2018 hsc assessment schedule - wadalba community school · what documents do you receive when you...

2018 HSC Assessment Schedule

C R E AT I N G A Q UA L I T Y L E A R N I N G CO M M U N I T Y T H R O U G H O P P O R T U N I T Y, I N N O VAT I O N A N D PA R T I C I PAT I O N

Wadalba Community School

- iii -

CONTENTS

Patterns of Study………………………………………………………………………………………………………………………………………………………… 1

Assessment for the HSC……………………………………………………………………………………………………………………………………………….. 1

What Documents Do You Receive When You Are Awarded the Higher School Certificate? ……………………………………………………… 2

Satisfactory Completion of a Course………………………………………………………………………………………………………………………………. 2

Warnings……………………………………………………………………………………………………………………………………………………………………. 2

Student’s Responsibilities…………………………………………………………………………………………………………………………………………….. 3

HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY…………………………………………………………………………………………………… 4

Assessment Notification………………………………………………………………………………………………………………………………………………. 4

Provision of Feedback………………………………………………………………………………………………………………………………………………….. 4

Malpractice in Assessment Tasks…………………………………………………………………………………………………………………………………… 5

VOCATIONAL EDUCATION AND TRAINING (VET) ASSESSMENT……………………………………………………………………………………… 6

HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY SUMMARY SHEET………………………………………………………………………… 7

Assessment Notification………………………………………………………………………………………………………………………………………………. 7

Assessment Tasks……………………………………………………………………………………………………………………………………………………….. 7

Teacher/Student/Parent Conferencing…………………………………………………………………………………………………………………………… 7

Student Grievances…………………………………………………………………………………………………………………………………………………….. 7

Submission of Assessment Tasks…………………………………………………………………………………………………………………………………… 7

Attendance Relating to Assessment Items………………………………………………………………………………………………………………………. 7

Illness, Accident or Misadventure…………………………………………………………………………………………………………………………………… 7

Malpractice in Assessment Tasks/Plagiarism…………………………………………………………………………………………………………………… 7

ASSESSMENT TASK FLOWCHART………………………………………………………………………………………………………………………………... 8

EXAMINATION SCHEDULE………………………………………………………………………………………………………………………………………….. 9

TERMS……………………………………………………………………………………………………………………………………………………………………… 9

Ancient History HSC 2018……………………………………………………………………………………………………………………………………………... 11

Biology HSC 2018………………………………………………………………………………………………………………………………………………………… 13

Business Studies HSC 2018………………………………………………………………………………………………………………………………………....... 15

Chemistry HSC 2018………………………………………………………………………………………………………………………………………………........ 17

- iii -

Community and Family Studies HSC 2018…………………………………………………………………………………………………………………......... 19

Dance HSC 2018……………………………………………………………………………………………………………………………………………………....... 21

English Studies (NON‐ATAR Course) HSC 2018……………………………………………………………………………………………………………...... 23

Drama HSC 2018……………………………………………………………………………………………………………………………………………………....... 25

English‐ Standard HSC 2018……………………………………………………………………………………………………………………………………........ 27

English ‐ Advanced HSC 2018……………………………………………………………………………………………………………………………………....... 29

English ‐ Extension 1 HSC 2018…………………………………………………………………………………………………………………………………....... 31

English ‐ Extension 2 HSC 2018…………………………………………………………………………………………………………………………………....... 33

Exploring Early Childhood HSC 2018…………………………………………………………………………………………………………………………....... 35

Food Technology……………………………………………………………………………………………………………………………………………………....... 37

Geography HSC 2018………………………………………………………………………………………………………………………………………………........ 39

Industrial Technology ‐ Graphics HSC 2018………………………………………………………………………………………………………………......... 41

Industrial Technology ‐ Multimedia HSC 2018………………………………………………………………………………………………………………....... 43

Industrial Technology ‐ Timber HSC 2018……………………………………………………………………………………………………………………....... 45

Information Processes and Technology HSC 2018………………………………………………………………………………………………………........ 47

Legal Studies HSC 2018…………………………………………………………………………………………………………………………………………......... 49

Mathematics General 1 HSC 2018……………………………………………………………………………………………………………………………......... 51

Mathematics General 2 HSC 2018……………………………………………………………………………………………………………………………........ 53

Mathematics HSC 2018…………………………………………………………………………………………………………………………………………........ 55

Mathematics Extension 1 HSC 2018……………………………………………………………………………………………………………………………....... 57

Modern History HSC 2018………………………………………………………………………………………………………………………………………........ 59

Music 1 HSC 2018…………………………………………………………………………………………………………………………………………………......... 61

Music 2 HSC 2018…………………………………………………………………………………………………………………………………………………......... 63

PDHPE HSC 2018……………………………………………………………………………………………………………………………………………………...... 65

Physics HSC 2018……………………………………………………………………………………………………………………………………………………...... 67

Senior Science HSC 2018…………………………………………………………………………………………………………………………………………....... 69

Society and Culture HSC 2018…………………………………………………………………………………………………………………………………......... 71

Software Design and Development HSC 2018……………………………………………………………………………………………………………........ 73

Sport, Lifestyle and Recreation HSC 2018……………………………………………………………………………………………………………………....... 75

- iii -

Visual Arts HSC 2018………………………………………………………………………………………………………………………………………………....... 77

VET COURSE ASSESSMENT SCHEDULES

Business Services HSC 2018……………………………………………………………………………………………………………………………………........ 80

Construction HSC 2018……………………………………………………………………………………………………………………………………………........ 81

Hospitality ‐ Food & Beverage Stream HSC 2018………………………………………………………………………………………………………......... 82

Hospitality ‐ Kitchen Operations & Cookery Stream HSC 2018……………………………………………………………………………………......... 83

Primary Industries ‐ Agriculture HSC 2018……………………………………………………………………………………………………………………....... 84

Retail Services HSC 2018…………………………………………………………………………………………………………………………………………....... 85

Sport Coaching HSC – 2018………………………………………………………………………………………………………………………………………....... 86

ASSESSMENT CALENDAR FOR HSC 2018……………………………………………………………………………………………………………………....... 87

ASSESSMENT CALENDAR FOR HSC 2018……………………………………………………………………………………………………………………....... 88

Appendix 1: Malpractice…………………………………………………………………………………………………………………………………………......... 89

1. Plagiarism…………………………………………………………………………………………………………………………………………………………......... 89

2. Cheating…………………………………………………………………………………………………………………………………………………………............ 93

3. Disruption to Exams and Assessment Task……………………………………………………………………………………………………………………… 93

Appendix 2: Misadventure Form………………………………………………………………………………………………………………………………....... 94

Appendix 3: Application for Extension Form…………………………………………………………………………………………………………………....... 95

Requirements of the ‘Education Act 1990’ in relation to the NSW Higher School Certificate……………………………………………………......... 96

Pattern of Study Requirements Checklist for the 2018 Higher School Certificate……………………………………………………………………........ 97

Important Note:

The information contained in this booklet is provided as an outline for students, parents and teachers. Students will be given more specific information regarding the assessment procedures in each course from their class teachers. General information and assistance with the school’s assessment program can be obtained from either your Deputy Principal or Head Teacher Administration.

The information presented in this booklet is accurate as at November 2017.

Patterns of Study

Students must satisfactorily complete a Preliminary HSC pattern of study comprising at least 12 units and a HSC pattern of study comprising at least 10 units to meet the demands of the HSC course.

Both patterns must include at least:

Six units from Board Developed Courses (BDC).

Two units of a Board Developed Course in English.

Three courses of two unit value or greater, either BDC or BEC.

Four subjects.

Assessment for the HSC

This booklet provides an outline of the school-based assessment program for the HSC Courses offered in 2017- 2018. Students and parents should ensure that they understand the procedures, programs and implications of the materials presented.

The purpose of the internal, school-based assessment is to measure a student’s achievement across the full range of syllabus objectives and outcomes. Students complete a range of formal assessment tasks that may include tests, essays, reports, practical tasks, research activities or major projects.

School Based assessment forms 50% of the final mark achieved by a student in their final HSC award. The remaining 50% comes from the final exams held in October-November 2018. The School provides a mark and a rank in each subject as part of its reporting to the NSW Education Standards Authority (NESA).

Students and parents must be aware that the HSC is “standards-referenced” – that is, a student’s performance is compared to established standards. Being first in a course at Wadalba Community School is not the only criterion to use for how well a student is doing in a course. Although it is a good indicator of progress, a student should also check their standard of work against the published NSW Education Standards Authority (NESA) standards.

The standards are available to students in the Performance Bands – these can be obtained from your teacher or from the Syllabus and the NSW Education Standards Authority (NESA) website.

1

What Documents Do You Receive When You Are Awarded the Higher School Certificate?

Upon successful completion of the HSC Courses, students will receive various documents from the School and NSW Education Standards Authority (NESA).

1. The School will provide:

Reports for the Half Yearly and Yearly assessment period. These reports will contain examination marks,current assessment rankings, and comments on the student’s progress.

A Reference – this will be provided at the conclusion of the Year 12 course to all students who havesatisfactorily completed their studies and complied with school rules.

2. The NSW Education Standards Authority (NESA) will provide:

The HSC Testamur or Certificate.

A summary of results achieved along with an indication of the Performance Band that reflects thestudent’s level of achievement of the outcomes in each subject.

Course reports which will show the Examination mark, moderated school-based assessment mark, the HSC Mark (a combination of the 2 previous marks) and a description of the typical performance ofstudents in each Band.

Students and parents should note that HSC Courses commence in Term 4, 2017, with work and results counting towards the HSC. Parents should note that Assessment Tasks for the HSC are scheduled in Term 4, 2017.

Satisfactory Completion of a Course

A student will have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:

1. Followed the course developed or endorsed by the NSW Education Standards Authority (NESA).

2. Applied him or herself with diligence and sustained effort to ALL of the set tasks and experiences provided inthe course

3. Achieved some or all of the course outcomes

In addition to any other set tasks and experiences in any HSC course, students must complete HSC assessment tasks that contribute in excess of 50% of available marks.

Warnings

If at any time it appears that a student is at risk of being given an ‘N’ (Non-completion of course requirements) determination on any course, including VET courses, the principal must warn the student as soon as possible and advise the parent or guardian (if the student is under 18 years of age) in writing. The warning should be given in time for the problem to be corrected and should provide advice about the possible consequences of an ‘N’ determination in a course on Higher School Certificate eligibility.

The principal must:

a) Advise the student in writing of the tasks or action to be undertaken in time for the problem to be corrected;b) Advise the parent or guardian in writingc) Request from the student / parent a written acknowledgement of the warning;d) Issues at least one follow – up warning letter if the problem has not been corrected; retain copies of the

warning notice(s) and other relevant documentation.

Students who have not complied with the requirements for satisfactory completion of a course at the time of finalising assessments cannot be regarded as having satisfactorily completed the course. The principal will then issue an ‘N’ determination and advise NSW Education Standards Authority (NESA) via Schools Online.

2

Student’s Responsibilities

Students are required to:

Ensure that they are aware of the requirements for their course.

Ensure that they have a copy of the school assessment program for each course they are studying.

Perform all tasks required and sit for all tests and exams scheduled to be part of the assessment for eachsubject.

Submit tasks by the due date.

Demonstrate through effort and achievement, they have met the requirements of the course to the best oftheir ability.

Ensure that all tasks submitted are their own work.

Sign for receipt of and completion of all Assessment tasks.

Following any absence, complete work which is missed and obtain information given about futureassessment tasks.

NB: If an assessment task is not going to be done or cannot be handed in at the scheduled time, it is thestudent’s responsibility to obtain a Misadventure Form on their FIRST DAY BACK AT SCHOOL and return itto the Deputy Principal for review with supporting documentation.

Make an application for alternative arrangements to complete an assessment task if they know ahead oftime that they cannot be there on the set date. This application for extension must be made at least oneweek ahead of time unless there are special circumstances. This application must be made to the DeputyPrincipal.

Inform their teacher if there are any circumstances that may have affected their performance in completingthe task and submit a Misadventure Form within three days if specific consideration is sought.

Inform their teacher, prior to the due date, if they are experiencing any difficulties in completing theassessment task.

3

HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY

Assessments measure student achievement over a wider range of each course other than the areas that can be tested in an examination. Students are evaluated throughout the course rather than just at the end of the course. Assessments are designed to measure performance in the whole course but they do not take into account interest, attitudes or conduct.

The following policy is to be followed by all teachers of Years 11 & 12. All teachers of Preliminary HSC and Higher School Certificate classes are expected to be familiar with NSW Education Standards Authority (NESA) requirements.

Assessment Notification

At the commencement of the HSC course students will be given a written Course Outline with details of the Assessment program of that course.

The documentation contained in this booklet includes the following:

A schedule of tasks and values, with approximate dates of administration (e.g. Week 5, Term 1) with adescription of the tasks and an indication of the outcomes to be assessed.

A table of components, outcomes and weights, cross-referenced to tasks.

Any rules or regulations unique to the course.

Students should not plan absences during term time unless there are exceptional circumstances (e.g. Medical operation). In general, the taking of holidays will not be considered to be exceptional circumstances. Any requests for special consideration should be discussed with the Principal well before the date in question.

In the event that an overloading of assessment tasks at one point in a term is identified, students who are affected should consult the relevant Deputy Principal who will be responsible for coordinating any readjustment to assessment dates to avoid student overload at any one particular time.

Provision of Feedback

Feedback is to be given with the intention of informing student learning in relation to performance and achievement in tasks. Meaningful feedback is to be provided to students upon the return of marks / tasks, and may be either verbal or written in whole class and / or individual contexts. Staff is required to ensure students register the provision of feedback.

All students are to be provided with meaningful feedback relating to all assessment tasks undertaken in all Preliminary HSC / HSC courses.

Final notification will be issued at least two weeks prior to the task.

