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RIVERINA ACCESS PARTNERSHIP

ASSESSMENT GUIDELINES

HSC COURSE

2010

Table of contents

TABLE OF CONTENTS.....................................................................................................2

POLICY FOR ASSESSMENT IN THE HSC COURSE 2010.............................................4

MATURE AGE STUDENTS...............................................................................................5

1. STUDENT RESPONSIBILITIES....................................................................................5

2. TEACHER RESPONSIBILITIES....................................................................................6

3. ASSESSMENT POLICY................................................................................................6

4. NON-COMPLETION OF ASSESSMENT TASKS.........................................................7

5. EXAMINATION POLICY...............................................................................................9

6. ACADEMIC MISCONDUCT........................................................................................11

7. RECORDING AND REPORTING PROCEDURES.....................................................11

8. THE REVIEW MECHANISM FOR STUDENTS..........................................................12

9. EVALUATION.............................................................................................................12

10. FURTHER INFORMATION.......................................................................................13

AGRICULTURE (ACS, APCS, HCS)..............................................................................14

ANCIENT HISTORY (ACS,HCS)....................................................................................15

BIOLOGY (ACS, APCS, BCS, HCS)...............................................................................16

BUSINESS STUDIES ( BCS, HCS).................................................................................17

CHEMISTRY (HCS).........................................................................................................18

ENGLISH (STANDARD) (ACS, APCS, BCS, HCS)........................................................19

ENGLISH (ADVANCED)..................................................................................................20

ENGLISH EXTENSION 1 (APCS)....................................................................................21

ENGLISH EXTENSION 2 (APCS)....................................................................................22

FOOD TECHNOLOGY (HCS).........................................................................................23

GEOGRAPHY (HCS)......................................................................................................24

HISTORY EXTENSION (BCS).........................................................................................25

INDUSTRIAL TECHNOLOGY TIMBER (MATURE AGE HCS).......................................26

LEGAL STUDIES (ACS, APCS).....................................................................................27

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MATHEMATICS (ACS, APCS, BCS, HCS).....................................................................28

MATHEMATICS EXTENSION 1 (ACS)...........................................................................29

GENERAL MATHEMATICS.............................................................................................30

APPLIED MATHEMATICS (ACS, HCS)..........................................................................31

MODERN HISTORY (BCS)..............................................................................................32

MUSIC COURSE 1 (BCS)................................................................................................33

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION (ACS, APCS, BCS, OCS, UCS).............................................................................................................34

PHYSICS (HCS)...............................................................................................................35

SENIOR SCIENCE (ACS,HCS, UCS)..............................................................................36

SPORT, LIFESTYLE AND RECREATION (HCS)............................................................37

VISUAL ART (ACS, BCS,HCS)......................................................................................38

VISUAL DESIGN (ACS, BCS).........................................................................................39

VISUAL DESIGN (ACS MATURE AGE)..........................................................................40

VET HOSPITALITY OPERATIONS (240 HRS)...............................................................41

VET INFORMATION TECHNOLOGY (240HRS) (APCS, HCS)......................................42

VET METALS AND ENGINEERING (240HRS) (BCS, HCS)...........................................43

VET PRIMARY INDUSTRIES (240 HRS) (HCS)..............................................................44

CEC PHOTOGRAPHY (HCS)..........................................................................................45

GLOSSARY OF KEY WORDS........................................................................................46

RE: OFFICIAL WARNING – NON-COMPLETION OF A HIGHER SCHOOL CERTIFICATE COURSE..................................................................................................48

ASSESSMENT TASK ILLNESS MISADVENTURE........................................................50

ASSESSMENT TASK COVER SHEET...........................................................................51

APPENDIX - PLAGIARISM – WHAT IS IT?....................................................................52

HSC ASSESSMENT SCHEDULE CALENDAR..........................................................................56

Acknowledgement of receipt of Assessment Booklet.......................................................58

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POLICY FOR ASSESSMENT IN THE HSC COURSE 2010INTRODUCTION

The Riverina Access Partnership, was created for isolated senior secondary students so that they may gain access to a HSC education. This is made possible through the innovative use of technology. The program offers significant advantages for the students. Since 2000, Ardlethan, Ariah Park, Barellan and Hillston have made up a cluster of four Riverina schools that are linked by a video conferencing system involving a visual and audio link using a computer system as well as incorporating facsimile and mail delivery systems. Students study for their HSC via a mix of traditional lessons and videoconference lessons. Since the program commenced in 1990, other state high schools have joined the Access system in order to broaden their range of curriculum offerings in the same way Ardlethan, Ariah Park, Barellan and Hillston have been able to. A uniform approach to assessment in Years 11 and 12 is used in the four schools, to ensure equity for each student studying at the school.

A standards-referenced approach to assessment and reporting was introduced with the New Higher School Certificate in 2000. The following assessment policy has been devised for this purpose.

Rationale

Internal school assessment is used to complement the results attained by external examination. The purposes of internal assessment are to:

Assist student learning

Evaluate and improve teaching and learning programs

Assess student achievement in the course

Provide evidence of satisfactory completion of a course.

In a standard-referenced approach to assessment, the following features will be followed.

Teachers will assess against standards.

Towards the end of a Preliminary course, teachers might focus on overall achievement of syllabus outcomes. A judgment must then be made as to whether the student has satisfactorily completed the course.

The assessment tasks that teachers will use will be linked to outcomes.

Students will be given the opportunity to demonstrate their achievement of outcomes in a range of task types.

The outcomes to be assessed influence the type of assessment tasks used.

Students will know before the task the criteria on which they are to be judged.

The marking schemes for each task are aligned to the standards by including the wording of syllabus outcomes and the performance bands.

The ranking and relative differences between students come from different levels of achievement of the specified standards

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Students will receive feedback that recognises what they can do and what they need to do in order to improve their level of performance.

MATURE AGE STUDENTSMature age students are enrolled in accordance with the Departments enrolment policies. Mature age students will be subject to the same rigours as full time students. This includes: attendance, monitoring, assessment and reporting.

1. Student Responsibilities

(i) Assessment Schedule

Students must:

Make sure that they have a current copy of the Assessment Schedule for Formal Assessment Tasks for each course studied. (These assessment schedules will form part of this document)

Students to have completed “All my Own Work”, on-line Board of Studies module.

Present work according to the schedule of dates for assessment tasks. The dates listed in the subject schedules are a guide only. The specific date for the submission of the task will be provided with the formal written notification of the task at least two weeks prior to the due date. Should there be any delay in this process students should contact their ISAC.

Be aware that non or late submission of assessment tasks without reasonable cause will be awarded zero.

Be aware of the procedures to be followed if absent when a task is to be submitted, or completed in class or when an extension is sought.

Satisfactorily explain all full and partial absences from school and class.

If absent when assessment task information is given out, make sure that they actively pursue this information.

Inform their teacher immediately if a task is scheduled for a date that they already have a task scheduled.

(ii) Presenting Work

Students must:

Submit the Assessment Task on the Due Date, before 9.00am, to the School Office and obtain the appropriate receipt except for in class tasks to be sat on the day.

Present their own work

Submit work to an acceptable standard and in an appropriate format

Not interfere with the efforts of others

Acknowledge all sources of information used

Submit an Assessment Task Cover Sheet for all assessment tasks submitted. Refer to copy at the end of this booklet.

(iii) Missed VET Practical Sessions5

Students must be aware that all practical sessions in a VET subject may be used as evidence for competency.

2. Teacher ResponsibilitiesCoordinating teachers must:

Ensure that students have a copy of the Assessment Schedule for their class.

Follow the Assessment Schedule for their subject ensuring that outcomes listed in the schedule are assessed as per task and that the task runs on the scheduled week.

Give students at least TWO WEEKS written notice for each assessment task, advising the due date, type of task, assessment criteria and outcomes being assessed. A copy of the Assessment Task should be sent to the Co-Teachers in each school and the Head Teacher Access.

Ensure that an extension of time for individual students MUST be negotiated between the Co-ordinating Teacher and the ISAC of the individual student’s school

Ensure that absent students receive the information the next time the student attends the class.

NOT reschedule an assessment task on a day where students already have an assessment task scheduled, without first negotiating with the students and obtaining RAP Executive confirmation.

Ensure that non-assessment periods (e.g. 1 week before exams) are adhered to

Not request that an Assessment Task be rescheduled for an alternate week unless there are exceptional circumstances. Negotiation with students should take place concerning a suitable date and then it must be referred to the ISAC. Requested changes will then be passed on to the RAP Executives for consideration and possible approval. TWO WEEKS written notice should still be given to students prior to assessment date.

Provide their ISAC, their students’ ISACs, the Riverina Access Partnership Head Teacher Access and their co-teachers with a copy of the assessment marks following the completion of each task.

Ensure that the Riverina Access Partnership expectation, that students be given feedback regarding their task within three weeks of submission of the task, is adhered to.

3. Assessment Policy

Due to the unique nature of each subject, there will be assessment requirements that are specific to particular syllabi.A. Total Number of TasksFormal assessment does not need to be made too frequently. A range and balance of task types should be used. Three to five assessment tasks, one of which must be the Trial HSC exam, for a 2 Unit subject. In the case of 2 Unit English courses, five to six tasks are considered appropriate. Two to three assessment tasks, one of which must be the Trial HSC exam, for a 1 Unit subject. All Year 11 and 12 subjects, must have a Half Yearly and Yearly end of Preliminary written exams, including VET and CEC Courses, regardless of them being an assessment task.

B. Notice Given to Students

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No Assessment Tasks shall be given to students with less than two weeks written notice. It is anticipated that considerably longer notice than this will usually be given, and this minimum period should rarely be used. For tasks that require extended research or lengthy practical investigations, at least 4 weeks notice should be provided to students.

The information contained in this booklet is considered to be a guide to the notification of Assessment Tasks, however written notice, which will include the outcomes and the criteria of assessment, will be given by individual teachers no less than two weeks before the due date. Students will also be informed about what is expected of them to complete a particular task.(Refer to the Riverina Access Partnership Assessment Task Proforma)

C. Across School/Subject Co-ordination

Where possible, students will not be given too many tasks during any given period. An attempt has been made to spread individual assessment tasks across the year. A Calendar of Assessment Tasks has been included. Refer to the last page of this booklet.

Teachers will ensure that:

Individual faculty assessment tasks have a reasonable spread. Consultation with other staff will occur to avoid several major tasks falling due in same week.

D. Common Format for Giving Information to Students

Students will be provided with the following information for all subjects: Which components and outcomes are to be assessed, How these components and outcomes will be assessed, When these components and outcomes will be assessed, The relative value of each task.

4. Non-Completion of Assessment Tasks

A. Action to be Taken By Students When Illness/Misadventure Occurs or an Extension of Time is Required.

For tasks not completed in class, it is the responsibility of the student to submit work directly to the front office of their school by 9:00 am on the day the task is due. Any task submitted late without valid reason will receive a mark of zero for the task1. Students should ensure that an Assessment Task Cover Sheet is attached to their work and that they collect a signed Student Receipt upon submitting the task. Students who feel that they have a valid reason for submitting a task late should follow the procedures as set out under the heading B. Illness / Misadventure and Extension of Time Requested by Students, below.

B. What To Do To Apply For An Extension Of Time

Students who fail to submit or sit a task on time or feel that their performance on the task has been affected by factors outside their control e.g. Illness / Misadventure, may wish to apply for special consideration.In such situations the mark for the task may stand, may be reviewed, an estimate given (with the approval of the Principal or their delegate) or a substitute task set, depending on the outcome of the review.

1 See Board of Studies Assessment Certification & Examination Manual (ACE), 8.13.11.1 Failure to submit internal assessment tasks p.138

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Students who feel that they cannot submit the task on or by the due date, for reasons beyond their control, can make a written application for an extension of time to complete the task two days prior to the due date, on the Illness / Misadventure and Extension Application form (which can be copied from the back of this booklet or can be obtained from the school office or In School Access Coordinator).

