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Study Strategies

And

Examination Preparation

for HSC Courses

Subject Page

Preparing Your Study Notes 3 - 5

Active Studying Tips and Techniques 6 - 9

Preparing for Exam Blocks 10 - 12

Test-taking Techniques 13 - 15

Biology 16 - 18

Business Studies 19 - 21

Chemistry 22 -24

Design and Technology 25 - 26

Economics 27 - 33

Engineering Studies 34 - 36

English 37 - 39

History (Ancient/Modern), Society and Culture, Studies of Religion 40 - 43

Languages 44 - 56

Legal Studies 57 - 61

Mathematics 62 - 65

Music 66 - 70

PDHPE 71 - 73

Physics 74 - 76

Software Design and Development 77 - 79

Textiles and Design 80 - 81

Visual Arts 82 - 84

HSC Glossary of Key Words 85 - 86

Study Strategies and Examination Preparation for HSC Courses 2

Preparing Study Notes

Why make study notes?

- Summarising and condensing the information makes it easier to learn and remember for tests and exams. It is a great way to start your study as you are thinking about the information as you try to understand it and put it into your own words.

Advantages of making study notes:

- you are checking your understanding of the material in a timely manner - it will highlight any problems in understanding - you are revising as you go when making study notes - it gives you a great time advantage if you have blocks of exams - it is a great way to study for tests so you remember the information - you are condensing and organizing the material to learn for tests and exams

What are study notes?

You have your notes and handouts from class. You also have a textbook and maybe other resources. Your study notes are where you get a separate piece of paper, and in point form combine the information on the topic from different sources in order to create a condensed and organised version of the topic that is then easier to learn and remember.

When should I do study notes?

• If you are having a topic test, make the study notes as a way of studying for the test. • If you are going to have exams on a number of topics, make study notes at the end of each

topic or end of a big section. Don't wait until just before exams. When the exams approach, improve and add more to your study notes.

What format should study notes be?

You can keep study notes in any of the following:

• Have a separate exercise book or lecture pad for the summaries of each subject. • Use loose leaf paper and store the notes in the back of your folder. • Buy a display folder for each subject (the ones with plastic sleeves) or a separate folder and

write your summaries on loose leaf paper and file them into the display folder for this subject.


The actual format of the pages can be:

• Mind maps or other forms of graphical note-taking. • Linear note-making where the information is presented in a structured point form format.

How do I make study notes?

• Gather all information on the topic. • Work out the main sections or headings of the topic. • Do a 1 page overview (see mind map section below). • Work on one section at a time – skim the info first. • Start making point form notes on this section. • Make your notes visual and memorable. • Update and add to your notes. • Consider making an executive summary.

Where do mind maps fit it?

Mind maps can be used for sections of a topic to create visual or diagrammatic notes on that section.

Mind maps are also great for doing a one page overview of the topic so you can see how the topic fits together and how all the information is linked. It gives the brain the big picture about the topic and allows you to see how everything is connected together. You then can clearly see what the different sections are and then take each section one by one and do point form notes on that section.

Steps to making a mind map:

• Take a blank piece of scrap paper and write the topic in the centre or at the top of the page. Put a box around this heading.

• Now on a separate piece of scrap paper, write down a list of the main headings by looking through all the textbook, class notes and handouts.

• For each heading, jot down any subheadings that are related to this heading. • See if there are any links between any of these headings. • See if the headings should be in any particular order. • On your mind map page, draw lines or arrows out from the topic showing the main

headings for this topic. Put circles around each of these headings. • For each heading, draw other arrows coming out for the sub-headings for each of these

topics. You can also put point form notes under these headings but don’t make the page too cluttered.

• You may find it is a good idea to do a rough draft of the mind map first as until you know how many headings and sub-headings there are it is difficult to ensure your layout for the mind map is spaced out properly.


How can I improve study notes?

• Space out work adequately. • Re-do sections of the notes that are hard to understand. • Make sure headings and sub-headings are clear and stand out. • Make your notes visual, lots of colour, diagrams and tables. • Photocopy and include good diagrams from textbooks. • Underline or highlight key words or important points - use colour for emphasis. • Keep work neat with consistent neat handwriting and colours. • Develop a system of abbreviations for regular use and use point form and key phrases. • After tests or exams, add to your study notes based on what you learnt in the exam. • Highlight or box key points or formulas so that they stand out and are memorable. • Incorporate good handouts into your study notes. • Check your textbook to ensure you have included everything you need to know. • Use lists or numbering where possible. • Use wide margins so you can add in extra information as your understanding grows. • Use sub headings, indenting, numbering: the more sections are broken down, the easier to

learn. • Complete sentences should be rare – key phrases and point form is more effective. • Include diagrams whenever possible as they are easier to remember than lots of words. • Make sure your notes are comprehensive (include everything you need to know from a

variety of sources) and memorable.

What do I do with the study notes after I have done them?

1. Read a section, put them aside, then see what you can write out without looking at them (you don't even have to be able to read what you write - it is just seeing if you can recall it without the notes in front of you). Check what you got right and wrong and what you remembered against your notes then test yourself again on the bits you got wrong.

2. Read a section out loud, put them aside, then see what you can say out loud without looking at the notes. Check what you got right and wrong and what you remembered against your notes then test yourself again on the bits you got wrong.

3. Read a section while you pace around your room, put them aside, then see what you can type onto a blank word document without looking at the notes (only do this if you can type fast). Check what you got right and wrong and what you remembered against your notes then test yourself again on the bits you got wrong.

Visit: http://www.studyskillshandbook.com.au/inside/inside_content/exams1.html for more information on summarising and study notes


http://www.studyskillshandbook.com.au/inside/inside_content/exams1.html

Active Studying Tips and Techniques

In a test or examination you have to be able to do 3 things:

• Understand the topic. • Remember the content of the topic. • Apply the skills and techniques of the topic to different types of questions.

There are three aspects to doing this:

1. Making study notes or summaries.

- helps you discover if you really understand the topic

- think about the information and put it into your own words in point form

- this helps you start to move the information into long-term memory

- also makes it easier to learn from a structured, condensed, organised set of notes

2. Learning the information means.

- ensuring you understand and asking questions if you don’t - studying the information in an active way

- testing yourself to see whether you can remember it

3. Practising the skills of the subject. - do lots and lots of questions to practise the skills of the subject

- helps you find out if you really understand it


Techniques for Learning and Remembering:

• Read through information and highlight key points. • Make study notes: it is a form of studying and will then be easier to study from. • Read your notes then see what you can write down without looking and check what you knew

or didn't know. • Read your notes out loud to yourself then see what you can recite or repeat out loud without

looking and check and see what you knew and what you still need to review. • After you have read a section see if you can sum up the three most important points in that

section. • Make flashcards of rules, formulas or things you need to learn with questions on the front and

answers on the back and test yourself on them. • Explain what you just studied to someone else - this is a great way to see if you really

understand it. • Try and teach it to someone else. It could be just the right time for your mum to learn algebra! • Test yourself by reading your notes and writing a list of questions as you go then at the end

seeing if you can answer these questions. • Write out lists of key definitions, vocab etc, cover up one side and see if you can fill in the other

side. • Before you sit down to study, write down everything you know about the topic then compare

that to what you need to know. • Try and write out what you just read in your own words. • Study with a group of friends and discuss the content and test each other on the content. • If you can, act out the information in some way. • Put notes up all round the house of the things you need to remember. • Make a big poster or get a whiteboard in your room of the things you are trying to learn. • Read your notes onto a tape or download as MP3s onto your iPod and listen to the info over and

over. • Make a question and answer tape where the tape asks a question then gives you time to think

of the answer then tells you the answer and you can see if you were right. • Read it on a tape and then go for a jog while you are listening to it. • Make up a rhyme or song to help you remember. • Make a mind map or brainstorm the information. • Turn it into a story to help you remember. • 3Rs: read, recite, recheck (other version of this is look, cover, check). • Break the information up into new categories. • Use mnemonics: take the first letter of each word to make a nonsense word to help you

remember everything on a list. • Try and think what else this information is associated with as the more links you make in your

mind the better chance you have of remembering it. • Pace around your room while you are reading the info or saying it out loud or testing yourself on

it. • Memory likes repetition. Do the above techniques over and over and over again.


Practising should be done under examination conditions. This means:

• Set things up so you won’t be interrupted while you are working under the time limits. • Take all your notes away so you are not tempted to peek. • Set up a clock and sit and start the exam fully under examination conditions. • Find out the time limit for the paper or set what would be a reasonable amount of time for the

piece of work and only allow yourself this amount of time to complete the task. • Work without breaks or interruptions for this time so you become more used to writing and

concentrating for the length of the examination. • Don't refer to any notes or materials at any time during the period of completing the past paper

or piece of work. • Have your watch in front of you and try to stick to allocated times for each section of the paper. • Experiment with different approaches to find what suits you best: you could do easy questions

first then go back to the harder ones, or do the questions with the most marks first.

You can find questions to practise in the following sources:

• Go back and re-do any questions in the topic that you found difficult or select a random sample of questions to try.

• Do any chapter reviews in your textbook. • Do any revision sheets from your teacher. • Practise essay writing / planning by doing typical exam questions (you might ask your teacher if

they have time to look briefly at these and give you some feedback). • Do as many past papers (or old tests) as you can under exam conditions. • Make up some questions for yourself or ask someone to make up some questions for you. • Practise writing outlines for essays or actual essays: focus on being relevant and answering the

question. • Ask your teacher for extra revision sheets. • Buy or borrow extra revision guides and do their questions. • Use websites with review questions (but only if you know of specific sites, don't go aimlessly

looking for them).


If you get stuck on a question:

Spend a reasonable amount of time trying to decipher and understand the information. You could:

• look through any examples or worked examples • re-read sections of the textbook • give a friend a quick call and see if they can explain it to you • see if you have any other books where the explanation is clearer • find similar questions • try and work backwards if it is a numerical problem with an answer • take a short break then come back fresh • see if there is anyone in your family who could help • read through your class notes again • do a quick search on the Net • post a question on a student chat site • look at earlier or later sections of work and see if they help bring it into perspective • add reminders to your study notes • use answers, worked solutions or sample essays to help you understand • take a break and return to the problem with a fresh perspective • work with another student to learn from their point of view • see your teacher in class or after class for some extra help • keep a list of questions that you need to ask about and cross off once resolved • form a study group as two heads are better than one • find someone in your family or a tutor who can give you some one-on-one help • go over and over the material until eventually it clicks • find other books or study guides to help you understand it

Visit: http://www.studyskillshandbook.com.au/inside/inside_content/exams2.html for more information on active studying strategies.



Preparing for Exam Blocks

STEP 1: FACT FINDING

Ask your teachers (politely!) the following questions about the exams. Ideally this should happen around 6 weeks prior to the exam but some questions may not be able to be answered until closer to the actual exam.

• What topics are being tested? • Are we being tested on the whole year’s work or part of the year? • What is the structure of the exam ie. what types of questions and how much are they worth? • What sort of studying should I be doing for this exam?

If you have a number of exams it is a good idea to collect the information in an examination preparation grid:

Subject Topics Date/Time Length Format Timing

Eg Spanish

Common objects

Greetings

People places & things

Tuesday

May 16th

2pm-3.30pm

1.5 Hrs

(90 mins)

20 multiple choice

2 sections each worth 30 marks

80 marks total

20 mins mult.choice

30 mins section 1

30 mins section 2

10 mins checking

STEP 2: GETTING ORGANISED

Ideally this should have been an on-going process throughout the whole year so that when you get to the exams you are ready to start studying straight away! But, if you haven't been doing this, it is not too late! (But remember for next time.)

To get yourself organised for the exams:

i. For each subject, get together all the material you need to study for that subject.

ii. Check that you do not have anything missing.


iii. Sort through your notes from each subject's topic into 'things to learn' ie content and

'things to practise' ie. revision sheets, past tests, question sheets that you could do as revision.

iv. Check if you have already done any study notes for your subjects.

v. Brainstorm everything you could do to study for the exam for each subject • Are there chapter reviews you should redo? • Are there past tests or essays you could redo and resubmit? • Can you get a list of sample essay topics that you can do draft essay plans for? • Do your textbooks have sample examination papers? • Are there particular topics you need to focus on? • What is the most worthwhile revision you could do for this subject?

vi. Decide if you have enough resources to study from and if not borrow or purchase some extra books you can use to study from.

vii. Find out if you can get past examination papers (and answers) to use as revision sources.

viii. Decide if you are going to allocate equal time to each subject. Do some subjects need more preparation time than others? Do you need to spend more time on your weaker subjects?

STEP 3: PLANNING YOUR TIME

Try this approach to planning your time for exams:

Draw up a table that shows each week and how much time you have left until the exams. Write in each of your exams. Write in all your commitments like sport etc - any time where you won't be able to study so you can see how much time is left.

When planning time for exams, remember the following guidelines:

- Do you need more time for some subjects than for others?

- Try and study each subject at least once a week but preferably twice a week.

- Leave some ‘spare’ time in the week in case things take longer than expected.


- Spread your study for the subject out as much as possible.

- Take a short break every half hour.

- Study contrasting subjects together.

- Do the hardest subjects when you are most alert.

- Make a decision as to how many hours you will study each night or week.

At the start of each week allocate subjects to each available timeslot.

You can either plan out what you will do in each timeslot at the start of the week or each afternoon decide what you will do for that subject that night.

The weekend before focus on the subjects you have on Monday in particular and perhaps Tuesday and Wednesday. It depends how spread out your examinations are over the examination period. Look over the examination timetable and see if you will have time during the week to prepare for some of the exams.

STEP 4: START STUDYING

Main things to remember:

• If you didn't do them at the end of each topic, make summaries or study notes as the first stage of your revision.

• You need to spend time learning, understanding and remembering the information and then TESTING yourself to see if you are able to recall this information in a test situation.

• Spend time practising as many different types of questions as possible under exam conditions. Then check and see what you got right and what you need to ask about.