4

Malpractice in Assessment Tasks

Students are subject to the normal rules of the school during the completion of assessment tasks and HSC examination rules for examination assessment tasks. There may also be special rules for some assessment tasks. Failure to observe these rules may result in disqualification from the award of marks for that assessment task. Parents will be notified if any disqualification occurs. Students are entitled to meaningful feedback at the time of return. Any concerns should be immediately discussed with the Head Teacher who will bring it to the HSC Review Committee for decision.

Malpractice (including cheating and plagiarism) is regarded by the NSW Education Standards Authority (NESA) as a very serious issue. In HSC assessment, malpractice can include:

the copying of another student’s work;

breaching school examination rules;

submitting work as your own when completed (partially or wholly) by another person;

cheating in an examination.

In HSC assessment, plagiarism is the illegal or unauthorised use of material that is not your own, and includes such incidents as:

downloading / copying material directly from the Internet and submitting it as your own (partially or wholly);

the use of another person’s published material without referencing or footnoting the source;

quoting another person’s published material without referencing or footnoting the source.

Note: Strategies for referencing and footnoting are available for all students. Students requiring assistance in this area should see their teacher or Year Adviser.

All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be your own.

5

VOCATIONAL EDUCATION AND TRAINING (VET) ASSESSMENT

VET courses are competency based courses. The NSW Education Standards Authority (NESA) and the Australian Skills Quality Authority (ASQA) require that a competency based approach to assessment be used and that a record be held by the Registered Training Organisation (RTO) of the competencies achieved.

The purpose of assessment is to judge competence on the basis of performance against the performance criteria set out under each element of competency. A participant is judged either competent or not yet competent. Assessment will account for the underpinning skills and knowledge identified with the unit of competency.

The Higher School Certificate examination for all VET courses is optional. Students will nominate during the HSC year to undertake the optional examination. The examination is independent of the competency based assessment undertaken during the course and has no impact on student eligibility for AQF qualifications.

For a student to be considered to have satisfactorily completed a VET course there must be sufficient evidence that the student has:

followed the course

applied themselves with diligence and sustained effort to the set tasks and experiencesprovided in the course

achieved some or all of the course outcomes

undertaken the mandatory work placement

Work placement is a mandatory HSC requirement of all VET courses. A minimum of 70 hours’ work placement, in an appropriate workplace, is required by students in a 240 hour VET course.

To facilitate flexibility of VET in the HSC, all VET courses may be delivered as Preliminary units, HSC units or as a combination of Preliminary and HSC units.

6

HIGHER SCHOOL CERTIFICATE ASSESSMENT POLICY SUMMARY SHEET

Assessment Notification

Final notification of assessments will be two weeks prior to the submission date for the task. At this time you will be given detailed task requirements, outcomes to be assessed, criteria to be met and marking guidelines.

Any requests for special consideration should be discussed with the Principal well before the date in question.

Assessment Tasks

No assessment tasks are to be scheduled in the two weeks prior to the examinations except in exceptional circumstances which must be approved by the Principal, or in the case of long term practical submissions.

All students are to be provided with meaningful feedback relating to all assessment tasks undertaken in all HSC courses.

Teacher/Student/Parent Conferencing

Where a class teacher has cause for concern regarding a student’s progress / diligence in an assessment item that leads to the issuing of an N Warning in a given course, a documented conference is to be held with the student. Thisconference should address concerns and outline improvement strategies and necessary action required of the student.

Student Grievances

Where students find they have grievances concerning assessment practices, they should approach the Teacher or Head Teacher concerned. Where the situation is not resolved satisfactorily the student may appeal to the HSC Review Committee for a review of the process. Students should speak to the Deputy Principal for their year as soon as possible regarding any concerns with this issue.

Submission of Assessment Tasks

Unless specified otherwise, students will hand in assessment tasks to the teachers during the lesson that day, however all tasks must be handed in by 2.30pm on the day due.

No marks will be awarded for late assessments without approved formal documentation.

If a student is chosen in a representative team, a request for leave must be given to the Deputy Principal at least oneweek prior to the start of the Assessment task or Examination.

Use of electronic means for the preparation and submission of assessment tasks – if a student is required to use, or chooses, this medium to prepare assessment tasks and /or assignments, then they must ensure that appropriate backup copies and hard copies are kept well in advance of the due date. Failure of technology (e.g. corrupt discs, printerfailure, computer crashes) without ample evidence of the stages of the ‘lost’ work is not acceptable as a reason for lateness or non-submission.

Attendance Relating to Assessment Items

Students are not to be absent from classes or from school immediately preceding the period before handing in an Assessment item. This could result in the task being considered a non-attempt or the task being given zero marks. Students will be marked as a truant and may be subject to an ‘N’ Warning.

Illness, Accident or Misadventure

Students must inform the Deputy Principal of his / her absence from a task and submit an illness / misadventure application form on their first day back at school, even if they do not have the subject that day. NB In the case of illness a medical certificate must be supplied. Final ranking and assessment mark will be determined at completion of the assessment period. NB. More than 50% of the assessment must be completed and this must include TrialExaminations to ensure all outcomes are assessed.

Malpractice in Assessment Tasks/Plagiarism

All work presented in Assessment tasks and external examinations (including submitted works and practical examinations) must be your own. If it is proven otherwise, the task will receive a zero, and an ‘N‘ Warning will be issued.

7

ASSESSMENT TASK FLOWCHART

Is the task completed ready to hand in on or before the due date?

Do you have a good reason for not handing in the task?

Is it before the due date?

YES

NO

Hand task to teacher or if they are away, give to office

staff and collect receipt.

NO

YES

Complete Application for Extension form and give it to the relevant Deputy Principal

YES NO

The Deputy Principal returns decision slip and

new date, after consultation with HT

Complete a Misadventure Form on the first day of return to school

and submit to the relevant Deputy Principal

Have you done some work on the task?

Complete task and hand in by new due date

YES NO

Hand in what you have done. You will get zero

mark, but avoid a “non-attempt” record

Expect a N-Award Warning for

“non-attempt” of task

STUDENTS

8

EXAMINATION SCHEDULE

Year 12 Trial Examinations Weeks 4 & 5 Term 3, 2018

TERMS

Term 4 2017 10 Weeks 9 October 2017 – 19 December 2017

Term 1 2018 10 Weeks 29 January 2018 – 13 April 2018

Term 2 2018 10 Weeks 30 April 2018 – 6 July 2018

Term 3 2018 10 Weeks 23 July 2018 – 28 September 2018

9

Course Assessment Schedules

10

Ancient History HSC 2018

ASSESSMENT COMPONENTS

SYLLABUS WEIGHTING

TASK 1 TASK 2 TASK 3 TASK 4

Date of Task Term 4, 2017

Week 9 Term 1, 2018

Week 8 Term 2, 2018

Week 6 Term 3, 2018 Weeks 4 & 5

Type of Task Core Study

Oral research Presentation

Core Study and Sparta Source Analysis

Historical Period Research essay

All Topics Trial HSC

Knowledge, Understanding and content of course

40% 10% 10% 10% 10%

Source based skills 20% 5% 10% 5%

Historical Inquiry and Research

20% 5% 10% 5%

Communication of Historical Understanding

20% 5% 5% 5% 5%

Total 100% 25% 25% 25% 25%

Outcomes Assessed H2.1,

H3.2, H3.3, H3.5, H4.2 H1.1., H3.2 - H3.4, H4.1, H4.2 H3.1, H3.6, H4.1, All

11

Ancient History HSC 2018 Outcomes

HSC Outcomes

A Student:

H1.1 describes and assesses the significance of key people, groups, events, institutions, societies and sites within the historical context.

H2.1 explains historical factors and assesses their significance in contributing to change and continuity in the ancient world.

H3.1 locates, selects and organises relevant information from a variety of sources

H3.2 discusses relevant problems of sources for reconstructing the past.

H3.3 analyses and evaluates sources for their usefulness and reliability.

H3.4 explains and evaluates differing perspectives and interpretations of the past

H3.5 analyses issues relating to ownership and custodianship of the past

H3.6 plans and presents the findings of historical investigations, analyses and synthesises information from a range of sources

H4.1 uses historical terms and concepts appropriately

H4.2 communicates knowledge and understanding of historical features and issues using appropriate oral and written forms

12

Biology HSC 2018


SYLLABUS WEIGHTING



Week 9 Term 1, 2018

Week 9 Term 2, 2018


Type of Task Plan, Analyse and Report on

First Hand Investigations Past HSC

in-class Assessment Research Project Trial HSC

Knowledge and Understanding

40% 5% 15% 5% 15%

Skills in: - Planning and conducting

first-hand investigations - Gathering and processing

first-hand data - Gathering and processing

relevant information from secondary sources.

30% 15% 10% 5%

Skills in: - Communicating

information and understanding

- Developing scientific thinking and problem-solving techniques, working individually and in teams.

30% 5% 5% 10% 10%

Total

100% 25% 20% 25% 30%

Outcomes Assessed H11, H12, H13, H14, H15 H1, H2, H3, H4, H6,

H7, H8, H9, H10, H13, H14 H4, H5, H6, H12, H13, H14 H1-15 Inclusive

13

Biology HSC 2018 Outcomes

HSC Course Outcomes

A student:

H1 evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

H2 analyses the ways in which models, theories and laws in biology have been tested and validated

H3 assesses the impact of particular advances in biology on the development of technologies

H4 assesses the impacts of applications of biology on society and the environment

H5 identifies possible future directions of biological research

H6 explains why the biochemical processes that occur in cells are related to macroscopic changes in the organism

H7 analyses the impact of natural and human processes on biodiversity

H8 evaluates the impact of human activity on the interactions of organisms and their environment

H9 describes the mechanisms of inheritance in molecular terms

H10 describes the mechanisms of evolution and assesses the impact of human activity on evolution

H11 justifies the appropriateness of a particular investigation plan

H12 evaluates ways in which accuracy and reliability could be improved in investigations

H13 uses terminology and reporting styles appropriately and successfully to communicate information and understanding

H14 assesses the validity of conclusions from gathered data and information

H15 explains why an investigation is best undertaken individually or by a team

H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

14

Business Studies HSC 2018


SYLLABUS WEIGHTING



Week 9 Term 1, 2018

Week 6 Term 2, 2018


Type of Task Operations – written

task Marketing

Financial Statement Analysis

Trial HSC

Knowledge, understanding and content of course

40% 10% 10% 10% 10%

Stimulus-based skills 20% 10% 10%

Inquiry and Research 20% 10% 10%

Communication of Business information, ideas and issues in appropriate forms

20% 5% 5% 5% 5%

Total 100% 25% 25% 25% 25%

Outcomes Assessed H2, H6, H7, H8, H9 H1, H2, H4, H3, H5, H9, H10 H1 - H6, H8 - H10

15

Business Studies HSC 2018 Outcomes

HSC Outcomes

The student:

H1 critically analyses the role of business in Australia and globally

H2 evaluates management strategies in response to changes in internal and external influences

H3 discusses the social and ethical responsibilities of management

H4 analyses business functions and processes in large and global businesses

H5 explains management strategies and their impact on businesses

H6 evaluates the effectiveness of management in the performance of businesses

H7 plans and conducts investigations into contemporary business issues

H8 organises and evaluates information for actual and hypothetical business situations

H9 communicates business information, issues and concepts in appropriate formats

H10 applies mathematical concepts appropriately in business situations

16

Chemistry HSC 2018


SYLLABUS WEIGHTING


Date of Task Term 1, 2018 Week 1

Term 1, 2018 Week 8

Term 3, 2018 Week 1

Term 3, 2018 Weeks 4 & 5

Type of Task Research & Application Practical Investigation Research & Application Trial HSC Exam

Knowledge and understanding

40% 10% 5% 10% 15%

Skills in: Planning and conducting first-hand investigations, Gathering and processing first-hand data, Gathering and processing relevant information from secondary sources.

30% 10% 10% 5% 5%

Skills in: Communicating information and understanding, Developing scientific thinking and problem-solving techniques, Working individually and in teams.

30% 5% 5% 10% 10%

Total 100% 25% 20% 25% 30%

Outcomes Assessed H3, H4, H5, H6, H9, H13 H6, H8, H10,

H11, H12, H14, H15 H1, H6, H7, H8, H10, H13 H1 – H16

17

Chemistry HSC 2018 Outcomes

HSC Course Outcomes

A student:

H1. evaluates how major advances in scientific understanding and technology have changed the direction or nature of scientific thinking

H2. analyses the ways in which models, theories and laws in chemistry have been tested and validated

H3. assesses the impact of particular advances in chemistry on the development of technologies

H4. assesses the impacts of applications of chemistry on society and the environment

H5. describes possible future directions of chemical research

H6. explains reactions between elements and compounds in terms of atomic structures and periodicity

H7. describes the chemical basis of energy transformations in chemical reactions

H8. assesses the range of factors which influence the type and rate of chemical reactions

H9. describes and predicts reactions involving carbon compounds

H10. analyses stoichiometric relationships

H11. justifies the appropriateness of a particular investigation plan

H12. evaluates ways in which accuracy and reliability could be improved in investigations

H13. uses terminology and reporting styles appropriately and successfully to communicate information and understanding

H14. assesses the validity of conclusions from gathered data and information

H15. explains why an investigation is best undertaken individually or by a team

H16. justifies positive values about and attitude towards both the living and non-living components of the environment, ethical behaviour and a desire for critical evaluation of the consequences of the applications of science

18

Community and Family Studies HSC 2018


SYLLABUS WEIGHTING



Term 2, 2018 Week 6

Term 3, 2018 Week 1

Term 3, 2018 Weeks 4 & 5

Type of Task Independent

Research Project

Parenting and Caring

– Written Response

Individuals work research task

Trial HSC exam

Knowledge and understanding of how the following impact on wellbeing: resource management, positive relationships and range of societal factors

40% 15% 10% 15%

Skills in: applying management processes to meet the needs of individuals, groups, families and communities, planning to take responsible action to promote well being

25% 10% 5% 10%

Knowledge and understanding about research, methodology and skills in researching critical thinking, analysing and communicating

35% 20% 10% 5%

Total 100% 20% 25% 25% 30%

Outcomes Assessed H4.1, H4.2 H2.2, H3.4, H2.1 H5.2 H1.1 – H6.2

19

Community and Family Studies HSC 2018 Outcomes

HSC Outcomes

A student:

H1.1 analyses the effect of resource management on the wellbeing of individuals, groups, families and communities

H2.1 analyses different approaches to parenting and caring relationships

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing of individuals, groups, families and communities

H2.3 critically examines how individual rights and responsibilities in various environments contribute to wellbeing

H3.1 analyses the socio-cultural factors that lead to special needs of individuals in groups

H3.2 evaluates networks available to individuals, groups and families within communities

H3.3 critically analyses the role of policy and community structures in supporting diversity

H3.4 critically evaluates the impact of social, legal and technological change on individuals, groups, families and communities

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

H5.1 proposes management strategies to enable individuals and groups to satisfy their specific needs and to ensure equitable access to resources

H5.2 develops strategies for managing multiple roles and demands of family, work and other environments

H6.1 analyses how the empowerment of women and men influences the way they function within society

H6.2 formulates strategic plans that preserve rights, promote responsibilities and establish roles leading to the creation of positive social environments

20

Dance HSC 2018


SYLLABUS WEIGHTING



Term 1, 2018 Week 7

Term 2, 2018 Week 6

Term 3, 2018

Trial HSC

Type of Task Core

Performance Core

Composition

Core Appreciation

Major Study Practical

Exam Weeks 1 & 2

Written Exam

Weeks 4 & 5

Performance 20% 15% 5%

Composition 20% 15% 5%

Appreciation 20% 10% 10%

Major Study 40% 20% ** **

Total 100% 15% 25% 20% 40%

Outcomes Assessed H1.2, H2.1, H2.2 H1.1,

H1.2, H3.1, H3.2 H1.1,

H1.4, H4.3, H4.5 *

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

* Outcomes based on the Major Study option selected by each student

** The Trial Examination will be 20%. Depending on what pattern of study the student takes, will determine whether the task is written or practical.

