st gregory’s college campbelltown · · 2016-10-31important hsc information ... what procedures...

ST GREGORY’S COLLEGE

CAMPBELLTOWN

2017 HSC

Student Assessment

Handbook

IMPORTANT HSC INFORMATION ........................................................................................................... 1

Purpose of School Assessment ........................................................................................................... 1

Eligibility Requirements for the Higher School Certificate .................................................................... 1

Accumulation of the Higher School Certificate .................................................................................... 2

Repeating Courses ............................................................................................................................. 2

University Admission .......................................................................................................................... 3

HSC ASSESSMENT GUIDELINES ........................................................................................................... 5

What procedures are followed by students submitting hand-in tasks? ................................................ 5

What procedure is followed for students submitting hand-in tasks after the end of Recess

on the due date, without good reason? ......................................................................................... 5

What procedures are followed, if a student is absent from an assessment task due to illness? ............ 5

What procedures are followed, if a student is absent from a task due to severe personal

or family hardship? ...................................................................................................................... 7

What procedures are followed, if a student is absent from a task due to approved leave

(including holidays, Work Placement and representative sport? .................................................... 7

What procedures are followed for the endorsement of student leave? ................................................. 7

What procedures are followed if a student fails to submit or to complete a task? ................................ 8

What procedures are to be followed for providing adequate notice (in writing) for tasks? .................... 8

What procedures are to be followed for students absent from school when assessment

information is given out? ............................................................................................................. 8

What procedures are to be followed if a student is absent from an examination? ................................ 9

What non-assessment periods will be built into the assessment calendar?. .......................................... 9

What are procedures relating to malpractice? .................................................................................... 10

When will a student be deemed to have completed course requirements? ......................................... 11

What is the result of an ‘N’ determination? ………………………………………………………………………..11

What is the procedure for handling Assessment Ranking Appeals? ................................................... 12

ASSESSMENT IN VOCATIONAL EDUCATION COURSES ................................................................. 13

What will happen if Work Placement is not completed by a student? ................................................. 13

How will Work Placements be organised? .......................................................................................... 13

How will an appropriate time for Work Placement be arranged? ........................................................ 13

HONESTY IN HSC ASSESSMENT - THE STANDARD .......................................................................... 15

COMMENCING THE HSC COURSE: TIPS FOR STUDENTS ................................................................ 17

Your Responsibilities ........................................................................................................................ 17

Student Rights and Responsibilities at St Gregory’s College .............................................................. 17

Table of Contents

APPENDIX I Student Assessment Form ....................................................................................................................... 19

APPENDIX II

Student Appeal Form .......................................................................................................... 21

APPENDIX III Official Warning Letters for Preliminary HSC and HSC Candidates ......................................................... 23

APPENDIX IV

Glossary of Key Words ........................................................................................................ 27

APPENDIX V

“Work to Be Completed – Student Leave” form. ................................................................... 31

APPENDIX VI

Homework Guidelines ......................................................................................................... 35

APPENDIX VII

A Student’s Guide to Academic Integrity ............................................................................. 38

APPENDIX VIII

Assessment Schedules ....................................................................................................... 43

1

IMPORTANT HSC INFORMATION

Purpose of School Assessment

The assessment marks submitted by the school for each course are intended to indicate your achievements at the end of the HSC course. The assessment marks are based on:

• a wider range of syllabus outcomes than can be measured by the external examination, although internal assessment must cover all the objectives measured by the examination;

• multiple measures and observations made throughout the HSC course rather than at a single, final examination.

Measuring your achievement at points during the course provides a better indication of your achievement than a single examination. It increases the accuracy of your final assessment of achievement by using multiple measures. It caters for any knowledge and skills outcomes that are better assessed in specific settings (eg research, fieldwork or practical skills), thus broadening the base of the assessment. Your assessment marks submitted by the school reflect the knowledge and skills objectives of the course and the related outcomes.

Your final assessment mark (at the end of all HSC assessments) will be forwarded to the Board of Studies and will be reported on the HSC Course Report. The mark will reflect the rank order and relative differences in student achievement. It is imperative therefore that you are thoroughly prepared for each task.

Eligibility Requirements for the Higher School Certificate

To be eligible for the award of the Higher School Certificate you must have:

(i) successfully completed Stage 5 or such other qualifications as the Board of Studies considers satisfactory;

(ii) attended a government school, an accredited non-government school, an institute of TAFE or a school outside NSW recognised by the Board;

(iii) satisfactorily completed courses that comprise the pattern of study required by the Board for the award of the Higher School Certificate;

(iv) sat for and made a serious attempt at the required Higher School Certificate examination(s).

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Pattern of Study

To qualify for the Higher School Certificate you must satisfactorily complete 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:

• at least six units of Board Developed Courses; • at least two units of a Board Developed Course in English; • at least three courses of two unit value or greater (either Board Developed or Board Endorsed Courses); • at least four subjects.

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

Accumulation of the Higher School Certificate

You may accumulate HSC courses towards the Higher School Certificate over a period of up to five years. Preliminary courses may also be accumulated. The five-year period will commence in the first year you complete an HSC course. It will apply regardless of whether you defer your studies for one or more years during the five-year period. Accumulation of HSC courses cannot extend beyond a five-year period. This five-year period is a ‘rolling period’ and students wishing to go beyond the five years will have the earliest year’s presentation deleted. Students who are accumulating courses for the Higher School Certificate will receive a Record of Achievement for each calendar year of study. These cumulative transcripts will record all Preliminary and HSC courses satisfactorily completed in the previous five years, including repeat attempts. On completion of the accumulation, all requirements must have been met for both the Preliminary and HSC patterns of study.

Repeating Courses

You may repeat one or more HSC courses, but you must do so within the five-year accumulation period. The most recent attempt will be eligible for inclusion by UAC in the calculation of an ATAR.

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University Admission

In 2009 the UAI (University Admission Index) was changed to the Australian Tertiary Admission Rank (ATAR), which is the common name that all states (except Queensland) have adopted for their university selection index. Other states started using the name ATAR in 2010. The number given to the maximum rank in NSW and the ACT was also changed with the introduction of the ATAR. The highest rank will now be an ATAR of 99.95, as opposed to a UAI of 100. This means NSW and ACT students will now be in line with their interstate peers, where the top rank is 99.95. Achieving an ATAR of 99.95 is the same as achieving a UAI of 100 – you are in the top ranked group of students. Your ATAR indicates your position in relation to the Year 7 students in your cohort, rather than the Year 10 group. As a consequence, the majority of students will receive a slightly higher ATAR than the equivalent UAI. Tables comparing UAIs and ATARs are available on UAC’s website. For all students, these changes will have very little effect. The scaling process will be the same, the rank order of students will be the same, and the same applicants will be selected for the same courses. Any small change in an ATAR compared to a UAI will see an equivalent change in the course cut-off. To be eligible for an ATAR a student must complete at least 10 units (including at least two units of English) of Board Developed Courses for which there are formal examinations conducted by the Board of Studies. The Board Developed Courses must include at least three courses of two units or greater and at least four subjects. AN ATAR will be based on an aggregate of scaled marks in 10 units of Board Developed Courses comprising the best two units of English and the best eight units from the remaining units, subject to the provision that no more than two units of Category B courses be included. (For further information visit the Universities Admissions Centre website at www.uac.edu.au) An ATAR may include units accumulated by a candidate over a total time span of five years. If a candidate repeats a unit, only the latest attempt will be available for inclusion in an ATAR. Students wishing to have an ATAR calculated must advise the school at the time of HSC entry.

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HSC ASSESSMENT GUIDELINES

What procedures are followed by students submitting hand-in

tasks?

In most cases, students submit tasks down the shute located in Student Services before the end of Recess on the date that the task is due.

NOTES

1. All tasks must be submitted inside the yellow assessment envelope provided. The envelope has a Student Assessment Form printed on one side. Part A must be completed. (These envelopes are issued by subject teachers, but spares are available at Student Services).

2. Tasks cannot be submitted on USB drives (known also as thumb drives) or via e-mail, unless the teacher gives specific instructions, in writing, to this effect.

What procedure is followed for students submitting hand-in

tasks after the end of Recess on the due date, without good

reason?

These tasks are submitted directly to the subject teacher or the KLA Coordinator. A penalty of 20% per day* of the total available mark is deducted for the late submission of tasks, including those handed in after recess on the due date (*Saturday and Sunday are included as two days). For example, Assignment X:Total available mark = 40

Student’s mark = 30

Penalty: One day late = 20% of 40 Convert 30/40 to a mark out of 100, then subtract 20 marks (20% of 100).