• Do past exam papers to work out what else you still need to revise. • Keep a list of things you need to ask your teacher. • In each study period spend some of that time learning and memorising and some of the

time practising the skills of the subject.

THE SOONER YOU START, THE MORE TIME YOU HAVE AND THE MORE YOU CAN GET DONE!

Visit: http://www.studyskillshandbook.com.au/inside/inside_content/exams3.html for more information on how to best prepare for your exam blocks.



Test-taking Techniques

A few days before the test or exam:

• At least a few days before the exam, make sure you do the following: • Plan out how much time you should spend on each section of the test. • By looking at past papers, get a feel for the types of instructions that will be on your paper. • Do some exercise so you can burn off the pent-up stress that can come before exams. • Look after your body – lots of water to juice up your brain, healthy food, decent sleep. • To calm nerves, make mental pictures of yourself sitting down and doing well in the test. • Purchase any equipment you may need, extra calculator batteries, pens, rulers etc. • Ensure you know what equipment is allowed in the test or exam. • Focus on reviewing the key points, perhaps a condensed version of your summaries. • Practise as many past test papers as you can get your hands on. • Check the timetable to ensure you have a clear picture of when each exam is being held.

The night before the test or exam:

• Pack your bag with everything you will need for the next day, ensuring you have all necessary equipment.

• Plan what time you need to leave to ensure you have plenty of time for unexpected delays. • Don’t go to bed too late – you need to make sure your brain is fresh and alert. • Don’t ring friends and discuss your preparation or the examination. • Just before you go to sleep, look through your notes briefly. • If you have a number of exams, check the timetable to doubly confirm the date, time and

location of the exam.

The morning of the test or exam:

• Visualise success. • Review your notes. • Eat breakfast. • Be on time. • Avoid negativity.

At the start of the test or exam:

• Read the instructions carefully. • Look through the whole paper. • Quickly jot down anything you are worried you might forget.


During the test or exam:

• Have a plan of attack as to which questions you will do first. • Take note of how many marks each question is worth. • Read the questions carefully before answering. • Brainstorm ideas before writing essays. • Cross mistakes out neatly instead of scribbling or using liquid paper. • If you have a mental blank leave the question and come back to it later. • Set your work out clearly, write as neatly as possible and do nice large diagrams. • Show all working and space your work out. • When you finish go back and check all of your answers – don’t leave anything out.

Making a time plan before you are in the exam:

Once you are clear on the format of the examination and the marks awarded for each section of the paper, divide the number of minutes you have for the exam by the total possible marks. Now multiply this number by the marks in each section to work out approximately how long you should spend on each section. You may want to reduce each of these times slightly in order to ensure you have time at the end of the examination for checking.

Managing your time during the exam:

• Take your watch off and prop it up on your desk in front of you to help you stick to your plan.

• Take a few minutes to quickly look through the whole paper before you start. • If you feel yourself getting bogged down, leave that question, put a mark next to it and

return later. • If you have struggled to complete an examination in the time required in the past, assess

how well you knew the material. One of the best strategies for managing your time begins well before the examination commences – making sure you know the material really well.

Multiple choice questions:

• Read the instructions carefully to find out if there can be more than one answer. • Do all the questions you are sure of first as quickly as possible. • First instinct is usually right, but only if you read the question properly. • Another good approach is to cover the alternatives and read the question carefully

(underline key phrases) and try and work out the answer first.


• Watch out for the ‘common mistake’ alternative. • Watch out for the trick ‘I’ve seen this before’ question. • Read for understanding and not just recognition. • Look for the best answer not just a correct one. • Look for words like all, every, none, not, many, always, sometimes, never, least, most. • If it is marked by computer, fill in the spaces completely and completely erase any errors.

Otherwise, the computer will mark your answer to that question as incorrect. • If you run out of time, guess! (Provided that you will not be penalised for guessing.)

Planning essays in exams:

• Read the question through carefully before starting, underline key words. • Examine the key words and think clearly about what the question really means. • Brainstorm your thoughts and ideas before you start. • Then take your ideas and create a plan or outline for your answer. • Write your essay: introduction, body, conclusion. • Review your essay asking yourself if you have answered the question.

To deal with exam nerves:

• Use visualization regularly picturing everything going smoothly in the exam. • Simulate exam conditions as much as possible at home when studying. • Avoid standing around in a group discussing what people have and haven’t done. • Instead find a quiet space and review your notes quietly one last time before you go into

the examination. • Keep yourself calm by:

- sipping water

- breathing deeply to bring the oxygen into your lungs

- reminding yourself of all the things you DO know

- thinking positive thoughts about your own abilities

Visit: http://www.studyskillshandbook.com.au/inside/inside_content/exams4.html for more information on preparing to take tests.



BIOLOGY

ORGANISING YOUR NOTES:

• Once you have completed a module in class start making a summary of the content using the syllabus dot points as headings.

• Use graphic organisers such as mind maps, flow charts, timelines etc. to organise information.

• Include large clearly labelled diagrams where appropriate. • Try doing this initially without referring to your notes. Then look back at your class notes

and relevant sections of the text book to ensure you have the correct information • Make sure you can address each dot point. • If you are unsure about any dot point ask your teacher IMMEDIATELY.

CONSOLIDATING YOUR UNDERSTANDING:

• Questions, questions, questions • For content that needs to be remembered like names of structures, significant events and

biologists use simple strategies like “look, cover, write, check”. • With content that requires more than simply recall, try to teach another person. • Most HSC questions from the past 13 years have been arranged by topic and placed on

MOODLE. Do these at the end of each section. Make sure that you actually write full answers to the questions that require written response. Check your answers against those on the Board of Studies site and with your teacher.

• Do the review questions from your text book and look at the past Caringbah exam questions on MOODLE.

PRACTICAL WORK

For all “First Hand Investigations” you must be able to

• Recount your procedure • Identify safety issues and describe how these were minimised • Identify sources of error and describe possible improvements


SKILLS

• Practise tabulating data, graphing data and graphical analysis • Practise constructing tables to compare and contrast • Practise using flow charts to convey a process • Practise outlining how to conduct a controlled experiment to test a hypothesis

HOW TO APPROACH THE EXAM

Multiple Choice Questions

Generally the early multiple choice questions in the HSC are fairly easy and are a good place to start. The later ones are often more difficult and require a disproportionate amount of time for 1 mark. Do not get bogged down on these questions. Spend no more than 30 minutes on the twenty multiple choice questions.

Short Answer Questions (2 – 5 marks)

Use your reading time to identify the questions you feel confident with and start with these. It is always better to warm up on some easy questions then to jump straight into a hard one which will shake your confidence. Allowing 1.5 minutes per mark will leave you with time to check the whole paper.

For explanations

• Address the verb used in the question using a structure that you have previously practised • Do not rephrase the question • Start with a labelled diagram • Use dot points to convey information clearly • Use a logical structure • Use the space provided as guide to how much you should write • Write succinctly using scientific language • Read your answer back and see if it makes sense • Look for plurals in questions as often more than one example or application is required.

For Diagrams

• Make sure they are in pencil • Use clear sharp lines without shading • Label key features clearly with horizontal lines • Use all of the allocated space


Extended responses (6 – 8 marks)

Writing vague introductory sections and repeating information (waffle) takes up precious time and space.

• Take the time to plan your response • Address the verb used in the question using a structure that you have previously practised • Do not rephrase the question • Use dot points to convey information clearly • Use diagrams and flow charts where appropriate. • Use a logical structure • Use the space provided as guide to how much you should write • Write succinctly using scientific language • Read your answer back and see if it makes sense • For assess and evaluate questions make your judgement explicit and in the same terms as

the question. • Look for plurals in questions as often more than one example or application is required.

USEFUL WEBSITES AND RESOURCES

http://science.uniserve.edu.au/school/curric/stage6/biol/index.html

http://hsc.csu.edu.au/biology/exam_tech/2249/bio_exam_techniques.htm

http://www.hsc.csu.edu.au/biology/resources/2250/bio_resources.html#website

http://web1.caringbah-h.schools.nsw.edu.au/moodle/course/index.php?categoryid=17

http://studentsonline.bos.nsw.edu.au/go/studytips/


http://science.uniserve.edu.au/school/curric/stage6/biol/index.html

http://hsc.csu.edu.au/biology/exam_tech/2249/bio_exam_techniques.htm

http://www.hsc.csu.edu.au/biology/resources/2250/bio_resources.html%23website

http://web1.caringbah-h.schools.nsw.edu.au/moodle/course/index.php?categoryid=17


Business Studies

• It is important to complete all notes during class, check on work when away and ask questions

when confused

• Do not wait until the end of the entire course to make notes, do them throughout the year

• Be prepared for your exam

• Know the:

- Syllabus – learn the dot points

- The key words – business terminology and BOS directive terms

- What to expect

- The standards

- At least ONE case study very well

• Practice – multiple choice, short responses and extended responses

• Use notes from the marking centre and past student answers to get an idea of what is expected

of you

• Use moodle to access BOS links, past exams, extended response writing techniques and

business report writing information


• Use the reading time – don’t waste it

• Use time effectively throughout the exam – don’t steal time from later sections

• Impression marking – very important to make an impression on the markers and make it easy

for them any way you can

Multiple-choice questions

• Total marks = 20

• Always do this section first

• Read each question carefully


• Try to decide on an answer before you read the four alternatives – if your answer is amongst

them, it’s probably the correct answer

• If unsure or you don’t know eliminate the wrong answers first and then make an “educated

guess”

• Be very careful if you decide to change an answer you were initially confident was correct

• Always put an answer – there’s a 25% chance you’ll be right

Short answer questions


• Study past exam papers – know the type of questions

• The number of lines is an indicator of length of answer required – but write more if you need

to, you will not be penalised

• Refer to the stimulus material

• Read the question carefully – follow the directive term, use appropriate business language

Extended responses


• Section 3 is a compulsory question – writing a business report based on a business scenario

• You must use a business report style for section 3 (see links on moodle and BOS)

• The business report – the instructions give the basic structure of the report i.e. headings, the

dot points in the syllabus tell you the content to write about under each heading and the

directive term tells you the approach to take and depth to write under each heading.

• Section 4 has an “either/or” question – writing an extended response using a case study or case

studies

• You MUST use a case study or case studies in your answer – this demonstrates your

understanding of business and ability to apply business concepts

• Use a business report style to answer the question

• Everything in the exam answer booklet is marked so if you do a plan do it on the inside cover of

the answer booklet and don’t use white out just cross it out.



Board of Studies HSC papers:

http://www.boardofstudies.nsw.edu.au/hsc_exams/

UNSW Academic Support (exam prep, referencing, essay writing):

https://student.unsw.edu.au/academic-skills

USQ Answering multiple choice question:

http://www.usq.edu.au/learningcentre/alsonline/assessment/assign/assigntypes/multichoice





CHEMISTRY







• Questions, questions, questions • For content that needs to be remembered like reactions, complex formulae etc. use simple

strategies like “look, cover, write, check. • With content that requires more than simply recall, try to teach another person. • Most HSC questions from the past 13 years have been arranged by topic and placed on


• Do the review questions from your text book and look at the past Caringbah exam questions on MOODLE

PRACTICAL WORK



SKILLS







Use your reading time to identify the questions you feel confident with and start with these. It is always better to warm up on some easy calculations than to jump straight into a hard one which will shake your confidence. Allowing 1.5 minutes per mark will leave you with time to check the whole paper.

For explanations

• Address the verb used in the question using a structure that you have previously practised • Do not rephrase the question • Start with a labelled diagram if appropriate • Include chemical equations • Use dot points to convey information clearly • Use a logical structure • Use the space provided as guide to how much you should write • Write succinctly using scientific language • Read your answer back and see if it makes sense • Look for plurals in questions as often more than one example or application is required.

For Diagrams

• Make sure they are in pencil • Use clear sharp lines without shading • Label key features clearly with horizontal lines • Use all of the allocated space

For calculations

• If applicable start with a diagram • For reactions write out the equation and place the data under the relevant species • If applicable write the relevant the formula and show the substitution • Base your explanation on the formula


• Set out working so it is clear eg. Not just n=c/v use n(HCl) = c/v • Use columns, put equal signs under one another, • Clearly show your final answer • Show the appropriate units with your final • Use the space provided as guide



• Take the time to plan your response • Address the verb used in the question using a structure that you have previously practised • Do not rephrase the question • Use dot points to convey information clearly • Use diagrams and flow charts where appropriate. • Include chemical equations if appropriate • Use a logical structure • Use the space provided as guide to how much you should write • Write succinctly using scientific language • Read your answer back and see if it makes sense • For assess and evaluate questions make your judgement explicit and in the same terms as



http://hsc.csu.edu.au/chemistry/exam_techniques/2258/index.htm

http://hsc.csu.edu.au/chemistry/



http://hsc.csu.edu.au/chemistry/exam_techniques/2258/index.htm

http://hsc.csu.edu.au/chemistry/


DESIGN AND TECHNOLOGY

During the Year • In Design and Technology, we do 2 minor projects in year 11 and the Major Design Project

in year 12. The minor design tasks have been structured to support the syllabus requirements for the subject content.

• You should set aside some time regularly (at least once a week) to go back over the syllabus points. Write your own notes on how your project relates or demonstrates each point. You should also use the case study(s) as an example of each point. This will give you a base of several real world examples which will help in exams.

• Organise your subject notes and resources using an effective system. Keep your exercise books/papers neat so that you will actually want to open them up and look over them for study. This might mean colour-coded pens, line breaks, legible handwriting, etc.

• Work consistently through the year, that's very important. If there's something you don't know, make sure you do more of it, and practice it. Don't avoid it.

• Sitting down with someone and talking about both of your projects and relating them to the syllabus may help increase understanding of certain concepts for both of you.

• Make sure you do the things you'd normally do, provided they don't interfere with your regular study, by this I mean work, sport, etc. It really is important to have some outlet.