What To Do To Apply For An Extension Of Time

Step 1 - Students must fully complete the Application form attaching any relevant documentation.

Step 2 - Students must ensure that parents/guardians and themselves have signed the Application form.

Step 3 - The Access Subject Co-Teacher or Access Coordinating Teacher in their school for the particular subject must sign the form, then the student MUST pass the form on to the In School Access Coordinator (ISAC) in their school.

Step 4 - Where the reason given for non submission is due to illness or endorsed leave1, the ISAC within the student’s school, in consultation with the Coordinating Teacher of the subject and the Head Teacher Access, will make a ruling. The student will be notified of the ruling as well as the Access Coordinating Teacher and Access Co-Teacher. Copies of all documentation will be sent to the Access Coordinating Teacher, Access Co-Teacher and Riverina Access Partnership Head Teacher.

What To Do To Apply For Illness Or Misadventure

Step 1 - If an unforeseen illness or misadventure occurs that prevents the student submitting the task, the student or their representative must notify the school immediately, and submit a completed application form within 10 school days of the due date, attaching any relevant documentation.

Step 2 - Students must ensure that parents/guardians and themselves have signed the Application Form.

Step 3 - The Access Subject Co-Teacher or Access Coordinating Teacher in their school for the particular subject must sign the form, then the student MUST pass the form on to the In School Access Coordinator (ISAC) in their school.

Step 4 - Where the reason given for non submission is due to illness or endorsed leave1, the ISAC within the student’s school, in consultation with the Coordinating Teacher of the subject and the Head Teacher Access, will make a ruling. The student will be notified of the ruling as well as the Access Coordinating Teacher and Access Co-Teacher. Copies of all documentation will be sent to the Access Coordinating Teacher, Access Co-Teacher and Riverina Access Partnership Head Teacher.

Step 5 – If the illness or misadventure relates to an exam also note Section 5 Examination Policy, Part xiii.

Technical failures related to computing equipment will not constitute sufficient grounds for the granting of an extension. Students are expected to follow responsible practices in relation to the use of technologies, including the maintenance of reliable and up to date back up copies, allowing sufficient time to deal with potential technical failures and the retention of printed back up copies.

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Each situation of a student’s failure to submit assessment tasks can be reviewed by the Principal, In School Access Coordinator, Head Teacher, Riverina Access Partnership and the class teacher of the Schools involved. HTA and ISACs to determine if an illness, misadventure or review of assessment task.

C. Criteria for Teachers Giving Substitute TasksWhere the result of an Assessment Task was affected for valid reasons (eg illness or endorsed leave) preventing presentation of part, or all, of the task for assessment, the school may use a mark based on a substitute task or, in exceptional circumstances, an estimate based on other evidence. Students who feel that they have a valid reason should fill in Illness / Misadventure and Extension Application form and follow the procedures as set out above. A medical certificate will need to be produced in most cases.

Any substitute task should:

Be based on the same components or outcomes as the original task, Test or measure the same knowledge or skills as the original task, As far as possible, be of comparable standard to the original task. Be assessed in the same manner as the original task.

Practical tasks cannot usually be made up due to the nature of the tasks except in exceptional circumstances.

D. Non-Attempt or Non Serious Attempt at an Assessment TaskIn the event of a student not attempting or not making what the teacher marking the assessment task considers to be a serious attempt at an Assessment Task, the teacher will:

Award zero for that task, Record a zero mark in the assessment record for the student, Inform the parents/guardians of the situation using the ‘ N Award’ Access proforma developed

for this, Inform the In School Access Coordinator from the student’s school and the Head Teacher

Access of the non-attempt.

E. Monitoring “Non-Attempts”Where a student has zero recorded for failure to attempt Assessment Tasks totalling 50% or more of the final course assessment mark, the Principal must certify that the course has not been satisfactorily studied. In this case, neither the assessment mark nor the examination mark will be recorded on the HSC. For this reason, it is essential that the Principal, the In School Access Coordinator and the Head Teacher Access be kept informed when any student has more than one “non-attempt” for a course. Obviously, in cases of this nature the teacher will counsel the student, and if necessary consult with the Principal, In School Access Coordinator and the Head Teacher Access.

5. Examination Policy

Examinations will be coordinated so as to occur at the same time at the four schools.The examination rules will follow those used in HSC examinations:

(i) Students must follow the day-to-day rules of the school when they sit for examinations. Failure to observe these rules may result in the student being awarded a zero mark for the task.

(ii) The examination supervisors are in charge of students:(a) when assembling before an examination;(b) during the examination; and

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(c) after the examination until all students have left.(iii) Students must follow the supervisors’ instructions at all times and must behave in a

polite and courteous manner towards the supervisors and other students.(iv) Students must not:

(a) smoke in the examination room;(b) eat in the examination room except as approved by the examination supervisor;(c) speak to any person other than a supervisor during an examination;(d) behave in any way likely to disturb the work of any other student or upset the conduct of the examination;(e) attend an examination while under the influence of alcohol or illegal drugs;(f) take into the examination room any books, notes, this guide, the examination timetable, any paper, or any equipment other than the equipment listed in the examination timetable;(g) take a mobile phone into the examination room;(h) take any electronic device into the examination room, unless approved by the Board of Studies;(i) take any examination booklets, whether used or not, from the examination room.(j) Examination question papers may be removed at the end of the examination only if they are not to be used as answer booklets.

(v) No responsibility will be taken for the safe-keeping of any unauthorized material or equipment surrendered to supervisors before or during the examinations.

(vi) If students do not follow these rules, or if you cheat in the examinations in any way, they may be removed from the examination room and will be reported to the Principal. The penalty may be cancellation of papers or of all papers, and as a consequence you may be ineligible for a Higher School Certificate.

(vii) If students do not make a serious attempt at an examination, they may not receive a mark for that assessment task in that course and may not be eligible for the award of the Higher School Certificate. Teachers will bring to the Principal’s attention examination answers that contain frivolous or objectionable material.

(viii) Actions that breach the examination rules and may also be illegal will be reported to the police.

(ix) For all papers, you must be at the examination location at least 10 minutes before the start of each examination.

(x) If you arrive more than one hour after the commencement of the examination, you will not normally be admitted to the examination room.

(xi) If illness or misadventure occurs before the examination and you are still able to attend, notify the presiding officer when entering the examination. The presiding officer, with the assistance of supervisors, is responsible for the administration of the HSC examination at each centre. If a problem occurs during an examination, you should notify the presiding officer at once.

(xii) It is important to attend the examination where possible, even in the case of illness/misadventure. The RAP will not accept an illness/misadventure appeal if the reason for the absence is not considered to be sufficiently serious. You should consult your school principal before deciding not to attend an examination. Professional advice, eg from a doctor, must also be provided with your appeal, indicating why you were unfit to attend the examination.

(xiii) If an unforeseen illness or misadventure occurs that prevents the student sitting the exam, the student or their representative must notify the school immediately, and submit a completed Illness/Misadventure form within 10 school days of the exam date.

(xiv) If you miss an examination simply because you have misread the timetable, you will receive an examination mark of zero in that course. You may still retain eligibility for the award of a Higher School Certificate and Record of Achievement. You cannot make an illness/misadventure appeal on these grounds, but you must contact your principal immediately.

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(xv) If you feel that the administration of a task disadvantaged you, you then need to go to the ‘Review of Assessment task Procedure’, in point 8, Review Mechanism for students.

If a student has no examinations scheduled, that student does not have to attend school. A signed permission note from parents is required to acknowledge parental acceptance of responsibility of times of non-attendance during examination periods. If students choose to attend school, they must use the time for studying in any available room.An award of ‘zero’ marks will be issued if a student is absent from an examination, except in exceptional circumstances where there is a valid reason (See Section 4B).

6. Academic Misconduct

The Riverina Access Partnership (RAP) expects students, in their studies and research, to abide by accepted protocols that are designed to ensure the integrity and reputation of their school. In particular, students are required to: -

Acknowledge their use of another’s work in essays and other written work, Students have completed ‘All my work ,“ on-line BOS module Not allow others to use their work without acknowledgment, Honestly report the findings of their study and research and Use only approved information and materials in examinations.

Issues of Academic misconduct will be referred by the Coordinating teacher or Coteacher to their ISAC. A panel will be formed consisting of the Head Teacher Riverina Access Partnership, the Coordinating Teacher’s Principal and student’s Principal for deliberation. The student and parent(s)/Guardian(s) will be informed of the process.

Marks will be lost up to 100% for any of the following incidents of Academic misconduct: Cheating during an Assessment Task, Copying from another student and claiming that work as their own, Allowing other students to copy their work, Plagiarism of material with no due acknowledgement.

7. Recording and Reporting Procedures

A. Recording of Assessment Results by Teachers

A centralised recording of student results for Assessment Tasks is maintained by the Head Teacher Access and the ISAC in their school. This is in addition to the Teacher’s own records. The teacher must keep their own record of students’ marks as well as a back-up copy.The mechanism for keeping the central record up-to-date is as follows: at the completion of each Assessment Task a progressive record sheet will be sent to the Head Teacher Access, Co-teacher and ISAC in each school. These will then be available to the Principals. An assessment file will be maintained by coordinating teachers to keep copies of tasks and exams used for assessment. At the end of the assessment process a copy of the finalized class assessment is to be given to the ISAC for distribution to the Head Teacher Riverina Access Partnership and the Principals in other schools.

B. Reporting by Teachers to StudentsAs with all work done by the student, it is essential that results from Assessment Tasks be returned to the student as soon as possible.Although students understandably expect feedback as a result of undertaking tasks of this nature, it should be noted that the Board of Studies requires that the final assessment mark remains confidential. Students are entitled to their progressive position and to their position on each task.In the case of a student having jeopardised their final results in a course being studied, on account of non-attempt of Assessment Tasks, it is emphasised that the teacher

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must not wait until the end of a half year, but advise your Head Teacher, ISAC and the Head Teacher Access, within a week of the task not being submitted, so that the student can be counselled before she/he has gone beyond the point where a course result cannot be redeemed. Warning letters must be signed by the Principal or ISAC of the student’s home school.

8. The Review Mechanism for StudentsA. Review of the Student’s Assessment

The Riverina Access Partnership has made provision for a student to have his/her assessment reviewed at the completion of the Preliminary year.It should be noted, however, that: Such a review would consider only the student’s position in the subject ranking, and not the

absolute value of marks awarded. The teachers’ judgment of worth of individual Assessment Tasks, as reflected in the marks or

grades awarded, will not be subject to review as part of this process.

In the event of a student requesting a review, this will be conducted by a panel comprising the Schools involved, Principal(s), ISAC(s), Head Teacher Access, and the Coordinating teacher of the course involved. Casting votes for issues that require Principals determination is with the SED. Casting vote on all other issues/processes is with HTA.It is anticipated that the review mechanism will seldom be needed if students and their parents are regularly advised of the progress of the Assessment process, and if teachers keep students fully informed of the assessment policy for their course(s).

B. Review of the Administration of an Assessment Task

The Riverina Access Partnership (RAP) Executive have made provision for a student to have the administration of an Assessment Task reviewed, within five school days after the Assessment Task has taken place.It should be noted that:

In the case of a review of the administration of an Assessment Task the RAP Executive would consider only the administration of that Assessment Task.

The Teacher’s(s’) judgement of worth of individual Assessment Tasks, as reflected in the marks or grades awarded, will not be subject to review as part of this process.

Any such request for review must be made in writing and lodged with the student’s local ISAC.

In the event of a student requesting a review, this will be conducted by a panel comprising of only the ‘Schools involved’ - Principal(s), ISAC(s), Head Teacher Access and the Teacher(s) of the course involved.

9. EvaluationRegular evaluation of the way in which Assessment is undertaken occurs, with specific attention to the following:

The Assessment Program The School Policy The Review Mechanism The work-load of students and teachers.

From such evaluation, the Policy may be modified, in order to allow for progressive refinement of the Assessment procedure.

