subject in conjunction with this handbook.
Assessment tasks over the next twelve months and questions in examinations and tests will align to the syllabus.
A print version of each syllabus is available on the Board of Studies website. There are many resources available to assist you with your preparation for the HSC on the Board site and other sites. Ask your teacher for details.
GUIDANCE AND COUNSELLING
Should you have difficulties with assessment tasks, study techniques, time management, or you need clarification on any of the procedures or guidelines in this book, please discuss with Mrs Bennett, Ms Ryan, Ms Sheehan, your classroom teacher or any staff member with whom you feel comfortable. Seek help early in the HSC course. Avoid putting off concerns until later - they will not go away. We are here to assist you gain success and to do your best. Mrs Robyn Sheehan Mrs Karin Bennett Mr John Baker Year Adviser Deputy Principal Principal
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ASSESSMENT TASK SCHEDULE It is our intention that students will have a maximum of three tasks per week. If you find that you have more than three in a particular week, please notify your teacher or one of the executive.
TERM 4, 2013
TERM 1, 2014
TERM 2, 2014
TERM 3, 2014
1
1
1 DRA 1 BIO, CHE, ENA,
ENS
2
2 2 CHE 2 Asst Free Week
3
3 ENA, ENS 3
3 TRIAL EXAMS
4
4 ENX1, ENX2 4 CAF, SLR* 4 TRIAL EXAMS
5 PHY, ITT 5 ITT 5 ENA, ENS, ITT 5 SLR*
6 BIO, CAF, DAT,
TEX 6
PHY, BIO, CAF,
DRA, SLR* 6 VA, DAT, MAX1 6
SLR, CAF, DAT,
VA
7
MUS, PDH, ENC,
ANH, MAX1, LEG,
BIO*
7 SLR, FT, LEG 7 SS, ENC, TEX, SOC,
MAX2, PDH* 7
PDH, ENC, VD
PHO, ANH, PDH*
8 SS, CHE, PHO,
DRA, TEX, PDH* 8
ENC, VD, PDH,
MUS, BIO* 8
SLR, VA, MAG, VD,
MAT 8
9 SLR, VA, VD, MAG,
MAT, MAX2 9 SLR*, PDH* 9
PHY, PDH, ANH,
BUS, FT, DRA, PHO,
LEG, BIO*
9
10 BUS, FT, SOC 10 HALF YEARLY
ASST PERIOD
10
11
11 HALF YEARLY
ASST PERIOD
SUBJECT CODES
ANH – Ancient History
BIO – Biology
BIO* – Biology (BHS)
BUS – Business Studies
CAF – Community and Family Studies
CHE – Chemistry
DAT – Design and Technology
DRA - Drama
ENA – English Advanced
ENC – English Studies
ENS – English Standard
ENX1 – English Extension 1
ENX2 – English Extension 2
FT – Food Technology
ITT – Industrial Technology Timber
LEG – Legal Studies
MAT –Mathematics Advanced
MAG – Mathematics General
MAX1 – Mathematics Extension 1
MAX2 – Mathematics Extension 2
MUS – Music
PDH – PDHPE
PDH* - PDHPE (BHS)
PHO – Photography and Video
PHY – Physics
SLR – Sport, Lifestyle and Recreation
SLR* - Sport, Lifestyle and Recreation (BHS)
SOC – Society and Culture
SS – Senior Science
TEX – Textiles and Design
VA – Visual Arts
VD – Visual Design
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MY ASSESSMENT TASK SCHEDULE
TERM 4 2013 TERM 1 2014
Week Task Due Date
Handed In
Week Task Due Date
Handed In
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
11
11
TERM 2 2014 TERM 3 2014
Week Task Due Date
Handed In
Week Task Due Date
Handed In
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
11
APPLICATION FOR EXTENSION OF TIME FOR THE COMPLETION OF AN ASSESSMENT TASK
I, …………………………………………………………., formally request an extension of time
for Task No: …………………………………… Subject: …………………………………………..
Nature of task: …………………………………………………………………………………..……
…………………………………………………………………………………………………………
Which is due on: …………………………………………………………………………………….
Reason: ………………………………………………………………………………………………
………………………………………………………………………………………………………….
Candidate‘s Signature: ……………………………………………….. Date: ……………………
Parent/Guardian‘s Signature: ……………………………………….. Date: ……………………
Teacher to fill out Appropriate Section
Approval is given for extension to be granted
Reason: ………………………………………………………………………………………………
New Due Date: ………………………………………………………………………………………..
Approval has not been granted
Reason: ………………………………………………………………………………………………..
Teacher‘s Name and Signature: …………………………………… Date: ……………………..
Head Teacher‘s Signature: …………………………………………. Date: …………………….
Candidate‘s Signature: ……………………………………. Date: …………...