Knowledge base You should have a detailed knowledge of the following topics:

• Design Processes and factors that contribute to a successful design • Project Management, Communication and Collaboration • Marketing and Market research • Evaluation of Designs and their impact on the individual, society and the environment. • Computer Based Technologies • Technologies (Design, manufacturing, marketing, etc) in industrial and commercial settings • Emerging Technologies

Leading up to exam • Do a lot of past papers. These are a great way to practice applying your knowledge to a

question, and familiarise yourself with how your exams will be structured. Papers and answers can be found on the Board of Studies Website. You can get your teachers to mark your answers and suggest improvements.

• Peer mark other students practise exams. • Practise writing fast and legibly. • Set yourself to finish revising 3 days before the exam so that during those last 3 days, you can

do some light revision and relax. • Get all the advice you can - talk to other students who did well in your subjects



• Make sure that you check your transportation plan for the day. • Turn up early for the exam (20-30 minutes) to do final revision. In addition, you have a

chance to collect your thoughts before entering the exam room rather than arriving in a fluster.

• Write something for every question. Never leave a question blank even if your answer is a wild guess you may accidentally earn a mark or two

• A written examination of 90 minutes plus 5 minutes reading time.

Section/Part Marks Suggested Timing Section I • Multiple Choice • Choose the MOST correct answer.

10

15 minutes

Section II • Short-answer questions • Make sure you write enough

points/arguments to earn all marks allocated to each question.

15

35 minutes

Section III • This may be one big question or 2 smaller

related questions. • Ensure you read the question carefully and

underline/circle the main points. • Read through the HSC Key Terms and

answer the question appropriately.

15

40 minutes

40


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/design-technology.html


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/design-technology-industrial-technology-faq.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/des-and-tech-st6-mgd-mdp.pdf

http://community.boredofstudies.org/39/design-technology/

http://hsc.csu.edu.au/design_technology/


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/design-technology.html




http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/des-and-tech-st6-mgd-mdp.pdf

http://community.boredofstudies.org/39/design-technology/

http://hsc.csu.edu.au/design_technology/

ECONOMICS

REVISION AND PREPARATION THROUGHOUT THE TERM

• Ensure that all notes are completed during class or the afternoon following class- don’t procrastinate! Check on work when away and don’t hesitate to ask questions when clarification is required.

• Start preparing your study notes as you work through each topic. Don’t wait until “stu. vac.” • Know the syllabus dot-points, making your summaries/study notes using these. • Learn and use the BOS Glossary of Key Terms. • www.boardofstudies.nsw.edu.au/syllabus.../glossary_keywords.html • Take advantage of past HSC papers for practice responses. Practise makes perfect. • http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html

REMEMBER: IF YOU FAIL TO PREPARE, YOU PREPARE TO FAIL!

NOTETAKING

• Create your study notes summarising the important syllabus dot points and concepts of each topic using class notes, texts and handouts, as well as worksheets and additional case studies or media articles provided. Consider outcomes; economic issues; economics skills and students learn about areas of the syllabus.

• You must know the key areas that need to be summarised and how much detail is required

for each area. Don’t simply highlight or copy slabs from the text! This does not effectively improve your understanding or memory. You should aim to make your textbooks redundant by the end of the year and your summary notes should be your primary source for final HSC preparation.

• Determining what to summarise and how much is difficult. Be guided by the emphasis

given to each topic by past Economics exams and consider current economic trends and how these might affect exam questions.

• When summarising key areas, organise information under these headings: o Information o Cause o Policies o Effects


http://www.boardofstudies.nsw.edu.au/syllabus.../glossary_keywords.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html

• You should also list any relevant current economic issues under these headings.

• Preparing you notes in these categories will expose weaknesses in your knowledge and

identify your strengths, which will guide your future study and make HSC exam choices easier.

• Segmenting your notes in this fashion will also make it easier to learn the information and

remember and apply it in exams.

• Once you have your study notes, Review or try rewriting these study notes as many times as possible until you become familiar with the content.

• Condense your notes into patterns or structures that are easy to remember, which will support your recall, especially under stressful exam conditions. Creative Economics provides structures to organise and prioritise information.

• Have some sort of link from the pattern or structure to the topic it represents so that you can quickly remember the relevant structure during an exam .Constantly revise these structures- not for too long a time BUT regularly. Add any new information into them.

• Build up a thorough list of definitions.

Practice responses

1. You also need to prepare practice responses for your teacher to give feedback. Questions from past and sample HSC papers are in Moodle and also available on the BOS website . Try answering past HSC examinations using an open book approach. Answer similar sections from each year. Check your answers using BOS standard packages and sample answers provided. Compare your answers with the Band 5 to 6 responses. Once this approach is complete, you should work to write responses without the support of study notes/textbooks. Refer to the Year 12 Economics Caringbah High School Economics Moodle Page for essay writing tips and ALARM matrix on Moodle (A Learning and Responding Matrix).

2. Students should write their responses in the http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/2012-hsc-economics-sec3and4-writing-bklt-sample.pdf on the Board of Studies website, leave a line after every paragraph and can underline key terms.

3. However, before handing in any responses for appraisal: • Clearly label whether your response is HSC Style (.i.e. written within HSC time

restraints, hand-written, no notes or texts) or open-book, untimed. • Allow sufficient time for your teacher to respond. • Write your name on it!



http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/2012-hsc-economics-sec3and4-writing-bklt-sample.pdf

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/2012-hsc-economics-sec3and4-writing-bklt-sample.pdf

BEFORE THE EXAM

• As you approach your HSC, organise a revision timetable that allows adequate time to revise for each of your exam papers.

• Remember to have frequent breaks when you study and DO NOT CHANGE your sleeping patterns. It is important to be well rested for the big day.

• Cover a wide range of topics and possible questions. Do NOT gamble that 2 or 3 questions will be in the exam. This is a BIG gamble and likely to lead to a poor result. Be well prepared.

• On the day of the exam, try to arrive at the gym at least 30 minutes early to read over your notes.

• In the exam room, take the full five minutes to read the exam- starting with the essay questions. The multiple choice questions may have information that can be used for other parts of the paper.

• At the end of the paper you can look back and say I did my best. • You WILL be rewarded with the effort you put into your preparation and the final exam.


The examination will consist of a written paper worth 100 marks. Time allowed: 3 hours plus 5 minutes reading time. The paper will consist of three sections. There will be approximately equal weighting of each of the four topic areas across the examination as a whole. Questions may require students to integrate knowledge, understanding and skills developed through studying the entire course, rather than focusing on a particular topic area. Use the reading time to select your extended response question and then look at the short responses. Section I: Multiple Choice Questions (20 marks) Time allocation: about 35 minutes -Actual time: 10-15-(at the most) 20 minutes. • There will be objective response (multiple choice) questions to the value of 20 marks. These

questions examine all topic areas studied. • It is recommended that you do this section first. • Spend about 1 minute per mark value on each question. • Read the question carefully, highlighting the verb and subject of the question. • Reread if unsure of subject. • Think of the answer BEFORE reading the possible choices, then read the possible answers with

the aim of finding YOUR ANSWER and eliminating the answers that are not correct. • Do not spend too much time on each question. Leave the question for later if unsure. • Prepare for a number of tables in the questions and some calculation questions- sample

calculations: real GDP; Real GDP per capita; tariff related E.g. government revenue; Balance of


Payments; Terms of Trade; Simple Multiplier; Unemployment: Participation rate; Inflation rate; Budget outcome

• Your first response will generally be the most accurate. • Be aware the “up and down” questions and don’t get confused.

Section II: Short Responses (40 marks) Time allocation: about 75 minutes -Actual Time: 40-50 minutes. • There will be four short-answer questions. • Questions will contain parts. • There will be approximately 12-16 items in total. • As many as four items will be worth from 4 to 6 marks. • The mark allocation and number of lines are intentional. • Read the question carefully, underlining / highlighting the verb and subject of the question. • Reread if unsure of subject. • Do not provide an introduction in your response. Start discussing the exact points of the

subject straight away. • Work to answer the question in the space provided – the opportunity to write extra is there-

with space at the end of the booklet- however it generally doesn’t earn you extra marks and leaves less time to devote to the extended responses. Marks allocated to short answer questions and the answer space, are guides to the length of the required response.

• Memorise terms and definitions. • If a question is worth 4, 5 or 6 marks, PLAN your answer. • Underline the directive terms and know what they mean. Section III and IV: Extended Responses (40 marks) Time Allocation for Each Section: about 35 minutes each- Actual Time: 50-60 minutes each. Word length approximately 800 words • There will be two extended response questions. • ONE question is to be attempted from Section 111 Questions 25 and 26- stimulus style

questions • ONE question is to be attempted from Section 111 Questions 27 and 28.-straight question • The extended response questions examine a syllabus topic/sub-topic/ multiple topics in-depth. • Read the question carefully, highlighting the directive verbs and subject of the question and

plan your response. • In your plan, identify where you would include reference to economic theory and diagrams

AND statistics/data. • The extended written response should directly address the question so: • ANSWER THE QUESTION ASKED. Be exact and to the point of the question. • Provide a salient introduction in your response. Define all terms and concepts. • Watch the time! (20 pages on one question and three pages on the other is not a good place to

be!) • Directive terms are critical BUT questions can also start with “why” or “to what extent” or

“how”.


• The body of the question should include relevant information and analytical detail should be

presented in a logical sequence, with all the parts of the question being answered in adequate detail. Relevant diagrams and examples can be included in the body of the essay where possible.

• Conclusion- the essay should be brought to a close with a strong concluding statement- usually only one or two paragraphs in length- a final statement, summarising the main arguments raised in the essay or a final comment about the main findings of your essay.

Section III 20 marks Attempt either Question 25 or Question 26 Allow about 35 minutes for this question In your answer you will be assessed on how well you:

• Demonstrate knowledge and information relevant to the question • Use the information provided • Apply relevant economic terms, concepts, relationships and theory • Present a sustained, logical and relevant response

• Note the rubric above-address these requirements in your response.

Stimulus material • Students use it well on the whole but others copy it, ignore it or fail to realise that it is

there to provide an indicator or a clue about particular content. • Students are sometimes very careless in analysing it. • Sources of a quote should be noted- e.g. a comment from RBA is a different perspective

than a comment from Treasury.

Section IV 20 marks Attempt either Question 27 or Question 28 Allow about 35 minutes for this question In your answer you will be assessed on how well you:

• Demonstrate knowledge and information relevant to the question • Apply relevant economic information, terms, concepts, relationships and theory • Present a sustained logical and cohesive response

• Note the rubric above-address these requirements in your response. • Some questions ask for CAUSES others for TYPES; some ask for METHODS, others ask for

REASONS; some ask for FEATURES, others ask for IMPACTS, some ask for STRATEGIES, others ask for POLICIES-THESE ARE DIFFERENT!

• Look carefully at the marking guidelines on the BOS website. Notes from the Marking centre, are one of the most valuable resources for students in preparing for the HSC Economics Examination. http://www.boardofstudies.nsw.edu.au/hsc_exams/2013/pdf_doc/2013-marking-guide-economics.pdf


http://www.boardofstudies.nsw.edu.au/hsc_exams/2013/pdf_doc/2013-marking-guide-economics.pdf

http://www.boardofstudies.nsw.edu.au/hsc_exams/2013/pdf_doc/2013-marking-guide-economics.pdf

• Commonly exam reports tell us that outstanding responses are clear, concise, accurate and

use data • Weaker responses are described as “lacking analysis”, “poorly organised”, and

“demonstrated limited understanding”. • Go back to the last few years’ notes from the marking centre and find more examples of

the traits of better and weaker responses. • Use this information to improve the quality of your own responses. • A reminder that Economics often involves things like: • Using short and long term analysis, whether the question asks for it or not.

o Examining BOTH domestic AND global contexts, in the question. o Looking at impacts- not just from a general perspective, but impacts on

individuals, businesses or government- or manufacturers or service industries- or exporters or investors, in the question.


External Support for HSC Economics preparation

The UBS- merchant bank HSC Economics Website- web casts in particular provide excellent background understanding to a wide range of contemporary questions and issues directly related to the four HSC topics.

http://www.ubs.com/global/en/about_ubs/hsceconomics.html

Reserve Bank of Australia: Chart Pack; Media Releases; Quarterly Statements; Monetary Policy etc.

www.rba.gov.au/

Statistical updates from the Australian Bureau of Statistics

www.abs.gov.au



USQ multiple choice questions:


Another useful external study site:

http://uat.pango.edu.au/High-School/Resources-to-Ace-your-Subjects/HSC-Economics/


http://www.ubs.com/global/en/about_ubs/hsceconomics.html

http://www.rba.gov.au/

http://www.abs.gov.au/



http://uat.pango.edu.au/High-School/Resources-to-Ace-your-Subjects/HSC-Economics/

• Year 12 Economics Caringbah High School Moodle Page • ALARM (A Learning and Responding Matrix)

Board of Studies

• Economics Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html • Past HSC Exam Papers http://www.boardofstudies.nsw.edu.au/hsc_exams/ • Performance Band descriptions Economics

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics-pbd.html

Assessment Resource Centre

• Economics Standards Packages http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#l

HSC Online

• Economics HSC Online http://www.hsc.csu.edu.au/economics/ • Australian Catholic University www.acu.edu.au or http://homepages.ihug.com.au/~gep

HSC Study guides

• Excel HSC Economics Study Guide http://www.pascalpress.com.au/excel-hsc-study-guides/#/?_=1&filter.meta_keywords_subject=Economics&page=1

• Dot Point HSC Economics http://www.sciencepress.com.au/component/virtuemart/details/416/45/business-studies,-legal-studies-and-economics/dot-point-hsc-

• Cambridge Checkpoints HSC Economics https://www.cambridge.edu.au/education/titles/Cambridge-Checkpoints-HSC-Economics/#.Uxgiiz-SzQQ

• www.cambridge.edu.au/hsccheckpointsapp

Newspapers/current affairs

• Sydney Morning Herald particularly Ross Gittins articles http://www.smh.com.au/ • The Daily Telegraph http://www.dailytelegraph.com.au/ • Google Alerts/email updates http://www.google.com.au/alerts