21

Dance HSC 2018 Outcomes

HSC Outcomes

A student:

H1.1 understands dance from artistic, aesthetic and cultural perspectives through movement and in written and oral form

H1.2 performs, composes and appreciates dance as an art form

H1.3 appreciates and values dance as an art form through the interrelated experiences of performing, composing and appreciating dances

H1.4 acknowledges and appreciates the relationship of dance and other media

H2.1 understands performance quality, interpretation and style relating to dance performance

H2.2 performs dance skills with confidence, commitment, focus, consistency, performance quality and with due consideration of safe dance practices

H2.3 values the diversity of dance performance

H3.1 identifies and selects the appropriate elements of composition/choreography in response to a specific concept/intent

H3.2 demonstrates the use of the elements of composition/choreography in a personal style in response to a specific concept/intent

H3.3 recognises and values the role of dance in achieving individual expression

H3.4 explores, applies and demonstrates the combined use of compositional principles and technological skills in a personal style in response to a specific concept/intent

H4.1 understands the concept of differing artistic, social and cultural contexts of dance

H4.2 recognises, analyses and evaluates the distinguishing features of major dance works

H4.3 utilises the skills of research and analysis to examine dance as an art form

H4.4 demonstrates in written and oral form, the ability to analyse and synthesise information when making discriminating judgments about dance

H4.5 acknowledges that the art form of dance is enhanced through reflective practice, study and evaluation

22

Drama HSC 2018

ASSESSMENT COMPONENTS SYLLABUS

WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Term 1, 2018 Week 5

Term 1, 2018 Week 10

Term 2, 2018 Week 7

Term 3, 2018 Weeks 4 & 5

Type of Task IP Portfolio Submission

(Part A) Essay Submission

Essay, Performance and

Logbook

IP Portfolio Submission

(Part B)

Yearly Exam Essay Group Performance

IP Presentation

Making 40% 5% 10% 15% 10%

Performing 30% 5% 5% 10% 10%

Appreciating 30% 15% 5% 10%

Total 100% 10% 15% 20% 25% 30%

Outcomes Assessed H1.3, H2.3 H3.1, H3.3

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

H1.3, H1.7, H2.3 H1.4, H1.5,

H2.1, H2.2, H3.1, H3.2

23

Drama HSC 2018 Outcomes

HSC Course Outcomes

The student:

H1.1 uses acting skills to adopt and sustain a variety of characters and roles

H1.2 uses performance skills to interpret and perform scripted and other material

H1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and enhance individual and group devised works

H1.4 collaborates effectively to produce a group-devised performance

H1.5 demonstrates directorial skills

H1.6 records refined group performance work in appropriate form

H1.7 demonstrates skills in using the elements of production

H1.8 recognises the value of the contribution of each individual to the artistic effectiveness of productions

H1.9 values innovation and originality in group and individual work

H2.1 demonstrates effective performance skills

H2.2 uses dramatic and theatrical elements effectively to engage an audience

H2.3 demonstrates directorial skills for theatre and other media

H2.4 appreciates the dynamics of drama as a performing art

H2.5 appreciates the high level of energy and commitment necessary to develop and present a performance

H3.1 critically applies understanding of the cultural, historical and political contexts that have influenced specific drama and theatre practitioners, styles and movements

H3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral and written responses

H3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical styles and movements

H3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns in Australian and other societies

H3.5 appreciates the role of the audience in various dramatic and theatrical and movements

24

English Studies (NON-ATAR Course) HSC Assessment 2018

SYLLABUS COMPONENT ASSESSMENT

WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4

Description of Task THE BIG SCREEN

(DOCUMENTARIES) Elective Module

WE ARE AUSTRALIANS Mandatory Module

ENGLISH AND MEDIA Elective Module

ON THE ROAD Elective Module

Timing Term 4, 2018

Week 9

Term 1, 2018

Week 9

Term 2, 2018

Week 10

Term 3, 2018

Week 7

TASK 1: Create a Documentary ‘Pitch’ for

a topic of your choice 20% 20%

TASK 2: Research an issue and create an

advertisement for an Australian audience 40% 40%

TASK 3: Research and complete a series

of tasks related to Media 20% 20%

TASK 4: Research a destination of your

choice and compose a range of creative

texts. 20% 20%

Total Marks 100% 20% 40% 20% 20%

Learning Modes

Literature

P1.1, P1.2, P1.3, P1.4 25% 5% 5% 10% 5%

Literacy

P2.1, P2.2, P2.3 30% 20% 5% 5%

Language

P3.1, 3.2 30% 10% 15% 5%

Thinking & Learning

P4.1, 4.2 15% 5% 5% 5%

Total Marks 100% 20% 40% 20% 20%

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

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

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

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

H1.1, H1.4,

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

25

English Studies (NON-ATAR Course) HSC 2018 Outcomes

HSC Outcomes TASK 1 TASK 2 TASK 3 TASK 4

The student:

H1.1 analyses extended and short texts in a range of forms to gain knowledge, understanding and appreciation of how English is used to convey meaning. X X

H1.2 explains the ideas and values of the texts. X XH1.3 explains how language and other techniques are used to convey meaning in extended and short texts in a

range of forms. XH1.4 produces a range of texts that demonstrate knowledge, understanding and skills gained in conveying

meaning through language and other techniques. X X XH2.1 comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich

their personal lives and to provide a sound basis for current and future education, careers and citizenship.

X

H2.2 demonstrates further development of skills in expression in English at an appropriate level of accuracy and fluency to enrich their personal lives and to provide a sound basis for current and future education, careers and citizenship.

X X

H2.3 demonstrates skills in using the language conventions of a variety of textual forms, including literary texts, informative texts and texts for vocational contexts. X X

H3.1 recognises a range of purposes for and contexts in which language is used and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those purposes. X X X X

H3.2 recognises a range of audiences and selects appropriate text forms, vocabulary, style and tone when writing and speaking for those audiences. X X

H4.1 plans and organises to complete tasks or projects, both individually and collaboratively. X X XH4.2 works effectively, both as an individual and within a group, to research, select, organise and communicate

information and ideas related to a variety of topics. X X

26

English - Standard HSC Assessment 2018

SYLLABUS COMPONENT ASSESSMENT


Timing Term 4 2017

Week 8

Term 1, 2018

Week 6

Term 2, 2018

Week 4

Term 3, 2018

Week 1

Term 3, 2018

Weeks 4 & 5

Description of Task AREA OF STUDY

Poetry

MODULE A Distinctively Visual

Drama

MODULE C Exploring Transitions

Film

MODULE B Close Study of Text

Novel

TRIAL EXAM AOS Paper 1

Modules Paper 2 AREA OF STUDY

Task 1: Essay Response (25%)

Task 5: Trial Exam (15%) 40% 25% 15%

MODULE A

TASK 2: Visual Related Text Deconstruction

with oral and technology presentation (15%)

TASK 5: Trial Exam (5%) 20% 15% 5%

MODULE B

TASK 4: Reading Task (15%)

TASK 5: Trial Exam (5%) 20% 15% 5%

MODULE C

TASK 3: Listening to key scene with written

response (15%)

TASK 5: Trial Exam (5%) 20%

15% 5%

TOTAL MARKS 100% 25% 15% 15 % 15% 30%

Viewing/ Representing 15% 10% AOS: Section 2 – 5%

Speaking 15% 15%

Reading 25% 15%

AOS: Section 1 – 5%

Module B – 5%

Writing 30% 15%

AOS: Section 3 – 5% Module A – 5% Module C – 5%

Listening 15% 15%

TOTAL MARKS 100% 25% 15% 15 % 15% 30%

OUTCOMES H1, H3, H7, H8, H10

H2, H3, H5, H6, H9, H10

H4, H5, H6, H13 H6,

H7, H8, H12

AOS H1,H2,H3, H7,H8, H10, H11

Modules A, B & C H1, H4, H5, H6, H8, H10

27

English - Standard HSC 2018 Outcomes

HSC Outcomes TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

The student:

H1 demonstrates understanding of how relationships between composer, responder, text and context shape meaning. X X

H2 demonstrates understanding of the relationships among texts. X X

H3 develops language relevant to the study of English. X X XH4 describes and analyses the ways that language forms and features and structures of text shape

meaning and influence responses. X X

H5 analyses the effect of technology and medium on meaning. X X X

H6 engages with the details of text in order to respond critically and personally. X X X XH7 adapts and synthesises a range of textual features to explore and communicate information,

ideas and values for a variety of purposes, audiences and contexts. X X XH8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of

perspectives. X X XH9 assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and ideas. XH10 analyses and synthesises information and ideas into sustained and logical argument for a range

of purposes and audiences. X X XH11 draws upon the imagination to transform experiences and ideas into text, demonstrating control

of language. X

H12 reflects on own processes of responding and composing. X

H13 reflects on own processes of learning. X

28

English – Advanced HSC Assessment 2018 SYLLABUS

COMPONENT

ASSESSMENT


Timing Term 4, 2018

Week 9

Term 1, 2017

Week 7

Term 2, 2018

Week 4

Term 3, 2018

Week 1

Term 3, 2018

Weeks 4 & 5

Description of Task AREA OF STUDY Shakespeare

MODULE A Poetry/Drama

MODULE B Critical study

MODULE C Representation and

Text

TRIAL EXAM AOS Paper 1

Modules Paper 2

AREA OF STUDY

Task 1: Writing Portfolio (25%)

Task 5: Trial Exam (15%)

40% 25% 15%

MODULE A TASK 2: Visual Rep with oral

presentation

TASK 5: Trial Exam

20% 15%

5%

MODULE B

TASK 3: Written response TASK

5: Trial Exam

20% 15% 5%

MODULE C TASK 4: Reading extracts and written

response

TASK 5: Trial Exam

20% 15% 5%

TOTAL MARKS 100% 25% 15% 15% 15% 30%

Viewing/Representing 15% 10% 5%

Speaking 15% 15%

Reading 25% 15% AOS – 5%

Module B – 5%

Writing 30% 15%

AOS – 5% Module A – 5% Module C – 5%

Listening 15% 15%

TOTAL MARKS 100% 25% 15% 15% 15% 30%

OUTCOMES H1, H3, H7, H8, H10 H4, H5, H6, H13 H1, H2A, H4, H6, H8 H2, H3, H7, H9, H12,

H12A

AOS H1, H2, H3, H7, H8,

H10, H11

Modules A, B & C - H1, H2A, H4, H5, H6, H8, H10

29

English - Advanced HSC 2018 Outcomes

HSC Outcomes TASK 1 TASK 2 TASK 3 TASK 4 TASK 5

The student:

H1 explains and evaluates the effects of different contexts of responders and composers on texts. X X X

H2 explains relationships among texts. X X

H2A recognises different ways in which particular texts are valued X X

H3 develops language relevant to the study of English. X X X

H4 explains and analyses the ways in which language forms and features and structures of texts shape meaning and influence responses.

X X X

H5 explains and evaluates the effects of textual forms, technologies and their media of production on meaning. X X

H6 engages with the details of text in order to respond critically and personally. X X X

H7 adapts and synthesises a range of textual features to explore and communicate information, ideas and values for a variety of purposes, audiences and contexts.

X X X

H8 articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives. X X

H9 evaluates the effectiveness of a range of processes and technologies for various learning purposes including the investigation and organisation of information and ideas.

X

H10 analyses and synthesises information and ideas into sustained and logical argument for a range of purposes, audiences and contexts.