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INDIVIDUAL
SUBJECT
ASSESSMENT
SCHEDULES
13
ANCIENT HISTORY
TASK DATE T4 W7 T1 W10/11 T2 W9 T3 W3/4 T3 W7
TASK TYPE Research, Source
Analysis Half Yearly Exam
Research Structured Response
Trial Examination Research Task
CONTENT Cities of Vesuvius:
Pompeii and Herculaneum
Cities of Vesuvius and New Kingdom
Egypt
Historical Period: Rome Julio-
Claudian All units covered
Personalities in their times:
Agrippina the Younger
OUTCOMES H3.1 – H3.4, H3.6,
H4.1, H4.2 H1.1, H2.1, H3.3, H3.5, H4.1, H4.2
H3.1, H3.3, H3.4, H3.6, H4.1, H4.2
H1.1, H3.2 – H3.6, H4.1, H4.2
H1.1, H2.1, H3.1, H3.3, H3.4, H3.6,
H4.1, H4.2
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and Understanding
40 5 5 20 10
Source-based Skills 15 15 5
Historical Inquiry and Research
35 5 10 5
Communication 20 5 5 5 5
TOTAL VALUE 100 20 15 20 25 20
14
BIOLOGY (Southern Cross School K – 12)
TASK DATE T4 W6 T1 W6 T1 W10/11 T3 W1 T3 W3/4
TASK TYPE Practical
Investigation Research/ Practical
Half Yearly Exam Research/ Practical
Trial HSC Exam
CONTENT 9.2 Maintaining a
Balance 9.3 Blueprint of
Life HSC Mid Course
9.4 The Search for Better Health
HSC Course
OUTCOMES H6, H11, H12, H13, H14, H15
H2, H4, H9, H14 H1 – H16 H1, H3, H6, H11,
H13, H16 H1 – H16
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and Understanding 50 5 5 10 5 15
Planning and Conducting an Investigation
25 5 5 5 10 5
Scientific Thinking, Communication and Problem
Solving 25 5 5 5 5 10
TOTAL VALUE 100 15 15 20 20 30
15
BIOLOGY (Ballina High School)
TASK DATE T4 W7 T1 W8 T1 W10/11 T2 W9 T3 W3/4
TASK TYPE Investigation Practical
Assessment
Practical Records
& Examination Practical Report
Practical Records
& Examination
CONTENT Core 1 Core 2 Core 1 & 2 Core 3 HSC Course
OUTCOMES H8, H10, H12 H6, H11 H1, H4, H5 H3, H9 H2, H7, H13
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and Understanding 50 20 30
Planning and Conducting an
Investigation 25 10 10 5
Scientific Thinking,
Communication and Problem
Solving
25 10 5 5 5
TOTAL VALUE 100 10 10 25 15 40
16
BUSINESS STUDIES
TASK DATE T4 W10 T1 W10/11 T2 W9 T3 W3/4
TASK TYPE Business Case
Study Mid-course exam
Business Research Report
Trial HSC exam
CONTENT Operations Operations
Finance
Human Resources Marketing
All topics
OUTCOMES H1, H4, H5, H8 H9 H2, H4, H6, H8, H9,
H10 H1, H3, H4, H6, H7,
H8, H9 All outcomes
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Knowledge and understanding of course content
40 5 10 10 15
Stimulus-based skills 20 10 5 5
Inquiry and research 20 5 15
Communication of business information, ideas and issues
in appropriate forms 20 5 5 5 5
TOTAL VALUE 100 25 15 35 25
17
CHEMISTRY
TASK DATE T4 W8 T1 W10/11 T2 W2 T3 W1 T3 W3/4
TASK TYPE Research
Half Yearly Exam
Practical & Report
(Titration)
Practical Data Analysis
Trial HSC Exam
CONTENT
Production of Materials
HSC Mid- Course
Acid Environment
Chemical Monitoring & Management
HSC Course
OUTCOMES H10, H11, H12,
H13, H14 H1 – H14, H16
H10, H11, H12, H13
H1, H3, H4, H12, H13, H14
H1 – H14
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and Understanding
50 5 5 5 10 15
Planning and Conducting an Investigation
25 5 5 10 5 5
Scientific Thinking, Communication and Problem
Solving 25 5 5 5 5 10
TOTAL VALUE 100 15 15 20 20 30
18
COMMUNITY AND FAMILY STUDIES
TASK DATE
T4 W6 Plan
T1 W6 Product/Dairy
T1 W10/11 T2 W4 T3 W3/4 T3 W6
TASK TYPE IRP Project Half Yearly Exam Groups In Context Trial Exam Parenting and Caring Support Services Task
CONTENT IRP Plan,
Product, Diary
Research Methodology and Groups In Context
Research Report All topics Long Answer
Questions
OUTCOMES H4.1, H4.2 H1.1, H2.2, H2.3, H3.1, H3.3, H4.1,
H5.1, H6.2
H1.1, H2.2, H2.3, H3.1, H3.3, H5.1
H1.1 – H6.2 H2.2, H3.2, H4.2,
H5.1, H5.2
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Impacts on wellbeing 40 15 5 5 10 5
Planning and applying management processes for
individuals and groups 25 5 5 5 5 5
Research methodology, critical thinking and communicating
35 10 5 5 10 5
TOTAL VALUE 100 30 15 15 25 15
19
DESIGN AND TECHNOLOGY
TASK DATE T4 W6 T1 W10/11 T2 W6 T3 W3/4 T3 W6
TASK TYPE Report Exam Report Trial Exam Report /Folio
CONTENT
Major Design Project Proposal
Management Drawings
Case Study Major Design
Project Outcomes
OUTCOMES H4.1, H4.2, H4.3, H5.1, H5.2, H6.2
H1.1, H1.2, H2.1, H2.2, H3.1, H6.2
H1.1, H1.2, H2.2, H3.1, H5.2
H1.1, H1.2, H2.1, H2.2, H3.1, H6.2
H3.2, H4.1, H4.2, H5.1, H6.1
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Innovation and emerging technologies
40 7.5 20 12.5
Designing and producing 60 20 7.5 12.5 20
TOTAL VALUE 100 20 15 20 25 20
20
DRAMA
TASK DATE T4 W8 T1 W6 T2 W1 T2 W9 T3 W3/4
TASK TYPE Feature Article Group Task Individual Project
Group
Performance Trial Exam
CONTENT Tragedy Australian
Drama Logbook
Group Performance
Australia Drama and Tragedy; Individual and Group Performances
OUTCOMES H3.1, H3.2, H3.3 H1.4, H1.6, H1.8, H1.9
H1.2, H1.3, H2.2 H2.3, H1.6, H1.7 H3.1, H3.2, H3.3
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Making 40 20 10 10
Performing 30 10 10 10
Critically studying 30 20 10
TOTAL VALUE 100 20 20 20 20 20
21
ENGLISH STANDARD AND ADVANCED
TASK DATE T1 W3 T1 W10/11 T2 W5 T3 W1 T3 W3/4
TASK TYPE Reading/writing Listening Oral Viewing/
Representing Exam
CONTENT Area of Study Module A Module B Module C All areas
OUTCOMES 1, 4, 11 4, 6, 10 (12A) 7, 8, 9 2, (2A), 3, 5 1 – 8, 10
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Area of Study 40 25 15
Module A 20 15 5
Module B 20 15 5
Module C 20 15 5