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10. Further Information

School Contacts

Name Role School Phone Fax Email

Jean Dyason Head Teacher Access ACS 6978 2204 6978 2204

[email protected]

Robyn Rayment RAP Admin. ACS 6978 2204 6978 2204 [email protected]

Grant Beard Principal ACS 6978 2046 6978 [email protected]

Paul Bray ISAC ACS 6978 2046 6978 [email protected]

Peter Morse Principal APCS 6974 1105 6974 [email protected]

Mark Englert ISAC APCS 6974 1105 6974 [email protected]

Bob Willetts Principal BCS 6963 9202 6963 [email protected]

Hugh Rasmussen ISAC BCS 6963 9202 6963 [email protected]

Clinton Mewburn Acting Principal HCS 6967 2277 6967 2385 [email protected]

Graeme Smyth ISAC HCS 6967 2277 6967 2385 [email protected]

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mailto:[email protected]










AGRICULTURE (ACS, APCS, HCS)Coordinator: Paul Bray

Course Description:The Higher School Certificate course builds upon the Preliminary course. It examines the complexity and scientific principles of the components of agricultural production, but places a greater emphasis on the place of the farm in the wider economic, environmental and social environment. The farm as a fundamental production unit provides a basis for analysing and addressing social, environmental and economic issues as they relate to sustainability, from a national and international perspective. This is achieved through the farm/product study.

Main Topics Covered in the HSC Course Plant/Animal Production (45%) Farm/Product Study (25%) Elective 1 (15%) Elective 2 (15%)

Particular Course requirements:It is intended that students engage in and reflect upon practical experience relevant to all aspects within Agriculture Stage 6. Some of this experience will be in the laboratory, some in small plot work and some on commercial farms or other components of the industry. The practical experiences should occupy a minimum of 30 per cent of allocated course time.

Assessment Schedule

Term / Week

Outcomes Assessed

Topic Assessed Task Description

Weighting %

Term 4 P/A P F/P S E1 E2

Week 9 H1.1, H2.1 14 Oral Presentation 14

Term 1

Week 9 H3.1, H3.2, H3.3, H3.4 13 Farm/Product

Study Report 13

Term 2Week

2/3 H1.1, H2.1, H2.2 11 4 Half Yearly Exam 15

Term 3

Week 2 H1.1, H3.4, H4.1, H5.1 5 10 10 Extended

Response 25

Week 5/6

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

15 8 5 5 HSC Trial Exam 33

Total 45 25 15 15 100

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ANCIENT HISTORY (ACS,HCS)Coordinator: Sennia Stahl

Course DescriptionThe study of Ancient History enables students to acquire knowledge and understanding, historical skills, values and attitudes essential to an appreciation of the ancient world; to develop a lifelong interest and enthusiasm for the subject; and to prepare students for informed and active citizenship in the contemporary world. Main Topics Covered in the Higher School Certificate Course The course has four sections: Part I: Core: cities of Vesuvius – Pompeii and Herculaneum Part II: Ancient Societies Part III: Personalities in Their Times Part IV: Historical Period

Assessment Schedule

Term / Week

OutcomesAssessed

ComponentsAssessed

Task Weighting Task Description

Component / Task Weightings

Oral Research Source analysis Examination

Term 1

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

Part IVHistorical

Period20% Research Task 5 10 5

7H3.1 H3.2H3.3 H3.5 H3.6

Part ICore 20% Research Task 5 10 5

Term 2

7 H3.1 H3.3H4.1 H4.2

Part IIAncient Society

15% Oral Presentation 10 5

Term 3

2 H1.1 H3.3H3.4 H3.6

Part IIIPersonalities 15% Biography 10 5

5/6 All Examines All four Topics 30% Trial HSC Exam 30

100% TOTAL 10 25 25 40

BIOLOGY (ACS, APCS, BCS, HCS)Coordinator: Stephanie Bohane

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Course Description:The HSC course builds upon the knowledge and skills developed during the Preliminary course. The course will incorporate the study of: organ systems within multicellular organisms; the genetic basis of inheritance; the causes of and defences against disease; and option topic.

Topics Covered in the HSC Course 9.1 Skills In Biology 9.2 Maintaining a Balance 9.3 Blueprint of Life 9.4 The Search for Better Health 9.5 Option Topic

Assessment Components from SyllabusComponent Weighting Tasks may include:Knowledge and understanding of: The history, nature and practice of biology,

applications and uses of biology and their implications for society and the environment, and current issues, research and developments in biology

Cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms for inheritance and biological evolution

50% Assignments FieldworkModel makingOpen-ended investigationsOral reportsPractical testsReportsResearch projectsTopic tests and examinations

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

25%

Skills in scientific thinking, problem solving, and in communicating understanding and conclusions

25%

TOTAL 100 %

Assessment Schedule

Term / Week

HSC OUTCOMES ASSESSED

COMPONENT ASSESSED TASK DESCRIPTION

Weighting %Knowledge &

UnderstandingSkills Scientific

ThinkingTerm 4

Wk 8 H2, H6, H11, H12, H13, H14, H15 5 10 5 First-hand

Investigation 20

Term 1

Wk 7 H2, H10, H11, H12, H13, H14 5 10 5 Open-ended

Investigation 20

Term 2

Wk 2/3H1, H3, H4, H5, H6, H7, H9, H10, H12,

H13, H1415 5 Half Yearly

Exam 20

Term 2

Wk 9 H1, H2, H4, H6, H13, H14 5 5 5 Written task 15

Term 3Wk 5/6 H1-H14 20 5 Trial HSC 25

Totals 50 25 25 100

BUSINESS STUDIES ( BCS, HCS)Coordinator: Litiana Jatan

Course Description:16

Business Studies encompasses the theoretical and practical aspects of business and management in contexts that students will encounter in life.Main Topics Covered in the HSC Course:

Business Management and Change Financial Planning and Management Marketing Employment Relations Global Business

Assessment Components from the Syllabus

Component Weighting % TasksTest type 50 Class tests and exams, which may include items such as

multiple-choice, short response, structured essay, extended responses across one or more areas

Case Studies: interpretation, application and communication

30 These tasks may include research and analysis and reporting of aspects of case studies, fieldwork tasks and reporting

Stimulus-based skills 20 These tasks may include interpretation of financial statements and scenarios, analysis of a marketing plan and analysis of an industrial dispute.

Assessment Schedule

Term / Week

Outcomes Assesed

COURSE COMPONENT TASK DESCRIPTION Weighting %Test

TypeCase study

Skills

Term 1

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

20

Assessment Task 1: Stimulus based task incorporating Business Management and Change and Financial Planning and Management

20

Term 2

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

20 Assessment Task 2: Half Yearly Exam 20

Week 8H1.1, H2.2, H3.2, H4.1, H5.1, H5.2, H5.3

30

Assessment Task 3: Case Study of a Global Business incorporating Marketing and Employment Relations

30

Term 3

Week 5/6

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

30 Assessment Task 4: Trial HSC Exam 30

50 30 20 Total 100

CHEMISTRY (HCS)Coordinator: Mr Clinton Mewburn

Students must complete four core topics and one option topic as follows;-

Topic 9.1 Chemistry SkillsTopic 9.2 The Identification and Production of Materials

Topic 9.4 Chemical Monitoring and ManagementOption Topic 9.5 Industrial Chemistry

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Topic 9.3 The Acidic Environment

As part of their course of study students must also meet the following assessment requirements;-

Component Weighting ClarificationsKnowledge and understanding of: The history, nature and practice of chemistry, applications and uses

of chemistry and their implications for society and the environment, and current issues, research and developments in chemistry

Atomic structure and periodic table, energy, chemical reactions, carbon chemistry and stoichiometry

40% No more than 50% weighting may be allocated to topic tests & examinations

Assessment of knowledge and skills developed through conducting first-hand investigations individually and in teams, should be incorporated into the Core and Option as appropriate.


30%

Skills in scientific thinking, problem solving, and in communicating understanding and conclusions

30%

Assessment commences at the beginning of Term 4 2009. The final assessment to the Board of Studies will be given as a mark out of 100. A total of 5 assessment tasks will be set. The frequency and allocation of marks to each syllabus component, and weightings of tasks are as follows.

HSC SyllabusComponents

Task 1Open Ended InvestigationFermentation

Task 2First-Hand

InvestigationRedox

Task 3Half Yearly

Exam

Task 4Stoichiometry

Probsolve

Task 5Trial HSC

Exam

DATE Week 8 Term 4 2009

Week 7Term 1 2010

Week 2/3Term 2 2010

Week 3Term 3 2010

Week 5/6Term 3 2010

Outcomes H3, H5, H10, H11, H13, H14

H6, H7, H10, H11, H12, H13,

H14, H15

H1, H2, H6, H7, H8, H9, H10,

H11, H12, H13, H14

H10, H11, H12, H13, H14

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

Weightings 30% 15% 10% 15% 30%

Knowledge 40% 5% 5% 10% 5% 15%

Skills in investigation 30% 20% 5% 5%

Skills in scientific thinking, problem solving, and in communicating

30% 5% 5% 10% 10%

ENGLISH (STANDARD) (ACS, APCS, BCS, HCS)Coordinators: Anita Russell & Leonie Fowler

Course Description: In the HSC English (Standard) course, students reflect on and demonstrate the effectiveness of texts

for different audiences and purposes.

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Main Topics Covered in the HSC Course

The course has two sections: The HSC Common Content which consists of one Area of Study common to the HSC Standard and

the HSC Advanced courses where students analyse, write about and explore texts and apply skills in synthesis

Modules that provide elective choices (see grid below), which emphasise particular aspects of shaping meaning and demonstration of the effectiveness of texts for different audiences and purposes. Students are required to choose one elective from each of the Modules.

Particular Course Requirements:HSC English (Standard) course requires:

the close study of at least four types of prescribed text, one drawn from each of the following categories: prose fiction; drama; poetry; non-fiction AND film, media or multimedia

a wide range of additional related texts and textual forms

Term/ Week

Outcomes Content Assessment Task Weighting

Listening

15%

Speaking

15%

Reading

25%

Writing

30%

Viewing / Representing

15%

Term 4

Week 6 5, 7, 8, 10Module B: Close Study of a Text – Film – Witness

Speech15% 5 10

Term 1

Week 8 1, 2, 3, 6

Module C: Into the World – Prose Fiction – The Story of Tom Brennan

In-class Extended Response 10%

5 5

Term 2

Week 4 1, 2, 4, 6, 7, 10

Area of Study: Belonging – Poetry – Peter Skrzynecki

Comparison & Analysis Oral Report15%

5 5 5

Week 2/3

1, 2, 3, 4, 5, 6, 7, 8, 10

Half Yearly Exam Module B & C20% 5 5 10

Term 3

Week 3 8, 9, 11, 12, 13

Module A: Distinctively Visual – Drama – The Shoe Horn Sonata

Viewing/ Representing & Reflection20%

5 5 10

Week5/6

All except 12 and 13 Trial Exam

Area of Study & Module A20%

10 5 5

TOTAL 100 15 15 25 30 15

ENGLISH (ADVANCED) Coordinator: Mr Mark Englert

Course Description:In the HSC English (Advanced) course, students analyse and evaluate texts and the ways that they are valued in their contexts.

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Main Topics Covered in the HSC Course: The course has two sections: the HSC Common Content consists of one Area of Study common to the HSC

Standard and the Advanced courses where students analyse and explore texts and apply skills in synthesis

Modules, which emphasise particular aspects of shaping meaning and representation, questions of textual integrity, and ways in which texts are valued. Students are required to choose one elective from each of the three modules A, B or C.