• Four Corners Episodes http://www.abc.net.au/4corners/episodes/


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics.html


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/economics-pbd.html

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/%23l

http://www.hsc.csu.edu.au/economics/

http://www.acu.edu.au/

http://homepages.ihug.com.au/%7Egep

http://www.pascalpress.com.au/excel-hsc-study-guides/%23/?_=1&filter.meta_keywords_subject=Economics&page=1

http://www.pascalpress.com.au/excel-hsc-study-guides/%23/?_=1&filter.meta_keywords_subject=Economics&page=1

http://www.sciencepress.com.au/component/virtuemart/details/416/45/business-studies,-legal-studies-and-economics/dot-point-hsc-

http://www.sciencepress.com.au/component/virtuemart/details/416/45/business-studies,-legal-studies-and-economics/dot-point-hsc-

https://www.cambridge.edu.au/education/titles/Cambridge-Checkpoints-HSC-Economics/%23.Uxgiiz-SzQQ

https://www.cambridge.edu.au/education/titles/Cambridge-Checkpoints-HSC-Economics/%23.Uxgiiz-SzQQ

http://www.cambridge.edu.au/hsccheckpointsapp

http://www.smh.com.au/

http://www.dailytelegraph.com.au/

http://www.google.com.au/alerts

http://www.abc.net.au/4corners/episodes/

ENGINEERING STUDIES Engineering Studies is divided into modules. Two types of modules are used to facilitate learning in the course. These are engineering application modules and engineering focus modules. The engineering disciplines within the course are:

• Areas of engineering practice • Historical and societal influences • Engineering mechanics (calculations) • Engineering materials • Electronics • Communication including the engineering report

REVISION AND PREPARATION THROUGHOUT TERM

The following tips should be used to revise the course content and prepare for examinations:

1. Organise your class notes and answers to lesson activities in order of the course syllabus. See text or syllabus for course topics and order. Use a clip folder to organize notes. http://www.boardofstudies.nsw.edu.au/syllabus_hsc/engineering-studies.html

2. Create your study notes summarising the important points and concepts of each topic using class notes and classroom activities.

3. Once you have your study notes. Review or try rewriting these study notes as many times as possible until you become familiar with the concepts.

4. Redo the class mechanics activity questions (cover solutions) using an open book approach.

The solutions to activities are in Moodle. 5. Drawings issued in class should be annotated highlighting the important concepts and

drawing standards. 6. Try redoing the drawing questions. The solutions to activities are in Moodle. 7. Wider reading is important. Use Distance Education notes and links within Moodle to broaden

your Engineering knowledge. 8. Answer exercises within each chapter of your text book. Answer these questions using an

open book approach using your study notes and text book. 9. Answer end of chapter review activities. Try answering these questions without notes. 10. Try answering past HSC examinations using an open book approach. Answer similar sections

from each year. Check your answers using BOS standard packages and sample answers provided. Compare your answers with the Band 5 to 6 responses. HSC exam solutions can be found in Moodle.

11. Determine areas which need further study and review from the examinations and repeat steps.


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/engineering-studies.html


The examination will consist of a written paper worth 100 marks. Time allowed: 3 hours plus 5 minutes reading time. The paper will include a formulae sheet. The paper will consist of two sections. There will be approximately equal weighting of each of the four modules across the examination as a whole. Questions may require students to integrate knowledge, understanding and skills developed through studying the entire course, rather than focusing on a particular module. Section I (20 marks) • There will be objective response (multiple choice) questions to the value of 20 marks. These

questions examine all modules studied. Section II (80 marks) • There will be approximately seven short-answer questions. • Questions will contain parts. • There will be approximately 25 items in total. • At least two items will be worth from 6 to 8 marks. A formulae sheet is also provided Have a plan of action choosing which section to start. Multiple Choice Questions • Spend about 1 ½ minutes per mark value on each question. • Read the question carefully, highlighting the verb and subject of the question. • Reread if unsure of subject. • Read the possible answers eliminating the answers that are not correct. • Do not spend too much time on each question. Leave the question for later if unsure. Short Answer Questions • Read the question carefully, underlining / highlighting the verb and subject of the question. • Reread if unsure of subject. • Do not provide an introduction in your response. Start discussing the exact points of the

subject straight away. • Pictorial drawing is often a short response question. • Neat line work using instruments is expected BUT if short of time freehand drawing with neat

firmed in outlines is acceptable. • Provide worked solutions in the mechanics questions. • Look for the quickest method including a graphical solution. • Quote the formulae to be used. • Watch your units and power of ten.


Extended Responses • The extended response questions examine an engineering concept in-depth. • Read the question carefully, highlighting the verb and subject of the question. • One of these questions may be an orthogonal drawing examining AS1100 drawing standards. • Neat line work using instruments is expected. • The extended written response should directly address the question. Be exact and to the point

of the question. • Do not provide an introduction in your response. Start discussing the exact points of the

subject straight away. • There should be at least as many points in your response as the question mark value. • Try not to be verbose in your answer.


• Links within notes • Links within Moodle course. • Distance education notes provided in Moodle course. • BOS http://www.boardofstudies.nsw.edu.au/syllabus_hsc/engineering-studies.html • HSC online – http://hsc.cse.edu.au • How stuff works • Wikipedia • NASA


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/engineering-studies.html

http://hsc.cse.edu.au/

ENGLISH

KNOW YOUR TEXT

* Make sure that you have read/ viewed it a number of times, that you have a clear personal response and that your response is firmly based on your detailed understanding of the text. Know the text well enough to be able to make detailed reference to specific parts of it which prove an argument, no matter what the argument may be. You must be able to refer to your text confidently and in detail.

* Analyse how your text illuminates/ interacts with the ideas in the rubric ie how will you use the text to talk about any or all of the ideas in the rubric.

ORGANISE YOUR NOTES AROUND THE RUBRIC

* You should have plenty of detailed notes based on what you have written in response to class discussions, questions in class, and notes which have been provided. Re-organise those notes based on the ideas in the rubric – for each separate rubric point, re-word the ideas that are in your notes so that they address the rubric.

PRACTISE WRITING EXAM TYPE RESPONSES

* The Board of Studies website has many past papers from over the years. Use these to practise writing exam responses. See below, then write the response again to improve areas of weakness. Mark it again when this is done.

* Make sure that you have read “Notes From the Marking Centre” for each question in each course for the last three or four years. This gives you feedback for what HSC students did well/poorly in the exam, according to what the markers of that exam saw.

MARK EACH OTHER’S WORK

* The Board of Studies also includes Marking Guidelines for each question. In small groups, each complete the same question under exam conditions, then use the Marking Guidelines to mark each other’s work. Talk over what mark each of your group would give, and the reasons why.



Short Answer Questions

Answer the question. Use your own words to explain your ideas.

The length of your answers should be in the same ratio as the marks that they are worth. Ie an answer to a two mark question should be about twice as long as a one mark question. An answer to a one mark question needs only be short, for it is looking for only one thing. The last question, worth the most marks, should be the longest answer.

Make close, detailed reference to the text – answers that are too general and don’t refer to the text specifically could be a response to any text, not just those provided.

Get organised – don’t have arrows to additional parts of a response – this can be confusing and limit the quality of your response.

Structure your answer in the same order as the question.

There is no need to try to find/provide ideas that are unique, unconventional or obscure. The most clear and obvious answer will usually be the best one – it’s about identifying and analysing, not creating.

Remember to treat each question as a separate entity – don’t make reference to your answer to another part.

Make sure that you deal with the texts that you have been given to read. It is not Question 3, so it doesn’t need your speculation or philosophy – you need to be analytical.

Extended Responses

ANSWER THE QUESTION. The biggest consistent problem in English is that there are many students who seem to think that a pre-prepared response is acceptable. Analyse the question carefully, do the job that it asks you to do, and focus your response on the areas it wants you to talk about.

Make sure that the quality of your writing is as impressive as you can make it. Aim for clarity first, accompanied by control and confidence. Add sophistication of language and style if you can. Be careful not to use vocabulary that you cannot use correctly.

In responding to Modules where you need to talk about more than one text, an integrated response is the best approach.


Explain your ideas in detail.

Make close and detailed reference to specific incidents/events/parts of your text which will prove your argument.

Provide relevant quotes to further prove your argument.

Students who create an effective thesis which addresses the question, and which is continually used throughout the essay, will create the most impressive responses.

Manage your time effectively so that you have the same amount of time devoted to each question, and that you finish your answer to each question.


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

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/

http://hsc.csu.edu.au/

http://www.curriculumsupport.education.nsw.gov.au/secondary/english/stage6/hsc/newprescrip08/index.htm


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

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/

http://hsc.csu.edu.au/



ANCIENT & MODERN HISTORY, HISTORY EXTENSION

SOCIETY &CULTURE AND STUDIES OF RELIGION (1)

Please refer to the HSC Preparation and Revision course in Moodle.

Throughout the year

• Complete all notes during class, check on work when away and ask questions when confused.

• Start preparing your study notes at the end of each topic, there will be over a year from your first lesson to your HSC examination. Don’t wait until the last moment.

• Familarise yourself with the syllabus dot-points, consider making your study notes under them.

• Learn and use the Glossary of Key Verbs (see Moodle) and take advantage of past HSC papers for practice responses (see Moodle for your subject).

Note-taking

All humanities subjects will require you to read large amounts of text and take brief and relevant notes. In fact, when you are instructed to “read” a text you should also be taking brief notes and writing any questions you may have for discussion. Notes should not be as long (or longer!) than the text you have just read. While there are many ways to take notes the system referenced in your diaries SQ3R is highly recommended. If you are worried about your note-taking abilities ask your teacher for advice.

Study notes & practice responses

Communicating your knowledge is an essential component in your learning. In addition to creating structured study notes (using ALARM or other chosen system) it is recommended that you take the opportunity to prepare practice responses for your teacher to comment on. Questions from past HSC papers are in the HSC Preparation section of Moodle for your subject or available on the BOS website However there are three points you need to consider before handing in your responses:

1. Clearly label whether your response is HSC Style (ie written within HSC time restraints, hand-written, no notes or texts) or open-book, untimed.

2. Allow sufficient time for your teacher to respond, at least 72 hours or longer over a weekend.

3. (Sounds silly)Put your name on it!


http://web1.caringbah-h.schools.nsw.edu.au/moodle/course/view.php?id=480&section=0

http://www.mindtools.com/pages/article/newISS_02.htm



Ancient, Modern, SAC and Religion all have multiple-choice and short answer questions. Extension only has essays.

All subjects have HSC essay questions available on Moodle.


• Most (if not all) multiple choice questions will require the use of a supplied source. • The first essential step in answering these multiple choice questions is to ensure you are

referencing the correct source. • Read the question carefully. • Many multiple choice questions will supply 2 or more correct answers on the topic, this is

why it is important to understand the qualifier, eg what is the most likely reason for… or the reason given by the source’ when choosing your response.

• Attempt to answer the question in your mind without looking at the options, if your answer is one of the options select this option. If you need to select from the options first eliminate any obviously wrong answers. This will narrow your choice to two options. Your selection of the correct answer should be based on the best answer. Often two of the choices are viable answers but the correct answer is the most correct or best answer the other is a distractor. If you are still not sure, don’t waste time deliberating and go on to the questions you are more sure of and come back to the more challenging questions. If you have to, make an educated guess by paying attention to the key terms. Remember your first ‘guess’ is more reliable than over analysis.

• Always put an answer – there’s a 25% chance you’ll be right.


• Read the question carefully and identify the verb and subject of the question. If you do this the parameters of the question will be set

• Short answer questions do not require a full introduction and conclusion – just get to it and answer the question. If you feel the need to introduce your thesis limit it to a maximum of 1-2 sentences.

• It is important to answer all sections of the question in equal value, eg if the question asks about sources A & B do not write ¾ of your response on source A and a couple of paragraphs on source B.


• If you run out of time provide a point form response for both the short and extended

responses • For Modern: answering these questions will required source usage and source analysis

Extended Responses

• First and foremost: read the question carefully • The University of NSW has an excellent site about exam essay writing, please look at this:

https://student.unsw.edu.au/essay-exams • Underline key verbs, time periods and concepts and issues • Ensure you have clear introduction stating your thesis/argument and this agrees with your

conclusion. • Your essay-body should support your thesis and utilise topic sentences for each point of

your thesis. • You also need to support your thesis with accurate and relevant historical information

(facts) and historians (for ancient this will include ancient AND modern sources). • Studies of Religion:

o You must ensure that the Religious Tradition (eg Buddhism & Islam) you do in the essay section is different to the one for the short answers.

• For Extension: o For Q1:

Read the source at least twice, underlining key issues for historiography and make immediate notes on the paper to the question and connections to your chosen historians

ensure that you make detailed and specific reference to the source provided and draw in your chosen historians (other sources) to support your argument.

o For Q2: Use the stem/quote if provided. Ensure you discuss the full area of debate, eg gender AND construction of

identity


https://student.unsw.edu.au/essay-exams

SAC

• Essential to have current social and cultural examples • Extended response Questions: Try working backwards to deconstruct the question:

e.g. Question: Evaluate the role of ritual and values in the continuity of Judaism. Start with what has continued in Judaism (select 2) What values have enabled this continuation? This is the why (select 1 for each continuity) What rituals are practiced to reflect these values? This is the how (select 1 ritual per value) Why are values and rituals important WHAT DO THEY DO? (unite/provide structure etc) THIS IS THEN YOUR EVIDENCE FOR YOUR EVALUATION Yes the role of rituals and values are significant/crucial in the continuity of Judaism This is your value judgement. Now use the evidence above.


Board of Studies HSC papers:




USQ Answering multiple choice question:






LANGUAGES Learning a language requires DAILY study. You need to work on the language regularly to ensure you retain the information. Languages are a mixture of skills and each skill – listening, speaking, reading, writing- reinforce each other. Class time is one of the most important times for students to develop their language skills. To ensure you make the most of class time, you need to:

• Participate fully.