TOTAL VALUE 100 25 15 15 15 30
22
ENGLISH STUDIES
TASK DATE T4 W7 T1 W8 T2 W7 T3 W7
TASK TYPE PowerPoint/
Reflection
PowerPoint Presentation
Multi-modal appropriation of a
media text Travel Itinerary
CONTENT We are Australians Part of the family Telling us all about
it Experience of
Travel
OUTCOMES H1.4, H2.1, H2.3, H3.2, H4.1, H4.2
H1.3, H2.3, H4.2 H1.2, H1.3, H3.1,
H3.2, H4.2 H1.1, H2.2, H3.1,
H3.2
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Knowledge and understanding of various forms of texts
30 10 10 5 5
Skills in reading, listening, viewing, writing, speaking,
representing 30 10 10 5 5
Knowledge and skills in using language
25 5 5 5 5
Skills in planning, working individually and collaboratively
15 5 5 5 5
TOTAL VALUE 100 30 30 20 20
23
ENGLISH EXTENSION 1 (Ballina High School)
TASK DATE T1 W4 T2 W8 T3 W3/4
TASK TYPE Speech Portfolio Trial HSC
OUTCOMES 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3
Knowledge and understanding of complex texts and of how and why they are valued
25 5 10 10
Skills in :
Complex analysis
Sustained composition
Independent investigation
25 10 10 5
TOTAL VALUE 50 15 20 15
24
ENGLISH EXTENSION 2 (Ballina High School)
TASK DATE T1 W4 T2 W5 T2 W9
TASK TYPE Viva Voce Report Draft Version of
Major Work
OUTCOMES 1, 2 1, 2 1, 2
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3
Extensive independent investigation
25 5 10 10
Sustained composition 25 5 5 15
TOTAL VALUE 50 10 15 25
25
FOOD TECHNOLOGY
TASK DATE T4 W10 T1 W7 T2 W9 T3 W3/4
TASK TYPE Research Task Report Practical Task Trial HSC
CONTENT Food
Manufacture Australian Food
Industry Food Product Development
All Year 12 Topics
OUTCOMES H1.1 H1.4, H3.1, H5.1 H4.1, H4.2, H5.1 H1.1, H1.2, H1.3,
H1.4, H2.1
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Knowledge and understanding 20 5 5 10
Researching, analysing and communicating
30 10 10 10
Experimenting with and preparing food by applying
theoretical concepts 30 10 20
Designing, implementing and evaluating solutions
20 10 10
TOTAL VALUE 100 15 30 35 20
26
INDUSTRIAL TECHNOLOGY
TASK DATE T4 W5 T1 W5 T1 W10/11 T2 W5 T3 W3/4
TASK TYPE Folio Folio and
Practical Work Half Yearly Exam
Industry Study written report
Trial HSC Exam
CONTENT Design,
Management and Communication
Workplace Communication. Industry Specific
content and production
Industry specific Industry Specific Industry Specific
OUTCOMES H3.1, H3.2, H3.3, H4.3, H5.1, H5.2
H1.2, H 2.1, H3.1, H4.1, H5.1, H5.2,
H6.1, H6.2
H1.1, H1.2, H2.1, H3.1, H4.2, H5.1,
H5.2, H6.1
H1.1, H1.2, H6.2, H7.1
H1.1, H1.2, H2.1, H3.1, H4.2, H4.3, H6.1, H6.2, H7.1
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Focus Area 40 15 25
Design and production of a quality Major Project
60 23 25 12
TOTAL VALUE 100 23 25 15 12 25
27
LEGAL STUDIES (Ballina High School)
TASK DATE T4 W7 W T1 7 T1 W10/11 T2 W9 3 T W3/4
TASK TYPE Research/Oral Research Examination Research
Essay Examination
CONTENT Crime: Case
Study Human Rights
Half Yearly Examination
Family Law Trial HSC
OUTCOMES H1, H4, H8,
H9, H10 H8 – H10 H1 – H7 H8 – H10 H1 – H7
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and Understanding 60 5 5 5 5 40
Inquiry and research 20 10 5 5
Communication 20 5 5 5 5
TOTAL VALUE 100 20 15 10 15 40
28
MATHEMATICS GENERAL
TASK DATE T4 W9 T1 W10/11 T2 W8 T3 W3/4
TASK TYPE Assignment Formal Exam Class Test Formal Exam
CONTENT
Equations & Linear Functions, Loans & Annuities, Further
Applications of Area and Volume
All work to date
Interpreting Data Sets, Applications of
Trigonometry, Multi-stage events
All work to date
OUTCOMES MG2H1, MG2H3 – MS2H6, MG2H9,
HG2H10 MG2H1 – MG2H10
MG2H1 – MG2H5, MG2H7 – MG2H10
MG2H1 – MG2H10
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Concepts, skills and techniques
50 5 15 10 20
Reasoning and communication
50 10 15 5 20
TOTAL VALUE 100 15 30 15 40
29
MATHEMATICS
TASK DATE T4 W9 T1 W10/11 T2 W8 T3 W3/4
TASK TYPE Assignment Formal Exam Class Test Formal Exam
CONTENT
Quadratics, Probability, Geometrical
Applications of Calculus
All work to date
Trig Functions, Sequences & Series,
Applications of Calculus
All work to date
OUTCOMES H1, H2, H4 – H7, H9 H1 – H9 H1, H2, H4 – H9 H1 – H9
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Concepts, skills and techniques
50 5 15 10 20
Reasoning and communication
50 5 15 10 20
TOTAL VALUE 100 10 30 20 40
30
MATHEMATICS EXTENSION 1
TASK DATE T4 W7 T1 W10/11 T2 W6 T3 W3/4
TASK TYPE Class Test Formal Exam Class Test Formal Exam
CONTENT
Probability, Permutations & Combinations, Polynomials 2,
Binomial theorem, Induction
All work to date
Parametrics, Inverse Functions &
Applications of Calculus
All work to date
OUTCOMES HE2, HE3, HE7 HE2, HE3, HE6, HE7 HE2, HE3 – HE7 HE2 – HE7
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Concepts, skills and techniques
50 5 15 10 20
Reasoning and communication
50 5 15 10 20
TOTAL VALUE 100 10 30 20 40
31
MATHEMATICS EXTENSION 2
TASK DATE T4 W9 T1 W10/11 T2 W7 T3 W3/4
TASK TYPE Class Test Formal Exam Class Test Formal Exam
CONTENT Complex Numbers,
Conics All work to date
Circle Geometry, Inequalities,
Integration, Volumes, Mechanics
All work to date
OUTCOMES E2, E3, E4, E9 E2 – E4, E6, E8, E9 E2, E7 – E9 E2 – E9
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Concepts, skills and techniques
50 5 15 10 20
Reasoning and communication
50 5 15 10 20
TOTAL VALUE 100 10 30 20 40
32
MUSIC
TASK DATE T4 W7 T1 W8 T1 W10/11 T3 W3/4
TASK TYPE Viva Voce Listening &
Performance Half Yearly Exam Trial Exam
CONTENT Musicology Aural and
Performance Composition and Electives 1, 2, 3