Student’s mark of 30/40 = 75/100

- one day late = 75-20 = 55/100 = 55%

What procedures are followed, if a student is absent from an

assessment task due to illness?

If a student is too ill to attend school, he MUST supply a medical certificate, or a penalty applies. A note from a parent or a carer is NOT sufficient.

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1. Hand-in tasks

On the first day that a student returns to school after illness, he must complete Part B of the Student Assessment Form, and he must attach this form to his medical certificate. The Student Assessment Form, and the task, must be given to the subject teacher or the KLA Coordinator before the commencement of Period 1. The subject teacher must show the KLA Coordinator the late task, Student Assessment Form and medical certificate. Then, the KLA Coordinator makes a judgement as to whether correct procedure has been followed, and, after that, he/she files the paperwork. Penalties: If the medical certificate covers all dates, on which the student was absent, and if he has followed all of the abovementioned requirements, no penalty is applied. However, 20% of the available mark must be deducted for each day of lateness, if it is determined that correct procedure has not been followed by the student. Example: A student who has been absent submits his task during Recess to the subject teacher on the first day that he returns to school. This would result in the imposition of a 20% penalty because he should have done this before the commencement of Period 1.

2. In-class tasks

On the first day that a student returns to school, the student must complete Part B of the Student Assessment Form, and he must attach this form to his medical certificate. The Student Assessment Form must be given to the subject teacher or the KLA Coordinator before the commencement of Period 1. For ‘in-class’ tasks, the teacher consults the KLA Coordinator, who decides from the following options (providing that the student has followed correct procedure):

1. Issuing the student with an estimate, which would be calculated at the end of the course 2. Allowing the student to sit an alternative task (sat as soon as possible after the student

returns to school) 3. Allowing the student to sit the original task (NOTE: This occurs only if the KLA

Coordinator is convinced that no advantage can be gained by the student, over other students. This depends on the nature of the task. For example, if the questions were supplied to all students before the task was due to be sat, then the task may be valid.)

Penalties: If the medical certificate covers all dates, on which the student was absent, and if he has followed all of the abovementioned requirements, no penalty is applied. However, 20% of the available mark must be deducted for each day of lateness, if it is determined that correct procedure has not been followed by the student. If a KLA Coordinator believes that there is reason to apply discretion, he/she discusses this immediately with the Director of Teaching and Learning.

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What procedures are followed, if a student is absent from a task

due to severe personal or family hardship?

In such cases, the subject teacher and the KLA Coordinator clarify the situation with the relevant Year Coordinator and the Director of Teaching and Learning. Every effort is then made to ensure that no student is disadvantaged in such a case. As soon as possible, after the student returns to school, he completes Part B of the Student Assessment Form, attaches a letter (signed by a parent or a carer), explaining the nature of his absence, and submits this paperwork to the subject teacher or the KLA Coordinator.

What procedures are followed, if a student is absent from a task

due to approved leave (including holidays, Work Placement and

representative sport?

If leave has been approved, the subject teacher, in consultation with the KLA Coordinator, has the following options:

- Have the student complete the hand-in task prior to the leave commencing. - Have the student complete the examination before (but on the scheduled day) the

rest of his class / cohort. - Grant an extension (for hand-in tasks). - Have the student complete an alternative task (particularly for in-class tasks). - Issue the student with an estimate.

NOTE: Leave, which is taken without approval, results in penalties being applied, if an assessment task is affected.

What procedures are followed for the endorsement of student

leave?

The parent / carer of the student must write a letter to the Director of Students, applying for leave. The Director of Students considers the application, in consultation with the Director of Teaching and Learning, and the relevant Year Coordinator. Should leave be approved a ‘Work to be Completed – Special Leave’ form is issued. It is the responsibility of the student to approach the teachers of all affected assessment tasks and examinations. The form is also used to collect class work, which would be missed due to the leave. The form is then signed by the Director of Teaching and Learning for final approval.

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What procedures are followed, if a student fails to submit or to

complete a task?

This results in:

1. a zero mark being awarded; and 2. an ‘Official Warning’ letter being sent to parents / carers. The acknowledgment slip,

and a copy of the letter, must be returned by the student, and it is then filed by the Director of Teaching and Learning.

It is the expectation of the Board of Studies that students attempt all prescribed assessment tasks, even if they are to be awarded a zero mark for a given task. NOTE: Please refer to Appendix II for a sample of an ‘Official Warning’ letter.

What procedures are to be followed for providing adequate

notice (in writing) for tasks?

The school will publish a HSC Assessment Handbook at the commencement of the course each year. It will contain assessment schedules for each course offered giving a broad timeframe in which the task will be due. An assessment calendar showing the exact date that tasks are due will be published. At least two weeks’ notice of the details of a task should be given.

What procedures are to be followed for students absent from

school when assessment information is given out?

Students are responsible for checking, upon their return to school, if any assessment notifications have been issued. Failure to do so will not be grounds for an appeal.

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What procedures are to be followed if a student is absent from

an examination?

The student must ring the Year Coordinator before 8:30am on the day of the examination or sooner if he knows he will miss an examination. Failure to do so could result in a zero mark awarded. On the first day the student returns to school, he must provide a medical certificate to the KLA Coordinator before 8:30 am and complete Parts A and B of the ‘Student Assessment Form’ (available from Student Services). It is the student’s responsibility, on the first day he returns to school, to make arrangements with the Year Coordinator and KLA Coordinator and to sit the examination(s) missed. The examination will be sat on:

- the first day the student returns to school, OR - the first gap in the student’s examination timetable, OR - at a time negotiated with the relevant KLA Coordinator(s).

It may be necessary to sit an alternative or modified examination. This decision will be made by the KLA Coordinator (always ensuring that no student is advantaged or disadvantaged by the process).

What procedures are to be followed for the awarding of

extensions?

Extensions are likely to be rare occurrences and can only be issued by KLA Coordinators. Extensions of time should only be awarded in such cases as endorsed leave or illness (proven with a medical certificate) or family hardship. Students should apply for extensions at least three days before a task is due, except in exceptional circumstances. In most cases, an extension will not be granted for student error or for technological difficulties.

What non-assessment periods will be built into the assessment

calendar?

The following will be assessment free: - One week before scheduled exam periods and one week after - The Thursday before or Tuesday after a boarders’ long weekend - The first day of a term - The first or last week of a calendar year - Afternoons (period 5) on days when students attend TAFE - Two weeks prior to the HSC Trials and one week after the HSC Trials - One week prior to the final date where final assessments (Year 12) are due to the Director of

Teaching and Learning

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What are the procedures for dealing with student appeals after

an assessment item?

Students should be encouraged to always try to resolve any concerns over marks with their teacher or the teacher responsible for marking that task. If that is not possible, the student should consult the relevant KLA Coordinator. Appeals cannot be made because a student disagrees with a mark awarded. They must have clear grounds for an appeal. If a student still wishes to appeal a mark or grade on a particular task (after discussing the matter with his teacher or marker and/or KLA Coordinator) he must approach the Director of Teaching and Learning to provide reason(s) for the appeal and to obtain an Appeal Form (these forms are also available via Student Services. The student must submit this completed Appeal Form within two school days of the return of the marked task. No consideration will be given to an appeal that does not follow this procedure and time frame.

What are procedures relating to malpractice?

All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be the work of the student. Malpractice is defined as: any activity that allows students to gain an unfair advantage over other students. It includes, but is not limited to:

• copying someone else’s work in part or in whole and presenting it as a student’s 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

a student’s own • submitting work to which another person such as a parent, coach or subject

expert has contributed 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 examination rules • using non-approved aides during an assessment task • contriving false explanations to explain work not handed in by the due date • assisting another student to engage in malpractice.

“If the malpractice is proven, a zero mark should be considered for that task. In some circumstances, the school may decide to administer a substitute task with significantly different supervision. Whatever approach is taken the penalty should be appropriate to the seriousness of the offence.” HSC Assessment in a standards-referenced framework: A Guide to Best Practice Wherever a zero mark is awarded for malpractice, the Subject Coordinator will issue an ‘Official Warning’ letter (see Appendix II) to the student.

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When will a student be deemed to have completed course

requirements?

(i) 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 met the following course completion criteria:

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

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

(ii) If the Principal determines that the above course completion criteria are not being met, a student

will be given written warning in sufficient time to correct any problems regarding satisfactory completion of course requirements. A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then deem that the student has not met the requirements for that course.