• Take notes.

• Think of the answer even if you are not asked directly.

• Don’t be scared or shy – take risks!

• Ask questions.

GENERAL TIPS ON LANGUAGE LEARNING

• Study every day - Set aside some time every day for your studies, ideally when your brain is at its most receptive. For languages, it's better to study for 30 minutes every day than for 3 hours once a week.

• Revise/review regularly - Go over each topic several times, perhaps once in the morning, once in the evening and once several days later. Give your brain time to digest the material, but make sure the gaps between periods of study are not too long, i.e. more than a few weeks, or you will forget most of what you're trying to learn and revise. Make sure you have got to grips with the contents of that topic before moving on to the next.

• Build on solid foundations - Make sure you're comfortable and confident with the fundamentals of the language you are learning before tackling the more advanced stuff, as without a solid understanding you'll find it very difficult to learn more.

• Don't be discouraged by apparent lack of progress - You will find that at times you're making fairly rapid progress, while at other times you seem to be standing still or even going backwards. This is normal when learning a language, so don't be discouraged. If you feel like you are making little or no progress, try going over earlier topics /grammar exercises to see if they're easier now than when you first tried them.

• Don't worry about making mistakes - You probably make the occasional mistake when speaking your native language, so making mistakes in a foreign language is nothing to worry about. Learn from mistakes and make it a positive thing.

• Have fun - Find ways to make language learning fun. This could involve games, songs, stories, tongue twisters, jokes and anything else you can think of.


http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&docid=PfDRDEdMVpH8IM&tbnid=6Rhbdn-Zs7V_QM:&ved=0CAgQjRw&url=http://www.usfsp.edu/blog/2013/04/15/tips-on-learning-a-foreign-language/&ei=akoMU8uZDofAkgWSk4HoDw&psig=AFQjCNESxkWCdOacMRjIuP0vZQyxseJK2w&ust=1393400810295177

LEARNING VOCABULARY

Vocabulary knowledge is one of the most important parts of learning a language as vocabulary is essential to be successful in all skills. Without deep vocabulary knowledge you will not achieve at the highest level across all skills.

• Make flashcards to help you learn your vocab. Put the word in English on one side (or even better draw a picture of it or paste a picture on), then on the other side write the foreign language translation.

• Review your flashcards regularly. Mix up your flashcards.

• Practise spelling the words as well to ensure you are getting the correct spelling, not just the correct pronunciation.

• Make posters for whole groups of content like days of the week, school subjects, weather etc and place these on your wall or above your desk.

• Focus on the ‘idea’ not the English word. When you are reviewing your vocab, try and picture the actual object or concept in your mind instead of the actual English word so that this concept becomes associated with the foreign translation and you start to ‘think’ in the other language.

• ‘Overstudy’ your vocab. Even when you think you already know your vocab, go back and study it again later to make sure that you continue to know all the material and it is being retained in long-term memory.

• Put word lists where you frequently go e.g.on the wardrobe, bathroom mirror, fridge door.

• Keep a small pocket vocabulary book. Divide the page in half- foreign words on one side, English on the other. Whenever you come across new vocabulary either in class or at home while studying, add them to your vocabulary book. Keep it with you so you can test yourself at any time.

• If you are more of an auditory learner, you can record the word lists (onto an ipod/mobile phone) and listen to it rather than read it.

• Use mnemonics – use a rhyme or put the word into a silly sentence.

LISTENING SKILLS

• Use practice tapes. You could make your own practice tape by reading a passage out and seeing if you can then understand it when you play it back – or even better swap your tape with a friend’s tape.

• Listen to a past HSC tape/CD and try repeating what you hear or writing down as much as possible of what you remember, then check with the transcript.

• Find a study buddy. Study with a friend and read passages out loud to each other or do listening exercises where you try and answer questions when listening to your friend. Get a passage and write a list of questions, read this to your friend and see if they can answer the questions.

• Search for other ways to listen. Watch TV in another language. Put on a DVD and select the other language audio option (turn off the subtitles or put a piece of paper over the bottom of the screen). Find out if there is a radio station that does broadcasts in this language or if there are sites on the web where you can listen to other languages. Rent movies from a video shop in other languages.


http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&docid=l5CtW6AfJ368qM&tbnid=TR4ybCtwrjL7MM:&ved=0CAgQjRw4Xw&url=http://www.engage-sbs.com/scotland-on-the-global-stage-are-we-doing-enough-to-promote-language-skills/&ei=BkoMU_DjIJGglQXzkYFw&psig=AFQjCNEhoB47q89YCZWJWLJyaB7olkfajw&ust=1393400710594078

SPEAKING SKILLS

• Whenever you are reviewing your vocab, speak the words out loud as hearing them will also help you remember these. Anytime you are reading through a passage in the foreign language read it out loud.

• Record yourself and then listen to the recording. If possible, tape a native speaker and then you can listen to the correct way to say it then repeat the sentence out loud, copying the pronunciation, emphasis, inflection, accent and tone.

• Practise with your classmates. The more you can talk in the language the better.

• Find opportunities to converse with people in this language. Have you any friends or family who know the language? Is there an area where you live where the language might be spoken?

READING SKILLS

• Look for clues to meaning. Look at pictures, titles, captions and try and get an idea of the main ideas or what the passage is about before you start to read.

• Read for the ‘big picture’ first. Read through the passage fairly quickly to start with.

• Go back and read the passage again in detail.

• Add the unfamiliar words to your vocab flashcards..

• Read a lot!

WRITING SKILLS

• Read a lot! You will become more familiar with styles and structures and perhaps different ways of expressing ideas.

• Write a lot! Try different styles of writing and try and write initially without looking at your notes to first see what you can do unaided. Then use your notes to look at ways you could develop and improve what you have written. Keep a short daily journal or diary in your language or try and write a letter or email to a friend in the language (send it to a friend who is also studying the language!).

• Keep all your previous work and review it so you can learn from previous mistakes you have made.

• Use good writing techniques. Just as when you are writing in your native language, read the question carefully, brainstorm all your ideas and plan before you start writing.

• Try and predict the type of writing task you could be given and practise this type of question. Practise writing complete sentences and ensure you have some ‘prepared’ writings in case you are able to choose your topic for writing or apply the things you have learnt to a particular type of question.


http://www.google.com.au/url?sa=i&source=images&cd=&docid=1JPUnxhWbgB3WM&tbnid=AK0T3Nk8pHRvOM:&ved=0CAgQjRw&url=http://www.bitesizedlanguages.com/blog/2013/05/21/how-to-get-over-the-embarrassment-of-speaking-a-foreign-language/&ei=dEoMU-m_BMjnlAWF64HICQ&psig=AFQjCNFzgFEsabDBOvwqzQdJu0g6zP07-Q&ust=1393400820137308

LEARNING SCRIPT

• Most characters are built of components which represent physical things or abstract concepts. Learn what each of the components represents and try building up mental images featuring the components for each character. Include in your mental images the meanings of the characters and the pronunciation. Think of a silly saying or phrase that will help you visualise the meaning of the character.

• When learning Japanese remember that most kanji have several different readings: usually at least one derived from Chinese and one that is the Japanese word with the same meaning. Japanese children learn the Japanese readings of the kanji first and later learn the Chinese-derived readings. This is probably a good technique to adopt, is to learn the Japanese reading of the kanji first and then the Chinese reading.

• Keep a kanji book – divide the page into four columns and write the actual character, the meaning, the Japanese reading and the Chinese reading. You can use this to study by covering up the different columns and testing yourself.

• Learn the correct way to write each character – correct stroke order is important to ensure the characters look in proportion and can be easily read. Repetition is one of the best ways to learn how to write kanji, so practice over and over on scrap paper.

• Make some character cards with a single large character on the front and the character's pronunciation and meaning together with words and/or phrases featuring the character on the back. Carry these cards around with you and refer to them whenever you have a moment.


In all sections of paper put an asterisk in the margin if you are not sure of something to remind you to check carefully at the end.

Know how to use your dictionary efficiently prior to your exam.

Before starting a section, write your starting time and the suggested finishing time for that section at top of question booklet.

During reading time

Use the 10 minutes wisely. Read the writing tasks first, followed by the Reading and Responding Part B question. Next you should read the first listening question to familiarise yourself with it and for the remainder of the time read as much of both reading passages as possible.


http://www.google.com.au/url?sa=i&source=images&cd=&cad=rja&docid=hu48dAzgnO4rlM&tbnid=pzpuw0ljFFyVxM:&ved=0CAgQjRw4Fw&url=http://japanesecalligrapher.wordpress.com/2009/12/06/kanji/&ei=t0sMU_7KGIjMkwX15oDgBg&psig=AFQjCNGueF5eJ_6VmEQHo_B08veWYgml8w&ust=1393401143465306

Section I – Listening and Responding

• Read each listening question before hearing it and underline question words and any other important words such as a name of a person.

• For long questions in reading or listening, divide it up and re-word if necessary.

• Take as many notes as possible (in the target language or English) during the first reading. Develop your own ‘short hand’ to make your note taking more effective.

• You can answer in point form, but check that your answers make sense and fully answer the question with as much DETAIL as possible.

• If the question is a “yes / no” question start your answer with “yes” or “no”.

• You will often have to INTERPRET the text/facts that you hear, to form an OPINION or JUDGEMENT. To get the full marks you MUST explain the issue then add interpretation (don’t just focus on content).

• Justify with reference to the text means that you have to provide CONTENT ie what specific information (in English) supports your opinion/answer.

• When discussing an attitude use specific adjectives eg. “positive” or “negative” and justify based on the language used.

• Take time to PLAN longer response questions (even though your answer may be in point form).

• Be logical in your response.

Section II – Reading and Responding Part A

• Read all the advice above for listening skills.

• Read questions first- they will give you a basic idea of what the passage is about.

• DON’T look up every word in the passage- you will not have time- get the gist, then if you need a specific word for detail in the answer- look it up.

• Quickly PLAN your answers to make sure you don’t provide the same info twice- wastes time.

• Provide all DETAIL.

• If there are 2 marks, there will be at least 2 points ( maybe 3 or 4)in the answer- look carefully for all key references; the points may not be together in the text.

• If you are asked about someone’s ATTITUDE- you will need to interpret what you are told, to determine if their attitude is positive, negative, sympathetic, nostalgic, hostile, optimistic, pessimistic, cynical, critical, etc etc

• If you asked to COMMENT on something in the article, you are being asked to explain why the author chose to express him/herself in this way- what is the effect- there are no definite right or


wrong answers in this type of question, but you will have to support your opinion with reference to the text (in English- ie translate or paraphrase) Eg statistics- serious topic/ believable/true, play on words- humour, emotive language- drive home point/ impact, imagery- shock/humour- impact, repetition- impact, drive home point etc etc

• If you are asked what the PURPOSE of the text/article is, you are being asked what the writer wanted/hoped to achieve. There is no definite right or wrong answer, but you will have to support your opinion (see above) 3 main possibilities: to entertain to inform, to raise awareness, to shock (to provoke reader involvement) to persuade, to convince, to advertise (to sell)

Section II – Reading and Responding Part B

• Read the question carefully and identify the key words to ensure you know what is expected.

• Highlight questions, comments, issues, dates and names before you PLAN your response.

• You MUST refer to the text. It is not necessary to understand every word in the source material, you need to identify key/relevant points that you need to respond to. These may or may not be questions. If there are no direct questions that you need to answer, find the topic sentences and address those.(A highlighter is useful!) Rephrase some of the key arguments from the source, then add your opinion/viewpoint.

• Plan your answer (QUICKLY!)

• In your PLAN include who your audience is and when finished CHECK you have used the appropriate forms of address.

• DO NOT simply copy slabs from the source with or without quotation marks.

• DO NOT think in English and translate, use expressions that you already know.

• Use a variety of grammatical structures, tenses and moods- present, past, future, conditional, subjunctive, clauses etc. Check that you are using a variety of advanced, sophisticated language structures. Jot your structures down on paper during your planning for the task and tick them off when you have used them.

• Reread your answer and check spelling, verb endings, adjective agreement etc

• MAPS

Section III – Writing Make sure you follow correct rules and formats when using the writing booklets e.g. know the rules for using squared paper for Japanese, write on every second line for German and French.


5 mark question – Informative/Descriptive Writing 10 mark question – Reflective/Persuasive/Evaluative Writing

• Read the questions carefully before choosing A or B. Select the question that you can provide the most effective and relevant grammar structures to answer the question.

• Plan your answer (QUICKLY).

• Use vocab and expressions that you have already practised.

• Use a variety of grammatical structures, including examples of persuasive/reflective/evaluative language.

• Reread your answer and check spelling, verb endings, adjective agreement etc

• MAPS

Text Types The following text types are those listed for productive use in the Continuers and Extension syllabuses. Extension text types are marked “(Ext)”. Students may be expected to produce any of these text types in the external exam. The table below is a guide to the purpose, structure and language features typical of each type. You MUST KNOW what is expected of you for each text type to gain the higher marks in writing.