Aural and Electives 1, 2, 3
OUTCOMES H2, H5, H6, H11 H1, H7, H8, H9,
H10, H11 H2 – H11 H2 – H11
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Performance Core 10 10
Composition Core 10 10
Musicology Core 10 10
Aural Core 25 10 15
Elective 1 15 5 10
Elective 2 15 5 10
Elective 3 15 5 10
TOTAL VALUE 100 10 20 25 45
33
PDHPE (Southern Cross School K – 12)
TASK DATE T4 W7 T1 W10/11 T2 W8 T3 W3/4 T3 W7
TASK TYPE Research
Report Half Yearly
exam
Research and presentation
task Trial exam
Training program and
analysis report
CONTENT Option 3: Sports
Medicine
Core 1:
Health Priorities
Core 2:
Factors Affecting Performance
All topics Option 4: Improving
Performance
OUTCOMES H8, H13, H16,
H17
H1 – H5,
H14 – H16
H7 – H11, H16, H17
H1 – H3, H7 – H9, H16, H17
H7 – H10, H17
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and understanding
40 5 10 5 15 5
Personal and community health
30 5 5 5 10 5
Critical thinking, research and analysis
30 5 5 10 5 5
TOTAL VALUE 100 15 20 20 30 15
34
PDHPE (Ballina High School)
TASK DATE T4 W8 T1 W9 T2 W7 T3 W3/4 T3 W7
TASK TYPE Scenario Critical Review Critical Review Trial
Examination Case Study
CONTENT Injury
Management Health Priorities
Psychology of Performance
Trial HSC Physical Activity
or Sport
OUTCOMES H1, H5, H14,
H15 H8, H9, H11 H8, H17
H1, H2, H3,
H7 – H10, H17
H7, H8, H10,
H17
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and
understanding 40 5 6 6 20 3
Personal and community
health 30 4 7 5 10 4
Critical thinking, research
and analysis 30 3 5 7 10 5
TOTAL VALUE 100 12 18 18 40 12
35
PHOTOGRAPHY AND DIGITAL IMAGING
TASK DATE T4 W8 T1 W10/11 T2 W9 T3 W7
TASK TYPE
Digital Body of Work
Historical / Critical Study
Practical Examination
Written Response
Collaborative / Individual Project
and Portfolio
Photographic and/or Video project
Reflection
CONTENT Modules: OHS, DI3,
DI5 Modules: OHS,
WP1, WP2, WP3 Modules: WP5, DI5,
V5 Modules: DI6, V6
OUTCOMES M3, M6, CH3 M1, M4, CH2, CH5 M1, M5, CH1, CH4 M2, M4, M5, CH5
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Making 70 15 15 20 20
Critical and historical study 30 5 10 10 5
TOTAL VALUE 100 20 25 30 25
36
PHYSICS
TASK DATE T4 W5 T1 W6 T1 W10/11 T2 W9 T3 W3/4
TASK TYPE Practical
Investigation Practical Analysis
Half-Yearly Exam
Virtual Practical + In-class Question/s
Trial HSC Exam
CONTENT 9.2 Space 9.3 Motors & Generators
HSC Mid-Course
9.4 Ideas to Implementation
HSC Course
OUTCOMES H2, H6, H11,
H12, H13, H14 H2, H9, H12,
H13, H14 H1 – H9 H1, H2, H9, H12 H1 – H14
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and Understanding 50 5 5 10 5 15
Planning and Conducting an Investigation
25 5 5 5 10 5
Scientific Thinking, Communication and Problem
Solving 25 5 5 5 5 10
TOTAL VALUE 100 15 15 20 20 30
37
SENIOR SCIENCE
TASK DATE T4 W8 T1 W11 T2 W7 T3 W3/4
TASK TYPE Practical Research Practical & Research
Trial HSC Exam
CONTENT Lifestyle
Chemistry
Medical Technology-
Bionics
Information Systems
HSC Course
OUTCOMES H2, H11, H12, H13, H14, H15
H3, H4, H5, H12, H13
H1, H11, H13, H14
H1 – H14
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Knowledge and Understanding
50 5 5 5 25
Planning and Conducting an Investigation
25 5 10 10 5
Scientific Thinking, Communication and Problem
Solving 25 5 5 15 5
TOTAL VALUE 100 15 20 30 35
38
SOCIETY AND CULTURE
TASK DATE T4 W10 T1 W10/11 T2 W7 T3 W3/4
TASK TYPE Research Methods Half Yearly Exam Primary and Secondary Research
Trial HSC Exam
CONTENT Continuity and
Change
Continuity and Change Research
Methods Popular Culture
Continuity and Change
Popular Culture Work and Leisure
OUTCOMES H1 – H8, H10 H1, H3 – H9 H2 – H10 H1 – H10
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Knowledge and Understanding
50 10 10 10 20
Application and evaluation of social and cultural research
methodologies 30 10 5 10 5
Communication 20 5 5 5 5
TOTAL VALUE 100 25 20 25 30
39
SPORT, LIFESTYLE AND RECREATION (Southern Cross School K – 12)
TASK DATE T4 W9 T1 W7 T2 W8 T3 W6
TASK TYPE Practical Peer
Teaching Critical Review
Practical Performance and
Exam
Practical Performance and Research Task
Practical Performance and
Exam
CONTENT Sports Coaching &
Training Aquatics Gymnastics
Games Sports Applications II
OUTCOMES 1.1, 1.3, 2.1, 2.2, 3.1, 3.2, 4.2, 4.5
1.1, 1.3, 2.2, 3.1, 3.6, 4.4, 4.5
1.1, 1.3, 2.1,2.2, 3.1, 3.4, 4.4
1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4
Knowledge and understanding 50 10 15 15 10
Skills 50 15 10 10 15
TOTAL VALUE 100 25 25 25 25
40
SPORT, LIFESTYLE AND RECREATION (Ballina High School)
TASK DATE T1 W6 T1 W9 T1 W10/11 T2 W4 T3 W3/4 T3 W5
TASK TYPE Case Study Research
Fitness/Theory Examination Practical Trial Exam Team Games /
Practical
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6
Knowledge and understanding
50 8 2 15 5 15 5
Skills 50 2 8 5 15 5 15
TOTAL VALUE 100 10 10 20 20 20 20
41
TEXTILES AND DESIGN
TASK DATE T4 W6 T4 W8 T1 W10/11 T2 W7 T3 W3/4
TASK TYPE Research and
experimentation
Written, illustrated and oral
presentation Half Yearly Exam
Research and experimentation
Trial Exam
CONTENT Cultural Study &
Textile item
Major Textile Project - proposal. Design inspiration
and drawings
Design, Properties and Performance
Major Textile Project - Fibre, Yarn & Fabric identification,
properties testing
All topics: Design, Properties and Performance,
ATCFAI
OUTCOMES H2.1, H2.2, H2.3 H1.1, H1.2, H1.3 H3.1, H3.2 H3.1, H3.2, H4.1,
H4.2 H3.1, H3.2, H5.1,
H5.2, H6.1
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Knowledge and understanding 50 10 10 15 10 25