Particular Course Requirements: HSC English (Advanced) course requires: the close study of at least five types of prescribed text, one drawn from each of the

following categories: Shakespearian drama; prose fiction; drama or film; poetry; nonfiction or media or multimedia texts

a wide range of additional related texts and textual forms

Assessment Schedule

Term/ Week

Outcomes Content Assessment Listening

15%

Speaking

15%

Reading

25%

Writing

30%

Viewing / Representing

15%Term 1

Week 4 1, 2, 7, 12AArea Of Study Research &

Connections Task

5 10 5 5

Term 2

Week 2/3 2A, 3, 6

Module BCritical Study of Text

Criticism & Analysis TaskOpen Book 5 10

Week 8 4, 5, 8, 10

Module A Comparative Study of Text

Speech

15

Term 3

Week 3 9, 11, 12, 13

Module C Representation & Text

Representation Task 5 10

Wk 5/6 All except 13

Trial Exam Area of StudyModule AModule BModule C

15 555

TOTAL 15 15 25 30 15

ENGLISH EXTENSION 1 (APCS)

MODULE A: Genre - Elective 2: Crime WritingIn this elective students examine texts composed in a range of media that encompass and scrutinise a crime and its investigation. Students consider how crime writing has evolved and challenge the conventions of the traditional detective story, especially the classic 'whodunit' murder mystery.

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Some of the elements explored in the study of crime writing include how changing contexts and values have brought about changes in the traditional crime stories and resulted in new conventions, new understandings of what constitutes a crime and who plays the role of detective and even what ‘justice’ means. Students will also account for the increasing popularity of different forms of crime writing while the traditional detective stories continue to retain their appeal.

In this elective students are required to study three prescribed texts, as well as other texts of their own choosing. In their responding and composing they explore, analyse, experiment with and critically evaluate their prescribed texts and a range of other examples of this genre. They explore the diversity within the crime writing genre in a range of contexts and media.

Term/Week

Outcomes Assessed Task description

Speaking and Listening

10%

Reading and Writing

30%

Viewing and Representing

10%Term 1

7 1, 2, 4 HAT 1 – Analysis 10 5 5

Term 3

3 3 HAT 2 – Composition 10 5

Term 35/6 1, 2, 3, 4 HAT 3 - Yearly Exam 15

TOTAL 10 30 10

ENGLISH EXTENSION 2 (APCS)

The Extension 2 course involves the composition of a major work and a 1500 word reflection statement that will be assessed externally for your HSC. To provide the basis for their major work students undertake ongoing, systematic and rigorous investigation in their chosen area. The composition may use any medium but must be in on of, or a combination of, the following areas: imaginative, investigative, interpretive or analytical.The investigation is documented in a journal that demonstrates the process of inquiry, the knowledge and understanding gained and explains the stages in the composition process.

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The in school assessment is based on the process of completing the major work while the external assessment is based on the finished product and reflection statement. The Board of Studies will notify the school of the final date of completion for the major work.

Assessment Schedule

Term/ Week

Outcomes Content Assessment Weighting

Term 1

2 1 Major Work Proposal AT 1 – Presentation 20%

10 1, 2 Viva Voce AT 2 – Interview & Discussion on the work in progress 40%

Term 3

1 1, 2Impact of investigation on major work

AT 3 – Report 40%

TOTAL 100%

FOOD TECHNOLOGY (HCS)Coordinator: Ms Ruth Johnson

Course Description:The HSC course builds on the Preliminary course. It aims to allow students to understand about food systems & skills that enable students to make informed decisions and act responsibly. Students will also develop an appreciation of the importance of food to the well being of the individual and to the social & economical future of Australia.

Main Topics Covered in the HSC Course The Australian Food Industry - 15% Food Manufacturing - 30%

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Food Product Development - 30%

One option strand Nutrition – 25%

Components of the HSC Syllabus Assessed: 1. Knowledge & understanding about the Australian food industry, food

manufacturing, food product development and the contempory food issue - Nutrition

20%

2. Research, analysis and communication 30% 3. Experimentation and preparation 30%

4. Design, implementation and evaluation 20%

Assessment Schedule

Term/Week

Outcomes Assessed

ComponentsAssessed

Task Description Weightings

TERM 4 HSC 1 2 3 4Week 9 1.2, 3.1 5 % 15% The Australian Food Industry

Research Task20%

TERM 1Week 9 1.1, 1.2, 1.3,

1.420% 5% Food Manufacturing

Case Study25%

TERM 2Weeks

2/31.1, 1.3, 1.4,

3.1, 4.2,5% 5% Half Yearly Exam 10%

Week 8 1.3, 4.1, 5.1 5% 10% 10% Food Product Development/Practical

25%

TERM 3Weeks

5/61.1, 1.2,1.3, 1.4, 2.1,3.1, 3.2, 4.1,4.2,

5.1

10% 10% Trial HSC 20%

20% 30% 30% 20% TOTAL 100

GEOGRAPHY (HCS)Coordinator: Litiana Jatan

Course Description:The aim of Geography is to enable students to study the spatial and ecological dimensions of biophysical and human phenomena in a changing world.

Main Topics Covered in the HSC Course: Ecosystems at Risk Urban Places People and Economic Activity

Assessment Components from the Syllabus

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Component Weighting Tasks

A Geographical research 20 Evaluation of the research framework and processes, independent research project

B Interpretation and synthesis of geographical stimulus 30

Multiple choice skills test, short answer response items such as comprehension exercises, graph analysis, photograph and cartographic interpretation

C Geographical writing 40

Video report, matching exercises, letter writing, written reports, discussions, explanations and exposit6ions, extended response, structured essays, stimulus-based response

D Fieldwork 10 Writing a questionnaire, data analysis, field observations, pre and post-fieldwork activities

Assessment Schedule

Term / Week

Outcomes Assessed

Contents Assessed

Task Description Weighting %

ComponentAssessed

A B C DTerm 1Week 2 H1, H2, H5,

H6, H8, H9, H10, H12, H13

Ecosystems at Risk

Assessment Task 1Research Assignment – Case Study of an Ecosystem

25 10 5 10

Term 2Week 2/3 H1, H2, H3,

H5, H6, H7, H9, H11, H13

Ecosystems at Risk & Urban Places

Assessment Task 2.Half Yearly Exam 15 5 5 5

Week 7 H1, H4, H5, H6, H8, H9, H10, H12, H13

People and Economic Activity

Assessment Task 3.Fieldwork Report 25 5 10 10

Term 3Week 2 H7, H8, H9,

H10, H11, H12, H13

Geographic Skills

Assessment Task 4.Skills Exercises 10 10

Week 5/6 H1, H2, H3, H4, H5, H6, H9, H11, H12, H13

Ecosystems at Risk, Urban Places & People and Economic Activity

Assessment Task 5.Trial HSC Exam

25 10 15

Total 100 20 30 40 10

HISTORY EXTENSION (BCS)

Course Description

The purpose of the HSC History Extension Course is to allow students with an interest in history

to build on the work they have done in Stage 6 Ancient History or Modern History. The course

asks students to look at how historians work and produce their own piece of historical research.

This is a 1 unit course.

Course Structure

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Part I: What is History

Students select s case study and complete a source book of readings to investigate the question

"What is history?"

Part II: History Project

Students conduct and present an original historical investigation and through this acquire the skills

of an historian.

Assessment Schedule

Term/Week

Outcomes Assessed

Component Assessed

Task Description Weighting %

Term 1

Week 9 E 1.1, E 2.2 What is History? (10%)

Source Analysis 5%

Term 2

Week 9 E 1.1, E 2.1 E 2.2, E 2.3

What is History? (10%)

Case Study Report 5%

Term 3

Week 4 E 1.1, E 2.1 E 2.2, E 2.3

History Project (40%)

History Project 40 %

Total 50

INDUSTRIAL TECHNOLOGY TIMBER (Mature Age HCS)Timber Products and Furniture Industry

Coordinator: Mr Ken Jordan

Course Description:Industrial Technology HSC course is a 120 indictative hours with the focus area in this subject being the timber products and furniture industries. The HSC Course consists of an industry study and the development of a major project and folio of which a more detailed study and in depth understanding of the topics is required than the previous Preliminary course. Key competencies achieved by students will consist of : Collecting, analysing, organising information, communicating ideas and information, planning and organising activities, working with others, solving problems, using mathematical ideas and techniques and using technology.

DESCRIPTION OF COMPONENTSA – Industry study 20%B – Design and Management 20%

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C – Workplace Communication 10%D – Industry Specific content and production 50%

Total: 100%

Assessment Schedule

Term/Week

Outcomes Assessed

ComponentsAssessed

Task Description Weighting%

TERM 2 HSC A B C D

Week 2/3 H1.2, H3.1, H3.2, H4.2,

H5.1

5 10 Project brief15

Week 9H1.1, H1.2, H6.2, H7.1 15 Industry Report 15

TERM 3

Week 2

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

H7.1

5 5 30 Practical Skills 40

Week 5/6

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

5 10 5 10 Trial HSC 30

20 20 10 50 TOTAL 100

LEGAL STUDIES (ACS, APCS)Coordinator: Mr Graham Angel

Course Description:The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how changes in societies influence law reform.Main Topics Covered in the HSC Course

Law and Society (25% of course time) Focus Study: Crime (25% of course time) Additional Focus Studies (50% of course time)

Two Focus Studies are chosen from consumers, family, global environment, Indigenous people, shelter, technological change, workplace, world order.

Key themes incorporated across all topics: Justice, Law & Society, Culture, Values and Ethics,

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Conflict and Cooperation, Continuity and Change, Legal Processes and Institutions, Effectiveness of the Legal System.

Assessment Schedule

Term/ Week

OutcomesAssessed

Course Component Task Description Weighting%

Term 4Week 7 H2.1, H2.2, H3.1,

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

Law and Society (10%) Oral Presentation 10%

Term 2Week 2/3

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

Law and Society (10%)Crime (5%)

Half Yearly Exam 15%

Week 7 H1.1, H3.1, H3.3, H3.4, H5.2, H5.3

Crime (15%) Research Task 15%

Term 3 Week 2 H1.1, H2.3, H4.1,

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

Additional Focus Studies (25%)

Research Task 25%

Term 3Week 5/6

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

Law and Society (5%)Crime (5%)Additional Focus Studies (25%)

Trial HSC Exam 35%

TOTAL 100

MATHEMATICS (ACS, APCS, BCS, HCS)Coordinator: Mr Mark Toohey

Course Description: The course is intended to give students who have demonstrated general competence in the skills of Stage 5 Mathematics, an understanding of and competence in some further aspects of mathematics which are applicable to the real world. It has general educational merit and is also useful for concurrent studies in science and commerce. The course is a sufficient basis for further studies in mathematics as a minor discipline at tertiary level in support of courses such as the life sciences or commerce. Students who require substantial mathematics at a tertiary level supporting the physical sciences, computer science or engineering should undertake the Extension 1 or 2 courses.

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Main Topics Covered in the HSC Course Coordinate methods in geometry Applications of geometrical properties Geometrical applications of differentiation Integration Trigonometric functions

Logarithmic and exponential functions Applications of calculus to the physical

world Probability Series and series applications

The Assessment of the HSC Course in Mathematics will be based around the following guidelines:

Component A Knowledge, understanding and skills developed in each content area

80

Component B Reasoning, interpretative, explanatory and communicative abilities.

20

Total 100

ASSESSMENT SCHEDULE

Term/ Week

OutcomesAssessed

ComponentAssessment Weighting

%A BTerm 4

Week 8 H2, H4, H5, H6, H7 & H8 15% Topic Test – Calculus 15

Term 1

Weeks 9 H1, H2, H3, H4, H5 & H9 10% 5% Class task 15

Term 2

Week 2/3 H1, H2, H3, H4, H5, H6, H7, H8 & H9 20% 5% Half Yearly Exam 25

Weeks 9H1, H2, H3, H5, H6, & H9 10% 5% Problem solving task- Take home 15

Term 3

Weeks 5/6 H1, H2, H3, H4, H5, H6, H7, H8 & H9 25% 5% Trial Exam 30

TOTAL 80% 20% 100

MATHEMATICS EXTENSION 1 (ACS)Coordinator: Mr Mark Toohey

Course Description:

The content of this course, which includes the whole of the 2 Unit course, and its depth of treatment is intended for students who have demonstrated a mastery of the skills included in the School Certificate mathematics course and who are interested in the study of further skills and ideas in mathematics. The course is intended to give these students a thorough understanding of, and competence in, aspects of mathematics including many which are applicable to the world we live in. The course has general educational merit and is also useful for concurrent studies of science, industrial arts and commerce. It is a recommended minimum basis for further studies in mathematics as a major discipline at a tertiary level, and for the study of mathematics in support of the physical and engineering sciences.