(iii) A student will have the right to appeal to the school against this determination. If unsuccessful, a student may appeal to the Board. The Principal must advise students of this right and explain the appeal process.

(iv) Where it is determined that a student has not satisfactorily completed a course, he will receive no

results in that course. Until a student receives results in 12 Preliminary units and 10 HSC units he will not be eligible for the award of a Higher School Certificate.

NOTE: The Principal may determine that, as a result of absence, the course completion criteria may not be met. If this occurs an ‘Official Warning’ letter will be issued to the student.

What is the result of an ‘N’ determination?

Any course for which the Principal makes an ‘N’ determination will not appear on any Board credential.

Students who receive an ‘N’ determination in any Preliminary course may be permitted to proceed to the HSC course provisionally while concurrently satisfying any outstanding Preliminary course requirements.

Students who receive an ‘N’ determination in any HSC course will have neither an assessment mark nor an examination mark awarded for that course in that year.

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What is the procedure for handling Assessment Ranking

Appeals?

(i) After the final HSC examination, a student can obtain his rank order for assessment in each course via Students Online or from the school. If a student feels that his placement in any course is not correct, he should talk to his teacher and the student may apply to the Principal for a review/appeal. (ii) There is no provision for a review of marks awarded 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 the Board’s requirements as detailed in the relevant syllabus; and/or

(b) the procedures used by the school for determining the final assessment mark conform with its stated assessment program; and/or

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

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ASSESSMENT IN VOCATIONAL EDUCATION COURSES

Vocational Education courses are competency based courses. The Board of Studies & Educational Standards NSW (BOSTES) and the Australian Skills Quality Authority (ASQA) requires that a competency based approach to assessment be used. Assessment of competencies is criterion referenced. This means that a participant’s performance is judged against a prescribed standard. A student is judged either as ‘competent’ or ‘not yet competent’. This judgement is made on the basis of evidence, which may be in a variety of forms- through observation on the completion of projects, class presentations, examinations and activities performed on Work Placement. Competency based assessment is based on the requirements of workplace. The Competency Record Book forms a permanent record of all units and elements of competency demonstrated by the students undertaking courses within the framework VET courses. Achievement of elements of competency will be progressively recorded in the student’s log book.

What will happen if Work Placement is not completed by a

student?

Students undertaking vocational courses should note that Work Placement is compulsory. Failure to complete the work placement component of their VET courses will result in the student not satisfactorily completing the course. The student’s HSC may then be in jeopardy.

How will Work Placements be organised?

Students must use Work Placements approved by the Work Placement Coordinator. Students will receive a VET Student/Parent information pamphlet distributed by the Diocese of Wollongong outlining Work Placement requirements. Employers participating in this program have been briefed about the program and are aware of their obligations regarding Child Protection legislation, Occupational Health and Safety and insurance details.

How will an appropriate time for Work Placement be arranged?

In selecting a time and location for Work Placement, students must consider the following points:

i. Being on Work Placement is not an excuse for missing an assessment task or for late submission of a task. In choosing work placement dates, students must refer to the assessment calendar. They then must supply the Work Placement Coordinator with three weeks that are free of assessments. The Work Placement Coordinator will endeavour to book a student’s Work Placement in one of these weeks.

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ii. Should a Work Placement clash with an assessment task it is the student’s responsibility to

approach his teacher(s) of any subject(s) that are affected. The student must negotiate alternative arrangements for the completion of any disrupted task(s). Options for the teacher to consider include: an extension, an alternative task or having the student complete the task prior to the Work Placement commencing.

iii. A zero mark will be awarded for tasks not completed due to failure to follow appropriate Work Placement procedures.

iv. Once dates for Work Placement have been nominated by a student they will not be changed except in legitimate circumstances as this inconveniences employers and other schools.

v. Students can use their casual employment for Work Placement if it is directly related to the subject. An application for ‘Recognition of Prior Learning’ (RPL) must be attained from the VET Coordinator and completed by the student’s employer.

vi. Students must complete and submit all paperwork regarding Work Placement to confirm their place and avoid losing the placement to another student or school.

It is the student’s responsibility to follow the procedures for Work Placement as outlined in the Work Placement Booklet.

VET courses offered for 2015/2016

1. Construction 2. Metals and Engineering 3. Primary Industries

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HONESTY IN HSC ASSESSMENT-THE STANDARD

This standard sets out the Board of Studies NSW requirements concerning students submitting their own work in HSC assessment. Candidates for the Higher School Certificate, as well as their teachers and others who may guide them, are required to comply with the standard.

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

Each student's mark will be determined by the quality of the work produced by the student only. To demonstrate honesty, any component of a student's work that has been written, created or developed by others must be acknowledged in accordance with the Board's subject specific documentation. Use or inclusion of material from other sources such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and learning do not require formal acknowledgement.

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. The Board of Studies NSW treats allegations of malpractice very seriously and detected malpractice will limit a student's marks and jeopardise their HSC. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own. Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, the Board of Studies NSW will report matters to the Independent Commission Against Corruption.

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COMMENCING THE HSC COURSE: TIPS FOR STUDENTS

Your Responsibilities

NOTE: A HSC Assessment Handbook will be provided to you as soon as possible after the commencement of the HSC course (Term 4, 2015). This will contain Assessment Schedules for each subject and HSC assessment rules and Regulations.

An Assessment Calendar (containing dates that all tasks are due) will be issued for Term 4, 2015 and another Calendar will be issued for Terms 1-3, 2016.

IT IS YOUR RESPONSIBILITY to follow the assessment rules as outlined in the HSC Assessment Handbook. Failure to do so may jeopardise your assessment mark for a particular task and possibly your HSC (in the worst of cases).

You are reminded of the following extract from the College document…

Student Rights and Responsibilities at St Gregory’s College

As a student I have the following rights:

Values My rights come with the following responsibilities; I need to:

To learn from my teachers and to develop and nurture a lifelong love of learning

Respect Commitment Persistence Responsibility

* Listen attentively and respectfully in class * Follow teacher instructions * Actively participate in the range of learning activities made available to me * Give my best effort * Complete homework, assignments and assessment tasks * Enable others to learn without distraction * Obtain and maintain all resources for each subject Examples:

Submit tasks by due dates

Arrive to class on time

Be prepared with all work and resources

Avoid moving about the classroom or creating noise unless instructed to do so

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At the commencement of the HSC course, you are encouraged to ask your teachers for:

All relevant pages from the HSC section of the syllabus including an overview page of the HSC course.

The Scope & Sequence for each subject (i.e. Information on the approximate duration of each topic).

Clear guidelines on the format of the HSC paper from the relevant syllabus (NOTE: The HSC Specimen Paper for your subject is the best indicator of how the HSC paper will look).

During the teaching of the HSC Course, you are encouraged to ask your teachers for:

An explanation of which Key Words (from the BOS Glossary of Key Words) are most relevant to your subject’s HSC paper. (What do they mean? How should questions containing these Key Words be answered? Etc).

Assistance in developing a Glossary list for each topic.

Assistance with keeping track of completed sections of the syllabus (NOTE: All parts of a HSC topic need to be covered. Good idea to tick them off as you go).

Practice questions to assist you to prepare for each section of the HSC paper

Leading into exam periods, you are encouraged to ask your teachers for:

Guidelines on what you should revise.

Useful tips on how you should revise (revision techniques most suitable for that subject & suitable revision questions).

Advice on the details of the exam such as: length, number of sections, type of questions (e.g. multiple choice, short answer etc).

Leading into assessment tasks, you are encouraged to ask your teachers for:

An explanation of the task.

A set of marking guidelines showing how the task will be assessed.

At least 10 days notice of the specific details of an assessment task

(Note: Students are notified of dates of tasks well in advance via the Assessment Calendar).

After examinations and assessment tasks, you are encouraged to ask your teachers for:

Feedback on strengths / areas for improvement.

Sample answers (where possible).

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APPENDIX I

Student Assessment Form

ASSESSMENT RULES - REMINDERS

What procedures are to be followed if a student is absent from an assessment task due to illness?

1. Hand in Tasks On the first day a student returns to school after illness, he must complete Part B of the Student Assessment Form and attach a medical certificate. The Student Assessment Form, and the task, must be given to the subject teacher or subject coordinator before period 1 commences.

2. In-class tasks

On the first day a student returns to school, the student must complete Part B of the Student Assessment Form and attach a medical certificate. The Student Assessment Form, must be given to the subject teacher or subject coordinator before period 1 commences.