X X X

H11 draws upon the imagination to transform experience and ideas into texts demonstrating control of language. X

H12 reflects on own processes of responding and composing. X X

H12A explains and evaluates different ways of responding to and composing texts. X

H13 reflects on own processes of learning. X X

30

English - Extension 1 HSC 2018


SYLLABUS WEIGHTING



Week 2

Term 2, 2018

Week 2

Term 2, 2018 Week 10

Term 3, 2018 Weeks 4 & 5

Type of Task Presentation and

Imaginative Submission

Viva Voce and Essay Submission

Open Book Exam Imaginative and Essay response

Trial HSC

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

50% 10% 10% 15% 15%

Skills in:

• Complex analysis• Sustained

composition

• Independentinvestigation

50% 5% 10% 20% 15%

Total 100% 15% 20% 35% 30%

Outcomes Assessed H1, H2, H3, H4 H1, H2, H3, H4 H1, H2, H3 H1, H2, H3

31

English - Extension 1 HSC 2018 Outcomes

HSC Outcomes TASK 1 TASK 2 TASK 3 TASK 4

The student: X X X X

H1 distinguishes and evaluates the values expressed through texts. X X X X

H2 explains different ways of valuing texts. X X X X

H3 composes extended texts. X X X X

H4 develops and delivers sophisticated presentations. X X X

32

English - Extension 2 HSC 2018

ASSESSMENT COMPONENTS SYLLABUS WEIGHTING

TASK 1 TASK 2 TASK 3


Week 4 Term 2, 2018

Week 4 Term 3, 2018

Week 1

Type of Task Presentation addressing the

proposal for major work

Report -The impact of independent investigation on the development of the Major

Work

Draft version of the major work and reflection statement

Objective 1:

Skills in extensive independent investigation

50% 10% 20% 20%

Objective 2:

Skills in sustained composition

50% 10% 10% 30%

Total 100% 20% 30% 50%

Outcomes Assessed H1, H2 H1, H2 H1, H2

33

English - Extension 2 HSC 2018 Outcomes

HSC Outcomes TASK 1 TASK 2 TASK 3

The student:

H1 develops and presents an extended composition that demonstrates depth, insight, originality and skills in independent investigation.

X X X

H2 reflects on and documents own process of composition. X X X

34

Exploring Early Childhood HSC 2018


SYLLABUS WEIGHTING



Term 2, 2018 Week 1

To be individually allocated throughout

Terms 1-3, 2018

Term 3, 2018 Weeks 4 & 5

Type of Task Design and create a children’s book

Resource evaluation (option modules

3 & 11)

Structured play session: Organisation & Management

Trial HSC Examination

Knowledge and understanding of Exploring Early Childhood

50% 5% 15% 10% 20%

Practical Skills in Exploring Early Childhood

50% 15% 5% 30%

Total 100% 20% 20% 40% 20%

Outcomes Assessed K1.2, 1.3,

1.4, 4.1, 5.1 K1.2, 1.5, 2.1, 2.2, 4.1,

K1.4,

2.1, 2.4, 2.5, 4.2, 6.1, 6.2 V1.1, 1.2, 2.1

All knowledge course outcomes

35

Exploring Early Childhood HSC 2018 Outcomes

HSC Outcomes

The student:

1.1 analyses prenatal issues that have an impact on development

1.2 examines major physical, social-emotional, behavioural, cognitive and language development of young children

1.3 examines the nature of different periods in childhood — infant, toddler, preschool and the early school years

1.4 analyses the ways in which family, community and culture influence growth and development of young children

1.5 examines the implications for growth and development when a child has special needs

2.1 analyses issues relating to the appropriateness of a range of services for different families

2.2 critically examines factors that influence the social world of young children

2.3 explains the importance of diversity as a positive issue for children and their families

2.4 analyses the role of a range of environmental factors that have an impact on the lives of young children

2.5 examines strategies that promote safe environments

3.1 evaluates strategies that encourage positive behaviour in young children

4.1 demonstrates appropriate communication skills with children and/or adults

4.2 interacts appropriately with children and adults from a wide range of cultural backgrounds

4.3 demonstrates appropriate strategies to resolve group conflict

5.1 analyses and compares information from a variety of sources to develop an understanding of child growth and development

6.1 demonstrates an understanding of decision making processes

6.2 critically examines all issues including beliefs and values that may influence interactions with others

V1.1 displays a willingness to respond to the individual needs of young children and families

V1.2 interacts with children and adults in a positive non-judgemental and accepting manner

V2.1 appreciates the importance of facilitating responsible and supportive interactions with young children

36

Food Technology HSC 2018


SYLLABUS WEIGHTING



Week 7 Term 2, 2018


Term 3, 2018 Week 7

Type of Task Australian Food

Industry

Food Manufacture & Food Product

Development Trial HSC

Contemporary Nutrition Issues

Knowledge and understanding of food technology

20% 10% 10%

Skills in researching, analysing and communicating food issues

30%

15% 10% 5%

Skills in experimenting with and preparing food by applying theoretical concepts

30% 20% 10%

Skills in designing, implementing, and evaluating solutions to food situations

20%

10% 10%

Total 100% 25% 40% 10% 25%

Outcomes Assessed H1.2, H1.4, H3.1 H1.1, H1.3, H4.1, H4.2 H1 - H5 H2.1, H3.2, H5.1

37

Food Technology HSC 2018 Outcomes

HSC Outcomes

A student:

H1.1 Explains manufacturing processes and technologies used in the production of food products

H1.2 Examines the nature and extent of the Australian food industry

H1.3 Justifies processes of food product development and manufacture in terms of market, technological and environmental considerations

H1.4 Evaluates the impact of the operation of an organisation within the Australian Food Industry on the individual, society, and environment

H2.1 Evaluates the relationship between food, its production, consumption, promotion and health

H3.1 Investigates operations of one organisation within the Australian food industry

H3.2 Independently investigates contemporary nutrition issues

H4.1 Develops, prepares and presents food using product development processes

H4.2 Applies principles of food preservation to extend the life of food and maintain safety

H5.1 Develops, realises and evaluates solutions to a range of food situations

38

Geography HSC 2018


SYLLABUS WEIGHTING



Week 9 Term 1, 2018

Week 6 Term 2, 2018

Week 9 Term 3, 2018 Week 4 & 5

Type of Task

Ecosystems at Risk, Fieldwork

and Research Task

Urban Places Extended Response

People and Economic Activity in-class test

Trial HSC

Knowledge, Understanding and content of course

40% 5% 10% 5% 20%

Geographical tools and skills

20% 5% 15%

Geographical inquiry and research, including

fieldwork 20% 10% 5% 5%

Communication of geographical information,

ideas and issues 20% 5% 5% 5% 5%

Total 100% 20% 20% 20% 40%

Outcomes Assessed H1, H2, H5, H6, H13 H1, H3, H9, H10, H12 H4, H6, H8, H12, H13 All

39

Geography HSC 2018 Outcomes

HSC Outcomes

A student:

H1 explains the changing nature, spatial patterns and interaction of ecosystems, urban place and economic activity

H2 explains the factors which place ecosystems at risk and the reasons for their protection

H3 analyses contemporary urban dynamics and applies them in specific contexts

H4 analyses the changing spatial and ecological dimensions of an economic activity

H5 evaluates environmental management strategies in terms of ecological sustainability

H6 evaluates the impacts of and responses of people to environmental change

H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world

H8 plans geographical inquiries to analyses and synthesises information from a variety of sources

H9 evaluates geographical information and sources for usefulness, validity and reliability

H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

H12 explains geographical pattern, processes and future trends through appropriate case studies and illustrative examples

H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic and graphic forms

40

Industrial Technology Graphics HSC 2018




Week 8 Term 1, 2018

Week 4 Term 2, 2018


Type of Task Research task: Quality products

Historical Development & Emerging

Technologies

Production & Outsourcing

Trial HSC (written exam)

MP Progress Check Points (Submit with task)

Statement of intent. Research and material selection, Gantt chart.

Procurement of all Major Project Materials

Construction of material list, cutting list and justification of materials,

documentation of suitable drawings (working), design modifications.

Project diary, calculations and industrial processes

appropriate for the project. Evidence of ongoing

evaluation

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

40% 15% 10% 5% 10%

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

60% 15% 20% 15% 10%

Total 100% 30% 30% 20% 20%

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

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

H2.1, H4.1, H4.2, H5.1, H5.2

H1.1 - H1.3, H2.1, H3.1, H4.1, H5.1, H7.1, H7.2

41

Industrial Technology Graphics HSC 2018 Outcomes

HSC Outcomes

A student:

H1.1 investigates industry through the study of businesses in one focus area

H1.2 identifies appropriate equipment, production and manufacturing techniques and describes the impact of new and developing technologies in industry

H1.3 identifies important historical developments in the focus area industry

H2.1 demonstrates proficiency in the use of safe working practices and workshop equipment maintenance techniques

H3.1 demonstrates skills in sketching, producing and interpreting drawings

H3.2 selects and applies appropriate research and problem-solving skills

H3.3 applies and justifies design principles through the production of a Major Project

H4.1 demonstrates competency in a range of practical skills appropriate to the Major Project

H4.2 explores the need to outsource appropriate expertise where necessary to complement personal practical skills

H4.3 critically applies knowledge and skills related to properties and characteristics of materials/components

H5.1 selects and uses communication and information processing skills

H5.2 examines and applies appropriate documentation techniques to project management

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

H7.1 explains the impact of the focus area industry on the social and physical environment

H7.2 analyses the impact of existing, new and emerging technologies of the focus industry on society and the environment

42

Industrial Technology Multimedia HSC 2018




Term 1, 2018 Week 4

Term 2, 2018 Week 8

Term 3, 2018 Weeks 4 & 5

Type of Task Research task:

Quality products

Project Development and

Emerging Technologies

Production and Outsourcing

Trial HSC


Statement of intent. Research and software

selection, Gantt chart. Idea generation. Procurement of all Major Project Materials /

resources / client

Quality product, Links between planning and construction, and

justification of software / materials. Documentation of suitable

storyboard. Outsourced components

Project diary, calculations and industrial processes appropriate for the

project. Evidence of a range of skills. Ongoing evaluation

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

40% 15% 10% 5% 10%


60% 15% 20% 15% 10%

Total 100% 30% 30% 20% 20%

Outcomes Assessed H1.1, H3.2,

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

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

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

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

43

Industrial Technology Multimedia HSC 2018 Outcomes

HSC Outcomes

A student:

















44

Industrial Technology Timber HSC 2018


SYLLABUS WEIGHTING



Term 1, 2018 Week 4

Term 2, 2018 Week 8

Term 3, 2018 Weeks 4 & 5

Type of Task Research task: Quality Products

Historical Development &

Emerging Technologies

Production and Outsourcing

Trial HSC (written exam)


Statement of intent. Research and material selection, Gantt chart.

Procurement of all Major Project Materials

Construction of material list, cutting list, and justification of materials, Documentation of suitable drawings (working),

design modifications.

Project diary, calculations and industrial processes

appropriate for the project. Evidence of ongoing

evaluation

Knowledge and understanding of the organisation and management of and manufacturing process and techniques used by the timber industry

40% 15% 10% 5% 10%


60% 15% 20% 15% 10%

Total 100% 30% 30% 20% 20%

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

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

H2.1, H4.1, H4.2, H5.1, H5.2

H1.1 - H1.3, H2.1, H3.1, H4.1, H5.1, H7.1, H7.2

45

Industrial Technology Timber HSC 2018 Outcomes

HSC Outcomes

A student:

















46

Information Processes and Technology HSC 2018


SYLLABUS WEIGHTING



Week 5 Term 2, 2018

Week 5 Term 2, 2018


Type of Task Database Multimedia AMS Trial HSC Exam

Project Management 20% 5% 5% 5% 5%

Information Systems and Databases

20% 15% 5%

Communication Systems 20% 5% 15%

Options Strands 40% 10% 15% 15%

Total 100% 20% 20% 20% 40%

Outcomes Assessed H1.1,H1.2, H2.2, H6.1 H3.2, H6.2, H7.1, H7.2 H2.1, H5.1 H6.1 H7.1 H1.1, H1.2, H2.1,

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

47

Information Processes and Technology HSC 2018 Outcomes

HSC Outcomes

A student:

H1.1 applies and explains an understanding of the nature and function of information technologies to a specific practical situation

H1.2 explains and justifies the way in which information systems relate to information processes in a specific context

H2.1 analyses and describes a system in terms of the information processes involved

H2.2 develops and explains solutions for an identified need which address all of the information processes

H3.1 evaluates and discusses the effect of information systems on the individual, society and the environment

H4.1 proposes and justifies ways in which information systems will meet emerging needs

H5.1 justifies the selection and use of appropriate resources and tools to effectively develop and manage projects

H5.2 assesses the ethical implications of selecting and using specific resources and tools, recommends and justifies the choices

H6.1 analyses situations, identifies needs, proposes and then develops solutions

H6.2 selects, justifies and applies methodical approaches to planning, designing or implementing solutions

H7.1 implements and explains effective management techniques

H7.2 uses methods to thoroughly document the development of individual and team projects

48

Legal Studies HSC 2018


SYLLABUS WEIGHTING



Term 1, 2018 Week 6

Term 3, 2018 Week 1

Term 3, 2018 Weeks 4 & 5

Type of Task Crime: Research

Task

Human rights: Research Task &

Oral Presentation

Focus Study 1 & 2: Media File & Written

Task Trial HSC Exam

Knowledge, understanding and content of course

60% 10% 5% 5% 40%

Inquiry and Research 20% 5% 10% 5%

Communication of Legal Information, ideas and issues

20% 5% 5% 10%

Total 100% 20% 20% 20% 40%

Outcomes Assessed

H1, H2, H4, H5, H6 H2, H3, H6, H7, H10 H2, H3, H4, H8, H9 All

49

Legal Studies HSC 2018 Outcomes

HSC Course Outcomes

A student:

H1 identifies and applies legal concepts and terminology

H2 describes and explains key features of and the relationship between Australian and international law

H3 analyses the operation of domestic and international legal systems

H4 evaluates the effectiveness of the legal system in addressing issues

H5 explains the role of law in encouraging cooperation and resolving conflict, as well as initiating and responding to change

H6 assesses the nature of the interrelationship between the legal system and society

H7 evaluates the effectiveness of the law in achieving justice

H8 locates, selects, organises, synthesises and analyses legal information from a variety of sources including legislation, cases, media, international instruments and documents

H9 communicates legal information using well-structured and logical arguments

H10 analyses differing perspectives and interpretations of legal information and issues.