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OBJECTIVESSpecific objectives of the course are:

(a) to give an understanding of important mathematical ideas such as variable, function, limit, etc, and to introduce students to mathematical techniques which are relevant to the world we live in;

(b) to understand the need to prove results, to appreciate the role of deductive reasoning in establishing such proofs, and to develop the ability to construct these proofs;

(c) to enhance those mathematical skills required for further studies in mathematics, the physical sciences and the technological sciences.

The assessment is divided into two components:

1. Component A (35%)This component is primarily concerned with the student’s knowledge, understanding and skills developed in each content area. In measuring the attainment of this Component, students will be assessed on their ability to recognise which skills are appropriate to the solution of standard problems.

2. Component B (15%)This Component is primarily concerned with the student’s reasoning, interpretative, explanatory and communicative abilities. Students will be assessed on their ability to:

understand information given verbally or in written, diagrammatic or graphical form, and express information given in one form or in other ways;

analyse and solve unfamiliar problems, construct logically sound solutions and recognise limitations to the validity of solutions;

explain knowledge, methods or aspects of a solution using written and/ or spoken language and diagrams;

compare various methods of solution in terms of efficiency and breath of application.ASSESSMENT SCHEDULE

Term/Week Outcomes AssessedComponent

Assessed Task Description

Weighting %A% B%

Term 1

Week 8 HE1, HE2, HE6, HE7 5 5 Take home task 10

Term 2

Week 2-3 HE1, HE2, HE4, HE6, HE7 10 5 Half Yearly exam 15

Term 3

Week 5-6 HE1, HE2, HE3, HE4, HE5, HE6, HE7 20 5 Trial HSC exam 25

Total 35 15 50

GENERAL MATHEMATICS Coordinator: Graeme Smyth

Course Description: General Mathematics focuses on mathematical skills and techniques which have direct application to everyday activity. The course content is written in five areas of study, with an emphasis on applications and modelling tasks. The modelling tasks may draw from more than one area of study, and encourage transfer of knowledge across the entire course, as well as linking with study in other Stage 6 subjects. The course is fully prescribed, and is designed to support TAFE and other vocational courses. It provides an appropriate mathematical background for students who do not wish to pursue the formal study of mathematics at tertiary level, while giving a strong foundation for university study in the areas of business, humanities, nursing and paramedical sciences.

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Main Topics Covered in the HSC Course Financial mathematics Data analysis Measurement Probability Algebraic modelling

Assessment: The Assessment of the HSC Course in General Mathematics will be based around the following guidelines:

Component A Knowledge and skills 40Component B Applications 60

Total 100

Once the assessment of the HSC course has commenced, some Preliminary course work can be included in assessment tasks for General Mathematics.No more than 30% of the assessment is to be based on the Preliminary course.

Assessment ScheduleTerm / Outcomes Component Assessed Task Description WeightingWeek Assessed A B %

Term 4

8 H2, 4, 6, 7, 11 5 15 HAT1 – Trigonometry Practical Task 20

Term 2

3 H2–11 15 10 HAT2 - Half-Yearly Exam 25

8 H2, 3, 4, 5, 7, 11 5 20 HAT3 – Graphing and Variation Task 25

Term 3

6 H2 – 11 15 15 HAT4 – Trial HSC Exam 30

TOTAL 40 60 100

APPLIED MATHEMATICS (ACS, HCS)Coordinator: Lesley Minchin

Course Description: Applied Mathematics focuses on mathematical skills and techniques which have direct application to everyday activity. The course content is written to promote the development of knowledge, skills and understanding in areas of Mathematics that have direct application to the broad range of human activity, including a range of post-school pathways requiring a variety of mathematical and statistical techniques. Through a range of Focus Studies, students will learn to use a range of techniques and tools, including relevant technologies, in order to develop solutions to a wide variety of problems relating to their present and future needs and aspirations.The Focus Studies may draw from more than one area of study, and encourage integration of knowledge, skills and understanding across the areas of study.The Applied Mathematics course is a Content Endorsed Course and while it meets the requirements for 2 HSC units, it cannot be used towards an ATAR. Applied Mathematics provides an appropriate foundation for a range of vocational pathways, either in the workforce or further training.

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Main Topics Covered in the HSC CourseAreas of Study Focus Studies Financial mathematics Mathematics and Design Data analysis Mathematics and Household Finance Measurement Mathematics and the Human Body Probability Mathematics and personal Resource Usage Algebraic modelling

Assessment: The Assessment of the HSC Course in General Mathematics will be based around the following guidelines:

Component A Knowledge and skills 40Component B Applications 60

Total 100Assessment Schedule

Term/Week

Outcomes Assessed

Component AssessedKnow/Sk. Applicat.

Task description Weighting

Term 1

4 H1.1, H1.3, H1.4, H1.5, H1.9, H1.10

10 15 HAT 1 – Practical Task Mathematics and Design

25

Term 2

2/3 H1.1,H1.2, H1.3, H1.4, H1.5, H1.8, H1.9,

10 15 HAT 2 – Half-Yearly Exam (2 Hours)

25

Term 3

1 H1.1,H1.2, H1.3, H1.4, H1.5, H1.7, H1.9, H1.10

10 15 HAT 3 – Practical TaskPersonal Resource Usage

25

Term 3

5/6 H1.1,H1.2, H1.3, H1.4, H1.5, H1.6, H1.7,H1.8, H1.9, H1.10

10 15 HAT 4 - Yearly Exam (2 hours)

25

TOTAL 40 60 100

MODERN HISTORY (BCS)

Coordinator: Ms Kelly O’Keeffe

COURSE DESCRIPTION

Modern History Stage 6 is designed to enable students to acquire knowledge and understanding, the skills of critical analysis and synthesis, and values and attitudes essential to an appreciation of forces that have shaped the modern world; to develop a lifelong interest in the study of History; and to prepare them for informed and active citizenship in the contemporary world.

TOPICS COVERED IN THE HSC COURSE

Part I: Core Study: World War I 1914-1919; A source based study 25% Part II: One National Study 25% Part III: One Personality in the Twentieth Century 25%

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Part IV: One International Study in Peace and Conflict 25%

ASSESSMENT SCHEDULE

Term/Week

OutcomesAssessed

ContentAssessed

Assessment Weighting%

Component Weightings

Oral Research Source Analysis

Exam/Tests

Term 4Week 9 H3.2, H3.3, H3.4 Part I Source exercise 10 10%

Term 1Week 10 H1.1, H1.2,

H3.1, H3.5, H4.2Part II/III Oral Research

Task 25 10% 15%

Term 2Week 2/3 H1.1, H3.3,

H4.1, H4.2 Half Yearly

Half Yearly Exam

10 10%

Week 10 H2.1, H3.3, H3.4, H3.5

Part IV Research /Source Task

25 10% 15%

Term 3Week 5/6 H1.1, H1.2,

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

ExaminesAll fourTopicsStudied

Trial HSC Exam 30% 30%

Total 100% 10% 25% 25% 40%

MUSIC COURSE 1 (BCS)Coordinator: Mr Lee Jackson

Course Description:

In the HSC course, students will study: the concepts of music through learning experiences in performance, composition, musicology and aural within the context of a range of styles, periods and genres.

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Main Topics Covered:

Students study three topics in each year of the course. Topics are chosen from a list of 21 that cover a range of styles, periods and genres.

Particular course requirements: HSC course

In addition to core studies in performance (Component 1), composition (Component 2), musicology (Component 3) and aural (Component 4), students select THREE electives from any combination of performance, composition and musicology. These electives must represent EACH of the three topics studied in the course. Students selecting Composition electives will be required to compile a portfolio of work as part of the process of preparing a submitted work. The portfolio may be requested by the Board of Studies to validate authorship of the submitted work.

Assessment Schedule

Term / Week

OutcomesAssessed Component Assessed Task Description Weighting

%Term 4

Week 8 H2, H6, H10 Musicology Viva Voce Presentation 10

Term 1

Week 6 H3, H5, H8 Composition Creative Song Writing 10

Term 2

Weeks 2/3 H4, H8, H10 Aural Aural Skills Half Yearly Exam 10

Week 8 H1, H7, H9 Performance Instrumental Presentation 10

Term 3

Weeks 5/6 H1, H4, H6, H7, H8, H11

Elective 1,2,3 – Presentations (45 %)Aural - Aural Skills (15 %)

Trial HSC Exam 60

TOTAL 100

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION (ACS, APCS, BCS, OCS, UCS)

Coordinator: Caroline Stewart

Course Description:In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning about advanced approaches to training or sports medicine concepts.

Main Topics Covered in the HSC Course33

Component Weighting

Core One Health Priorities in Australia 30 The internal assessment mark for PDHPE Stage 6 is to be based on the HSC course only. Final assessment should be based on a range and balance of assessment instruments.

Core Two Factors Affecting Performance 30

Option One Sports Medicine 20

Option Two Improving Performance 20

Marks 100

Assessment Schedule

Term / Week

OutcomesAssessed

Component Assessed Task Description Weighting%

Term 4 Core 1 Core 2 Option Option

Week 8 H1, H2, H5, H15, H16 15 Research Task – Health Priority Areas 15

Term 1

Week 8 H8, H9,H10, H17, 15 Sports research Task and Oral Presentation 15

Term2

Week 2/3 H3, H4, H5, H7, H11, H14 10 10 Half Yearly Exam 20

Term 3

Week 1 H8, H10, H13, H17 10 10 Training Program Design 20

Week 5/6 All 5 5 10 10 Trial HSC 30

30 30 20 20 TOTAL 100

PHYSICS (HCS)Coordinator: Johana McCarthy

Course Description Physics investigates natural phenomena and identifies patterns and applies them in a wide range of

interesting contexts, models, principles and laws to explain their behaviour. The HSC course consists of core and options organised into a number of modules. The core

content covers 90 indicative hours with an additional option topic covering 30 indicative hours. The HSC course builds on the concepts of the Preliminary course by expanding on areas such as

relativity, the motor effect and solid state physics, by focusing on space flight, motors and generators and the scientific advances involved in the development of semi-conductors and electronics.

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CORE TOPICS: Space, Motors and Generators, From Ideas to ImplementationONE OPTION FROM THE FOLLOWING: Geophysics, Medical Physics, Astrophysics, From Quanta to Quarks, The Age of Silicon

Component Weighting1. Knowledge and understanding of:

the history, nature and practice of physics, applications and uses of physics and their implications for society and the environment, and current issues, research and developments in physics

kinematics and dynamics, energy, waves, fields and matter

40

2. Skills in planning and conducting first-hand investigations, gathering and processing first-hand data, gathering and processing relevant information from secondary sources

30

3. Skills in: communicating information and understanding developing scientific thinking and problem-solving techniques working individually and in teams

30

Total 100Assessment Schedule

Term/Week Outcomes Assessed

Component AssessedTask Description Weighting

%1 2 3

Term 4

Week 5H2, H6, H9, H11, H12, H13, H14

10 5Space – Performing and reporting on a First-hand Investigation

15

Term 1

Week 3

H7, H9, H11, H12, H13, H14, H15

5 15 5 Motors and Generators – Open-ended investigation 25

Term 2

Week 2/3H1, H2, H3, H4, H5, H6, H7, H8, H9

10 10 Half Yearly Examination: Space and Motors and Generators 20

Week 5 H3, H4, H5, H9, H13 5 5 10 From Ideas to Implementation –

Secondary Sources Investigation 20

Term 3

Week 5/6

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

10 5 5 Trial HSC Examination – all topics 20

40 30 30 Total 100

SENIOR SCIENCE (ACS,HCS, UCS)Coordinator: Mr Gerard O’Brien

Course Description:The study of Senior Science Stage 6 provides students with a contemporary and coherent understanding of some of the basic laws, theories and principles of Biology, Chemistry, Physics and Earth and Environmental Science and their application. It includes an examination of the technology that uses these laws, theories and principles and the impact of this science and technology on society.It reflects the interdisciplinary nature of science with a focus on the interdependence of science, technology and society.Student achievement and progress will also be assessed from a test and assignment per topic and feedback will be provided to enable students to improve their performance.