NOTE: An alphabetical list of teaching staff is available on the notice board in Student Services. This shows the location of staff during Home room

If a student is too ill to attend school, they MUST supply a medical certificate or a penalty will apply. A note from a parent or carer will NOT be sufficient.

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STUDENT ASSESSMENT FORM

PART A: SUBMISSION OF ALL COMMON ASSESSMENT TASKS Section A must be completed every time an assessment task is submitted. . Student’s name: __________________________________ Homeroom: _________________ Subject: _________________________________________ Due date: ___________________ Subject Teacher’s name: _________________________________________________________

Task description / number: _______________________________________________________ _____________________________________________________________________________

PART B: EXPLANATION OF ABSENCE / LATE SUBMISSION OF COMMON ASSESSMENT TASKS Section B is only to be used if a student needs to explain one of the following:

Absence from an assessment task Absence from an examination

Failure to complete a set assessment task Lateness for an assessment task

Other

Give details (attach a note if more room required): __________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Medical certificate attached

(Note: Your medical certificate must be dated to cover the day(s) absent

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APPENDIX II

Student Appeal Form

What are the procedures for dealing with student appeals after

an assessment item?

Students should be encouraged to always try to resolve any concerns over marks with their teacher or the teacher responsible for marking that task. If that is not possible, the student should consult the relevant KLA Coordinator. Appeals cannot be made because a student disagrees with a mark awarded. They must have clear grounds for an appeal. If a student still wishes to appeal a mark or grade on a particular task (after discussing the matter with his teacher or marker and/or KLA Coordinator) he must approach the Director of Teaching and Learning to provide reason(s) for the appeal and to obtain an Appeal Form (these forms are also available via Student Services. The student must submit this completed Appeal Form within two school days of the return of the marked task. No consideration will be given to an appeal that does not follow this procedure and time frame.

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STUDENT APPEAL FORM This form must be completed and submitted to the Director of Teaching and Learning within two school days of the return of the marked task.

.

Student’s name: _________________________________ Homeroom: _______________

Subject: _________________________________________ Due date: ________________

Subject Teacher’s name: ______________________________________________________

Task description / number: ___________________________________________________

__________________________________________________________________________

Reason(s) for appealing (attach a note if more room required): __________________________ _______________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Office use only Date Received: _________________________ Action to be taken: ___

_______________________

23

APPENDIX III

Official Warning Letters for Preliminary HSC and HSC

Candidates

24

«Date» «Title» «Last_Name» «Address» «City» «State» «Post_Code» Dear «Title» «Last_Name»

OFFICIAL WARNING NON-COMPLETION OF A HIGHER SCHOOL CERTIFICATE COURSE

I am writing to advise that your son «student_full_name» is in danger of not meeting the Course Completion Criteria for the Higher School Certificate course in «course». The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the «first_or_second» official warning we have issued concerning «course». A minimum of two course-specific warnings must be issued prior to a final ‘N’ determination being made for a course. Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

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

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

Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. To date, «student_first_name» has not satisfactorily met «a_b_or_c» of the Course Completion Criteria. The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for «student_first_name» to satisfy Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed/achieved. Please discuss this matter with «student_first_name» and contact the College if further information or clarification is needed. Yours sincerely Class Teacher/KLA Coordinator Year Coordinator Director of Teaching & Learning Principal

25

- 2 -

To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by «student_full_name».

Task Name/Course Requirements/Course

Outcome

Date(s) Task(s) Course Requirements(s) Initially Due (if

applicable)

Action Required by students

Date to be completed by (if applicable)

«Task_Name»

«Task_Date» «action» «Date_to_be_completed_by»

.....................................................................................................................................................

St Gregory's College

Please detach this section and return to the College

Requirements for the satisfactory completion of a Higher School Certificate Course.

I have received the letter dated «Date» indicating that «student_full_name» is in danger of not having satisfactorily completed «course».

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

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

Parent/Guardian’s signature: Date: Student’s signature: Date:

27

APPENDIX IV

Glossary of Key Words

28

Glossary of Key Words – Why the focus?

What is the Glossary?

A list of 35 key words that are frequently used in the HSC These words are all verbs that indicate to students what a given question requires them to do.

Where does the list come from? The list appears at the end of The New Higher School Certificate – Assessment Support Document (1999) issued by the Board of Studies. Why is it necessary to for students to be familiar with these words and their

application?

The above document states that this glossary “has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.” It has become apparent, following the 2001 examinations, that students are not always aware of what a question requires them to do. These terms supply the directive within questions. If students are familiar with what these words actually mean in the context of a question they will be far better prepared to formulate an answer. The focus in teaching HSC subjects is always on the knowledge and skills that a student must attain in order to attempt the exam in any given subject. It is crucial that some time be spent developing the skill of reading and attacking a question competently in order to give each student every chance of success.

Glossary of Key Words

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 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

29

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analysis/evaluate)

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

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

31

APPENDIX V

“Work to Be Completed” – Student Leave Form

What procedures are to be followed for the endorsement of

student leave (including holidays, Work Placement and

representative sport)?

The parent / carer of the student must write a letter to the Director of Students applying for leave. The Director of Students will consider the application in consultation with the Director of Teaching and Learning and the Year Coordinator. Should leave be approved a ‘Work to be Completed – Special Leave’ form will be issued. It is the responsibility of the student to approach the teachers of all assessment tasks and examinations effected. The form is also used to collect class work that will be missed due to the leave. The form is then to be signed off by the Director of Teaching and Learning for final approval.

32

STUDENT NAME: ______________________________________ HOMEROOM: ___________

ST GREGORY’S COLLEGE SPECIAL LEAVE FORM - WORK TO BE COMPLETED

DAYS TO BE ABSENT: __________________ UNTIL _____________________ (TOTAL DAYS = ______ )

SUBJECT (Student to list)

WORK TO BE COMPLETED (As directed by teacher)

ASSESSMENT TASKS AFFECTED? (see reverse of this sheet for alternative

arrangements)

TEACHER’S SIGNATURE

DIRECTOR OF TEACHING & LEARNING______________ YEAR COORDINATOR_______________ PARENT___________

33

STUDENT NAME: ______________________________________ HOMEROOM: ___________

ARRANGEMENTS REGARDING ASSESSMENT TASKS MISSED DURING ABSENCE

SUBJECT TASK DETAILS (Original date / type of task

/ weighting etc)

ALTERNATIVE ARRANGEMENT (Highlight one)

ALTERNATIVE DETAILS (Original date / type of task /

weighting etc)

Negotiate an earlier date for submission (Note: Does not

apply to tests / exams)

Completion when he returns to school. Alternative task

Estimates (ONLY if other arrangements cannot be made) Other(Please specify):


apply to tests / exams) Completion when he returns to school.

Alternative task Estimates (ONLY if other arrangements cannot be made)

Other (Please specify):

Negotiate an earlier date for submission (Note: Does not apply to tests / exams)


Estimates (ONLY if other arrangements cannot be made)

Other(Please specify):


apply to tests / exams)


Estimates (ONLY if other arrangements cannot be made) Other(Please specify):

ANY OTHER SPECIAL ARRANGMENTS/CONSIDERATIONS:

___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

DIRECTOR OF TEACHING & LEARNING______________ YEAR COORDINATOR_______________ PARENT___________

35

APPENDIX VI

HOMEWORK GUIDELINES

36

HOMEWORK GUIDELINES

Homework is defined as any activities (school-related) that students are asked to complete outside of lesson time.

Why is homework important?

Research shows that students who complete homework regularly usually do better at school.

How much time should I spend on homework?

Students may need more or less time to complete tasks depending on how quickly they work. Approximate time allocation:

Year Group Amount/Subject Amount/Night Amount/Weekend Weekly total

Years 7 & 8 15 mins 45-90 mins* 1-2 hrs 6 – 9 hrs

Years 9 &10 20 mins 1-2 hrs* 2-3 hrs 8 – 12 hrs

Years 11 &12 20-30 mins 2-4 hrs* 3-6 hrs 12 – 26 hrs

*Students are expected to allocate a minimum of 15 minutes each night to READING.

NOTE: No homework will be set on Boarders’ long weekends.

How can I help myself with homework?

Students can help themselves by: writing down all details of homework they are set in their school diaries; being aware of the importance of homework and of the school's homework policy; recording due dates for tasks and major assignments in their diaries; planning their homework task completion appropriately - not leaving work to the last minute; seeking assistance from teachers, parents or caregivers when difficulties arise; ensuring their homework is completed to a high standard; showing their homework commitments and teachers' expectations to their parents or

caregivers; and developing an effective individual study timetable; and submitting assigned work punctually.