50

Mathematics General 1 HSC 2018


SYLLABUS WEIGHTING


Date of Task Term 4 2017


Term 2, 2018 Week 6

Term 3, 2018 Weeks 8

Type of Task Open Book in-class exam In Class Examination Contextual Assignment Investigation Assignment

Knowledge and Understanding

50% 10% 15% 10% 15%

Skills 50% 10% 15% 10% 15%

Total 100% 20% 30% 20% 30%

Outcomes Assessed MG1H -3, 9, 10 MG1H-1, 2, 3, 6, 7, 8, 9, 10

(up to 30% may include preliminary outcomes)

MG1H – 1, 2, 3, 4, 5, 7, 9,10 MG1H – 1, 3, 5, 6, 9, 10

Content Summary AM3CEC, AM4CEC

FSDR2,3 AM3CEC, AM4CEC,

FM4CEC PB2CEC

DS4CEC, DS5CEC, DS6CEC

FSPe1CEC, FSPe2CEC, FSPe3CEC

FSH01CEC, FSH02CEC

51

Mathematics General 1 HSC 2018 Outcomes

HSC Outcomes

Objectives: Students will develop the ability to: A student:

Apply reasoning, and the use of appropriate language, in the evaluation and

construction of arguments and the interpretation and use of models based on

mathematical and statistical concepts

MG1H-1 Uses mathematics and statistics to evaluate and construct arguments in a

range of familiar contexts

MG1H-2 Analyses representations data in order to make predictions

Use concepts and apply techniques to the solution of problems in algebra and

modeling, measurement, financial mathematics, data and statistics and probability

MG1H-3 Makes predictions about everyday situations based on simple mathematical

models

MG1H-4 Analyses simple two-dimensional and three-dimensional models to solve

practical problems

MG1H-5 Interprets the results of measurement and calculations and makes judgments

about reasonableness, including the conversion to appropriate units

MG1H-6 Makes informed decisions about financial situations likely to be encountered

post-school

MG1H-7 Develops and carries out simple statistical processes to answer questions

posed

MG1H-8 Solves problems involving uncertainty using basic counting techniques

Use mathematical skills and techniques, aided by appropriate technology to organise

information and interpret practical situations

MG1H-9 Chooses and uses appropriate technology to organize information from a

range of practical and everyday contexts

Interpret and communicate mathematics in a variety of written and verbal forms,

including diagrams and statistical graphs

MG1H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn

from other sources, communicating a position clearly to others

Values and Attitudes

Appreciation of the relevance of mathematics MG1H-VA Appreciates the importance of mathematics in everyday life and its

usefulness in contributing to society

52

Mathematics General 2 HSC 2018


SYLLABUS WEIGHTING


Date of Task Term 4 2017

Week 9 Term 1, 2018

Week 9 Term 2, 2018


Type of Task Open Book Test Contextual

Assignment – Water Investigation

Formula Sheet Summary

Trial HSC Exam

Reasoning and Communication

50% 15% 10%

15% 10%

Concepts, Skills and Techniques

50% 15% 10%

10% 15%

Total 100% 30% 20%

25% 25%

Outcomes Assessed MG2H – 3,9,10 MGH2H – 1, 2, 3, 4, 5, 9, 10 MG2H – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

MG2H – 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, MG2H – VA


Content Summary Am3, 4, 5 FSRe1, 2 All content All content

53

Mathematics General 2 HSC 2018 Outcomes

HSC Outcomes

Objectives: Students will develop the ability to: A student:

Apply reasoning, and the use of appropriate language, in the evaluation and construction of

arguments and the interpretation and use of models based on mathematical and statistical

concepts

MG2H-1 Uses mathematics and statistics to evaluate and construct arguments in a range of

familiar and unfamiliar contexts

MG2H-2 Analyses representations data in order to make inferences, predictions and conclusion

Use concepts and apply techniques to the solution of problems in algebra and modeling,

measurement, financial mathematics, data and statistics and probability

MG2H-3 Makes predictions about situations based on mathematical models, including those

involving cubic, hyperbolic or exponential functions

MG2H-4 Analyses two-dimensional and three-dimensional models to solve practical problems,

including those involving spheres and non-right-angled triangles

MG2H-5 Interprets the results of measurement and calculations and makes judgments about

reasonableness, including the degree of accuracy of measurements and calculations and the

conversion to appropriate units

MG2H-6 Makes informed decisions about financial situations, including annuities and loan

repayments

MG2H-7 Answers question requiring statistical processes, including the use of the normal

distribution and the correlation of bivariate data

MG2H-8 Solves problems involving counting techniques, multistage events and expectation

Use mathematical skills and techniques, aided by appropriate technology to organise information

and interpret practical situations

MG2H-9 Chooses and uses appropriate technology to locate and organize information from a

range of contexts

Interpret and communicate mathematics in a variety of written and verbal forms, including

diagrams and statistical graphs

MG2H-10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other

sources, communicating a position clearly to others and justifies a response

Values and Attitudes

Appreciation of the relevance of mathematics MG2H-VA Appreciates the importance of mathematics in everyday life and its usefulness in

contributing to society

54

Mathematics HSC 2018


SYLLABUS WEIGHTING




Term 2, 2018 Week 8

Term 3, 2018 Weeks 4 & 5

Type of Task Open-book Class Test Contextual Assignment Formula sheet summary Trial HSC Exam

Use of concepts, skills and techniques to solve mathematical problems and interpret practical situations

50% 10% 15% 10% 15%

Application of reasoning and communication in appropriate forms to construct mathematical arguments and to interpret and use mathematical models

50% 15% 15% 10% 10%

Total 100% 25% 30% 20% 25%

Outcomes Assessed H1, H2, H4 ,H5 H2, H3, H4, H5 ,H6, H7, H9


H1 - H9 H1 – H9


55

Mathematics HSC 2018 Outcomes

HSC Outcomes

A student:

H1 seeks to apply mathematical techniques to problems in a wide range of practical contexts

H2 constructs arguments to prove and justify results

H3 manipulates algebraic expressions involving logarithmic and exponential functions

H4 expresses practical problems in mathematical terms based on simple given models

H5 applies appropriate techniques from the study of calculus, geometry, probability, trigonometry and series to solve problems

H6 uses the derivative to determine the features of the graph of a function

H7 uses the features of a graph to deduce information about the derivative

H8 uses techniques of integration to calculate areas and volumes

H9 communicates using mathematical language, notation, diagrams and graphs

Preliminary Outcomes

P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems

P2 provides reasoning to support conclusions which are appropriate to the context

P3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities

P4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

P5 understands the concept of a function and the relationship between a function and its graph

P6 relates the derivative of a function to the slope of its graph

P7 determines the derivative of a function through routine application of the rules of differentiation

P8 understands and uses the language and notation of calculus

56

Mathematics Extension 1 HSC 2018


SYLLABUS WEIGHTING

TASK 1 TASK 2 TASK 3



Term 3, 2018 Weeks 4 & 5

Type of Task Open-book Class Test Contextual Assignment Trial HSC Exam

Use of concepts, skills and techniques to solve mathematical problems and interpret practical situations

50% 20% 15% 15%

Application of reasoning and communication in appropriate forms to construct mathematical arguments and to interpret and use mathematical models

50% 15% 25% 10%

Total 100% 35% 40% 25%

Outcomes Assessed

HE1, HE2, HE7

H1, H2, H9 (may include preliminary

outcomes)

HE1, HE3, HE4, HE6, HE7, H1 - H4, H6 – H9

HE1 – HE7

H1 – H9 ( may include preliminary

outcomes)

57

Mathematics Extension 1 HSC 2018 Outcomes

HSC Outcomes

A student:

HE1 appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 uses inductive reasoning in the construction of proofs

HE3 uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or

exponential growth and decay

HE4 uses the relationship between functions, inverse functions and their derivatives

HE5 applies the chain rule to problems including those involving velocity and acceleration as functions of displacement

HE6 determines integrals by reduction to a standard form through a given substitution

HE7 evaluates mathematical solutions to problems and communicates them in an appropriate form

Preliminary Outcomes

PE1 appreciates the role of mathematics in the solution of practical problems

PE2 uses multi-step deductive reasoning in a variety of contexts

PE3 performs routine arithmetic and algebraic manipulation involving surds, simple rational expressions and trigonometric identities

PE4 chooses and applies appropriate arithmetic, algebraic, graphical, trigonometric and geometric techniques

PE5 determines derivatives which require the application of more than one rule of differentiation

PE6 makes comprehensive use of mathematical language, diagrams and notation for in a wide variety of situations

58

Modern History HSC 2018


SYLLABUS WEIGHTIN

G

Task 1 Task 2 Task 3 Task 4

Date of Task Total Term 4, 2017

Week 7 Term 1, 2018

Week 5 Term 2, 2018


Type of Task

Source analysis and written

response in class Core Study:-

WW1 1914-1919

Extended Response -

National Studies:- Germany 1919 -

1939

Research Task/Extended

Response Personality:-

Leni Reifenstahl 1902-2003

Trial Exam

Knowledge and understanding of course content

40% 5% 10% 10% 15%

Source-based skills 20% 10% 10%

Historical inquiry and research 20%

10% 10%

Communication in appropriate forms

20% 5% 5% 5% 5%

Total 100% 20% 25% 25% 30%

Outcomes H1.2,

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

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

H3.5, H4.1, H4.2

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

H4.1, H4.2

59

Modern History HSC 2018 Outcomes

HSC Course Outcomes

A student:

H1.1 describes the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H1.2 analyses and evaluates the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H2.1 explains forces and ideas and assesses their significance in contributing to change and continuity during the twentieth century

H3.1 asks relevant historical questions

H3.2 locates, selects and organises relevant information from different types of sources

H3.3 analyses and evaluates sources for their usefulness and reliability



H3.5 plans and presents the findings of historical investigations, analysing and synthesising information from different types of sources

H4.1 uses historical terms and concepts appropriately

H4.2 communicates a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

60

Music 1 HSC Assessment 2018

ASSESSMENT SYLLABUS



Week 5 Term 1, 2018 Weeks 4& 5

Term 2, 2018 Week 5

Term 3, 2018 Weeks 8 & 9

Type of task Composition & Performance

Works in Progress & Aural Task

Musicology Viva Voce Trial HSC Exam

CORE Composition 10% 10%

CORE Performance 10% 5% 5%

CORE Aural 25% 15% 10%

CORE Musicology 10% 10%

Elective 1 15% 5% 10%

Elective 2 15% 5% 10%

Elective 3 15% 5% 10%

Total 100% 10% 35% 10% 45%

Outcomes Assessed H3, H7, H8 H6, H7,

H9, H10, H11 H2, H4, H5, H6, H8 H1 - H5, H9, H11

61

Music 1 HSC 2018 Outcomes

HSC Outcomes (H)

Through activities in performance, composition, musicology and aural, a student:

H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

H5 critically evaluates and discusses performances and compositions

H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music

H9 performs as a means of self-expression and communication

H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities

H11 demonstrates a willingness to accept and use constructive criticism

62

Music 2 HSC Assessment 2018

ASSESSMENT SYLLABUS

WEIGHTING TASK 1 TASK 2 TASK 3

Date of Task Term 4, 2017 Week 9 & 10

Term 2, 2018 Weeks 5 & 7

Term 3, 2018 Weeks 4 & 5

Type of task Composition & Performance Musicology Analysis Portfolio Trial HSC Exam

CORE Composition 20% 10% 10%

(Due to NESA TBC)

CORE Performance 20% 20%

CORE Aural 20% 20%

CORE Musicology 20% 20%

Electives 20% 10% 10%

Total 100% 20% 30% 50%

Outcomes Assessed H6, H7, H9 - H11 H2, H4 - H6, H8 H1 - H5, H9, H11

63

Music 2 HSC 2018 Outcomes

HSC Outcomes (H)

Through activities in performance, composition, musicology and aural, a student:

H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H2 reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

H5 critically evaluates and discusses performances and compositions

H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening

H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H8 identifies, recognises, experiments with, and discusses the use and effects of technology in music

H9 performs as a means of self-expression and communication

H10 demonstrates a willingness to participate in performance, composition, musicology and aural activities

H11 demonstrates a willingness to accept and use constructive criticism

64

Personal Development, Health and Physical Education HSC 2018


SYLLABUS WEIGHTINGS



Term 1, 2018

Week 8

Term 2, 2018 Week 7

Term 3, 2018

Weeks 4 & 5

Type of Task Scenario and Written Response

Priority Areas and Health Promotion –

Research Task

Research Task and Presentation

Trial HSC Exam

Course Component Sport Medicine Core 1 Core 2 Complete

Course (core & option topics)

Knowledge and understanding of the factors that affect health and the way the body moves

40% 5% 10% 10% 15%

Skills in influencing personal and community health, taking action to improve participation and performance in physical activity

30% 10%

5% 5% 10%

Skills in critical thinking and research skills

30% 5% 10% 10% 5%

Total 100% 20% 25% 25% 30%

Outcomes Assessed H8, H13, H16, H17 H1 - H5, H14, H15 H7 – H11, H16, H17 H1 – H17

65

Personal Development, Health and Physical Education HSC 2018 Outcomes

HSC Outcomes

A student:

H1 describes the nature and justifies the choice of Australia’s health priorities

H2 analyses and explains the health status of Australians in terms of current trends and groups most at risk

H3 analyses the determinants of health and health inequities

H4 argues the case for health promotion based on the Ottawa Charter

H5 explains the different roles and responsibilities of individuals, communities and governments in addressing Australia’s health priorities

H6 demonstrates a range of personal health skills that enables them to promote and maintain health (Option 1)

H7 explains the relationship between physiology and movement potential

H8 explains how a variety of training approaches and other interventions enhance performance and safety in physical activity

H9 explains how movement skill is acquired and appraised

H10 designs and implements training plans to improve performance

H11 designs psychological strategies and nutritional plans in response to individual performance needs

H12 analyses the influence of sociocultural factors on the way people participate in and value physical activity and sport (Option 2)

H13 selects and applies strategies for the management of injuries and the promotion of safety in sport and physical activity (Option 3)

H14 argues the benefits of health-promoting actions and choices that promote social justice

H15 critically analyses key issues affecting the health of Australians and proposes ways of working towards better health for all

H16 devises methods of gathering, interpreting and communicating information about health and physical activity concepts

H17 selects appropriate options and formulates strategies based on a critical analysis of the factors that affect performance and safe participation

66

Physics HSC 2018

ASSESSMENT COMPONENTS Weightings Task 1 Task 2 Task 3 Task 4

Date Term 1, 2018

Week 8

Term 1, 2018

Week 10

Term 2, 2018

Week 8

Term 3, 2018

Weeks 4 & 5

Type of Task Practical Task Half Yearly Topic Test Research Project Trial Examination

Knowledge and understanding

40% 5% 15% 5% 15%

Skills in: - Planning and conducting

first-hand investigations - Gathering and

processing first-hand data

- Gathering and processing relevant information from secondary sources.