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Component WeightingKnowledge and understanding of:

the history, nature, and practice of science, applications and uses of science and their implications for society and the environment, and current issues, research and developments in science

the resources of the Earth, internal and external environments, chemical changes organs and systems of the body and energy

40


30

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

30

Total 100 Assessment Schedule

Term / Week

OUTCOMES ASSESSED

COMPONENT ASSESSED TASK DESCRIPTION

Weighting %KNOWLEDGE AND

UNDERSTANDING

SKILLS SCIENTIFIC THINKING

Term 4

Week 9 H2, H3, H4, H5, H11, H12, H13, 5 10 5

First Hand Investigation - Safety Device

20

Term 1

Week 6

H2, H8, H11, H12, H13, H14, H15 5 10 15

Open-ended Investigation 30

Term 2

Week 2/3

H2, H3, H4, H6,H7, H8, H9, H10, H11, H12, H13, H14

10 5 5 Half Yearly Exam 20

Term 3

Week 5/6

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

20 5 5 Trial HSC 30

40 30 30 Total 100

SPORT, LIFESTYLE AND RECREATION (HCS)

Course Description:Sport, Lifestyle and Recreation (SLR) enables students to build upon their learning in Years K – 10 Personal, Development, Health and Physical Education. SLR focuses on those aspects of the learning area that relate most closely to participation in sport and physical activity.SLR makes a positive contribution to the total wellbeing of students. They develop knowledge and understanding of the value of activity, increased levels of movement skill, competence in a wide variety of sport and recreation contexts and skills in planning to be active.Students also develop a preparedness to contribute to the establishment of a health-promoting community that is supportive of its members adopting a healthy lifestyle. The strength of the community in this regard is enhanced by its members having the necessary skills and desires to adopt a range of officiating and support roles introduced in this course.

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Main Topics Covered in the HSC Course:The Sport, Lifestyle and Recreation course comprises 15 optional modules. There is no prescribed core component. In 2009-2010 the following modules are to be studied:

Aquatics Athletics Outdoor Recreation Sports Coaching and Training

All modules are of equal value.

Outcomes Assessed

Assessment Task Component Weightings Due DateKnowledge Skills

Term 41.1, 1.3, 2.2, 3.1, 3.2, 4.2

Sports Coaching & Training- Plan & Practical

10% 15% Week 7

Term 21.1, 1.3, 2.1, 3.1, 3.2 , 4.5

Half Yearly Examination 15% 5% Week 2/3

1.3, 2.3, 3.6, 4.1, 4.2

Outdoor Recreation: Design, plan and organise an outdoor education experience

10% 20% Week 8

Term 31.1, 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.6

Yearly Examination 15% 10% Week 5/6

TOTAL 50% 50%

VISUAL ART (ACS, BCS,HCS) Coordinator: Tasma Crosswell

Course Description:Visual Arts involves students in the practices of art making, art criticism and art history. Students develop their own artworks culminating in a ‘body of work’ in the HSC course that reflects students’ knowledge and understanding about art practice and which demonstrates their ability to resolve a conceptually strong work. Students critically investigate works, critics, historians and artists from Australia as well as those from other cultures, traditions and times.The Preliminary course is broad, while the HSC course provides for deeper, increasingly more independent investigations.While the course builds on Visual Arts courses in Stages 4 and 5, it also caters for students with more limited experience in Visual Arts.

Main Topics Covered in the HSC Course:

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The nature of practice in artmaking, art criticism and art history through different investigations The role and function of artists’, artwork, the world and audiences in the art world The frames and how students might develop their own informed points of view How students may develop meaning and focus and interest in their work Building understandings over time through various investigations and working in different forms.

Term / Week

OutcomesAssessed

Component Assessed Task Description Weighting%

Term 4

Wk 9

H1, H2, H3, H4 Art making – beginning a BOW through a response to a prescribed artwork.

BOW featuring drawings, paintings, printing or photographic/digital created through the study of a famous artwork.

15

Term 1

Wk 10

H1, H2, H3, H4, H5, H6

Art making – representation of BOW topic through a particular media.

Written explanation of Body of Work with visual examples of media effects and explorations.

20

Term 2

Wk 9

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

Historical/ art making – conceptual, interpretation & representation.

Visual Arts Process Diary (15%) and Historical written assignment (15%). 30

Term 3

Wk 1

H7, H8, H9, H10, Critical – practice, procedure & judgment.

Case Study essay– comparing artists’ representative of love.

15

Wk 5/6 H7, H8, H9, H10 Trial HSC Critical/Historical.Short answers + essay. 20

TOTAL 100

VISUAL DESIGN (ACS, BCS)Coordinator: Jeanette Gash

Course Description: This course provides students with opportunities to exploit the links between art and design by designing and making images and objects in which aesthetic qualities and symbolic meanings are as important as utilitarian function. It encourages students to explore the practices of graphic, wearable, product and interior/exterior designers in contemporary societies and promotes imaginative and innovative approaches to design within the context of the Australian environment and culture. Through the critical and historical study of designed images and objects students are able to analyse and make informed judgements about the designed works that surround them – works which reflect and construct the image they have of themselves, others and their world.The course is designed to enable students to gain and increasing accomplishment and independence in their representation of ideas in different fields of design and to understand and value how graphic design, wearable design, product design and interior/exterior design invite different interpretations and explanations. Students will develop knowledge, skills and understanding through the making of works in design that lead to and demonstrate conceptual and technical accomplishment. The will also develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of design.

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Main Topics Covered in the HSC Course Modules may be selected in any of the four broad fields of:

Graphic design Wearable design Product design Interior/exterior design

The additional module Individual/Collaborative Project extends students’ learning experience and may reflect students’ increasing interesets and desire to specialise in one or more of these fields or explore the connections further between the fields. The Occupational Health and Safety Module is mandatory in any course.Particular Course RequirementsStudents are required to keep a diary throughout the course.

Term/Week Outcomes Accessed

Assessment Components

Assessment Task

Weighting

Term 1Week 9 DM1, DM2, DM3,

DM4, DM5, DM6, CH1, CH2, CH3, CH4

Critical and Historical study of designers

Wearable Design Contemporary Accessory piece 20%

Term 2Week 2/3 CH1, CH2, CH3,

CH4Critical/Historical Study of design

½ Yearly Exam 20%

Week 8 CH1, CH2, CH3, CH4, DM1, DM2, DM3, DM4, DM5, DM6

The subjective frame, The Cultural frame, The Structural frame, The Postmodern frame

Essay + related work.Interior/Exterior Designer of the 50’s/60’s

25%

Term 3Week 1 DM1, DM2, DM3,

DM4, DM5, DM6, CH1, CH2, CH3, CH4

Design Briefs Exploration of expressive forms

Visual Arts Process Diary 35%

Total 100%

Visual Design (ACS Mature Age)Coordinator: Mrs Jean Dyason

Course Description: This course provides students with opportunities to exploit the links between art and design by designing and making images and objects in which aesthetic qualities and symbolic meanings are as important as utilitarian function. It encourages students to explore the practices of graphic, wearable, product and interior/exterior designers in contemporary societies and promotes imaginative and innovative approaches to design within the context of the Australian environment and culture. Through the critical and historical study of designed images and objects students are able to analyse and make informed judgements about the designed works that surround them – works which reflect and construct the image they have of themselves, others and their world.The course is designed to enable students to gain and increasing accomplishment and independence in their representation of ideas in different fields of design and to understand and value how graphic design, wearable design, product design and interior/exterior design invite different interpretations and explanations. Students will develop knowledge, skills and understanding through the making of works in design that lead to and demonstrate conceptual and technical accomplishment. The will also develop knowledge, skills and understanding that lead to increasingly accomplished critical and historical investigations of design.

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Main Topics Covered in the HSC Course Modules may be selected in any of the four broad fields of:

Graphic design Wearable design Product design Interior/exterior design

The additional module Individual/Collaborative Project extends students’ learning experience and may reflect students’ increasing interesets and desire to specialise in one or more of these fields or explore the connections further between the fields. The Occupational Health and Safety Module is mandatory in any course.Particular Course RequirementsStudents are required to keep a diary throughout the course.

Term / Week

OutcomesAssessed Assessment Component

Assessment Task

Weighting Design

Making%

Critical Historical Studies%

Term 4

Week 8

CH1, CH2, CH3, CH4, DM1, DM2, DM3, DM4, DM5

Publications and Information - advertising

Graphic and Photographic

Designs – Digital Images

15 5

Term 1

Week 9

CH1,CH2,CH3,CH4,DM1, DM2, DM3, DM4, DM5, DM6

Wearable Design

Wearable Designs 25 5

Term 2

Week 5

CH1, CH2, CH3, CH4, DM1, DM2, DM3, DM4, DM5

Design Briefs Exploration of expressive forms

Design Briefs Exporation of

expressive forms.

30 5

Week 10

CH1, CH2, CH3, CH4, DM1, DM2, DM3, DM4, DM5, DM6

Subjective, Cultural, Structural & Postmodern

Frames

Subjective, Cultural,

Structural and Postmodern

Frames.

15

Total 100% 70% 30%

VET HOSPITALITY OPERATIONS (240 hrs)

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Course DescriptionHospitality is one of the curriculum framework courses and has been developed to provide students with the opportunity to gain credit towards the Higher School Certificate and a ATAR as well as credit towards national vocational qualifications in Hospitality under the Australian Qualification Framework eg Certificate ll in Hospitality (Operations) Course StructureHospitality Operations consists of 8 core units plus 4 units of competency in the Strand Commercial Cookery as well as a minimum of 65 hours selected units of competency.

Particular Course RequirementsStudents must complete a minimum of 70 hours work placement in a hospitality workplace over the 2 years.

Assessment a) Competency assessmentHospitality is a competency-based course ie. The student works to develop the competencies, skills and knowledge described in each unit of competency. To be assessed as competent the student must demonstrate to a qualified assessor that they can effectively carry out the various tasks listed to industry standards. They are assessed as “competent” or “not yet competent”. When a student achieves a unit of competency it is signed off by the assessor in the Competency Record Book (Log Book).Most assessment takes place during the practical classes as well as during the work placement; hence attendance at the practical lessons is most important.

b) External assessment – HSC examinationThe HSC examination will involve a 2 hour written examination made up of multiple choice, short answer and extended response items drawn from the core and units as in the syllabus. Only the external examination contributes to the calculation of the students ATAR. The examination is independent of the competency-based assessment and has no impact on the eligibility of the student to receive AQF qualifications.An internal assessment mark is submitted to the Board of Studies for students attempting the external examination. The final mark submitted will be 40% Half Yearly, 60% Trial HSC. (only used if misadventure claim submitted e.g. if student is sick on day of the HSC exam) As part of the assessment procedures students will attempt the following examinations in the second year of the course:

Half Yearly Term 2 weeks 2/3Trial HSC Term 3 weeks 5/6

QualificationsCompetency based assessment determines the AQF qualification that the student can achieve. Possible AQF qualifications include Certificate l or ll in Hospitality (Operations). Students who are assessed as competent in some units will be eligible for a Statement of Attainment showing partial completion of Certificate I or II. "Possible AQF qualifications include Certificate I in Hospitality (Kitchen Operations)".Remember – most assessment takes place during the practical classes, hence attendance at these classes is most important to allow completion of all competencies.