Skills in design, manipulation, experimentation, analysis,
manufacture and selection of textiles
50 15 10 5
TOTAL VALUE 100 25 20 15 15 25
42
VISUAL ARTS
TASK DATE T4 W9 T1 W10/11 T2 W6 T2 W8 T3 W3/4 T3 W6
TASK TYPE Class Essay Half Yearly
Exam Class
Presentation Process Diary Trial Exam
Final Body of Work
CONTENT Thematic Unit 1 Critical &
Historical Study Case Study Body of Work
Critical & Historical Study
Final Body of Work
OUTCOMES H7 – H10 H7 – H10 H7 – H10 H1 – H6 H7 – H10 H1 – H6
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5 TASK 6
Art making 50 20 30
Art criticism and art history 50 10 10 10 20
TOTAL VALUE 100 10 10 10 20 20 30
43
VISUAL DESIGN
TASK DATE T4 W9 T1 W8 T2 W8 T3 W2 T3 W7
TASK TYPE Practice Critical/Historical Practice Critical/Historical Practice
CONTENT Diary/Portfolio Designer Study Body of Work
Progress Mark Exam Body of Work
OUTCOMES DM1 – DM6 CH2, CH3 DM1 – DM6 CH1, CH4 DM1 – DM6
COMPONENTS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5
Designing and making 70 20 20 30
Critical and historical studies 30 20 10
TOTAL VALUE 100 20 20 20 10 30
44
STUDY
SKILLS
SUPPORT
45
Self Appraisal Survey
Yes No Sometimes
1. Have you found that senior work differs greatly from junior work?
2. If you answered yes, what are the differences?
the amount of work to get through the difficulty of the work the amount of home time required to keep up
3. Do you feel at the moment that you are coping with the changing demands of senior study?
4. Do you feel you are succeeding in your senior study at this stage?
5. Is the degree of success you are experiencing based upon goals you have set yourself?
6. Do you work to your capacity in all subjects during school time?
7. Are you disruptive in any of your classes?
8. Do you participate in class discussions?
9. Do you leave all lessons confident that you understand the work that has been covered?
10. If not, do you ask the teacher for help?
11. Do you ever seek help from the Year Adviser, School Counsellor or a teacher you feel can help when you have difficulty with particular subjects?
12. Do you spend your study periods, recess, lunch relaxing with your friends?
13. Are you involved in planned school events for your year such as school excursions, extra curricula activities?
Summarise your current feelings about senior school:
I think I am making ____________________________ progress so far because
46
What Kind of Learner are you? Place a tick against those statements that are applicable and a cross for those that do not apply
I remember things better if I write them down
When I think of spellings I picture them in my head
I have to look at someone when they speak to me
I find it difficult to concentrate when there‘s a noise
I like looking at maps and pictures
I am not very good at remembering jokes
I like to doodle and make notes when I learn something new
I am good at thinking of ideas in my head
I remember people‘s faces
I like to make lists
When I get a new idea I like to write it down or draw a picture
I learn a practical skill best by watching someone do it
I love doing crosswords and word searches
Number of ticks for Visual
I remember things better if I hear them
I like to discuss things before I start to work
I work better if I‘m not alone
I would rather hear new things than read about them
I sometimes look out of the window even though I am listening
I don‘t like working on more than one task at a time
I remember people‘s voices
I love telling jokes
I like learning the words of songs and rhymes
I like reading and writing poetry
I remember things by ‗hearing‘ them in my head
I find it hard to picture things in my head
I like reading out loud
Number of ticks for Auditory
I hate listening to instructions – I‘d rather have a go
I don‘t like sitting still
I use my hands to describe things
I like to walk around when I‘m working
My desk looks messy to everyone else but I know where things are
I like to talk out loud when I‘m working
I like to work on projects and designing things
I like to plan my work in my head before I begin
I hate checking my work after I have finished
I sometimes take notes but I never use them
I like to act and do drama
I don‘t mind noise when I work
It sometimes takes me a while to get started on a new project
Total number of ticks for Kinaesthetic
47
How to Study if you are … Visual Draw a map of events in history or draw scientific process
Make outlines of everything!
Copy what‘s on the board
Ask the teacher to diagram
Make notes, make lists
Watch videos
Colour code words, research notes
Outline reading
Use flashcards
Use highlighters, circle words, underline
Auditory Use word association to remember facts and lines
Record lectures
Watch videos
Repeat facts with eyes closed
Participate in group discussions
Use audiotapes for language practice
Tape notes after writing them
Kinaesthetic Study in short blocks
In Science classes, do experiments
Role play
Go on excursions, visit museums
Study with others
Use memory games
Use flash cards to memorise
48
Organising Yourself Being able to organise your time is a key study skill. However, time is only a resource. Once a study timetable is created, what you then do with the time allocated is far more important.
How much Time? Allocate half an hour per evening for every subject that you have had that day. Allocate an extra hour per subject on the weekend.
Arranging and Managing the Time Have a break when you get home from school. Your brain needs time to rest from a full day of learning.
Write in all your non school commitments (ie. sport, work) and family commitments (ie. dinner). You can also include a TV show if you feel you can‘t miss it.
Find a half hour block per subject. Try to avoid studying for more than 1½ hours without a break. (For some students 1 hour will be sufficient)
Here is an example of a study timetable:
TIME MON TUES WED THURS FRI TIME SAT SUN
P1 PDHPE Biology SPORT CAFS DAT
9
SPORT WORK P2 10
P3 English Maths free
English Maths 11
P4 Maths English Maths English 12
P5 CAFS DAT
Biology PDHPE Biology 1 free free
P6 DAT
TRAVELLING HOME FROM SCHOOL 2 Maths CAFS
4 free English
WORK
free
WORK
3 free Biology
5 Maths Maths Maths
4 English free English free English
6 free Biology free
5 PDHPE DAT free CAFS
7 PDHPE TV English CAFS Dinner
6
GO OUT
free
Dinner Dinner Dinner Dinner Maths
8 PDHPE
DAT Maths PDHPE English
7 CAFS CAFS
TV DAT
9 CAFS
free PDHPE free
8 TV free PDHPE Biology
Use the study timetable template on the following page to create a study timetable for week A. An electronic version of the template is available on the school intranet.
49
TIME MON TUES WED THURS FRI TIME SAT SUN
P1 9
P2 10
P3 11
P4 12
P5 1
P6 2
4
3
5
4
6
5
7
6
8
7
9
8
50
Study versus Homework versus Revision There is a difference between homework, assessment tasks and revision.