What are the different types of homework?

1. Teacher-directed homework

Practice exercises (Reviewing, revising and reinforcing newly acquired skills)

Preparatory homework (Getting ready for future lessons)

Extension assignments (Encouraging students to pursue interests individually and imaginatively)

37

2. Student-directed homework

Students always have homework to complete, even if specific homework has not been allocated by a classroom teacher. The following table lists some ways that students can use homework time to become independent, self-directed learners.

Reading 15 minutes (minimum) of reading per night from a

variety of materials (books, newspapers, magazines, school

related texts etc). Strategies: Read to someone; Have someone read to you; Read to yourself for 15 mins just before you go to sleep; Read a novel a month.

Revising Make study notes / study guides for work covered in class and as preparation for upcoming tests /

quizzes

Note: all SGC students have access to:

www.studyskillshandbook.com.au User name: forstgregsonly

Password: 60results

Reflecting Reflection / Journal writing

E.g. What did I learn today? What did I learn this week?

What were the 5 most important points from today’s

lesson?

Extending Choose areas of interest related to what you are

learning in class.

Strategies: Identify extension questions that you would like to know the answers to. Research

and present to your teacher.

Practising Practise skills learnt in or outside of

school

E.g. Music practice; Sport training; Skills learnt in subjects such as:

Visual Arts, Industrial Technology or Computing.

Teaching Teach / demonstrate to a

parent / carer something that you have learnt.

Note: You have to understand it to be able to teach it.

Questioning Identify gaps in your

understanding. What am I having trouble understanding?

Strategies: List questions you

need to clarify with your teacher; ask a parent / carer

for help; try your own internet searches for explanations.

Helping Help your parent / carer with activities around the house.

Examples: Do the shopping whilst managing a budget

(Commerce/Maths); Fix something (using skills learnt in Industrial

Technology).

Completing assignments Work on assignments set by teachers.

Strategies: Use the Assessment Calendar to help you plan. Start well before the due date. Ask a

parent / carer to proof your draft.

Acknowledgement: Adapted from Ian Lillico’s Homework and the Homework Grid booklet.

http://www.studyskillshandbook.com.au/

38

APPENDIX VII

A STUDENT’S GUIDE TO ACADEMIC INTEGRITY

39

A STUDENT’S GUIDE TO ACADEMIC INTEGRITY

In order to complete your assignments effectively and maximise your marks, your work must have academic integrity. This means that your work must be your own and that you must acknowledge the resources that you have used to help you in creating that work.

Achieving academic integrity involves being aware of three distinct areas:

Avoiding plagiarism Accurate referencing Compiling a bibliography

You also need to master the skills associated with each of these areas. When issuing you with Assessment Tasks throughout the year, your teachers will discuss these areas with you and provide information to help you achieve academic integrity in your work.

A. AVOIDING PLAGIARISM

What is Plagiarism?

Plagiarism refers to the taking and using of someone else's words or ideas and passing them off as your own. It is dishonest, unethical and can be illegal.

As it is a form of stealing, plagiarism carries heavy penalties.

(You may receive zero for an assignment that has been plagiarised to a substantial degree.)

Whenever you use the words or ideas of another person in your work, you must acknowledge where those words or ideas came from.

Common Forms of Plagiarism

The following are all examples of plagiarism that will carry a penalty at St. Gregory's:

Copying, cutting and pasting text from an electronic source and submitting it as your own work.

Downloading an assignment from an online source and submitting it as your own work.

Buying, stealing or borrowing an assignment and submitting it as your own work. Completely copying a section of a book, an article or encyclopedia and submitting it

as your own work. Copying “word for word” from a source without using quotation marks. Using the words of someone else and presenting them as your own.

40

Why Do Students Plagiarise?

It is fair to say that not many students plagiarise intentionally. Most do so out of carelessness, laziness or a lack of understanding of what plagiarism is.

All published material, broadcast items and items found via electronic media were created by someone else. That means it “belongs” to them and is part of their intellectual property. Taking words, ideas and/or images without giving the creator/s credit is the same as taking their physical property. Just as there would be consequences for stealing someone’s belongings or material possessions, there are also penalties for taking intellectual property.

You need to acknowledge the creator and/or source even if you:

paraphrase (or put into your own words) the words used in the original text

take someone else’s ideas and express those in your own language

use graphics from a particular source

How Do I Avoid Plagiarism?

Plan your work and begin writing your assignments well before they are due. Leaving assignments until the last minute doesn't give you enough time to research, read, comprehend, form your own ideas and then write the required response.

Don’t “cut and paste” text directly from an electronic resource into your assignment. You need to create your own response. Make a note of the 'address' or URL of webpages and the date you accessed the material. For example, I accessed the University of NSW’s Learning Centre, Academic Skills Resources http://www.lc.unsw.edu.au/onlib/plag.html on February 28, 2006 to help me to compile this information, so I would need to acknowledge that as the primary source of my ideas.

Use quotation marks when you are copying “word for word”. This will signify that you are using the thoughts or ideas of another person or source.

Learn how to reference properly. All resources that you’ve used during the researching and writing of your assessment task should appear in a bibliography or reference list at the end of your assignment. You should also acknowledge your sources within your assignment.

(This is outlined in the next section.)

41

B. ACCURATE REFERENCING

The Harvard System is the preferred method for students at St. Gregory’s to use in referencing their work.

This system requires you to include three pieces of information about a source within the text of your work. This information is:

- the name of the author or authors - the year of publication - the page number*

(*when the information/idea can be located on a particular page and also when you are quoting directly.)

This information can be presented in several ways, but examples of the two most common forms are given below:

- According to Brooks and Jennings (2006, p.35) one major effect of exercise on the circulatory system is “an increase in the heart rate of participants …”

- During exercise, you would expect that the heart rate of the participant would increase. (Brooks & Jennings, 2006, p.35)

You would then need to include information about the book, The Science of the Circulatory System, by Brooks and Jennings at the end of your assignment in your complete list of references (bibliography).

C. COMPILING A BIBLIOGRAPHY

At the end of your assignment, you must include a List of References or Bibliography. This is a list of all the books, journal articles, encyclopaedia’s, websites and other sources of information you have referred to.

Accurate referencing and compiling a bibliography is a lengthy process. You must account for this in your overall time management.

Your list of references should be laid out alphabetically by author surname, not by text title. For example, the book by Brooks & Jennings would be listed before an internet article by Lantz. A Sport Science textbook by Dent would appear between those two entries.

Full bibliographical information about each source must be included and details must be given in the following order:

1. author's surname and initial(s) 2. year of publication 3. title of publication (in italics and with minimal capitalisation) 4. publisher 5. place of publication

So, your bibliography would look something like this:

42

Brooks, E & Jennings, A (2006) The Science of the Circulatory System Dominion Press, Sydney. Dent, S (1999) Sport Science for Year 9 Hodder Academic, Melbourne. Lantz, J (2004) Anatomy and Physiology 101, AAA Educational Services,

viewed 3 March 2006, <http://www.aaa.edu.au/aap101/circsys.html>.

Remember: If you’re unsure about how to reference something correctly, check with your teacher or the school’s librarian.

Source : University NSW Learning Centre, Academic Skills Resources,

viewed Feb 28, 2006 <http://www.lc.unsw.edu.au/onlib/plag.html>

43

Appendix VIII

Assessment Schedules

44

AGRICULTURE Assessment Components, Weightings and Tasks

Task 1 Task 2 Task 3 Task 4 Task 5

Nature of Task Hand up Report Hand up Report Half Yearly Exam In Class Test Trial HSC

Date Term 4, 2017

Week 6 Term 1, 2017

Week 5 Term 1, 2017 Weeks 9 & 10

Term 2, 2017 Week 9

Term 3, 2017

Week 3/4

Outcomes 2.1 4.1 2.1 2.2 3.2 3.3 ALL 3.4 4.1 5.1 ALL

Assessment Component Weighting %

Knowledge and Understanding – factors that interact and impact on

Agricultural systems 5 10 5 5 15 40

Knowledge and Understanding and skills in Agricultural management

and use of technology. 5 10 5 5 15 40

Skills in effective research, experimentation and

communication. 5 5 10 20

TOTAL 15 20 15 10 40 100

45

BIOLOGY Assessment Components, Weightings and Tasks

Task 1 Task 2 Task 3 Task 4

Nature of Task Research Model Half- Yearly Exam Experiment Analysis Trial HSC

Date Term 4

16 November 2016 Term 1, 2017 Weeks 9/10

Term 2, 2017 Week 8

Term 2, 2017 Weeks 3/4

Outcomes H11 H12 H14 H15

H6 H7 H8 H9 H1 H2 H4 H5 H10

H11 H12 H15

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

Assessment Component Weighting

%

Knowledge & understanding 20 20 40

Skills in planning & Conducting First-hand Investigations &

Communicating information 15 15 30

Skills in Scientific Thinking, Problem Solving & Communicating

Conclusions 5 15 10 30

TOTAL 20 20 30 30 100

46

BUSINESS STUDIES Assessment Components, Weightings and Tasks


Topic Human Resources Finance/

Human Resources Marketing All Topics

Nature of Task Hand-in Research Assignment (h/i)