30% 15% 10% 5%

Skills in: - Communicating

information and understanding

- Developing scientific thinking and problem-solving techniques

- Working individually and in teams

30% 5% 5% 10% 10%

Totals 100 % 25% 20% 25% 30%

Outcomes H1, H9, H13, H14 H1 – H4,

H6 – H10, H13, H14 H1-H5, H9,

H10, H13, H16 H1-15

67

Physics HSC 2018 Outcomes

HSC Outcomes

A student :

H1 discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking

H2 applies the processes that are used to test and validate models, theories and laws, to investigations

H3 assesses the contribution of scientific advances on the development of technologies

H4 assesses the impacts of applications of science on society and the environment

H5 describes possible future directions of scientific research

H6 describes uses of the Earth’s resources

H7 identifies effects of internal and external environmental changes on the human body

H8 relates the properties of chemicals to their use

H9 relates the structure of body organs and systems to their function

H10 discusses ways in which different forms of energy and energy transfers and transformations are used


H12 evaluates ways in which accuracy and reliability could be improved in investigations.

H13 uses terminology and reporting styles and appropriately and successfully to communicate information and understanding



H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behavior and a desire for a critical evaluation of the consequences of the applications of science.

68

Senior Science HSC 2018


SYLLABUS WEIGHTING



Week 9 Term 2, 2018

Week 1 Term 2, 2018


Type of Task Practical Investigation Research and Application Research and essay Trial HSC exam

Knowledge and

Understanding 40% 5% 10% 10% 15%

Skills in: planning and conducting first-hand investigations and communicating information and understanding based on these investigations.

30% 15% 5% 5% 5%

Skills in: scientific thinking, problem-solving techniques and in communicating, understanding and conclusions.

30% 5% 10% 10% 5%

Total 100% 25% 25% 25% 25%

Outcomes Assessed H2, H7, H8, H11 – 14 H1 – 15 H 1, H3, H4, H10, H12, H13 H1 – 15

69

Senior Science HSC 2018 Outcomes

HSC Outcomes

A student :

H1 discusses advances in scientific understanding and technology that have changed the direction or nature of scientific thinking

H2 applies the processes that are used to test and validate models, theories and laws, to investigations

H3 assesses the contribution of scientific advances on the development of technologies

H4 assesses the impacts of applications of science on society and the environment

H5 describes possible future directions of scientific research

H6 describes uses of the Earth’s resources

H7 identifies effects of internal and external environmental changes on the human body

H8 relates the properties of chemicals to their use

H9 relates the structure of body organs and systems to their function

H10 discusses ways in which different forms of energy and energy transfers and transformations are used


H12 evaluates ways in which accuracy and reliability could be improved in investigations.

H13 uses terminology and reporting styles and appropriately and successfully to communicate information and understanding



H16 justifies positive values about and attitudes towards both the living and non-living components of the environment, ethical behavior and a desire for a critical evaluation of the consequences of the applications of science.

70

Society and Culture HSC 2018


SYLLABUS WEIGHTING



Week 7 Term 1, 2018

Week 6 Term 2, 2018


Type of Task PIP Preparation Online Portfolio

Continuity and Change Seminar

Presentation

Inclusion and Exclusion Prepared Written

Response

Trial HSC Exam

Knowledge and Understanding of content

50% 5% 10% 15% 20%

Application and analysis of social and cultural research methods

30% 5% 5% 10% 10%

Communication of information, ideas and issues in appropriate forms

20% 5% 5% 5% 5%

Total 100% 15% 20% 30% 35%

Outcomes Assessed

H1, H6, H7, H8 H2, H3, H5, H10 H1, H2, H4, H9 H3 - H5, H9, H10

71

Society and Culture HSC 2018 Outcomes

HSC Outcomes

A student:

H1 evaluates and effectively applies social and cultural concepts

H2 explains the development of personal, social and cultural identity

H3 analyses relationships and interactions within and between social and cultural groups

H4 assesses the interaction of personal experience and public knowledge in the development of social and cultural literacy

H5 analyses continuity and change and their influence on personal and social futures

H6 evaluates social and cultural research methods for appropriateness to specific research tasks

H7 selects, organises, synthesises and analyses information from a variety of sources for usefulness, validity and bias

H8 uses planning and review strategies to conduct ethical social and cultural research that is appropriate for tasks ranging from the simple to the complex

H9 applies complex course language and concepts appropriate for a range of audiences and contexts

H10 communicates complex information, ideas and issues using appropriate written, oral and graphic forms

72

Software Design and Development HSC 2018


SYLLABUS WEIGHTING



Week 8 Term 2, 2018

Week 6 Term 3, 2018


Type of Task Project 1:

Research Task Project 2:

Basic Programming Project 3:

Product Design Trial HSC Exam

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

20% 5% 15%

Design and development of software solutions.

35% 15% 10% 10%

Project management techniques, including documentation, teamwork and communication.

20% 5% 5% 5% 5%

Projects 25% 5% 15% 5%

Total 100% 15% 35% 20% 30%

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

H5.1, H6.3, H6.4

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

H6.4

73

Software Design and Development HSC 2018 Outcomes

HSC Outcomes

A student:

H1.1 explains the interrelationship between hardware and software

H1.2 differentiates between various methods used to construct software solutions

H1.3 describes how the major components of a computer system store and manipulate data

H2.1 explains the implications of the development of different languages

H2.2 explains the interrelationship between emerging technology

H3.1 identifies and evaluates legal, social and ethical issues in a number of contexts

H3.2 constructs software solutions that address legal, social and ethical issues

H4.1 identifies needs to which software solutions are appropriate

H4.2 applies appropriate development methods to solve software problems

H4.3 applies a modular approach to implement well structured software solutions and evaluates their effectiveness

74

Sport, Lifestyle and Recreation HSC 2018


SYLLABUS WEIGHTING TASK 1 TASK 2 TASK 3 TASK 4

Date of Task Term 4, 2017 Weeks 9 & 10

Term 1, 2018 Week 5

Term 2, 2018 Week 8

Term 3, 2018 Weeks 4 & 5

Type of Task Coaching Task

Research, Planning and assisting with the School Athletics

Carnival

Practical Application Trial HSC Exam

Knowledge and understanding of: F actors that influence health and participation in physical activity and the principles and processes impacting on the realisation of potential movement

50% 15% 10% 10% 15%

Skill Outcomes: The ability to implement strategies that promote health, physical activity and enhance performance The capacity to influence the participation and performance of self and others

50% 15% 10% 10% 15%

Total 100% 30% 20% 20% 30%

Outcomes Assessed 1.1, 1.3, 2.1, 2.2,

3.2, 4.4, 4.5

1.1, 1.6, 3.1 - 3.3, 4.4

1.3, 3.6, 4.1, 4.2, 4.4 1.1 - 1.3,

1.5, 1.6, 2.1, 2.2, 3.2 - 3.4, 3.6, 4.1 - 4.5

75

Sport, Lifestyle and Recreation HSC 2018 Outcomes

Objectives HSC Outcomes

Students will develop: A student:

1. Knowledge andunderstanding of thefactors that influencehealth and participation inphysical activity.

1.1 applies the rules and conventions that relate to participation in a range of physical activities 1.2 explains the relationship between physical activity, fitness and healthy lifestyle 1.3 demonstrates ways to enhance safety in physical activity 1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia 1.5 critically analyses the factors affecting lifestyle balance and their impact on health status 1.6 describes administrative procedures that support successful performance outcomes

2. Knowledge andunderstanding of theprinciples and processesimpacting on therealisation of movementpotential.

2.1 explains the principles of skill development and training 2.2 analyses the fitness requirements of specific activities 2.3 selects and participates in physical activities that meet individual needs, interests and abilities 2.4 describes how societal influences impact on the nature of sport in Australia 2.5 describes the relationship between anatomy, physiology and performance

3. The ability to analyse andimplement strategies thatpromote health, physicalactivity and enhancedperformance.

3.1 selects appropriate strategies and tactics for success in a range of movement contexts 3.2 designs programs that respond to performance needs 3.3 measures and evaluates physical performance capacity 3.4 composes, performs and appraises movement 3.5 analyses personal health practices 3.6 assesses and responds appropriately to emergency care situations 3.7 analyses the impact of professionalism in sport

4. A capacity to influencethe participation andperformance of self andothers.

4.1 plans strategies to achieve performance goal 4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context

4.3 makes strategic plans to overcome the barriers to personal and community health 4.4 demonstrates competence and confidence in movement contexts 4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity

5. A lifelong commitment toan active, healthy lifestyleand the achievement ofmovement potential.

Values and Attitudes 5.1 accepts responsibility for personal and community health 5.2 willingly participates in regular physical activity 5.3 values the importance of an active lifestyle 5.4 values the features of a quality performance 5.5 strives to achieve quality in personal performance

76

Visual Arts HSC 2018


SYLLABUS WEIGHTING

TASK 1 TASK 2 TASK 3 TASK 4 TASK 5


Week 9 Term 1, 2018

Week 6 Term 2, 2018


Term 3, 2018

Week 6

Type of Task

VAPD and Support Material Bow ideas

and Experiments

Critical Historical Research Task and

Presentation

Body of Work progress Viva

Voce

Trial HSC Written

Body of Work- Submission

Art Making 50% 10% 20% 20%

Art Criticism and History 50% 25% 25%

Total 100% 10% 25% 20% 25% 20%

Outcomes Assessed H1, H2, H7, H8, H10 H1 - H6 H7 - H10 H1 - H6

77

Visual Arts HSC 2018 Outcomes

HSC course

A student:

H1: initiates and organises art making practice that is sustained, reflective and adapted to suit particular conditions

H2: applies their understanding of the relationships among the artist, artwork, world and audience through the making of a body of work

H3: demonstrates an understanding of the frames when working independently in the making of art

H4: selects and develops subject matter and forms in particular ways as representations in art-making

H5: demonstrates conceptual strength in the production of a body of work that exhibits coherence and may be interpreted in a range of ways

H6: demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic intentions within a body of work

H7: applies their understanding of practice in art criticism and art history

H8: applies their understanding of the relationships among the artist, artwork, world and audience

H9: demonstrates an understanding of how the frames provide for different orientations to critical and historical investigations of art

H10: constructs a body of significant art histories, critical narratives and other documentary accounts of representation in the visual arts

78

VET

Course Assessment

Schedules 2018

79

Macquarie Park RTO 90222

School Name: Wadalba Community School Student Competency Assessment Schedule

COURSE: HSC Business Services 2018

Assessment Tasks for

Certificate II in Business BSB20115

Cluster C Cluster D Cluster E Cluster F

Trial Exam Communicating in

the Workplace

Financial

Innovation

Working well with

others

Working effectively

and sustainably

Week: 10

Term: 4

Week: 8

Term: 1

Week: 10

Term: 2

Week: 6

Term: 3

Week: 4 & 5

Term: 3

Code Unit of Competency

HS

C E

xam

ina

ble

Un

its o

f C

om

pete

ncy BSBCMM201 Communicate in the workplace X

BSBCUS201 Deliver a service to customers X

TLIP2029 Prepare and process financial documents X

BSBINN201 Contribute to workplace innovation X

BSBWOR203 Work effectively with others X

BSBWOR202 Organise and complete daily work activities X

BSBIND201 Work effectively in a business environment X

BSBSUS201 Participate in environmentally sustainable work practices X

BSBITU307 Develop keyboarding speed and accuracy X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate II in Business BSB20115 or a Statement of Attainment towards Certificate II in Business BSB20115

Schools will schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.

The assessment components in this course are competency based. This means that students need to demonstrate that they have gained and can apply the specific knowledge and skills of each unit of competency. Competency assessment is graded as “not yet competent” or “competent’. In some cases other descriptive words may be used leading up to “competent”. A course mark is not allocated.

BSB20115 Business Services HSC Assessment Schedule August 2018

80


School Name: Wadalba Community SchoolStudent Competency Assessment Schedule

COURSE: HSC Construction 2018


Certificate II Construction Pathways CPC20211

Cluster D Cluster E Cluster F

Trial Exam Formwork Level a simple slab Assemble for off-site

manufacture

Week: 6

Term: 1

Week: 8

Term: 2

Week: 6

Term: 3

Week: 4 & 5

Term: 3


CPCCCA2003A Erect and dismantle formwork for footings X

HS

C E

xam

ina

ble

Un

its o

f C

om

pete

ncy

CPCCCA2011A Handle carpentry materials X

CPCCCM2006B Apply basic levelling procedures X

CPCCCO2013A Carry out concreting to simple forms X

CPCCCM2005B Use construction tools and equipment X

CPCCJN2001A Assemble components X

CPCCJN2002B Prepare for off-site manufacturing process X

Depending on the achievement of units of competency, the possible qualification outcome is Certificate II Construction Pathways CPC20211 or a Statement of Attainment towards Certificate II Construction Pathways CPC20211.