During the week your focus should be on:
Homework/Assignments
Assessment Tasks
Revision
On the weekend, your priorities should be:
Assessment Tasks
Revision
What is Homework?
Textbook questions
Reading material, eg. novel, article
Assignments
Finishing off work from class
Copying up missed notes
Summarising articles, chapters
Writing up a prac
What is Revision?
Writing a summary of a topic
Highlighting notes
Reading notes from class
Memorising formulae/important facts
Create mindmaps or powerpoints
Rereading articles, chapters…
What is Study?
Study is undertaken prior to exams or tests. When studying for an exam:
Read over your summaries
Look at the mindmaps/powerpoints
Complete past exam papers/questions
Write a list of questions/topic points that you don‘t understand and ASK YOUR TEACHER
51
Organising Assessment Tasks
Scheduling assessment tasks and working on them regularly, rather than just the night before is very important for maximising results and minimising stress.
On the term planner, write in when your assessment tasks are due
Colour code them per subject
For two weeks prior to when the assessment task is due, draw a line with the highlighter indicating that you need to be working on the task at home
Here is an example:
Use the Assessment Schedules in this book and the blank term planner on the next page to plan how you will tackle this term‘s tasks. An electronic version of this template is available on the school intranet.
WEEK MON TUES WED THURS FRI SAT SUN
1
2
3
4
5
6
English PDHPE
7
IPT
8
9
Maths
10
Mod Hist Music
52
TERM 4
WEEK MON TUES WED THURS FRI SAT SUN
1
2
3
4
5
6
7
8
9
10
11
53
Memorisation
Many courses require students to memorise
facts, quotations, formulae or dates. There are
various tricks to memorisation material so that
you can retrieve it in exams.
Memorisation requires that facts are stored in
long term memory. As soon as you learn a fact it
is stored in short term memory. If it is not
transferred to long term memory, you will lose it.
It is during sleep that memories are transferred
from short term memory to long term memory so
try and get at least 8 ¼ hours sleep!
To Memorise:
Overview the material by flicking through your notes
Analyse the topic by writing down headings and sub headings
Visualisation translates study material into mental images for storage in the memory
Use music during study times (one beat per second)
Rest or take a walk after a period of study
Periodically revise study material:
o After 10 minutes
o Next day
o Week later
o Month later
o Before the exam
Memorisation Techniques
Mnemonics – eg. SOHCAHTOA
Rhymes – eg. ―In 1492 Columbus sailed the ocean blue‖
Flash Cards – use postit notes with the question on the front and the fact on the back. Test
yourself or get your friends/parents to test you.
Powerpoints – make a powerpoint of all the ―stuff‖ you need to remember for a particular topic,
make the slides transition automatically and put a song to it. Watch it regularly.
Create a poster of facts/quotes you want to memorise and stick it to the back of the toilet door.
Everyone in the house will memorise the facts.
Create stories to memorise historical events. Make the imagery vivid, including as many
senses as possible.
Read over notes then say them outloud (Auditory)
Write and rewrite facts (Visual)
54
Coping with Study Pressures
By Michele A. Sims, Charles Sturt University
OK, so you have an assignment due tomorrow and you haven‘t started it yet! The teachers are always nagging
that ―you can do better than this, what is happening to you?‖ Exams freak you out. Everyone is on your back to
do this and do that NOW, saying to get a good job or go to university, you must study hard. Why can‘t they
LEAVE YOU ALONE! You know that your school grades are important, but there is too much work to do. You
constantly ask yourself ―What if I fail?‖
If you are feeling like this, there is a good chance you are suffering from that 90‘s phenomenon called STRESS.
Check yourself against the list below to see if you are experiencing these symptoms of stress:
Irritability, tiredness or listlessness
Poor concentration or short term memory
Constant mind thoughts
Lack of tolerance for others (you may not detect that in yourself)
Anxious about little things
Prone to bursts of anger and tears
Depressed, feeling alone, feeling misunderstood
Disturbed sleep
Indigestion, poor appetite
Even though you are unaware, during times of stress your body suffers a great deal of physical ‗abuse‘. For
instance, the brain triggers hormones which are released through the nervous system to change various parts of
your body. Your mouth may become dry, breathing rate increases, blood pressure rises, heart beat speeds up,
sweating occurs, blood diverts to muscles which have become tense, the bowel and bladder suffer irregularities,
the immune system weakens making you susceptible to viruses.
How to overcome stress
The first and most important step is to be AWARE that you are experiencing a stressful period with study
pressures. Do not ignore your situation. Remind yourself that these years are only a small portion of your
life – there is so much of life ahead. Employ techniques that will help you more smoothly get through this
short period of stress. Here are some suggestions:
1. Accept yourself for who you are – your STRENGTHS and WEAKNESSES, successes and failures.
RESPECT yourself. Don‘t dwell on past mistakes – they are gone. LIVE NOW.
2. Set REALISTIC GOALS – don‘t try to be the best all the time. Give yourself REWARDS when you achieve
those goals. Continue to give yourself ENCOURAGEMENT.
3. Take TIME OUT to be alone with your thoughts and do the things you really enjoy; eg playing sport, singing,
dancing, playing the guitar, listening to CD‘s. Give yourself an ALLOCATED time for these activities each
week – and stick to the schedule (but don‘t spend too much time on these activities at the expense of your
commitments).
4. When faced with a dilemma, do what you think is MORALLY RIGHT, that will make you happy.
5. Take PRIDE in what you achieve. Don‘t listen to that self-doubt talk in your head (or what other people might
say).
6. Make a TIMETABLE of things to do: school, homework, study, watching TV, meals, sport/leisure, household
responsibilities.
7. Identify PRIORITIES:
i) what is important and must be done now
ii) what is important but can wait until tomorrow
iii) what is unimportant but you cannot avoid doing now
iv) what is unimportant and can wait until much later.
MAKE A LIST of things to do today and cross them off as you do them.
8. Learn to RELAX, perhaps practise yoga/meditation or tai chi.
9. Maintain a HEALTHY DIET, especially filled with vitamin B (whole wheat bread, yogurt, wheat germ,
eggs, yeast) and carbohydrates for energy. Avoid alcohol, cigarettes and drugs.
10. Get plenty of fresh air, exercise and SLEEP. A tired body wants to sleep but a tired mind never does.
Even if the exam is tomorrow and you haven‘t studied all that you can, a late night ‗pouring over the
books‘ will not make the material ‗sink in‘ any faster and is more likely to cause stress.