Half-Yearly Examination

(i/c)

Business Research and Related In-Class Task

(i/c)

Trial HSC Examination (i/c)

Date

Term 4 2016

Week 8 30 November

Term 1 2017 Weeks 9/10

Term 2 2017

Week 7


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

H9 H10

Assessment Component

Weighting %

Knowledge and Understanding

5 15 5 15 40

Stimulus Based Skills 5 5 10 20

Inquiry & Research 10 10 20

Communication of Business Information, Ideas and

Issues 5 5 5 5 20

TOTAL 20 25 25 30 100

47

CHEMISTRY Assessment Components, Weightings and Tasks


Nature of Task First Hand

Investigation Half Yearly Exam Experiment Analysis Trial HSC

Date Term 4

17 November 2016 Term 1, 2017 Weeks 9/10

Term 2, 2017 Week 8


Outcomes H2 H3 H6 H7 H8 H9

H10 H12 H13 H14 H15

H2 H3 H6 H7 H8 H9 H10 H12 H13 H14 H15

H2 H3 H4 H5 H6 H8 H11 H12 H13 H14

H15 H1 H6 H7 H8 H9 H10


%

Knowledge & Understanding 10 10 20 40

Skills in Planning & Conducting First-hand Investigations &

Communicating Information 15 15 30

Skills in Scientific Thinking, Problem-solving & Communicating

Conclusions 5 10 5 10 30

TOTAL 20 20 30 30 100

48

DESIGN AND TECHNOLOGY Assessment Components, Weightings and Tasks


Nature of Task Case Study Innovation

Research and Resource

Analysis MDP

Oral Presentation-

Evaluation and Justification of

MDP

Trial Examination

Date Term 1, 2017

Week 5

Term 1, 2017

Week 8

Term 2, 2017 Week 7

Term 3, 2017 Week 3/4

Outcomes H1.2 H2.1 H2.2

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

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

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


%

Designing and Producing 20 35 5 60

Innovation and Emerging Technologies 15 25 40

TOTAL 20 15 35 30 100

49

ECONOMICS Assessment Components, Weightings and Tasks


Task 5

Nature of Task

Research and Related In Class

and Hand-in Short Response

(i/c)

Research and Related In-Class

Extended Response (i/c)

Half-Yearly Examination (i/c)

Research, Interpretation,

Application, Communication (h/i)

Trial HSC Examination

(i/c)

Date Term 4, 2017

Week 9 29 November 2016

Term 1, 2017

Week 5 (i/c)

Term 1, 2017 Week 9/10

(i/c)

Term 2, 2017 Week 8

(h/i)


(i/c)

Outcomes H1 H2 H7 H8 H9

H11 H1 H2 H5 H6 H7 H8 H9 H10 H11

H1 H2 H5 H6 H7 H8 H10 H11

H1 H2 H5 H6 H7 H8 H9 H10 H11 H12

H1 H2 H3 H4 H5 H6 H7 H8

H10 H11


Weighting %

Knowledge and Understanding of course

content 5 5 10 5

15 40

Stimulus Based Skills 5 5

10 20

Inquiry and Research 5 5 10

20

Communication of economic information, ideas and issues

in appropriate forms 5 5 5

5 20

TOTAL 15 15 20 20

30 100

50

ENGLISH – ADVANCED Assessment Components, Weightings and Tasks

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

Nature of Task

Viewing/ Representing (In class and

hand in)

Writing (In class)

Speaking (Exam Period))

Listening (In class)

Reading (In class)

Trial HSC Exam

Reading/Writing

Date Term 4, Week 8

2016 29 November

Term 1, Week 5 2017

Term 1, 2017 Weeks 9 and 10

Term 2, Week 4 2017

Term 2, Week 9 2017

Term 3, Weeks 3 and 4

2017

Outcomes H1 H3 H5 H8 H9

H10 H1 H8 H11

H1 H2 H3 H6 H7 H8 H10 H12 H13

H2a H4 H6 H10 H12a

H3 H6 H7 H9 H1 – H12


Weighting %

Listening 15 15

Speaking 15 15

Reading 15 10 25

Writing 10 20 30

Viewing/ Representing

15 15

TOTAL 15

(Module A) 10

(AOS) 15

(AOS) 15

(Module B) 15

(Module C)

30 (AOS 15

Module 15) 100

51

ENGLISH EXTENSION 1 Assessment Components, Weightings and Tasks

Task 1 Task 2 Task 3

Nature of Task ORT explication and

imaginative response (Class Presentation)

Extended Critical Analysis (In Class)

Trial HSC Examination (2 Hour Exam)

Date Term 4

Week 7 2016 21 November 2016

Term 2 Week 2 2017

Term 3 Weeks 3 and 4 2017

Outcomes H1 H2 H3 H4 H1 H2 H3 H1 H2 H3


Knowledge and Understanding

of complex texts and of how and why they are valued

5 10 10 25

Skills in: Complex analysis sustained composition independent investigation

10 10 5 25

TOTAL 15 20 15 50

NB. This is a one unit course and as such will be awarded a final mark out of 50.

52

ENGLISH STANDARD Assessment Components, Weightings and Tasks

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

Nature of Task Reading (In class)

Writing (In class)

Speaking (Exam Period)


(In class)

Listening (In class)

Trial HSC Exam Reading/Writing

Date Term 4 Week 8

29 November 2016 Term 1 Week 5

2017 Term 1 Weeks 9

and 10 2017 Term 2 Week 4 Term 2 Week 9

Term 3 Weeks 3 and 4

Outcomes H1 H3 H6 H10 H1 H8 H11 H2 H6 H7 H8 H10

H12 H13 H4 H7 H8 H11 H3 H5 H9 H11 H1-H12


Weighting %

Listening 15 15

Speaking 15 15

Reading 15 10 25

Writing 10 20 30


15 15

TOTAL 15

(Module B) 10

(AOS) 15

(AOS) 15

(Module C) 15

(Module A)

30 (AOS 15 Module

15) 100

53

ENGLISH STUDIES Assessment Components, Weightings and Tasks


Nature of Task Design/Exam Essay Creative Writing Essay Travel Itinerary

Date Term 4 Week 8 29 November

2016

Term 1 Week 8 2017

Term 2 Week 5 2017

Term 2 Week 9 2017

Term 3 Week 5 2017

Outcomes

H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H3.1 3.2 H4.1 4.2

H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H4.1 4.2

H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H3.1 3.2

H1.1 1.2 1.3 1.4 H2.1 2.3 2.3

H1.1 1.2 1.3 1.4 H2.1 2.3 2.3 H3.1 3.2 H4.1 4.2


Weighting

%

Knowledge and understanding of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning.

5 5 5 10 5 30

Skills in reading, listening and viewing and in writing, speaking and representing.

5 5 5 10 5 30

Knowledge and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

5 10 10 25

Skills in planning and working individually and collaboratively 5 5 5 15

TOTAL 15 20 20 20 25 100

54

GEOGRAPHY Assessment Components, Weightings and Tasks


Nature of Task Research Task and Extended Response

(i/c)

Half-Yearly Examination

Fieldwork (h/i) Trial HSC

Examination

Date Term 4 Week 9

7 December 2016

Term 1 Week 10

2017

Term 2 Week 7

2017

Term 3 Week 4 2017

Outcomes H1 H4 H5 H6 H7 H8

H9 H10 H11 H12 H13

H1 H2 H3 H4 H5 H6 H7 H10 H11

H12 H13

H1 H3 H5 H6 H7 H8 H9 H10 H11

H12 H13

H1 H2 H3 H4 H5 H6 H7 H10 H11

H12 H13


Weighting %

Knowledge and understanding of course content

10 15 15 40

Geographical tools and skills 5 5 10 20

Geographical inquiry and research, including fieldwork

5 15 20

Communication of geographical information,

ideas and issues in appropriate forms

5 5 5 5 20

TOTAL 20 25 25 30 100

55

HISTORY – ANCIENT Assessment Components, Weightings and Tasks


Nature of Task Source Based Test Research Essay Log Book, Report,

Narrated Presentation.