VET INFORMATION TECHNOLOGY (240hrs) (APCS, HCS)Coordinator: Mr Graeme Smyth

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Course DescriptionInformation Technology is one of the curriculum framework courses and has been developed to provide students with the opportunity to gain credit towards the Higher School Certificate and a ATAR as well as credit towards national vocational qualifications in Information Technology under the Australian Qualification Framework eg Certificate II in Information Technology.

Course StructureInformation Technology consists of 16 compulsory units of competency.

Particular Course RequirementsStudents must complete a minimum of 70 hours work placement in an Information Technology workplace over the 2 years.

Assessment a) Competency assessmentInformation Technology is a competency-based course ie the student works to develop the competencies, skills and knowledge described in each unit of competency. To be assessed as competent the student must demonstrate to a qualified assessor that they can effectively carry out the various tasks listed to industry standards. They are assessed as “competent” or “not yet competent”. When a student achieves a unit of competency it is signed off by the assessor in the Competency Record Book (Log Book). Assessment is a combination of practical activities and answering questions involving definitions and procedures.

b) External assessment – HSC examinationThe HSC examination will involve a 2 hour written examination made up of multiple choices, short answer and extended response items drawn from the core and units as in the syllabus. Only the external examination contributes to the calculation of the students ATAR. The examination is independent of the competency-based assessment and has no impact on the eligibility of the student to receive AQF qualifications.An internal assessment mark is submitted to the Board of Studies for students attempting the external examination. (only used if misadventure claim submitted eg if student is sick on day of the HSC exam) As part of the assessment procedures students will attempt the following examinations:

Half Yearly Term 2 weeks 2/3HSC Trial Term 3 weeks 5/6

QualificationsCompetency-based assessment determines the AQF qualification that the student can achieve. Possible AQF qualifications include Certificate I or II in VET INFORMATION TECHNOLOGY (240hrs)

VET METALS AND ENGINEERING (240Hrs) (BCS, HCS)

Brief Course Description42

All assessment in the course is carried out internally and is in the form of competency based assessment (whether they are competent or not in an element). The students must complete a minimum of 76 hours work placement over 2 years

The Metal and Engineering Curriculum Framework has been developed to provide students with the opportunity to gain credit towards the NSW Higher School Certificate and credit towards the national vocational qualifications in Metal and Engineering under the Australian Qualifications Framework. The framework is based on the Metal and Engineering Training Package.

Course Structure

Metal and Engineering consists of 9 compulsory units of competency. With 6 elective subjects that are welding based.

Particular Course Requirements

Students must complete a minimum of 70 hours of work placement in an Engineering workplace over the 2 years.

Assessment

a) Competency assessment

Metals and Engineering is a competency-based course i.e. the student works to develop the competencies, skills and knowledge described in each unit of competency. To be assessed as competent the student must demonstrate to a qualified assessor that they can effectively carry out the various tasks listed to industry standards. They are assessed as” competent” or “not competent”. When a student achieves a unit of competency it is signed off by the assessor in the Competency Record Book (Log Book).

Assessment is a combination of practical activities and answering questions either verbally or in written form.

b) External Assessment-HSC examination

The HSC examination is not compulsory. It will involve a 2 hour written exam made up of multiple choice, short answer and extended response questions. Only the external examination contributes to the calculation of the students ATAR. The examination is independent of the competency based assessment and has no impact on the eligibility of the student to receive AQF qualification.

AN internal assessment mark is submitted to the Board of Studies for students attempting the external examination. (only used if misadventure claim submitted e.g. if student is sick on the day of the HSC exam)

As part of the assessment procedures students will attempt the following examinations:

Half Yearly Term 2 weeks 2/3

HSC Trial Term 3 weeks 5/6

VET PRIMARY INDUSTRIES (240 hrs) (HCS)

Course Description43

Primary Industries is one of the curriculum framework courses and has been developed to provide students with the opportunity to gain credit towards the Higher School Certificate and a ATAR, as well as credit towards national vocational qualifications in Primary Industries under the Australian Qualification Framework eg Certificate II in Primary Industries (RTE20103). Course StructureThis course comprises 9 mandatory units of competency and an elective pool containing 49 units of competency.

Particular Course Requirements• Students must attempt ALL mandatory units of competency AND a selection of units of competency to a minimum value of 110 indicative hours from the elective pool.• Students must complete a minimum of 70 hours of mandatory work placement.An external written Higher School Certificate examination will be conducted for this course.This examination is optional. Students undertaking the course will nominate during their HSC year whether or not they elect to undertake the external written examination.

Assessment a) Competency assessmentPrimary Industries is a competency-based course i.e. The student works to develop the competencies, skills and knowledge described in each unit of competency. To be assessed as competent the student must demonstrate to a qualified assessor that they can effectively carry out the various tasks listed to industry standards. They are assessed as “competent” or “not yet competent”. When a student achieves a unit of competency it is signed off by the assessor in the Competency Record Book (Log Book).Most Assessment Takes place during the practical classes as well as during the work placement.

b) External assessment – HSC examinationThe HSC examination will involve a 2 hour written examination made up of multiple choice, short answer and extended response items drawn from the core and units as in the syllabus. Only the external examination contributes to the calculation of the students ATAR. The examination is independent of the competency-based assessment and has no impact on the eligibility of the student to receive AQF qualifications.An internal assessment mark is submitted to the Board of Studies for students attempting the external examination. The final mark submitted will be 40% Half Yearly, 60% Trial HSC. (only used if misadventure claim submitted e.g. if student is sick on day of the HSC exam) As part of the assessment procedures students will attempt the following examinations in the second year of the course:

Half Yearly Term 2 Weeks 2/3Trial HSC Term 3 Week 5/6

QualificationsCompetency based assessment determines the AQF qualification that the student can achieve. Possible AQF qualifications include Certificate I or II in Primary Industries. Students who are assessed as competent in some units will be eligible for a Statement of Attainment showing partial completion of Certificate I or II.

CEC PHOTOGRAPHY (HCS)

Course Description:

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Students select one or more areas of study from the three fields of: traditional wet photography (darkroom and chemical processing), digital imaging (digital camera and computer software), and video production (moving images on analogue or digital format). Students will investigate these fields and their use in the contemporary world of visual arts, design, television, film, video, mass media and multimedia. Critical and historical investigations of photographic films, the artist, the photographer, the film maker, and the designer are an integral part of the course and are considered through different frameworks of value and meaning.

Main Topics Covered in the HSC Course Manipulated forms Developing a point of view Traditions, conventions, styles and genres Individual/collaborative project Occupational health and safety

Component A Making 70%Component B Critical and Historical Studies 30%

Term / Week

OutcomesAssessed

Component Assessment Weighting %A B

Term 4

Week 9 M1, M2, M3, M4, M5, M6 20 Diary and Portfolio 20

Term 1

Week 10 M1, M2, M3, M4, M5, M6, 25 Group / Individual Project Presentation 25

Term 2Week 2/3 CH1, CH2, CH3, CH4,

CH5 10 Half-Yearly Exam 10

Week 10 M1, M2, M3, M4, M5, M6 25 Video Project 25

Term 3

Week 1 CH1, CH2, CH3, CH4, CH5 20 Historical Study. Traditions, conventions,

styles and genres. 20

Total 70 30 Total 100

NB Students will be expected to sit for a Trial Exam that will not contribute To their overall assessment mark..

GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to

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help provide a common language and consistent meaning in the Higher School Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

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

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

Apply Use, utilise, and employ in a particular situation

Appreciate Make a judgment about the value of

Assess Make a judgment of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate show by example

Describe provide characteristics and features

Discuss Identify issues and provide points for and/or against

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

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

Examine Inquire into

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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

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

Recall Present remembered ideas, facts or experiences

Recommend Provide reasons in favour

Recount Retell a series of events

Summarise Express, concisely, the relevant details

Synthesise Putting together various elements to make a whole

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RIVERINA ACCESS PARTNERSHIPCorrespondence to:Mithul Street, Ardlethan 2665 Ph. (02) 6978 2046 Fax. (02) 6978 2202Head Teacher Access Office Ph. (02) 6978 2204 Email: [email protected]

DATE:

Dear ……………………………….

RE: OFFICIAL WARNING – NON-COMPLETION OF A HIGHER SCHOOL CERTIFICATE COURSE

This notice is to advise you that your son/daughter

_______________________________________

is in danger of not meeting the Course Completion Criteria for the Higher School Certificate in

__________________________________________. (course)

The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the ______(e.g. 1st, 4th ) official warning we have issued concerning _______________________________________(course name).

A minimum of two course-specific warnings must be issued prior to a final ‘N’ determination being made for a course.

Course Completion CriteriaWhere it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed.

To date, ____________________________(student name) has not satisfactorily met _______ (indicate a), b), c)) of the Course Completion Criteria*.

The following table lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for _________________________(student name) to satisfy Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed/achieved:

Task Name/Course Requirement/ Course Outcome

Date Task Initially Due (if applicable)

Action Required by student

Date to be completed by (if applicable)

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* Course Completion CriteriaThe satisfactory completion of a course requires principals to have sufficient evidence that the student has:

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

experience provided in the course by the school; andc) achieved some or all of the outcomes.

Please discuss this matter with ___________________________(student name) and contact the school if further information or clarification is needed.

Yours sincerely

_______________________________________ Date _________________Access Co-coordinating Teacher

_______________________________________ Date _________________In School Access Coordinator / Principal

………………………………………………………………………………………………………..Please detach this section and return to the school

Requirements for the satisfactory completion of aHigher School Certificate Course

I have received the letter dated ______________ indicating that _________________________

is in danger of not having satisfactorily completed

_______________________________________ (course name).

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

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

Parent/Guardian’s signature: ________________________________

Date:____________________

Student’s signature: _______________________________________

Date: ____________________.

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ASSESSMENT TASK ILLNESS MISADVENTURE EXTENSION APPLICATION FORM

Student’s Name

Subject

Title of Assessment TaskYour Access Class Teacher’s NameYour Access Subject Supervisor’s NameAssessment Task Due Date

Reason for the Extension (Please tick a box and provide specific details eg duration of illness, cause of misadventure.

IllnessMisadventureOther (Please Specify)

Details:

List of enclosures (Please tick a box and attach to applicationDoctors CertificateLetter from Parents/GuardianOther (Please Specify)

Students Signature Parent’s/Guardian’s Signature

I do / do not support this application for:

Access Class Teacher / Access Subject Supervisor’s SignatureOffice Use OnlyIn School Access Coordinator / Head Teacher NameDate received from Student:

Circle Decision: YES / NO

□ No marks to be awarded

□ Sit or submit the task without penalty

□ Complete an alternative task

□ Task to be submitted with penalty

□ No Extension Granted

□ Estimate to be given

□ Approve extension without penalty

TICK ONE OF THE ABOVE

REASON FOR APPROVAL/DISAPPROVAL:

-----------------------------------------------------------------

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New Due Date: ---------------------------------------------------------------

□ Student Copy □ Access Head Teacher copy

□ Access Class Teacher Copy □ File Copy

□ Access Supervisors Copy


ASSESSMENT TASK COVER SHEETSubject / Course

Access Class Teacher’s Name

Coordinator’s Name/School

Student Name

School

Date Due

Assessment Title / QuestionNumber of Pages (not including cover sheet)Date Handed in

Teacher who marks the Assessment Task to fill in the followingResult Mark: Rank:

Marker’s Comments

Marker’s Signature / Date

------------------------------------------------------------------------------------------------------------------------Student Receipt(Complete Items 1 - 4, have receipt signed by your Access Class Teacher or Access Subject Supervisor and detach when handing in task. Keep this receipt in a safe place. This is your proof that you submitted the task.)