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The Chocoholics Guide to Writing and Formatting Writing well is easily one of the most sought-after and useful skills in the business world. Ironically,
it is also one of the rarest and most undervalued skills among students, and few teachers have the
time to teach writing skills effectively. What follows is a handful of tips and general principles that
will help you develop your writing skills and ultimately strengthen the clarity and focus of your
written pieces. Good writing is not limited to context or writing style, so these guidelines will serve
to assist you in whatever written practices you engage with in the future.
Pace yourself
Far too many students start their papers the night before they are due
and write straight through until their deadline. Most have even deceived
themselves into thinking they write best this way. They don‘t. Teachers
give out assignments early for a reason: so that you have ample time to
plan, research, write and revise a paper. Taking advantage of that time means that not only will
you produce a better paper but you‘ll do so with less stress and without losing a night of sleep the
evening of the due date.
Although you often only receive two weeks‘ notice prior to an assessment task, you should be
familiar with the estimated time of assessment tasks each term. You would also by now be familiar
with the fact that teachers teach with the impending assessment task in mind, so if you are up-to-
date with your study and revision, the concept of your assessment task will be very familiar to you.
When receiving a task, allow time over the course of time to adequately
research, plan, write and proof read in order to maximise marks.
Plan, then write For some reason, the idea of planning out a paper strikes fear deep into the
hearts of most students — it‘s as if they consider themselves modernist artists
of the word and any attempt to direct the course of their brilliance would sully
the pure artistic expression that is their paper. This is, in a word, is naive. Every
committed writer begins with a plan or outline. This could be a mindmap, a list of dot points to
cover, a statement of purpose or an image of what your composition with look like.
Whatever form it takes, an effective outline accomplishes a number of things. It provides a ruler to
measure your progress against as you‘re writing. It acts as a reminder to make sure you cover your
topic as fully as possible. It offers writing prompts when you get stuck. A good outline allows you to
jump back and forth, attacking topics as your thinking or your research allows, rather than waiting
to see what you write on page two before deciding what you should write about on page three.
Finally, having a plan at hand helps keep you focused on the goals you‘ve set for the paper,
leading to better writing than the ―making it up as you go along‖ school of writing to which a lot of
students seem to subscribe.
Start in the middle
One of the biggest problems facing writers of all kinds is figuring out how to
start. Rather than staring at a blank screen until it‘s burned into your retinas
trying to think of something awe-inspiring and profound to open your paper
with, skip the introduction and jump in at a main paragraph. You can always
come back and write another paragraph at the top when you‘re done. As it
turns out, those that leave their introductions and conclusions until the end
often have a more focused and precise lead-in and ending.
Write crappy first drafts Give up the fantasy of writing sterling prose in your first go-around. Write secure in the knowledge
that you can fix your mistakes later. Don‘t let the need to look up a fact or to think through a point
get in the way of your writerly flow — just put a string of x‘es or a note to yourself in curly brackets
{like this} and move on. Ignore the rules of grammar and format — just write. You can fix your
mistakes when you proofread. What you write doesn‘t matter, what you rewrite is what matters.
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Don’t plagiarise Plagiarism is much more than lifting essays off the Internet — it‘s copying phrases from a site
without including a reference and enclosing the statement in quotes, it‘s summarising someone
else‘s argument or using their data without noting the source, it‘s including anything in your paper
that is not your own original thought and not including a pointer to where it comes from; this
includes images, graphs and research data. Avoid ever using another person‘s work in a way that
even suggests it is your own.
Be sparing in your use of other people‘s work, even properly cited. A paper that is essentially a
string of quotes and paraphrases with a minimum of your own words is not going to be a good
paper, even though each quote and paraphrase is followed by a perfectly formed reference. The
general rule is if you are quoting any more than three consecutive words from another source, then
you are plagiarising.
Follow directions wisely Make sure your paper meets the requirements spelled out in the assignment. The number one
question most students ask is ―how long does it have to be?‖ Generally this is outlined in your
assessment criteria, but often a level of projected expectation is required. For example, you may be
given an English essay without a considered word length. An appropriately-lengthed essay for
Standard students would be 4+ pages – or roughly 750 – 1000 words; for Advanced students, 5-6
pages or roughly 1000-1200 words. Remembering that at the end of year exam, an essay will need
to be completed in 40 minutes.
Avoid Wikipedia I admit, Wikipedia is becoming a more reputable and reliable source of information but I
cringe when students cite Wikipedia in their papers, especially when they use the worst
possible introductory strategy: ―According to Wikipedia, [subject of paper] is [quote from
Wikipedia].‖ Wikipedia — and any other general-purpose encyclopaedia — is really not a
suitable source for HSC or university-level work. It‘s there as a place to look up facts
quickly and to gain a cursory understanding of a topic, Wikipedia is where you should
start your research, but the understanding that forms the core of a good paper (or nearly
any other kind of paper) should be much deeper and richer than Wikipedia offers.
Focus on communicating your purpose Revise your paper at least once, focusing on how well each line directs your reader towards the
understanding you‘ve set out in the thesis or introduction. Every sentence should direct your reader
towards your conclusion. Ask yourself, ―Does this sentence add to my argument or just take up
space? Does it follow from the sentence before, and lead into the following sentence? Is the topic
of each paragraph clear? Does each sentence in the paragraph contribute to a deeper
understanding of the paragraph‘s topic?‖ Revising your paper is where the magic happens — when
you‘re done with your first draft, your understanding of your subject will be much greater than it
was when you started writing; use that deeper knowledge to clarify and enrich your writing.
Proofread Proofreading is a separate thing entirely from revising and should be the last
thing you do before declaring a paper ―finished‖. This is where you‘ll want
to pay attention to your grammar — make sure every sentence has a
subject and a verb, and that they agree with each other. Fix up all the
spelling errors, especially the ones that spell-checking misses (like
―there‖ and ―their‖, and spell check to European rather than American spelling to eliminate z‘s).
One good trick is to proofread your paper backwards —This forces your brain to look at each word
out of its original context, which means that your memory of what you wanted to write won‘t get in
the way of seeing what you actually did write.
Conclude something. Don‘t confuse a ―conclusion‖ with a ―summary‖. The last paragraph or two should be the
culmination of your argument, not a rehash of it. Explain the findings of your research, propose an
explanation for the data presented, point out avenues for future research, or point out the
significance of the facts you‘ve laid out in your paper. The conclusion should be a strong resolution
to the paper, not a weak recap. tacked on to pad out the page count.
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Word Processing Tips
NOTE: If your teacher‘s instructions are different from the following guidelines, always follow your
teacher's directions and style preferences.