Trial HSC Examination

Date Term 4, Week 7

23 November 2016 (i/c)

Term 1, 2017

Week 7 (h/i)

Term 2, 2017

Week 7 (h/i)

Trial Exam Period

Outcomes H3.1 H3.2 H3.3 H3.4

H3.5 H4.1 H1.1 H2.1 H3.4 H3.6

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

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

Assessment Component Syllabus

Weighting %

Knowledge and Understanding 5 5 10 20 40

Source based skills 10 5 5 20

Historical Inquiry and Research 10 10 20

Communication of Historical understanding in appropriate

forms 10 5 5 20

TOTAL 15 25 30 30 100

56

HISTORY – MODERN Assessment Components, Weightings and Tasks

Task 1

World War I Task 2

National Study Task 3

Personality

Task 4 Trial

Nature of Task Source Analysis Research and in-class

Essay Perspectives and

Interpretations Task

Examination

Date

Term 4, Week 9

29 November 2016

Term 1 2017 Week 3

Term 2 2017 Week 3

Term 3 2017

Outcomes

H1.1 H1.2 H3.3 H3.4

H4.1

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

H1.1 H3.1 H3.2 H3.4 H3.5 H4.2

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

H3.4 H4.1 H4.2


Knowledge and Understanding of course

content 5 5 10

20

40

Source based skills 10

10

20

Historical enquiry and research

15 5

20

Communication of historical understanding

in appropriate forms 5 15

20

TOTAL 15 25 30 30 100

57

INDUSTRIAL TECHNOLOGY TIMBER AND

MULTIMEDIA

Assessment Components, Weightings and Tasks


Nature of Task Major project

Design and Planning

Practical Task Industry Report Trial HSC

Date Term 4, 2016

Week 5 Term 1, 2017

Week 4 Term 1, 2017

Week 9 Term 3, 2017

Weeks 3/4

Outcomes H3.1,

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

H1.1, H1.2, H1.3, H7.1,

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

H6.1, H7.1, H7.2


%

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

10 20 10 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

20 10 10 20 60

TOTAL 20 20 30 30 100

58

INFORMATION PROCESSES and TECHNOLOGY



Nature of Task Information

System Project Part 1 (h/i)

Examination (i/c)

Information Systems Project Part 2 (h/I & i/c)

Research task (h/i)

Examination (i/c)

Date Term 4 Week 5

Friday 11 November 2016

Examination period

Term 2 Week 8 Friday 16 June

2017

Term 3 Week 1 Friday 21 July 2017

Examination period

Outcomes H1.1 H1.2 H2.1

H4.1 H5.1

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

H5.2

H2.2 H3.2 H5.1 H5.2 H6.1 H6.2

H7.1 H7.2

H1.1 H2.1 H3.1 H4.1

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

H5.2 H6.2

Assessment Comp0onent

Weighting %

Project Management 5 5 5 5

20

Information Systems and Databases

5 5 5 5

20

Communication Systems 10 5 5

20

Multimedia Systems 15 5

20

Automated Manufacturing Systems

15 5

20

TOTAL 10 20 30 15 25

100

59

LEGAL STUDIES Assessment Components, Weightings and Tasks


Nature of Task Research-Based Oral

Presentation Half Yearly

Examination Research-Based

Extended Response

Trial HSC

Examination

Date 16 November 2016

(i/c) Examination period

(i/c)

Term 2 Week 8

(i/c)

Term 3 Trial Examination

Period (i/c)

Outcomes

H1 H3 H4 H5 H6 H7 H8 H9 H10

H1 H2 H3 H4 H5 H6

H7 H8 H9 H10

H1 H2 H3 H4 H5 H6

H7 H8 H9 H10

H1 H2 H3 H4 H5 H6

H7 H8 H9 H10


Weighting %

Knowledge and Understanding of course content

5 10 15 30 60

Inquiry and Research 5 5 5 5 20

Communication of Legal Studies information, issues and ideas

5 5 5 5 20

TOTAL 15 20 25 40 100

60

MATHEMATICS Assessment Components, Weightings and Tasks


Nature of Task Class Assessment Half Yearly Exam One Period Test Trial HSC

Date 28 November

2016 Term 1 2017 Weeks 10/11

Term 2 2017 Week 8

Term 3 2017 Week 3/4

Outcomes P2 P3 P4 P6 P7 P8

P2-P8 H5 H6 H7 H8

H3 H5 H8 P2-P8 H2-H9


Knowledge and Skills 7.5 15 10 17.5 50

Reasoning and Interpretation 7.5 15 10 17.5 50

TOTAL 15 30 20 35 100

61

MATHEMATICS EXTENSION 1 Assessment Components, Weightings and Tasks

NB. This is a one unit course and as such will be awarded a final mark out of 50. For Extension 2 studying Extension 1, the final mark is out of 100.



Date Term 4 2016 21 November

Term 1 2017 Weeks 10/11

Term 2 2017 Week 8

Term 3 2017 Week 3/4

Outcomes PE3 H4 H5

P2-P8 H5 H6 H7 H8

PE3 P6 H5 HE4 H6

P2-P8 PE2-PE6 H2-H9

HE2-HE7


Weighting %

Knowledge and Skills 3.75 7.5 5 8.75 25

Reasoning and Interpretation 3.75 7.5 5 8.75 25

TOTAL 7.5 15 10 17.5 50

62

MATHEMATICS EXTENSION 2 Assessment Components, Weightings and Tasks



Date 25 November 2016 Term 1 2017 Weeks 10/11

Term 2 2017 Week 8


Outcomes E3 E8 E3 E4 E6 E8 E3 E4 E7 E2- E9



Reasoning and Interpretation 7.5 15 10 17.5 50

TOTAL 15 30 20 35 100

63

MATHEMATICS GENERAL 1 Assessment Components, Weightings and Tasks

Task 1 Task 2

Task 3 Task 4

Nature of Task Class Assessment Half Yearly Task One Period Test Trial Task


Term 2 2017 Week 8


Outcomes P6 P7 P11 H2 H3 H6 H7 H11

P2-P11 H2-H8, H10, H11

H2 H3 H4 H5 H9 H11

P2-P11 H2- H11



Applications 7.5 15 10 17.5 50

TOTAL 15 30 20 35 100

64

MATHEMATICS GENERAL 2 Assessment Components, Weightings and Tasks

Task 1 Task 2

Task 3 Task 4



Term 2 2017 Week 8


Outcomes P6 P7 P11 H2 H3 H6 H7 H11

P2-P11 H2-H8, H10, H11

H2 H3 H4 H5 H9 H11

P2-P11 H2- H11



Applications 7.5 15 10 17.5 50

TOTAL 15 30 20 35 100

65

MUSIC I Assessment Components, Weightings and Tasks


Nature of Task Composition Viva Voce Written

Examination & Performance

Various as per Elective choices

Written Exam

Date 29 November 2016 Term 1, 2017

Week 8 March, 2017 Exam Period

August, 2017 Trial HSC Period

August, 2017 Trial HSC Period

Outcomes H3 H7 H8 H2 H4 H5 H6 H8 H1 H4 H6 H1 - H8 H6 H6


Weighting %

Performance Performance One

Piece 10

10

Composition Hand in Task

10 10

Musicology Viva Voce

10 10

Aural

Term One Aural

Exam 10

Trial HSC Aural

Exam 15

25

Electives

HSC Practical Exam 45

TOTAL 10 10 20 45 15 100

66

PERSONAL DEVELOPMENT HEALTH and PHYSICAL EDUCATION



Components

Prepared Response (In Class)

Half Yearly Examination (Exam block)

Video Analysis (In Class)

Case Study (In Class)

Trial HSC Examination (Exam block)

9 November 2016

Term 1 2017

Term 2 2017 Week 2

Term 2 2017 Week 8


H1 H2 H3 H16 H1-H5, H7-H11,

H14-H17 H7 H8 H9 H10

H16 H17 H8 H10 H16 H17

H1-H5, H7-H11, H13-H17

Syllabus

Weighting %

Knowledge and understanding of: - Factors that affect health - The way the body moves

5 10 5 10 10 40

Skills in: -Influencing personal and community health -Taking action to improve participation and performance in physical activity