CPC20211 Construction HSC Assessment Schedule August 2018

81



COURSE: HSC Hospitality – Food and Beverage Stream 2018


Certificate II Hospitality SIT20316

Cluster D Cluster E

(Part 1)

Cluster E

(Part 2)

Cluster F

Trial Exam Safe, Clean and

Skilled Restaurant

Service Restaurant

Service Working in Hospitality

Week: 10

Term: 4

Week: 1

Term: 1

Week: 9

Term: 3

Week: 9

Term: 3

Week: 4 & 5

Term: 3


HS

C E

xam

ina

ble

Un

its o

f C

om

pete

ncy

SITXFSA002 Participate in safe food handling practices X

SITHCCC001 Use food preparation equipment X

SITHFAB007 Serve food and beverage X X

SITXCC003 Interact with customers X X

SITHIND003 Use hospitality skills effectively X X

SITHIND002 Source and use information on the hospitality industry X

BSBSUS201 Participate in environmentally sustainable work practices

X

SITXCOM001 Source and present information X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Hospitality SIT20316 or a Statement of Attainment towards Certificate II in Hospitality SIT20316.

Schools may schedule exam items in preparation for the HSC. These do not form part of the RTO assessment requirements.


SIT20213 Hospitality Food and Beverage HSC Assessment Schedule August 2018

82



COURSE: HSC Hospitality - Kitchen Operations 2018


Certificate II Kitchen Operations SIT20416

Cluster D Cluster E Cluster F

Trial Exam Food Glorious Food

Working in Industry

Cooking in the Commercial

Kitchen

Week: 10

Term: 4

Week: 1

Term: 2

Week: 6

Term: 3

Week: 4 & 5

Term: 3


HS

C E

xam

ina

ble

Un

its o

f C

om

pete

ncy

SITHCCC003 Prepare and present sandwiches X

SITHCCC006 Produce appetisers and salads X

BSBWOR203 Work effectively with others X

SITHIND002 Source and use information on the hospitality industry X

BSBSUS201 Participate in environmentally sustainable work practices X

SITHCCC005 Prepare dishes using basic methods of cookery X

SITHCCC011 Use cookery skills effectively X

Depending on the achievement of units of competency, the possible qualification outcome is a Statement of Attainment towards Certificate II in Kitchen Operations SIT20416 or a Certificate II in Kitchen Operations SIT20416



SIT20312 Kitchen Operations HSC Assessment Schedule August 2018

83



COURSE: HSC Primary Industries – Agriculture 2018


Certificate II in Agriculture AHC20116

Cluster D Cluster E Cluster F Cluster G

Yearly Exam Chemicals and weeds

Work effectively

In the industry

Fencing, weather and communication

Growing plants

OR

Livestock work

Week 10

Term 4

Week 8

Term 1

Week 9

Term 2

Week 7

Term 3

Week 4 & 5

Term 3


AHCCHM201 Apply chemicals under supervision X

HS

C E

xam

ina

ble

Un

its o

f C

om

pete

ncy

AHCPMG201 Treat weeds X

AHCWRK209 Participate in environmentally sustainable work practices X

AHCWRK204 Work effectively in the industry X

AHCWRK201 Observe and report on weather X

AHCINF202 Install, maintain and repair farm fencing X

AHCWRK205 Participate in workplace communications X

Animal option Please check boxes selected

AHCLSK211 Provide feed for livestock ☐

AHCLSK206 Identify and mark livestock ☐

Plant option Please check boxes selected OR

AHCNSY201 Pot up plants ☒

AHCNSY203 Undertake propagation activities ☒

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Agriculture AHC20116 or a Statement of Attainment towards a Certificate II in Agriculture AHC20116.



AHC20110 Agriculture HSC Assessment Schedule August 2018

84



COURSE: HSC Retail Services 2018


Certificate III in Retail SIR30216

Cluster D Cluster E Cluster F Cluster G

Trial Exam Working in the industry

Handling Stock General Selling

Stream Sales and Security

Week: 10

Term: 4

Week: 8

Term: 1

Week: 9

Term: 2

Week: 9

Term: 3

Week: 4 & 5

Term: 3


HS

C E

xam

ina

ble

Un

its o

f C

om

pete

ncy SIRXIND001 Work effectively in a service environment X

SIRXIND002 Organise and maintain a store environment X

SIRRINV001 Receive and handle retail stock X

SIRRINV002 Control stock X

SIRRMER001 Produce visual merchandise displays X

SIRXPDK001 Advise on products and services X

SIRXRSK001 Identify and respond to security risks X

SIRXSLS001 Sell to the retail customer X

SIRXSLS002 Follow point-of-sale procedures X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate III in Retail SIR30216 or a Statement of Attainment towards a Certificate III in Retail SIR30216.



SIR20212 Retail HSC Assessment Schedule August 2018

85



Course: HSC – Sport Coaching 2018


Certificate II in Sport Coaching SIS20513

Cluster F Cluster G Cluster H Cluster I

Communication in

Sport Motor Skills

Sport Industry Knowledge

Elective Group

Week 6

Term 1

Week 10

Term 2

Week 8

Term 3

Week 10

Term 4, 2017


SISSSDE201 Communicate effectively with others in a sport environment X

SISSSOF101 Develop and update officiating knowledge X

SISSSCO202 Coach beginner or novice participants to develop fundamental motor skills X

SISXCAI101A Provide equipment for activities X

SISXIND211 Develop and update sport, fitness and recreation industry knowledge X

Group Units to be entered here (From Page 2 of TAS - delete rows as necessary) Please tick

Group 4 Rugby League Specialisation

SISSRGL204A Teach the skills of Rugby League for modified games. X

SISSRGL203A Participate in conditioning for Rugby League. X

Depending on the achievement of units of competency, the possible qualification outcome is a Certificate II in Sport Coaching SIS20513 or a Statement of Attainment towards a Certificate II in Sport Coaching SIS20513.


SIS20513 Sport Coaching HSC Assessment Schedule August 2018

86

ASSESSMENT CALENDAR FOR HSC 2018

Week Term 4

2017 Term 1

2018 Term 2

2018 Term 3

2018

Week 1

Chemistry Hospitality - Food & Beverage (VET)

Exploring Early Childhood Hospitality – Kitchen Operations (VET)

Senior Science

CAFS Chemistry Dance English – Standard English - Advanced English – Ext. 2 Legal Studies Software Design & Development

Week 2 English – Ext. 1 English – Ext. 1 NON ASSESSMENT PERIOD

Dance Week 3 Visual Arts

Week 4

English – Ext. 2 Ind. Tech. - Graphics Ind. Tech. - Multimedia Ind. Tech. - Timber

English – Standard English – Advanced English – Ext. 2

HSC Trial Exam

Week 5

Drama Info. Processes Tech. Modern History Music 1 Music 2 Sport, Lifestyle & Recreation

Biology Info Processes Tech Music 1 Music 2

Week 6

Business Studies Construction (VET) English - Standard Geography Legal Studies Society and Culture Sport Coaching (VET) Visual Arts

Ancient History CAFS Dance Maths – General 1 Modern History Society and Culture Software Design & Development

Business Services (VET) Construction (VET) Hospitality – Kitchen Operations (VET) Visual Art

Week 7

Food Technology Modern History PDHPE

Society and Culture

Dance English – Advanced

Business Studies Drama Food Technology Music 2

PDHPE

English Studies Food Technology Primary Industries - Agriculture (VET)

87

ASSESSMENT CALENDAR FOR HSC 2018

Week Term 4

2017 Term 1

2018 Term 2

2018 Term 3

2018

Week 8

English – Standard Ind. Tech. - Graphics Ind. Tech. - Multimedia Ind. Tech. - Timber Legal Studies Maths - General 1 Mathematics Software Design & Development

Ancient History Business Services (VET) Chemistry PDHPE Physics Primary Industries - Agriculture (VET) Retail (VET)

Construction (VET) Ind. Tech. - Graphics Ind. Tech. - Multimedia Ind. Tech. - Timber Mathematics Physics Senior Science Sport, Lifestyle & Recreation

Sport Coaching (VET)

Maths - General 1 Music 1

Week 9

Ancient History Biology Business Studies Drama English Studies English - Advanced Geography Maths - General 2 Maths - Extension 1 Music 1 Music 2 Senior Science Sport, Lifestyle & Recreation

Visual Arts

Biology English Studies Maths - General 1 Maths - General 2 Mathematics

Geography Maths - Extension 1 Primary Ind – Agriculture (VET) Retail (VET)

Hospitality - Food & Beverage (VET) Music 1 Retail (VET)

Week 10

Business Services (VET) CAFS Dance Exploring Early Childhood Hospitality - Food & Beverage (VET) Hospitality – Kitchen Operations (VET) Music 2 Primary Industries - Agriculture (VET) Retail (VET) Sport Coaching (VET) Sport, Lifestyle & Recreation

Drama Maths - General 1 Physics

Business Services (VET) English Studies English – Ext. 1 Info. Processes Tech. Maths - General 2 Sport Coaching (VET)

88

Appendix 1: Malpractice

1. Plagiarism

The following information was downloaded from the site http://www.lc.unsw.edu.au/onlib/plag_3.html

Although produced to assist university students in understanding plagiarism, it is very relevant and readable for students in Stage 6 of their learning.

What is Plagiarism?

Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement.

Whenever you use the words or ideas of another person in your work, you must acknowledge where they came from. You can avoid plagiarism by following the suggestions outlined in this guide.

One of the contradictions of academic writing is that while you are expected to read, research and refer to experts and authorities, you are also expected to produce 'original' work. However, it is important to recognise that all scholarship involves understanding, researching, and expanding on the work of others to some degree. Most of the academic work undergraduate students do at university will be based on the words, information and ideas of other writers. In this case, an original contribution might consist mainly of selecting, ordering, summarising and interpreting what others have said. So, it is important to learn how to reference properly - that is, how to specify clearly and exactly what your debts are and how to acknowledge them. Then your own contribution can be clearly identified and appreciated.

Common Forms of Plagiarism

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

stealing or borrowing an assignment and submitting it as your own work.

Copying a section of a book or an article and submitting it as your own work. Quoting from a source 'word for word', without using quotation marks is plagiarism.

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

words of someone else and presenting them as your own.

Using significant ideas from someone else and presenting them as your own. Putting someone else's ideas into your own words and not acknowledging the source of the ideas is plagiarism.

Copying the written expressions of someone else without proper acknowledgement. Lifting sentences or paragraphs from someone else, even with proper acknowledgement, gives the impression that the idea or information comes from the source cited, but that the phrasing, the choice of words to express it, is your own contribution.

Relying too much on other people's material Avoid repeated use of long quotations. Too many direct quotations (even with quotation marks and with proper acknowledgement) result in your sources speaking for you, meaning your own contribution is minimal. Use your own words more and rely less on quotations.

89

http://www.lc.unsw.edu.au/onlib/plag_3.html

Plagiarism & the Internet

The internet can be a great source of information and an effective research tool. However, just because electronic information is easily available does not mean it is 'free'. Remember that the information you find online should be referenced, just like any other source. Online sources should be used with care, fully acknowledged and evaluated in the same way you would any print-based source of information.

Warning! There are an increasing number of websites that feature university assignments that students can access and download. Downloading an assignment from one of these sites and submitting it as your own is plagiarism and carries heavy penalties, including exclusion from the university. If you are tempted to do this, please remember that academics are experts in the words and ideas of their discipline and are thoroughly familiar with the latest research - this is why they are teaching! They are also aware of these 'cheat' sites and have developed strategies to identify internet plagiarists. Remember, if you found the paper, so can your lecturer or tutor!

Resist the temptation to 'cut and paste' text directly from an electronic resource into your assignment. You should rewrite any information in your own words. When using the internet, cite the source of anything that you borrow, including material from web pages, email, and newsgroups. These materials are the words and ideas of people who deserve to be given credit. For referencing purposes, always make a note of the 'address' or URL of web pages and the date you accessed the material. If possible, print out the web pages.

How to Avoid Plagiarism

Be Aware of What Constitutes Plagiarism

Plagiarism is using the words or ideas of others and presenting them as your own. Many students plagiarise unintentionally. Unintentional plagiarism can result from not knowing how to acknowledge or incorporate sources of information, or from careless note-taking or 'cutting and pasting' of electronic sources. Both intentional AND unintentional plagiarism are violations of UNSW regulations (and school tasks).

Plan Your Work

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

Learn to How to Acknowledge Your Sources of Information

The Golden Rule: Make sure your assignments are referenced correctly.

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

Why Reference?

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

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

90

Referencing Methods

There are several different referencing methods. Short referencing guides for three commonly used styles

listed below are available from The Learning Centre.

- The Oxford (footnote/bibliography)

- The Harvard (in-text) method

- The APA (American Psychological Association)

Commonwealth Style Guides for other referencing systems are available at many libraries and bookshops.

Follow the referencing style recommended by your faculty. Many faculties or schools within the University offer guides indicating how referencing should be done. Check with your lecturer or tutor about their preferred method.

Acknowledge ALL Your Sources

Academic books are not the only sources that require acknowledgement. ANY words, ideas or information taken from ANY source requires a reference.

What kind of information should I reference?

Reference when you are using words or ideas from: No need to reference:

books and journal articles;

newspapers and magazines;

pamphlets or brochures;

films, documentaries, television programs oradvertisements;

web pages or computer-based resources;

letters or emails; personal interviews;

Lecturers or tutors (This isn't always necessary,but check with your lecturer or tutor about theirpreferences before you draw on their ideas).

Reference when you reprint any diagrams,illustrations, charts or pictures.

when you are writing your own observations orexperiment results (for example, a report on a field trip);

when you are writing about your ownexperiences (for example, a reflective journal);

when you are writing your own thoughts,comments or conclusions in an assignment;

when you are evaluating or offering your ownanalysis;

when you are using 'common knowledge' (factsthat can be found in numerous places and are likely to be known by a lot of people) or folklore;

When you are using generally accepted facts orinformation (this will vary in different disciplines of study. If in doubt, ask your tutor).