On (1) ___________________ (date), an assignment for (2) ________________________ (course)

was handed to me by (3) ____________________________________ (student) at

(4)_________________ am/pm (time).51

SIGNED_____________________________

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Appendix - Plagiarism – What is it?“Plagiarism, i.e. the act of representing another’s work or ideas as one’s own without appropriate acknowledgement or referencing. There are three main types of plagiarism, which could occur within all modes of assessment (including examination):

(i) Direct copying of text from a book, article, fellow student's essay, handout, thesis, web page or other source without proper acknowledgement.

(ii) Claiming individual ideas derived from a book, article etc. as one's own, and incorporating them into one's work without acknowledging the source of these ideas.

(iii) Overly depending on the work of one or more others without proper acknowledgement of the source, by constructing an essay, project etc. by extracting large sections of text from another source, and merely linking these together with a few of one's own sentences.”

ReferenceProcedures for Handling Cases of Suspected Cheating, including Plagiarism, in University Assessments, 2003, [online] Available: http://www.ex.ac.uk/admin/academic/tls/tqa/plag1.htm [2003, 2 Jun.]

Extracts from the Riverina Access Partnership 2009 HSC Assessment Guidelines, page 11.

“6. Academic Misconduct

The Access Program expects students, in their studies and research, to abide by accepted protocols that are designed to ensure the integrity and reputation of their school. In particular, students are required to: -

Acknowledge their use of another’s work in essays and other written work, Not allow others to use their work without acknowledgment, Honestly report the findings of their study and research and Use only approved information and materials in examinations.”

“Marks will be lost up to 100% for any of the following incidents of Academic misconduct:

Cheating during an Assessment Task, Copying from another student and claiming that work as their own, Allowing other students to copy their work, Plagiarism of material with no due acknowledgement.”

Use the many good websites that give examples and tutorials on how to give due acknowledgement in your work.

Use these and ask your teachers or mentors exactly how to present your work.

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REFERENCING HARVARD SYSTEM

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Introduction Why reference?When you use the ideas of another person in your work, you must acknowledge this. Referencing allows the reader to find the same sources of information that you did, to enable them to read more on the topic or to check your interpretation. It is also important to give credit where it is due. Referencing makes it clear when you are drawing your own conclusions from the evidence presented, or where you are quoting or paraphrasing from another person's work. Most importantly, by referencing you avoid plagiarism.

Plagiarism is to pretend that ideas or language of other people are your own. In your assignments, you imply that all of the ideas and language are your own, unless you explicitly indicate otherwise. If you fail to make clear that sections of your work are not your own, then you are guilty of plagiarism. Plagiarism is stealing, and is a very serious offence.

When to reference You must reference when:

quoting the exact words of another writer

paraphrasing - putting the work of another writer into your own words

summarising - using ideas or material directly based on the work of another writer

How to referenceReferencing involves:

citing references (i.e., identifying and acknowledging your sources) within your essay

produce a Reference List or Bibliography at the end of your assignment

Referencing styles There are many different reference styles. Some of the more common styles are the Harvard, APA (American Psychological Association), numbered footnote, and numbered endnote styles. Each discipline or faculty requires that you use a particular style when you are presenting your essays for marking. It is important that you use the style which your department or faculty specifies. These notes are based on the Harvard (or author-date) style of referencing

In-text Citations In the Harvard System, at the point in your assignment that you mention another writer's work, it must be

identified by giving the author's surname and the year of publication.

1. When the author's name occurs naturally as part of the sentence, place the year of publication in parentheses after the name.

In her well-known study, Shaw (1998) states that ...

2. When the name is not in the text, place the surname and year in parentheses at an appropriate point (often best placed at the end of a sentence)

A recent study has shown that certain medications can assist in the treatment of Alzheimer's disease (Murrell 1999).

3. When more than one work is cited, separate the details with semi-colons.

(Harvey 1993; Braddon 1995)Harvey (1993) and Braddon (1995) showed that ...

4. When there are two or three authors, cite all authors.

(Slater & Johnson 1996)(Johnson, Greene & Slater 1997)Johnson, Greene and Slater (1997) theorised that ...

5. When there are more than three authors, only use the surname of the first author followed by 'et al.' (and others).

(Blackett et al. 1995)Blackett et al. (1995) found that ...

6. Page numbers may be included.

(Lawson 1989, p. 154)

7. When there is more than one work by the same author published in the same year they should be distinguished from each other by attaching a lower case letter to the publication date.

(Robinson 1992a; Robinson 1992b)

8. When there is no publication date, use n.d. for no date.

(Rankin n.d.)Rankin (n.d.) disagreed with ...

9. When there is no author, items should be cited using the title. Do NOT use Anon. or Anonymous.

(Oxford dictionary for scientific writers and editors 1991)Oxford dictionary for scientific writers and editors (1991) defines ...

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10. When referring to a source quoted in another work, cite both in the text.

The results of a study by James (1978 cited in Randall 1989) demonstrate that ...(James 1978 cited in Randall 1989)

(You will only list the work by Randall in your bibliography)

Formatting a Bibliography Bibliographies must:

be in alphabetical order by the author's surname. (For works with no author, list by the title and include in the alphabetical author list)

have all the required elements listed in the correct order

use correct and consistent punctuation

Printed SourcesBooksList the following details, in order:

1. name/s of author(s), editor(s) (surname, and initials)2. year of publication3. title of publication (in italics)4. edition if other than the first5. publisher6. place of publication

Single author/editor

Rosner, B. A. 1990, Fundamentals of biostatistics, 3rd edn., PWS-KENT Publishing, Boston, MA.

Two or more author(s)/editor(s)

Jacobs, P. A., Price, W. H. & Law, P. (eds.) 1970, Human population cytogenetics, Edinburgh University Press, Edinburgh

No author/editor

If there is no author or editor, use the title as the first element in the citation, followed by the year.

Oxford dictionary for scientific writers and editors, 1991, Clarendon, Oxford.

Chapters in BooksList the following details, in order:

1. author(s) of chapter (surname, initials)2. year of publication3. chapter title (in single quotation marks ' ')4. title of book (in italics)

5. editor/s of book6. publisher7. place of publication8. page numbers of chapter

Furlani, P. R. & Bastos, C. R. 1990, 'Genetic control of aluminium tolerance in sorghum', in Genetic aspects of plant mineral nutrition, eds. N. El Bassam, M. Dambroth & B. C. Loughman. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 215-219.

Journal ArticlesList the following details, in order:

1. author/s of article (surname, initials)2. year of publication3. title of article (in single quotation marks ' ')4. journal name (in italics)5. volume number (abbreviated vol.)6. issue number (abbreviated no.)7. page number(s) (abbreviated p. or pp.)

Cohen, J. 1997, 'Can cloning help save beleaguered species?', Science, vol. 276, no. 5317, pp.1329-1330.

Newspaper ArticlesList details as for journal articles, using date instead of volume and issue number.

Rifkin, J. 2000, 'Halt before we reap the whirlwind', Sydney Morning Herald, 25 Jul., p. 15.

Conference PapersList details as for chapters in books.

Thoms, M. C. & Swirepik, J. 1998, 'Environmental flow management in New South Wales, Australia', in Hydrology in a changing environment: proceedings of the British Hydrological Society International Conference, Exeter, July 1998, eds. H. Wheater & C. Kirby, Wiley, Chichester, pp. 281-287.

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Non-Book Resources (Multimedia)VideosList details as for book, and include the form of the item, e.g., videorecording, after the title.

DNA sequencing (videorecording) 1990, Taped Technologies, Logan, Utah.

Electronic ResourcesOnline Journal Articles

List the following details, in order:

1. author(s) of article2. year of publication3. title of article (in single quotation marks ' ')4. journal name (in italics)5. type of medium (usually [online])6. volume number7. issue number8. page numbers or indication of length9. available statement: supplier/database name/article, accession or identifier number10. access date

Full text journal article from database

Wrubel, R. 1998, 'Biotechnology: right or wrong?' Bioscience, [online] vol. 48, no. 3, pp. 210(2), Available: Expanded Academic ASAP/A54085570 [2000, Mar. 9]

Journal article abstract from database

Kovacevic, M. & Schaeffer, S. W. 2000, [Abstract of] 'Molecular population genetics of X-linked genes in Drosophila pseudoobscura', Genetics', [online] vol. 156, no. 1, pp. 155-172, Available: Biological Abstracts/20435733 [2001, Mar. 15]

Full text journal article from an electronic journal

Altieri, M. A. 2000, Ecosystem health vol. 6, no. 1, pp. 13-23, Available: Blackwell Science Synergy [2001, Mar. 15]

Web PagesList the following details, in order:

1. author(s) of page2. date of publication3. title of page (in italics)4. type of medium5. available statement: address of web page (URL)6. access date

Caplan, A. L. 1995, If gene therapy is the cure, what is the disease? [online] Available: http://www.med.upenn.edu/%Ebioethic/genetics/articles/1.caplan.gene.therapy.html [2000, Mar. 10]

Web pages with no author

Cell division, 2000, [online] Available: http://www.cell-biology.com/division.html [2001, Mar. 15]

Web pages with no date

Wolniak, S. M. n.d., An Introduction to mitosis, [online] Available: http://www.life.umd.edu/cbmg/faculty/wolniak/wolniakmitosis.html [2001, Mar. 15]

Reference

Lloyd, H., 2002, Referencing Harvard System, [online] Available: http://www.newcastle.edu.au/services/library/biol1030/ref_harvard.html [2003, 2 Jun.

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HSC ASSESSMENT SCHEDULE CALENDAR2009/10

TERM 4 1 2 3 4 5Physics

6English Standard

7SLRLegal Studies

8Biology, ChemistryMathematicsGeneral MathsMusic, PDHPE, Visual Design (ACS_MA)

9Agriculture, Food Technology, Modern History, Senior Science, Visual Arts, Photography, Visual Design

Study Day

TERM 1 1 2Business StudiesGeographyEnglish Ext 2Ancient History

3Physics

4English AdvancedApplied Maths

5 6Music, Senior Science

7Ancient HistoryBiologyChemistry, English Extension 1

8English StandardMaths Extension PDHPE

9AgricultureFood TechMathematics, Visual Design (ACS_MA)Visual Design

10Modern History, Visual Arts, PhotographyEnglish Ext 2, Visual Design

Study Day

TERM 2 1 2 3 4English Standard

5PhysicsVisual Design (ACS_MA)

6 7Ancient HistoryGeographyLegal Studies

8Business StudiesFood TechGeneral MathsMusic, SLREnglish AdvancedVisual Design

9BiologyITWMathematics, Visual Arts,

10Modern HistoryPhotographyVisual Design (ACS_MA)

11

Study Day

TERM 3 1Applied MathsEnglish Ext 2PhotographyPDHPE, Visual Arts, Visual Design

2AgricultureAncient HistoryGeography, ITW, Legal Studies

3ChemistryEnglish Ext 1, English StandardEnglish Advanced

4 5 6 7 8 9 10

Study Day

HSC Assessment 2009/10NB. The completion date for final works in D&T and in Ind. Tech. is set by the Board of Studies. Students will be notified of this/these date/s by their

teachers, when available from the Board of Studies. Year 12 Work-placement - VET Students will be expected to do one week of work placement

59

Half YearlyExams

HSC TRIAL EXAMS

BLANK PAGE

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STUDENT / PARENT / GUARDIANACKNOWLEDGEMENT OF RECEIPT OF ASSESSMENT BOOKLET

Student Acknowledgement

I have read through and understand the assessment requirements of the courses that I am studying this year.

I understand all of the rules and requirements that operate within the Riverina Access Partnership.

Signed: ___________________________________________________________________________

Date: ___________________________________________________________________________

Parent Acknowledgement

I have read through and understand the assessment requirements of the courses that my son/daughter is studying this year.

I understand all of the rules and requirements that operate within the Riverina Access Partnership.

Signed: ___________________________________________________________________________

Date: ___________________________________________________________________________

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policy for assessment in the hsc course - … · web viewtable of contents 2 policy for assessment...

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