Syllabus text type

Purpose Structure Language features

article (Cont and Ext)

• to sustain an argument

• to describe • to inform,

to persuade, to amuse or entertain

• titles/headings • development of

ideas/ argument • sequencing and

linking of ideas • statement of

conclusion/advice

• range of tenses • linking words • language can be

descriptive, factual, judgemental, emotive or persuasive depending on context

conversation (Ext – script of a conversation)

• to exchange information, opinions and experiences

• to maintain and sustain communication

• exchange of opening salutations

• question/ statement followed by response

• two-way interaction (sustained)

• question forms • strategies to maintain

conversation (fillers) • interjections • sentences may not be

complete • language level will depend

on context and relationship between participants



http://www.hsc.csu.edu.au/japanese/

http://www.languageperfect.com/website/

http://quizlet.com/

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#j

http://www.studystack.com/Languages


http://www.hsc.csu.edu.au/japanese/

http://www.languageperfect.com/website/

http://quizlet.com/

http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/%23j

http://www.studystack.com/Languages

A glossary of key words –Language Specific Terms The table below lists a selection of words and their meanings in the context of tasks for HSC Languages courses. Make sure you know what is required from a language perspective in order to respond successfully to questions containing these key words

Adapted from Board of Studies NSW: A Glossary of Key Words HSC

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html

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

Compare Show how things are similar or different

Construct Make, build; put together items or arguments

Contrast Show how things are different or opposite

Critically (analyse/ evaluate)

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

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

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

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

Identify Recognise and name

Interpret Draw meaning from

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

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

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details



LEGAL STUDIES

HSC TOPICS

• Crime • Human Rights • Family • Global Environmental Protection

STUDY NOTES

• For every topic, students should organise study notes under each of the Syllabus dot points on the “learn to” side of the Syllabus

• Study notes should contain all of the material covered in class and include sample answers to the Syllabus dot points on the “learn about” side of the Syllabus

• Study notes should include a broad range of examples including legislation, case law, contemporary/recent media articles, documents and international instruments

• Study notes should always include subject specific terminology - ordinary words (eg the man was sent to gaol for six years) should be substituted with legal terminology and concepts (eg the offender was ordered to serve a term of six years imprisonment)

• Study notes must go beyond the textbook - it is very important for students to keep up to date with current affairs and law reform (eg “one-punch assault laws”) and include these media articles in extended responses

• Study notes must incorporate (and constantly relate back to) the “Principal focus” and “Themes and Challenges” at the top of the Syllabus

• Essay questions will often be based on Syllabus dot points in conjunction with the principal focus or themes and challenges eg “Assess the role discretion (Theme and Challenge) plays in the sentencing and punishment (Syllabus dot points) of offenders.”

PRACTICE RESPONSES

Crime, Family and Global Environmental Protection

• For the Crime, Family and Global Environmental Protection topics, students should complete at least one practice essay at the end of every unit of work/subtopic to consolidate their learning and seek feedback on their progress

• Students can use questions allocated in class, from past HSC Exam Paper questions or study guides, or questions formulated from the “learn about”, “Principal Focus”, “Themes and Challenges” or “HSC Course Outcomes” on page 8 of the Syllabus

• Students should plan their responses using the ALARM Matrix on Moodle


• Students should write their responses in the HSC Sample Writing Booklet on the Board of

Studies website, leave a line after every paragraph and underline legal examples throughout

• Crime essays are marked out of 15 and are expected to be about 5 pages/600 words in length

• Family and Global Environmental Protection essays are each marked out of 25 and are expected to be about 8 pages/1000 words in length

• In all three essays, students will be assessed on how well they: o demonstrate knowledge and understanding of legal issues relevant to the question o communicate using relevant legal terminology and concepts o refer to relevant examples such as legislation, cases, media, international instruments and

documents o present a sustained, logical and cohesive response

• It is extremely important for students to clearly answer the question asked and respond to the key word in the question eg outline, describe, explain, analyse, evaluate etc. Note: the HSC will continue to use self-explanatory terms such as 'how', or 'why' or 'to what extent'

• It is very difficult for students to demonstrate “extensive knowledge” in the top band of the marking criteria if they do not answer the question accurately

An “A” range student: A “B” range student: • Demonstrates an extensive understanding of sentencing and punishment

• Demonstrates a detailed understanding of sentencing and punishment

• Makes an informed judgement (explicitly or implicitly) of the role that discretion plays in sentencing and punishment

• Makes a judgement (explicitly or implicitly) of the role that discretion plays in sentencing and punishment

• Integrates relevant examples such as legislation, cases, media, international instruments and documents

• Uses relevant examples such as legislation, cases, media, international instruments and documents

• Presents a sustained, logical and cohesive answer to the question using relevant legal terminology and concepts

• Presents a logical and cohesive answer to the question using relevant legal terminology and concepts

Human Rights

• For the Human Rights topic, students are encouraged to regularly practise multiple choice questions allocated in class, contained in the textbook and from past HSC Exam Papers

• Even though Human Rights questions are shorter in length than those from the other topics they are not necessarily “easier”. They can contain higher order terms such as evaluate, assess, to what extent etc

• It is equally important for students to clearly answer the questions asked and include a range of legal examples in these responses

• Initially, students might wish to complete these responses with an open book, and then complete them under exam conditions in preparation for the Trial HSC and HSC Exams


http://www.boardofstudies.nsw.edu.au/hsc_exams/pdf_doc/2012-hsc-sample-writing-booklet.pdf


Reading time

• There will 5 minutes of reading time at the beginning of the exam, which should be used for this purpose.

• Students are encouraged to read the entire paper, including the two alternatives for each option question and start thinking about which one they will choose.

• Students may wish to complete some of the multiple choice questions in their head during reading time but they should not neglect this valuable thinking and planning time.

Section I – Core: Crime and Human Rights (20 marks)

• There will be 20 objective response/multiple choice questions to the value of 20 marks. • 15 marks will be drawn from Crime and 5 marks will be drawn from Human Rights • The multiple choice section does not need to be completed first. If students are more

confident in other areas of the exam, they are encouraged to complete those sections first. • Some students might find it helpful to cover the different alternatives with their hand while

they read the question and then look for the correct answer to avoid constantly changing their answer.

Section II – Core: Crime and Human Rights (30 marks)

This section will consist of two parts.

• Part A – Human Rights (15 marks) • There will be short-answer questions to the value of 15 marks. • The questions may be in parts. • There will be approximately four items in total. • Students should take their time to carefully answer each of these questions. Short answers

are not necessarily “easy” questions. If students rush through them they might miss out on one or two marks per questions which could quickly add up and reduce their overall exam mark.

• Part B – Crime (15 marks) • There will be one extended response question to the value of 15 marks. • The expected length of response will be around five pages of an examination writing

booklet (approximately 600 words). • Crime is a core subject studied by all students in the state of NSW • Students are encouraged to carefully plan out their responses on the inside cover of the

writing booklet before they commence writing


Section III – Options (50 marks)

• There will be seven extended response questions, one for each option. • Each question will be worth 25 marks. • Each question will have two alternatives. • Candidates will be required to answer two alternatives, each on a different option. • The expected length of each response will be around eight pages of an examination writing

booklet (approximately 1000 words).


Moodle

• Year 12 Legal Studies Caringbah High School Moodle Page • ALARM (A Learning and Responding Matrix)

Board of Studies

• Legal Studies Syllabus http://www.boardofstudies.nsw.edu.au/syllabus_hsc/legal-studies.html

• Past HSC Exam Papers http://www.boardofstudies.nsw.edu.au/hsc_exams/ • HSC Sample Writing Booklet


• HSC Exam Workbooks http://www.boardofstudies.nsw.edu.au/manuals/hsc-exam-workbooks.html

• Performance Band descriptions Legal Studies http://www.boardofstudies.nsw.edu.au/syllabus_hsc/legal-studies-pbd.html

Assessment Resource Centre

• Legal Studies Standards Packages http://arc.boardofstudies.nsw.edu.au/go/hsc/std-packs/#l

Legal Studies Association

• Legal Studies Practice Assessments (scroll to bottom of page) http://www.lsa.net.au/section/84-resources.aspx

NSW State Library

• HSC legal studies research guide http://www.legalanswers.sl.nsw.gov.au/students_teachers/legal_studies_research_guide/hsc/index.html


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/legal-studies.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/legal-studies.html




http://www.boardofstudies.nsw.edu.au/manuals/hsc-exam-workbooks.html

http://www.boardofstudies.nsw.edu.au/manuals/hsc-exam-workbooks.html

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/legal-studies-pbd.html



http://www.lsa.net.au/section/84-resources.aspx

http://www.legalanswers.sl.nsw.gov.au/students_teachers/legal_studies_research_guide/hsc/index.html

http://www.legalanswers.sl.nsw.gov.au/students_teachers/legal_studies_research_guide/hsc/index.html

HSC Online

• Legal Studies HSC Online http://www.hsc.csu.edu.au/legal_studies/

HSC Study guides

• Excel HSC Legal Studies Study Guide http://www.pascalpress.com.au/excel-hsc-legal-studies-study-guide/

• Dot Point HSC Legal Studies http://www.sciencepress.com.au/component/virtuemart/details/416/45/business-studies,-legal-studies-and-economics/dot-point-hsc-legal-studies-revised

• Cambridge Checkpoints HSC Legal Studies https://www.cambridge.edu.au/education/titles/Cambridge-Checkpoints-HSC-Legal-Studies/#.Uxgiiz-SzQQ

Newspapers/current affairs

• Sydney Morning Herald Environment Page including Whale Watch and Climate Change http://www.smh.com.au/environment

• The Daily Telegraph http://www.dailytelegraph.com.au/ • Google Alerts/email updates http://www.google.com.au/alerts • HSC Legal Studies News Watch http://blog.sl.nsw.gov.au/hsc_legal_studies/ • Four Corners Episodes http://www.abc.net.au/4corners/episodes/ • Australian Story Episodes http://www.abc.net.au/austory/specials.htm • Sixty Minutes Episodes http://sixtyminutes.ninemsn.com.au/videoindex.aspx • Sunday Night Episodes http://au.news.yahoo.com/sunday-night/video/#page1

Other external websites (use with caution)

• An External Year 12 Wiki Page http://year12-legalstudies.wikispaces.com/ • HSC Legal Studies - The Apps Facebook page • HSC Legal Studies Notes http://legalstudieshsc.wordpress.com/2011/11/ • Pango HSC Legal Studies http://uat.pango.edu.au/High-School/Resources-to-Ace-your-

Subjects/HSC-Legal-Studies/#TOPIC_1:_CRIME


http://www.hsc.csu.edu.au/legal_studies/

http://www.pascalpress.com.au/excel-hsc-legal-studies-study-guide/

http://www.pascalpress.com.au/excel-hsc-legal-studies-study-guide/

http://www.sciencepress.com.au/component/virtuemart/details/416/45/business-studies,-legal-studies-and-economics/dot-point-hsc-legal-studies-revised

http://www.sciencepress.com.au/component/virtuemart/details/416/45/business-studies,-legal-studies-and-economics/dot-point-hsc-legal-studies-revised

https://www.cambridge.edu.au/education/titles/Cambridge-Checkpoints-HSC-Legal-Studies/%23.Uxgiiz-SzQQ

https://www.cambridge.edu.au/education/titles/Cambridge-Checkpoints-HSC-Legal-Studies/%23.Uxgiiz-SzQQ

http://www.smh.com.au/environment

http://www.dailytelegraph.com.au/

http://www.google.com.au/alerts

http://blog.sl.nsw.gov.au/hsc_legal_studies/

http://www.abc.net.au/4corners/episodes/

http://www.abc.net.au/austory/specials.htm

http://sixtyminutes.ninemsn.com.au/videoindex.aspx

http://au.news.yahoo.com/sunday-night/video/%23page1

http://year12-legalstudies.wikispaces.com/

http://legalstudieshsc.wordpress.com/2011/11/

http://uat.pango.edu.au/High-School/Resources-to-Ace-your-Subjects/HSC-Legal-Studies/%23TOPIC_1:_CRIME

http://uat.pango.edu.au/High-School/Resources-to-Ace-your-Subjects/HSC-Legal-Studies/%23TOPIC_1:_CRIME

MATHEMATICS

Preparing for an exam in mathematics requires a long build up to peak at the time of your exam. You should consider the work you do in class and at home each night as laying solid foundations for success in future exams. Like an athlete, you should maintain a level of ‘fitness’ which will allow you to be prepared for a more intensive study period prior to the exam.

Maintaining Mathematical Fitness

In a mathematics lesson you need to actively engage with the work, making sure that you have copied all of the necessary work from the board and you have notes and examples which you can later consult at home. It is suggested that you separate your notes and examples from the exercises that you do so that you can refer back to the notes quickly, a formula book will also be useful. Make sure that you have done enough questions in the lesson so that you know what to do when you go home and finish the exercise.

Homework will often consist of questions from exercises unfinished in school. Nightly homework helps consolidate your understanding of the lesson that day and it will also allow you to identify areas of concern that you can bring back to your teacher the next day. Remember that nothing is too trivial to ask. Repeated exposure to questions will push your knowledge from short term to long term memory, where you will be able to recall facts and processes when you need them for the exam.

On top of regular homework, a programmed weekly review of past work will also be beneficial. You might review trigonometry this week and algebra the following week. There are plenty of different text books available that can provide extra questions, or you can simply redo questions from your textbook, you probably won’t remember which questions you did last month, what is important is how you do them.

Setting out of questions that you do in practice is important. Show clear and logical steps in working that other people can easily follow. Often your work will follow a general rubric of :

• This is the formula I intend to use. • Here is the substitution from the information provided in the question. • This is my answer. • Then check the question again to ensure that you have answered what was being asked

and that the answer makes sense.


Training for the Exam

It is your responsibility to ensure that you know exactly what is being tested. If you are unsure from the documentation what will be in the test, ask for clarification from your teacher. Set a timeframe for study and start early enough to finish all parts of your training. Start by testing yourself on formulas that are needed. This testing should involve writing down the formula without reference to a cue card or notes. You should be able to recall any necessary formula instantly. Then you are ready to try questions on that topic.

Complete review questions from each of the topics being tested, remembering to always check your answers to make sure that you are doing it correctly. Keep track of the questions that are causing concern and bring these to the attention of your teacher so that you can get some targeted help. Questions that you got wrong in previous exams should always be reviewed near the beginning of this process. Start with easier questions and build up to the harder ones as you gain competence and confidence in what you are doing.

Exams tend to mix topics within questions, so you will need to practise doing questions on a variety of topics as you get closer to the exam. It’s ok to start with a solid review of differentiation, followed by another topic the next day but you will need to ensure that you practise the skill of moving between topics as you do questions. Past exams are a good way of achieving this variety in questioning. Towards the end of your study program, you should try completing exam questions under timed conditions.