Learn how to incorporate the work of others into your own work

In addition to knowing the rules for referencing your sources, and knowing what to reference, you also need to understand how to effectively integrate material in your writing. Knowing how to quote correctly from a source, and how to paraphrase and summarise the words and ideas of others can help you avoid plagiarism.

Writing in your own words: Summarising & Paraphrasing

You can integrate evidence/ source material into your assignments by summarising and paraphrasing. Summaries and paraphrases offer alternatives to using direct quotations.

A summary is an overview of a source, condensing it to its most important ideas. A paraphrase is usually a short section of text. It retains the meaning but uses different words.

91

http://www.lc.unsw.edu.au/onlib/refbib.html

http://www.lc.unsw.edu.au/onlib/ref.html

http://www.lc.unsw.edu.au/onlib/ref_apa.html

Summaries or paraphrase in your own words and sentence patterns. Follow with a reference. However, just changing one or two words does not make a paraphrase; you must digest the ideas, understand them, and write them in your own words and phrasing.

Why writing in 'your own words' is important

Expressing information or ideas in your own words (by paraphrasing or summarising) demonstrates that you have understood, absorbed, and interpreted information. It also helps you to develop your writing style. If your work is only made up from copied material you are likely to be penalised by your lecturers.

Use Quotations

A quotation is an exact reproduction of spoken or written words. When you want to reproduce someone's exact words in your work:

1. Present them between quotation marks and follow them with a citation. 2. Use quotation marks even when you borrow a phrase or a single, special word from another source. 3. Always include page numbers in your reference.

It can be helpful to introduce a quotation or paraphrase by using the author's name. This is known as Strong Author Referencing. For example, you can write, "According to White" followed by a quotation from White or your paraphrase or summary of White's ideas.

Learn to make effective notes from sources

Students often plagiarise unintentionally when they take 'word-for-word' notes from sources and then simply reproduce these in their assignments. To make sure that you don't accidentally plagiarise, take notes carefully. Develop a system to distinguish between what you have copied directly from a source, what you have noted in your own words, and your own comments about the material.

When you take notes from a source of information, use the split-page method:

Divide your page into 3 columns.

Write the notes from a source in the first column Record the page number(s) in the second column The third column is where you write your comments, questions or ideas about the information. This allows you to

distinguish between your ideas and the author's.

92

Before you begin to take notes, record the bibliographic information for the source at the top of the page. Carefully note which source the material comes from and all the information needed for referencing that source. You won't want to try to retrace your path to an Internet site or run back to the library the night before your paper is due just because you forgot to write down the necessary information the first time!

When taking notes from a source, try to write in your own words. Cover the original source, then relying on your memory, write a summary or paraphrase. Check your version with the original for accuracy and any phrases you may have accidentally reproduced. Put any unique words or phrases that you can't change into quotation marks. If you copy down the exact words from a source, make sure they are between quotation marks. Use 'in-text' referencing in your notes. During note-taking, develop the habit of concluding each paragraph with the authors name and the page number between brackets. This will help you reference the information when you use it in an assignment.

See The Learning Centre's guide to Effective Note-making from Written Text

References

Carroll, J., A Handbook for Deterring Plagiarism in Higher Education, 2002, Oxford Centre for Staff and Learning Development, Oxford. Davis, U. C., University of Southern California, Avoiding Plagiarism: Mastering the Art of Scholarship http://sja.ucdavis.edu/avoid.htm 25 October, 2001. Northedge, A., The Good Study Guide, 1988, Open University Press, Milton Keynes. Purdue University Online Writing Lab, Avoiding Plagiarism http://owl.english.purdue.edu/handouts/research/r_plagiar.html Westphal, D., Plagiarism, St. Cloud State University, St. Cloud http://leo.stcloudstate.edu/research/plagiarism.html 10 August, 2000.

2. Cheating

This is copying another student’s work during an exam task or bringing material into an exam to aid in answering the paper. Students caught cheating will receive no marks for their work. Parents will be informed of the reason for this penalty.

Students are expected to work in such a way that their work is not obvious to another student. Students who allow another student to copy their work are given the same penalty as the person cheating.

3. Disruption to Exams and Assessment Tasks

Students are expected to work on their task or exam in such a way that the learning of others in not disrupted. Actions such as – making noises, tapping pens, asking to leave the exam room and talking are examples of inappropriate behaviour. Such actions are likely to result in a zero grade for the task due to malpractice.

93

http://www.lc.unsw.edu.au/onlib/notemake.html

http://sja.ucdavis.edu/avoid.htm

http://owl.english.purdue.edu/handouts/research/r_plagiar.html

http://leo.stcloudstate.edu/research/plagiarism.html

Appendix 2: Misadventure Form

This form is available from the Deputy Principal.


Misadventure Form Year 12

Student’s name: ____________________________________________ Date: _____________________________________

Subject: ___________________________________________________ Class Teacher: _____________________________

Type of Task: _______________________________________________ Date Scheduled: ___________________________

Reasons for Failure to meet Requirements:

Signature Student: __________________________________________ Date: _____________________________________

Signature Parent: __________________________________________ Date: _____________________________________

Please return to the Deputy Principal no later than 3 days after the scheduled date of the Assessment Task. When your absence/late submission is known before the date of the task, this form must be submitted to the Deputy Principal BEFOREHAND. Supporting evidence as outlined in your Preliminary Policy & Schedule book should be attached to this form.

Head Teacher Recommendation:

Refer to Assessment Appeal Panel Yes No Student Request for an Appeal/Review Yes No

Signature: _____________________________________________________ Date: ______________________________

Class Teacher’s Signature: ________________________________________ Date: ______________________________

Appeal Panel Decision:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Signed:

Principal/Deputy Principal BOS Contact Year Advisor Head Teacher

94

Appendix 3: Application for Extension Form

This form is available from the Deputy Principal before the due date. This should be at least one week in advance unless there are exceptional circumstances.

Wadalba Community School Application for Extension Form

Student’s name: ___________________________________________________ Date: ______________________________

Subject: __________________________________________________________ Class Teacher: ______________________

Type of Task: ______________________________________________________ Date Scheduled: ____________________

Reason for Application:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

(Note: appropriate evidence must accompany this application)

Student’s Signature: ________________________________ Parent’s signature: ________________________________

Class Teacher’s signature: ____________________________

INFORMATION FOR STUDENTS

1. Tasks not handed in on the due date will receive a zero result.2. An extension may be granted in genuine cases of illness or misadventure. To be considered, an application for

extension must be requested in writing before the due date.3. Hand in your assessment task, even if it is late. A student who does not complete tasks to the value of 50% of the

assessment tasks in a course may not be certified as satisfactory in that course and may not be eligible for the award of an HSC.

Application for Extension

Name: ____________________________________________ Subject: __________________________________________

Assessment Task: _____________________________________________________________________________________

Extension: Granted

Refused

Reason:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

Deputy Principal’s Signature: __________________________________ Date: ____________________________

95

DN/17/00085 Attachment 1

Requirements of the ‘Education Act 1990’ In relation to the NSW Higher School Certificate

Higher School Certificate – section 95

(1) Higher School Certificates are to be granted by NESA (previously the Board of Studies) to students who:

(a) have been granted a Record of School Achievement or who have attained such other qualifications as NESA considers satisfactory, and

(b) have attended a government school, or a registered non-government school to which a current certificate of accreditation for presentation of candidates for the Higher School Certificate applies, or a school outside New South Wales recognised by NESA or a TAFE establishment, and

(c) have participated, to NESA’s satisfaction, in courses of study which have been determined under this Act as appropriate to be undertaken by candidates for the Higher School Certificate, and

(d) have been accepted by NESA as having satisfactorily completed those courses of study, and

(e) have, to NESA’s satisfaction, undertaken the requisite examinations or other forms of assessment, and

(f) have complied with any requirements prescribed by the regulations or any requirements imposed by the Minister or NESA.

(2) The requisite examination or other assessment must include a public examination conducted on a state-wide basis.

(3) NESA may refuse to grant a Higher School Certificate to a student whose attendance or application at school has been of such an unsatisfactory character that the grant of the certificate would not, in the opinion of NESA, be justified.

Curriculum for Higher School Certificate candidates – section 12

The curriculum during Year 11 and Year 12 for students who are candidates for the Higher School Certificate must meet the following requirements:

(a) courses of study of a general description determined by the Minister on the recommendation of NESA are to be provided for each student in each year

(b) those courses of study are to include a course of study in English

(c) those courses of study are to comply with a pattern of study determined by the Minister on the recommendation of NESA

(d) those courses of study are to be taught in accordance with a syllabus developed or endorsed by NESA and approved by the Minister.

These requirements can be found here and are articulated in Attachment 2.

96

http://www.legislation.nsw.gov.au/fullhtml/inforce/act+8+1990+FIRST+0+N#pt.8-div.2-sec.95

DN/17/00085 Attachment 2

Pattern of study requirements checklist for the 2018 Higher School Certificate

Check Do students who will complete the Higher School Certificate in 2018 meet the following pattern of study requirements?

☐ At least 12 units of Preliminary courses and 10 units of HSC courses. [Ref: Assessment Certification Examination (ACE), ACE 8005]

☐ At least 2 units of a Board Developed Course in English (or 2 units of the Content Endorsed Course English Studies) at both Preliminary and HSC level.

☐ At least 4 subjects – at both Preliminary and HSC level.

☐ At least 6 units of Board Developed Courses – at both Preliminary and HSC level.

☐ At least 3 courses of 2 unit value or greater (Board Developed and/or Board Endorsed Courses) – at both Preliminary and HSC level.

☐ A maximum of 6 Preliminary units and 6 HSC units from courses in Science. [Ref: ACE 8006]

☐ In the Preliminary study pattern, Senior Science has not been studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics.

In the HSC study pattern, Senior Science can be studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics. Students undertaking Senior Science in the HSC study pattern must have satisfactorily completed the Preliminary course in at least one Science course. [Ref: ACE 8006, 8011]

General Mathematics can be studied with no other Mathematics Course. [Ref: ACE 8011]

☐ Met eligibility requirements for the English (ESL) course [Ref: ACE 8007]

☐ Met eligibility requirements and completed the NESA eligibility form for Continuers courses in those languages which also offer [Language] in Context and [Language] and Literature courses. Met eligibility requirements and completed the NESA eligibility form for Beginners courses and [Language] in Context courses. Relevant documentation has been completed and retained at the school. [Ref: ACE 8002]

☐ All students undertaking Preliminary or HSC courses in 2018 are required to complete the ‘HSC: All My Own Work’ program (or equivalent) prior to the school’s submission of students’ 2017 Preliminary and HSC course entries. This includes students who are entered for Stage 6 Board Endorsed Courses or Board Developed VET courses.

Exception: Completion of the ‘HSC: All My Own Work’ program (or equivalent) is optional for students undertaking only Stage 6 Life Skills courses. Schools are encouraged to devise an appropriate equivalent of the ‘HSC: All My Own Work’ program for students with disability, as necessary.

☐ Board Endorsed Courses have current endorsement

☐ Students are not enrolled in any Board Developed Course, Content Endorsed Course, TAFE delivered VET HSC Course or Board Endorsed Course combinations which are subject to Board exclusions [For exclusions please see ACE 7001, 8010, 8011, 8012 8018 PLUS also check your school BEC decision letters or check for BEC decisions via ‘Schools Online’.] VET course exclusions are available on the NESA website under Vocational Education.

97

http://ace.bos.nsw.edu.au/


http://ace.bos.nsw.edu.au/ace-8005







http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-languages/eligibility







http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

Check Reminders

☐ Students seeking an Australian Tertiary Admission Rank (ATAR) in 2018 must complete at least 10 units of Board Developed Courses for which there are formal examinations conducted by NESA, including (a) at least 2 units of English, and (b) at least 8 units of Category A courses (only two units of Category B Courses can contribute to an ATAR). Courses completed must include at least three Board Developed Courses of 2 units or greater and at least four subjects. The list of Category A courses is published on the UAC website.

NB: Board Endorsed Courses and Content Endorsed Courses, including VET Board Endorsed Courses, the Content Endorsed Course, English Studies, and the new non-examinable Mathematics General 1 course do not satisfy requirements for the ATAR.

☐ Schools should note that additional departmental curriculum requirements (e.g. sport, religious education, 25 hours of PDHPE etc.) or conditions of enrolment at individual schools are not requirements for NESA HSC Certificate credentialing.

☐ Schools will need to ensure that NESA requirements are met in cases of accumulation, acceleration, repeating, recognition of prior learning and in any cases of non-completion of course requirements [please refer to the ACE website: Satisfactory completion, Pathways and Credit transfer and Recognition of Prior Learning for details].

☐ Consideration must be given to the need for reasonable adjustments for students with disability to enable equitable participation in the full range of education activities. The collaborative planning process allows for the personalised learning and support needs of students with disability to be identified. This includes course options, provision of adjustments and HSC disability provisions. Actively identifying and responding to the learning and support needs of students is an ongoing school process and should not be reliant on parents or students requesting support. Information about HSC disability provisions including the application process is available on the NESA website

☐ Students with disability can meet the requirements for the award of the Higher School Certificate by undertaking a combination of Board Developed Courses, Board Endorsed Courses and/or Stage 6 Life Skills Courses. Principals will be required to certify on the Preliminary and HSC entry forms that enrolment of a student in any Life Skills Courses for Stage 6 is the result of a planning process that addresses the student’s transition from school to adult life [please refer to the ACE website: Studying HSC Life Skills courses].

☐ Schools are responsible for overseeing the delivery of VET courses by external providers.

98


http://ace.bos.nsw.edu.au/higher-school-certificate/satisfactory-completion-non-completion-leave

http://ace.bos.nsw.edu.au/higher-school-certificate/pathways

http://ace.bos.nsw.edu.au/higher-school-certificate/credit-transfer-and-recognition-of-prior-learning

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

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

http://ace.bos.nsw.edu.au/studying-hsc-life-skills-courses