In general, avoid getting carried away with fancy fonts for any work that is to be handed in for a
grade. Use the standard - Times New Roman, or Arial 12 point. If you want more variety, use
bold or italics - both are better than underlining - or, make the font size larger or smaller for
more variety.
Don't underline book or journal or movie titles; use italics instead or single quotation marks
instead. Underlining is no longer used in this context; it is an old holdover from the past when
typewriters couldn't type italic letters. Today, underlining refers to http links on the web.
Headings should be larger than the body of the text and avoid setting them in all caps. Set
headings in bold or italic if you need to make them stand out more.
Use only one space after a punctuation mark, not two. [The two-space rule is an old holdover
from the days of typewriters and is no longer used.]
Always put end punctuation inside quotation marks.
Keep text left-justified. Don‘t right- or full-justify text as this creates uneven spaces between
your words, making reading difficult.
Don‘t set large amounts of text in italics, bold or ALL CAPS. It looks awkward and is hard to
read.
Avoid using all caps, especially in email where it is considered SHOUTING! Lower case is
much easier to read.
Reference according to your teacher‘s instruction or use the Harvard system if a style has not
been specified.
Ignorance is no excuse when it comes to plagiarism. If in doubt, acknowledge the source.
There are severe penalties in universities and business organisations if plagiarism is found in
your work.
The proper way to type ellipses is to put a space between each dot . . . like so. Then begin your
next sentence after one space. Do not do this...
Always 1.5 line space essays. Indent the first line of each paragraph, using the Tab key, not
the space bar. Always use Tab to line up numbers, dates and text, especially in resumes.
NEVER use the spacebar for extra spaces, or you'll have a mess every time your document is
modified or connected to a different printer.
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Examination Techniques
Before the Exam
Revision of work should be active revision, not just reading over notes.
Practise writing examination answers under exam conditions.
Create a study timetable for each week identifying your revision and homework schedule and
time allocations. Plan your study timetable carefully.
Vary your studies and your method of studying to prevent boredom and lapses in concentration.
Timetable breaks after an hour.
Modify your study timetable to fit in with your exam timetable.
Practise answering old exam questions. Note the instructions, selection of questions, timing and
structure of the exam. Have your teacher mark your work. Identify your strengths and
weaknesses.
Refer to your teacher if you need assistance.
Adequate rest, recreation and relaxation are essential in the exam period
Be positive – have a positive approach and confident outlook.
During the Exam
Organise yourself – have all equipment to be used in the exam ready well beforehand.
Arrive early. Being in control will have you in the right frame of mind.
Don‘t panic - practice relaxation. Take long, slow, deep breaths.
Complete the necessary documentation – eg. exam number, centre number, etc.
Read the exam instructions and questions carefully (eg. reading – 10 minutes, multiple choice
– 30 minutes, essays – 40 minutes, checking time – 10 minutes).
When you are allowed to start writing jot down any ideas that spring to mind; write down any
relevant formulae you usually have trouble remembering; start with the easiest questions. Doing
short answer questions first can help you relax. Longer questions need more concentration.
Select carefully – note the structure of the exam and choose your questions carefully. Use a
tick system for selection of essays.
Underline or highlight directive terms and key words and phrases.
Stick to your time allocation – it is relatively easy to gain the first ten to fifteen marks out of
twenty in any question. It is harder to gain the marks from fifteen onwards.
Answer the question! Analyse what the question requires. Stick to relevant information.
Continually refer to the question to ensure you are answering correctly.
For multiple choice type questions – don‘t waste time if you can‘t answer them. Unless there is
a penalty for incorrect answers, guess. Consider all the alternatives and eliminate those which
are incorrect. Select the best answer form the remainder.
Rule of thumb:
o One mark – write a topic sentence.
o Two marks – write a topic sentence and support the statement.
o More than two marks – write a topic sentence, explain your statement, support your
explanation with details and examples.
Checking – have a final checking period at the end of the exam to ensure you have completed
the questions required and to correct any errors.
Finally – if your memory fails you halfway through a question, leave a space and go on to
something else. There may be time later to complete the question.
If you run out of time, outline the method you would have used or the main points you would
have discussed.
After the Exam
Forget the exam – you have finished it. Concentrate on the next exam timetabled. Save ―post-
mortems‘ until later.
After the exams are over, assess your performance in the exams. Identify your strengths and
weaknesses and plan strategies to improve your performance (eg. overcome flaws in your
study timetable, improve your essay technique, improve your summaries, ask your teacher for
help).
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Glossary of Key Terms
Syllabus outcomes, objectives, performance bands and examination questions have key words
that state what students are expected to be able to do. A glossary of key words has been
developed to help provide a common language and consistent meaning in the Higher School
Certificate documents. Using the glossary will help teachers and students understand what is
expected in responses to examinations and assessment tasks.
Account Account for: state reasons for, report on.
Give an account of: narrate a series of events or transactions.
Analyse Identify components and the relationship between them; draw out and
relate implications.
Apply Use, utilize, employ in a particular situation.
Appreciate Make a judgement about the value of.
Assess Make a judgement of value, quality, outcomes, results or size.
Calculate Ascertain/determine from given facts, figures or information.
Clarify Make clear or plain.
Classify Arrange or include in classes/categories.
Compare Show how things are similar or different.
Construct Make; build; put together items or arguments.
Contrast Show how things are different or opposite.
Critically
(analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and
understanding, logic, questioning, reflection and quality to
(analysis/evaluation).
Deduce Draw conclusions.
Define State meaning and identify essential qualities.
Demonstrate Show by example.
Describe Provide characteristics and features.
Discuss Identify issues and provide points for and/or against.
Distinguish Recognise or note/indicate as being distinct or different from; to note
differences between.
Evaluate Make a judgement based on criteria; determine the value of.
Examine Inquire into.
Explain Relate cause and effect; make the relationships between things
evident; provide why and/or how.
Extract Choose relevant and/or appropriate details.
Extrapolate Infer from what is known.
Identify Recognise and name.
Interpret Draw meaning from.
Investigate Plan, inquire into and draw conclusions about.
Justify Support an argument or conclusion.
Outline Sketch in general terms; indicate the main features of.
Predict Suggest what may happen based on available information.
Propose Put forward (for example a point of view, idea, argument, suggestion)
for consideration or action.
Recall Present remembered ideas, facts or experiences.
Recommend Provide reasons in favour.
Recount Retell a series of events.
Summarise Express, concisely, the relevant details.
Synthesise Putting together various elements to make a whole.