We will generally give two past papers with solutions in the week before a major assessment. These exams will be a good guide to the type of question that is likely to be asked and provide you with an idea of the level of difficulty that you can expect in the exam. During Year 12 you will need to obtain a booklet of past HSC papers with solutions and this will be an invaluable source of study material. Past Caringbah High exams are also available on the Moodle site and we are trying to get a bank of past papers on there from other selective high schools. Having worked solutions to refer to is not only good for checking your progress, but it is also a way that you can learn how to do that question. Once you find one that you can’t do you should practise this question and keep practising until you can do it without referring to the solutions, then you are ready to try a question that is similar to that one.



Know the structure of your exam, work out how much time to allocate to each question and manage your time well during the exam. Move on to the next question if you get stuck and come back to it later if time allows. It is important to ensure that you have enough time to do the questions that you know how to do, so don’t waste time in the exam. Maybe use a highlighter or * to remind you to come back.


Multiple choice are worth one mark each, so only allocate the appropriate time to these questions. Once you have made your decision as to the most correct answer, don’t change it on a whim. Only make changes after careful consideration.


Read the question carefully and pick out the key words or concepts that are being tested. Set out your work like you would be expected to do in the classroom. At the HSC you will not be given the opportunity to ‘argue the case’ with the marker. Make sure your answer is clear and where the examiner expects it to be, remembering that mathematical working is aligned down the page so that your answer will be underneath your working.

The mark value is often a good guide to how much work there is to do in a question. A single answer only is unlikely to attract 2 or 3 marks when you haven’t shown the understanding in your working to satisfy the question. Remember that the examiner is trying to give you marks, so make it easy on them by showing clear logical working that shows you understand what you are doing.

The Cool Down

After you have completed the exam is the ideal time to start preparing for the next test. Use the solutions given to check where you made mistakes and record the areas of concern in your ‘mistake book’ so that you have a reference point for studying for the next exam. If you are unsure why your solution didn’t attract marks, talk to the teacher who marked it to find out how to achieve higher marks in the future.



Board of Studies (BOSTES) for past exam papers, notes from the marking centre and syllabuses.

Boredofstudies for other schools papers.

Wolframalpha will answer most mathematical questions with reasons or working provided.

Youtube - Khan Academy videos can be used to review lessons on most topics (inc. Ext 2)

Moodle – for past papers, solutions and Past HSC topic by topic questions


MUSIC 2 AND MUSIC EXTENSION

Performance

Preparing your pieces

Choose your repertoire well in advance, so you have time to:

● Ensure they are from the correct time period for the topic and suit your level of ability ● Learn all notes, rhythms, articulation and dynamics with total accuracy and fluency ● Drill difficult sections, working slowly with a metronome ● Apply interpretations of style and personal expression ● Develop confidence in the role as a soloist and/or ensemble member, ensuring excellence

in tone quality, intonation, balance and expressive techniques It is never too late to do more practice, so long as you concentrate and use reflective techniques.

Interpretation and style

Listen to as many different recordings of each piece as you can. Identify the differences in each with an eye to developing your own interpretation. Have a strong rationale for your artistic choices. If you have a favourite recording, use this as motivation to emulate the expression, technical mastery or improvisation approach.

Performance practice

Make yourself practice performing the piece(s) in front of an audience – your friends, family or classmates. Better still -a school concert, eisteddfod or community event. This will give you confidence in getting through a performance and an opportunity to reflect on the way you think and express musical ideas with a rush of adrenaline. Being nervous for a performance is normal and it is good practice to observe how nervous you are, and what you can or can’t control when in this moment.

Record yourself and analyse your performances as often as you can. This reflective practice is more honest and direct than the feedback your friends or family will give you.

Rehearse as much as you can with your accompanists, and make sure your time with them is focussed and the goals you set for the time are achieved with discipline and thorough organisation. Don’t waste time setting up, photocopying, listening to recordings etc.

On the day

Take care of non-musical matters in advance. You do not need any mundane distractions. Have an outfit chosen that helps you feel like a concert performer - link your look to the style of music and


the conventions of professional performers.

Train your mind to think positively and let it not judge your performance as it happens. This can provoke undue anxiety. Your conscious mind should be quiet and supportive as your musical mind feels free to express your musical ideas and communicate clearly to the audience.

TRUST yourself, your accompanists, your instrument and the months and years you have spent working and enjoying music. All of this counts toward your confidence and effective musical communication.

Sight-singing

Sing for fun - any song of your liking. It gets your abdomen, throat and mouth muscles working, your ear and voice in sync and also some confidence to project your voice and sing in tune.

Practicing intervals, scales and arpeggios - Practice all intervals from the tonic of a key, both above and below; major, harmonic minor and melodic minor scales; major and minor diatonic chords as arpeggios (add inversions too). Make sure you sometimes practice writing the theory of these exercises, so that you can read them more easily. Programs such as Auralia can also prepare drills for you.

Read rhythms – Pulse and rhythm are an essential component of sight singing tests. Playing in an ensemble increases your awareness of pulse and rhythm, as well as sight reading (on any instrument) with a metronome or drum beat. Auralia can also test you on rhythm elements and reading metres and phrases.

Develop your sense of audiation (hearing the sounds in your head) and use the one mintue preparation time to go through the excerpt as often as possible, remembering the sound of the triad and starting note that is played for you. These are potentially five very easy marks if you put the right kind of practice in!

Aural Skills / Musicology

Mandatory works

The syllabus requires you to learn at least five works. Listen to these pieces over and over, reading the score and annotating interesting observations. Select short passages to memorise and use as quotes in your extended response.

Additional Topic

Always keep in mind that you can be asked to reference your additional topic in Question 4. There may also be a work from any additional topic (as studied in the Preliminary course too) for analysis


or comparison in Question 1, 2 or 3.

Make sure that you are aware of stylistic characteristics and compositional devices used in the repertoire of your topic. Have an effective quote or two from your additional topic ready for the exam.

More listening

Research composers from both your Mandatory and Additional topics then find recordings and/or scores online to listen to and read along with. Prepare random questions for yourself. Examples for exam questions 1-3 are:

● Discuss the composer's use of [INSERT CONCEPT] ● Discuss how [musical effect] is achieved in relation to [INSERT 1 OR 2 CONCEPTS] ● Identify compositional devices employed by the composer

At first, work through a concept mind map, perhaps as a table relating to structure, or a circular diagram that connects all concepts. Secondly, write answers in sentences, attributing WHO (Tone colour), WHAT, WHEN, HOW, HOW MUCH in each sentence. These sentences can become too dense however, particularly for questions only worth one or two marks.

Next, practice evaluating your observations in order to write concise, direct sentences with only appropriate information relating to the question. Starting a week before the exam, it is important to complete this kind of practice under time pressure. Give yourself 15 minutes to listen to an excerpt three times and write a response.

Melodic Dictation

The skills required for a successful melodic dictation are similar to sight-singing. These include:

● Recognition of tonal centre, key, pulse and metre ● Audiation and memory ● Identifying intervals from a tonic, as well as intervals between notes ● Following melodic contours ● Theory of metre, rhythm elements, keys, scales and arpeggios ● Recognising tone colours of instruments and being able to focus on the melodic layer




● Keep all 6 concepts of music in mind for all answers. If you are asked to focus an answer on one concept, there might be fast, concise observations to write. Sometimes, however, it is handy to attribute your answer to the structure of the excerpt.

● Relax during the first playing so you can listen very carefully. Write any words or phrases that come to you on the exam paper. Even these short ideas can count for marks.

● Focus on answering the question! Use the amount of marks as a rough guide for the depth and breadth of your answer, e.g. a 3 mark question would require at least three separate observations.

Score attachments

● Peruse the score attachments during the reading time ● Consider the WHOLE ensemble score for texture, pitch, tone colour blending and

dynamics/balance ● Focus on PARTS for rhythm, melodic contours, articulation and structural devices ● Compare sections and interactions. Be sure to listen and follow the score throughout the

ENTIRE duration of the excerpt

Melodic Dictations

● Identify the key and metre immediately. Also, identify the tone colour of the instrument you are notating, and ignore any accompaniment or counter-melody line. Tap the pulse along with every playing.

● Notate the rhythm and phrasing first, perhaps sketching out a pitch contour and start and end notes.

● Keep singing the tonic note to yourself and then audiate the intervals. Only use the

Extended Responses

● Pay close attention to the question. Does it refer to specific concepts? If not, you must refer to all 6 concepts of music.

● Think ahead and plan out your response, ensuring you keep an eye on the time. Be as


concise and direct as possible. Divide your ideas into separate paragraphs. There is no need or time for an introduction. One sentence is enough - and in this sentence you will refer to the pieces you will quote.

● Have numerous quotes ready – quotes that are flexible enough for different reasons e.g. concepts, musical effects, composition device. Quotes should also be useful in supporting discussions including artistic aims, philosophy of contemporary art music etc.


http://www.hsc.csu.edu.au/music/performance/preparation/ - detailed guide to performance psychology and preparation http://www.hsc.csu.edu.au/music/aural/listening/music1_aural/listening_skills.html - two topics: preparing for an aural exam and exhaustive concept taxonomy http://www.boredofstudies.org/view.php?course=16 - some useful study notes here http://www.australianmusiccentre.com.au/ - great for generating random 30 second audio samples and/or sample scores


http://www.hsc.csu.edu.au/music/performance/preparation/

http://www.hsc.csu.edu.au/music/aural/listening/music1_aural/listening_skills.html

http://www.boredofstudies.org/view.php?course=16

http://www.australianmusiccentre.com.au/

PDHPE

Overview

PDHPE is a content heavy subject in Stage 6. Whilst the concepts are not difficult to understand there is a lot to know and the HSC examination often requires students to give extended response answers to relatively small parts of the syllabus. Consequently it is highly important that you have an extensive and thorough understanding of BOTH the syllabus itself and the content behind it (the explanation of each point). It is also highly important that you stick to the correct area of the syllabus when answering questions. That is, when answering questions in ‘Factors Affecting Performance’ ensure that you do not start to use content that is unique to the option of ‘Improving Performance’. Whilst there is some overlap between the two, students often make the mistake of going into a different area of the syllabus because they do not know their syllabus well enough. Remember, in terms of knowledge and understanding in PDHPE there are two key components:

1. The syllabus itself 2. The content behind it.

Steps and Tips

There are three big steps to achieving success in PDHPE:

1. Understand the content and syllabus requirements (which is what we cover in class)

2. Memorise the content and syllabus (which will require work at home)

3. Learn to apply the information (at school and home). In response to this we propose the following tips to help you study for PDHPE effectively:

• Regularly read your notes. There is too much to cram so you need to regularly read your notes. This does not need to be an arduous task but it does need to be regular. Every night spend 15 minutes reading them and familiarising yourself with them (even on the days that you do not have PDHPE).

• Memorise your syllabus, open it every lesson and commit it to memory. Know the major headings and the dot points under them.

• Create flash cards. These are good for crossing the bridge between what you know and what you remember. On one side put the syllabus point (for example ‘Elements of a


training session’ and number it 1-5 underneath it). Try to remember the points. On the other side put the answer including all the elements of a training session with a small summary of each point.

• Practise extended response questions under examination conditions at home. Get in the habit of writing quickly yet thoroughly. That is, covering all the required points in appropriate depth. This is also a good way of testing yourself with how much you actually know and remember (when you are not just reading from your notes).



MC questions will only be asked on Core 1 and Core 2. Read the question and circle the key words in the questions. Do not get lost in the question. Secondly, try to answer it in your head before looking at the possible answers. Thirdly, when you look at the answers eliminate the options that are clearly wrong. There are normally a couple that are close to what you may think is the correct answer. The best way to end up getting the correct answer (if you are not 100% sure to begin with) is to circle the key words in the possible options. Ask yourself how they are different to each other and what they are actually saying. Look back at your key words in the question itself and then make your choice.

A good thing to do is practise MC questions that are unrelated to PDHPE but could be answered with general knowledge and problem solving skills. Questions like what you might find in the UMAT exam are good for practising this kind of technique and will assist in developing skills for the MC questions you will face in the HSC examination.


Start by underlining the key words in the question (what the question is asking you to do, subject and content). Once this has been done attempt to remember what part of the syllabus this is addressing. Ask yourself “How many dot points are in this section? What did the right hand side of the syllabus ask me to do with this knowledge?” This will form the backbone of your response. Before you start writing work out how much depth to go into with your response. Look at what the question is asking you to do (explain, describe) and then consider the weighting of the question. This should give you a good guide as to how much you need to write as you expand on each point (from the syllabus) that the question is referring to.


Extended Responses

This is the biggest area of improvement for most students. One of two reasons is the cause for a poor mark. Firstly, students do not have enough knowledge to complete a detailed response. Perhaps they have crammed and can remember bits and pieces but there is not enough knowledge to answer the question in detail. Secondly, students do not do what the question is asking them to do. That is, they have not analysed when the question has asked them to analyse. Students in this position need to practise their technique in extended response questions.

Begin in much the same way as the short answer response questions.

Start by circling and underlining the key words in the question (what the question is asking you to do, subject and content). Once this has been done attempt to remember what part of the syllabus this is addressing. Ask yourself

“How many dot points are in this section? What did the right hand side of the syllabus ask me to do with this knowledge?” This will form the backbone of your response.

Remember that questions will look more like the right side of the syllabus than the left. Use the ALARM matrix (having committed it to memory) ensuring that each column is addressed in the appropriate depth. Before starting to write jot down a quick outline of how you will respond to the question. Include all the dot points that you will be referring to from the syllabus and ensure that you address each of these throughout your response. Ensure you are answering from the correct part of the syllabus. In PDHPE it is completely acceptable to use colons, dot points, numbers and underlining. Doing this will increase the level of clarity within your response and it also gives structure to your response. Your opening and closing paragraphs do not need to be long, they need to be informative and to the point. You do not get extra marks for just ‘waffling’ on and increasing the length of your response. There needs to be substance in each part of your response.


Resources that will help:

• We have put a revision video on Moodle (watch it and be inspired). Pause the video at every point, try to anticipate the next shot and test yourself to see if you could answer questions based off that part of the syllabus.