5 5 5 5 10 30

Skills in critical thinking, research and analysis

5 5 5 5 10 30

TOTAL 15 20 15 20 30 100

67

PHYSICS Assessment Components, Weightings and Tasks


Nature of Task

First Hand Investigation

Experimental Value for ‘g’

Written Exam

Open-ended Research Task

Trial Exam

Date

Term 4 Experiment

25 October 2016 In class report

8 November 2016

Term 1, 2017 Weeks 9/10

Term 2, 2017 Week 8

Term 3, 2017

Weeks 3/4

Outcomes H2 H6 H7 H9 H11 H12 H13 H14 H15

H1 H3 H6 H7 H8 H9 H10 H13

H1 H2 H3 H4 H5 H7 H9 H13 H14

H1 H2 H3 H4 H5 H7 H9 H13 H14


Knowledge & Understanding 10 10 20 40

Skills in Planning & Conducting First-hand Investigations &

Communicating Information 30 30

Skills in Scientific Thinking, Problem-Solving &

Communicating Understanding and Conclusions

10 10 10 30

TOTAL 30 20 20 30 100

68

SENIOR SCIENCE Assessment Components, Weightings and Tasks

Task 1 Task 2

Task 3 Task 4

Nature of Task First Hand Investigation Written Examination

Experimental Analysis

Trial Examination

Date Term 4

21 November 2016 Report (h/i)

Term 1, 2017 Weeks 9/10

Term 2, 2017

Week 8

Term 3, 2017

Weeks 3/4

Outcomes H8 H11 H12 H13 H14 H1 H2 H4 H6 H7 H8 H9

H11 H12 H13 H14 H1-H15


Weighting %

Knowledge & understanding including Prescribed Focus Area

20 20 40

Skills in planning & conducting first-hand investigations &

communicating information 10 20 30

Skills in Scientific Thinking, problem solving &

communicating conclusions 10 10 10 30

TOTAL 20 20 30 30 100

69

SOFTWARE DESIGN and DEVELOPMENT Assessment Components, Weightings and Tasks


Task 4 Task 5

Nature of Task Case Study

(i/c) Major Project

Part 1 (h/i) Examination

(i/c) Major Project

Part 2 (h/i) Trial HSC

Date

Term 4 Week 5 Wednesday 9

November 2017

Term 1 Week 6 Friday 10 March

2017

Examination period

Term 2 Week 9 Friday 23

June 2017

Examination period

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

H4.2, H6.1

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

H6.2

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

H5.2, H6.1

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

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


Knowledge and understanding about the development and

impact of software solutions and the software development cycle

10 5 5 20

Design and development of software solutions

5 5 5 20 35

Project management techniques, including documentation,

teamwork and communication 5 5 5 5 20

Project (s) 5 20 25

TOTAL 10 15 15 30 30 100

70

STUDIES of RELIGION I Assessment Components, Weightings and Tasks


Nature of Task In-class Response In-class Essay Trial HSC Examination

Date Term 4 Week 9

5 December 2016 (Day 1 Period 5)

Term 1 Exam Period

Term 3 Exam Period

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

H1 H2 H3 H4 H5 H6 H7 H8 H9


%


5 5 10 20

Source-based skills 5 5 10

Investigation and research 5 5 10

Communication of information, ideas and issues in appropriate forms

5 5 10

TOTAL 15 15 20 50

NB. This is a one unit course and as such will be awarded a final mark out of 50.

71

STUDIES of RELIGION II Assessment Components, Weightings and Tasks


Nature of Task In-class Response In-class Essay Research Task Trial HSC

Examination

Date Term 4 Week 9

5 December 2016 (Day 1 Period 5)

Term 1 2017 Exam Period

Term 3 2017 Week TBA

Term 3 2017 Exam Period

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

H1 H2 H4 H5 H6 H7 H8 H9

H1 H2 H3 H4 H5 H6 H7 H8 H9


%


5 5 5 25 40

Source-based skills 5 5 5 5 20

Investigation and research 5 5 10 20

Communication of information, ideas and issues in appropriate forms

5 5 10 20

TOTAL 20 20 20 40 100

72

VISUAL ARTS Assessment Components, Weightings and Tasks


Nature of Task VAPD

Half Yearly Exam

Critical/ Historical

I/C Trial Exam

Artmaking Body of Work

Date 24 November 2016 and

21 February 2017

April Exam period Term 1, 2017

Weeks 9 and 10

Term 2 31 May 2017

August Exam block August 2017

Term 3 2017 Week1. Final

Assessment end of August

Outcomes

H1 H2 H3 H4

H7 H8 H9 H10 H9 H10 H7 H8 H9 H10 H2 H3 H5 H6


Artmaking 5 & 10 35 50

Critical/Historical 15 15 20 50

TOTAL 15 15 15 20 35 100

73

Board

Endorsed

Courses

74

CATHOLIC STUDIES Assessment Components, Weightings and Tasks


Nature of Task

Oral Presentation

Hand in Report

In-class Responses Examination

Date 1 December 2016 Semester I

(Examination period) Trial HSC

(Examination period)

Outcomes 1 2 3 1 2 3 1 2 3


Living with Good and Evil 10 5 15

Christology 10 5 15

Sacraments at the Service of Communion

5 10 15

Moral Issues 5 5

TOTAL 10 20 20 50

N.B. This course is a non ATAR course. It is a one unit course and will be awarded a final mark out of 50.

75

SPORT, LIFESTYLE AND RECREATION Assessment Components, Weightings and Tasks


Components

Booklet / Program /

Reflection (In-class)

Half Yearly Exam (Exam block)

Practical Skills Tests (Ongoing In class)

Part A Preparation

(In-class)

Part B Coaching Session

(In-class)

Term 4 Weeks 1-7 2016

Term 1, 2017

Term 2. 2017 Week 3-8

Term 2, 2017 Weeks 5-8

Outcomes 1.2 1.3 2.1 2.2 2.3 2.5

3.2 3.3 4.4 1.2 1.3 2.2 3.2 3.3 4.1

1.1 1.3 1.6 2.1 2.2 2.3 2.5 3.1 3.2 3.3 4.4

1.1 1.3 2.1 2.2 3.2 4.2 4.5

3.1 4.2 4.4 4.5


Weighting %

Module 12 Resistance Training

20 10

30

Module 5 Fitness

20

20

Module 2 Athletics

20

20

Module 15 Sports Coaching

10

20

30

Module 11 Outdoor Recreation

0

WEIGHT (50% Knowledge, 50% Skills)

20 (K – 10% S – 10%)

30 (K – 25% S – 5%)

20 (K – 5% S – 15%)

30 (K – 10% S – 0%) (K – 0% S – 20%)

100

N.B. This course is a non ATAR course.

76

WORK STUDIES Assessment Components, Weightings and Tasks

Component

Task 1 Interview

Task 2 Union Investigation

Task 3 Teamwork Task

Task 4

Work Experience Self-Reflection

and Self-Assessment

Weighting

Outcomes

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6,7,8,9

1,2,3,4,5,6,7,8,9

Due Date Term 4, Week 7 Term 1, Week 7 Term 2, Week 7 Term 3, Week 9

Knowledge and understanding

5

5

10

10

30

Skills

15

15

20

20

70

Total

20

20

30

30

100

NB: This is a NON ATAR course Outcomes: 1 investigates a range of work environments 2 examines different types of work and skills for employment 3 analyses employment options and strategies for career management 4 assesses pathways for further education, training and life planning 5 communicates and uses technology effectively 6 applies self-management and teamwork skills 7 utilises strategies to plan, organise and solve problems 8 assesses influences on people’s working lives 9 evaluates personal and social influences on individuals and groups

77

Industry

Curriculum

Framework

Courses

78

INDUSTRY CURRICULUM FRAMEWORK COURSES

Construction

Metals and Engineering

Primary Industries

Assessment for these courses is based on the Australian Quality Training Framework (AQF) requirements.

Assessment for AQF certification:

is competency based

must be reliable, flexible, fair and valid. Judgements are made on the basis of evidence, which may be in a variety of forms

must be conducted by qualified assessors and be consistent with the Training Package Assessment Guidelines

assesses students as competent or as not yet competent

An integrated or holistic approach to competency-based assessment is encouraged it is important to note, then, that the assessment of competencies is the

priority in each framework course. In keeping with the spirit of these courses, students will be given a number of opportunities to demonstrate each

competency. The assessment grids that follow outline only some of these opportunities. The weightings given to each task also reflect the College’s

assessment and reporting priorities rather than the requirements of the framework courses

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