• HSC Online has great resources (eg scaffolds, past exams and additional information) • Class notes • School textbook • ‘Dot point’ textbook to help with syllabus revision • Syllabus itself • Past examinations (BOS website) • Each other • Class time and revision zeros (which are on a Wednesday week A from 8am).


PHYSICS







• Questions, questions, questions • For content that needs to be remembered like significant events, complex processes etc.

use simple strategies like “look, cover, write, check”. • With content that requires more than simply recall, try to teach another person. • Most HSC questions from the past 13 years have been arranged by topic and placed on


• Do the review questions from your text book and look at the past Caringbah exam questions on MOODLE.

PRACTICAL WORK




SKILLS






Use your reading time to identify the questions you feel confident with and start with these. It is always better to warm up on some easy questions then to jump straight into a hard one which will shake your confidence.

As you work through this section, answer the questions you can do most easily first, then go back and do the more difficult questions. Allowing 1.5 minutes per mark will leave you with time to check the whole paper.

For explanations

• Address the verb used in the question using a structure that you have previously practised • Do not rephrase the question • Start with a labelled diagram • Use dot points to convey information clearly • Use a logical structure • Use the space provided as guide to how much you should write • Write succinctly using scientific language • Read your answer back and see if it makes sense • Look for plurals in questions as often more than one example or application is required.

For Diagrams

• Make sure they are in pencil • Use clear sharp lines without shading


• Label key features clearly with horizontal lines • Use all of the allocated space

For calculations

• If applicable start with a diagram • Write down the data given in the question on the diagram • If applicable write the relevant the formula and show the substitution • Base your explanation on the formula • Clearly show your final answer • Show the appropriate units with your final • Use the space provided as guide



• Take the time to plan your response • Address the verb used in the question using a structure that you have previously practised • Do not rephrase the question • Use dot points to convey information clearly • Use diagrams and flow charts where appropriate. • Use a logical structure • Use the space provided as guide to how much you should write • Write succinctly using scientific language • Read your answer back and see if it makes sense • For assess and evaluate questions make your judgement explicit and in the same terms as



http://hsc.csu.edu.au/study/

http://hsc.csu.edu.au/physics/exam_techniques/2337/index.htm


http://www.duxcollege.com.au/developing-good-study-habits-for-hsc-i-66.html

http://www.articlesbase.com/tutoring-articles/hsc-physics-831987.html


http://hsc.csu.edu.au/study/

http://hsc.csu.edu.au/physics/exam_techniques/2337/index.htm


http://www.duxcollege.com.au/developing-good-study-habits-for-hsc-i-66.html

http://www.articlesbase.com/tutoring-articles/hsc-physics-831987.html

SOFTWARE DESIGN AND DEVELOPMENT

During the Year

• Work consistently through the year, that's very important. If there's something you don't know, make sure you do more of it, and practice it. Don't avoid it.

• Set aside a certain time period every day or frequently (but keep it strict) and study during that time.

• Organise your subject notes and resources using an effective system. Keep your exercise books/papers neat so that you will actually want to open them up and look over them for study. This might mean colour-coded pens, line breaks, legible handwriting, etc.

• Remember there are strategies which work better for different subjects; therefore you may not necessarily use the same method for every subject.

• Sitting down with someone perhaps and talking and arguing through the points in the syllabus is a source of preparation for subjects where you need to write argumentative essays. It also helps you to develop and share understandings.

• Make sure you do the things you'd normally do, provided they don't mess with your regular study. It really is important to have some outlet such as exercise sport or hobby.

Knowledge base The following provides an overview of the components of the HSC course for Software Design and Development Stage 6.

• Development and Impact of Software Solutions

• Software Development Cycle

• Developing a Solution Package • Option

o Programming paradigms They will also be required to create the following for different given scenarios:

• manuals, incorporating screenshots, table of contents, index and footnotes

• algorithms • system flowcharts • structure charts • data flow diagrams • context diagrams • storyboards • data dictionary • IPO diagrams



It is important to understand not only all the concepts in the syllabus but also how to apply the knowledge appropriately. If a scenario is given in the question, it should be referred to in your response do not generalise. The questions in sections II and III will consist of parts that will be sequenced in order of difficulty. For the parts with more marks, spend some time planning the structure of your answer before starting your response. Pay particular attention to the keywords used, e.g. ‘‘explain’’, ‘‘compare’’, ‘‘discuss’’. These words assist you in determining the depth required in your answer. The Board of Studies NSW website has a glossary of keywords.

Referring to specific examples drawn from your project work can often enhance your answers to questions. This can help to illustrate concepts more clearly and demonstrate to the examiner your depth of understanding of the subject material. Support material is available on the NSW HSC Online website. Diagrams should be neat and clearly labelled. They should follow the conventions described in the Software and Course Specifications document. Writing and interpreting algorithms will feature in the examination. Students are expected to know both pseudocode and flowchart methods of algorithm description. When creating algorithms, ensure you correctly use the three control structures and include enough detail to demonstrate understanding of the processes being described. Flowchart templates may be used.

• Make sure that you check your transportation plan for the day. • Turn up early for the exam (20-30 minutes) to do final revision. In addition, you have a chance

to collect your thoughts before entering the exam room rather than arriving in a fluster. • Use reading time to decide what questions you will attempt and to plan your answers to them. • Write something for every question. Never leave a question blank even if your answer is a wild

guess you may accidentally earn a mark or two • Do a lot of past papers. These are a great way to practice applying your knowledge to a

question, and familiarise yourself with how your exams will be structured. Papers and answers can be found on the Board of Studies Website. You can get your teachers to marks your answers and suggest improvements.

• Peer mark other students practise exams. • Practise writing fast and legibly. • Set yourself to finish revising 3 days before the exam so that during those last 3 days, you can

do some light revision and relax. • Get all the advice you can - talk to other students who did well in your subjects •

The Examination The HSC examination will consist of a written paper worth 100 marks. The time allowed is three hours plus five minutes reading time. The examination paper is divided into three sections:

• Section I: Core (20 marks). There will be objective response questions to the value of 20 marks. • Section II: Core (60 marks). There will be three questions consisting of short-answer parts, each

worth 20 marks.

Senior Study Skills and Exam Preparation 78

• Section III: Options (20 marks). There will be two questions, one for each of the options. Choose

only the question that relates to the option topic you have studied. Both questions will consist of eight short answer parts.

• There is a range of resources available to support your study: • The SDD section of NSW HSC Online has a wealth of material that will assist you in your

preparation for the HSC examination. The Board of Studies NSW website has many resources, including:

• The SDD syllabus. • Past examination papers, which show the layout and demonstrate the type of questions asked. • Notes from the Marking Centre, which contain comments about the student responses to the

examination papers, highlighting relative strengths and weaknesses. These also include the marking guidelines and sample answers, indicating the approach taken in the marking of the questions.

• The Software and Course Specifications document, which provides information and guidelines about how to represent the course tools, metalanguage and algorithms.

• Multiple-choice online test questions (www4.boardofstudies.nsw.edu.au) from past HSC papers. Feedback is provided.

During the examination

• Read the question carefully. • Underline the important aspects of given scenarios. • Identify the keywords and determine what the question is asking you to do. • Use the marks on the paper as an indication of the depth and length required. • You can use diagrams, tables and bullets to present your information or to enhance your

answers. • Avoid generalisations and unsubstantiated jargon. Where appropriate, demonstrate your ideas

by giving examples.

Useful websites and resources Software Design and Development Syllabus

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/software-design-development.html HSC online

http://www.hsc.csu.edu.au/sdd/ A Glossary of Key Words HSC

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/glossary_keywords.html Board of Studies HSC papers:

http://www.boardofstudies.nsw.edu.au/hsc_exams/ NSW Students online

http://studentsonline.bos.nsw.edu.au/go/exams/preparing_for_your_written_exams/


http://www.boardofstudies.nsw.edu.au/syllabus_hsc/software-design-development.html

http://www.hsc.csu.edu.au/sdd/



http://studentsonline.bos.nsw.edu.au/go/exams/preparing_for_your_written_exams/

TEXTILE AND DESIGN During the year

• Read relevant chapters in textbook to prepare for class. • Keep your notes up to date and organised in the Area of Study:-Design, Properties and

Performance and ATCFAI. • Using syllabus dot point worksheets on each Area of Study – write your own summary

points. • Complete past HSC examination questions (provided by teacher) for each Area of Study, as

you complete class work. Submit for teacher review. • Prepare glossary of textile terms for each area of study - provided. • Using BOS Assessment Resource Centre, review Band 6 responses in each Area of Study. • Complete wider reading on all Area of Study, to extend your knowledge and understanding.

Before the exam period, review

• Glossary of Key Words – from BOS • Your syllabus summaries and summary notes provided. • HSC examination summary for the previous 5 years - provided.

Useful websites and resources

1. BOS website for past papers and markers feedback, Assessment Resource Centre (ARC). 2. HSC Online - http://www.hsc.csu.edu.au/textiles 3. http://www.curriculumsupport.education.nsw.gov.au/secondary/technology/11_12/textil

es/index.htm


http://www.hsc.csu.edu.au/textiles

Textile and Design examination format:-

Written paper 1.5 hours Mark

s Minu

tes Remember Check content

Section 1

10 multiple choice

10 15 The most correct answer. Don’t read into the question information that is not there.

Section 2

Short answer responses

45 Think carefully about what the question is asking - plan your answer. Check how many marks each part is worth & give sufficient detail to answer. Give facts, explanation & example. The most correct answer.

Qu 11 ATCFAI 5 Recycling to protect our environment Labelling Marketing of mass produced textile item Historical Event & effect on focus area Influence on Contemporary Designer – trends Textile Item from an Identified Culture

Qu 12 Design 10 Focus areas Production drawings Functional & decorative design features

Qu 13 Properties and Performance

10 Fibre, yarn, fabrics & suitable end uses Innovation – fibre, yarn, fabric Dyeing & printing Fabric Finishes

Section 3

Extended response – answer one

15 30 Think carefully about what the question is asking - plan your answer. Underline key words. Label & answer each part of the question.

Qu 14 Design or Qu 15 Properties and

Performance


VISUAL ARTS

ARTMAKING

It is important to always keep in mind that the Visual Arts body of work is to show evidence of a sustained engagement with practice in your chosen expressive form. Working steadily with focus in class-times, some study periods and Wednesday afternoons will enable you to make a visually and conceptually sustained body of work. The Wednesday afternoon class and holiday workshops offer longer periods of time, advantageous for sophisticated artmaking. Your goal is to be finished by the end of Week 1 Term 3.

• It is important to consider the possibility of extending your ideas by using the frames and conceptual framework e.g. by referencing relevant artists and their practice, along with contemporary ideas and issues in the artworld.

• You should carefully consider your audience (in this case the HSC marking panel) and the purpose of making your body of work (as an exam piece). Referring to the marking criteria, talking to your teacher and looking at your work in the light of past HSC artworks should be ongoing.

Make a strong start in your Visual Arts Process Diary as this is your first HSC Artmaking Assessment Task. From this point you need only periodically keep in touch by notating your progress.

CRITICAL AND HISTORICAL

HSC Exam Paper Section 1:

This part of the paper is testing your ability to merge your understanding of the Frames, Conceptual Framework and Practice of art history and art criticism with the images and text provided in each question.

There are 3 questions and the questions ascend in complexity and mark value

• It is important to write in concise and well-reasoned way • Present an informed point of view • Use the plates and any other source material provided to inform your response. To not do

this means you cannot be awarded full marks.

Look at how many marks each question is worth as a guide for how much you write.


For each of these questions you should practise:

• Identifying the demands of the question • Understanding the criteria of the question and what component is it related to • Determining the context the source material is providing for you to develop a response to

the question • Being relevant, specific and brief • Writing in 10, 15 and 20 minute blocks so you know how much you are able to write in

these time limit

HSC Exam Paper Section 2:

This part of the paper requires you to write an extended response to one of six questions; two questions for each area of content will be offered.

Here you are being tested on your ability to connect the case studies you have selected to your knowledge of the content: Practice, Conceptual Framework, Frames.

It is important to remember:

• The Frame that is examined in Part 1 will not be offered in Part 2. Since there are 4 Frames this means that there will be one frame that will not appear on the paper at all. Therefore you must prepare your notes so that you have considered all 4 Frames for each artist studied.

• All of the case studies we have covered can be linked in some way if you organise your notes for each under the component headings: Artist, Artwork, Practice, Audience, World, Frames (4)

• Your essays must reference artists and artworks; acknowledge the question asked; use appropriate art specific language; display an understanding of essay writing technique.

Practise writing open book essays in each area of content from your same set of notes. Using your notes in this way:

a) Shows whether your notes contain all of the information you need. If they do not, then do something about this as this is the basis of your learning

b) Is a form of study, reinforcing knowledge

After making your final selection of 4 artists, summarise your notes and finally reduce them to point form. This is active study.

As your exams become imminent begin to practise essays using the 45 minute time frame.

Remember there is a folder of past HSC papers and practise questions in DF09.




• Answer each question in a separate booklet as advised on the paper • Be guided by the time allocation suggested on the paper • Be familiar with the BOS Glossary of Key Words, as well as terms like “design”, “translate”,

“list” • Make clear reference to each question keeping each point relevant • Respond in an explicit and concise manner

Extended Responses

• Give careful consideration to the selection of the question that best suits your case study information

• Remember your essay writing technique: o Your introduction should make clear your understanding of the question and your

intentions o Each paragraph of the essay body should contain key points made in a succinct

manner, with your explanation and artworks supporting these points o The conclusion should unify your essay by summing up your points

• Select artists and artworks that are relevant to the question • Use primary quotes and references to enrich your response • Use specific terms and language suited to the question • Allocate your time


4. Folder of past HSC papers available in DF09 5. BOS website for past papers and markers feedback 6. Excel, Revise In a Month HSC Visual Arts, Craig Malyon 7. HSC Online


HSC 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

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

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

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


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