assessment guidelines preliminary - barellan · appendix d: assessment task cover sheet 47 ....

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Preliminary Assessment Guidelines

2019

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TABLE OF CONTENTS

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POLICY FOR ASSESSMENT IN THE PRELIMINARY COURSE 2019 4

1. STUDENT RESPONSIBILITIES 5

2. TEACHER RESPONSIBILITIES 6

3. ASSESSME TPOLICY 7

4. NON-COMPLETION OF AND NON-SUBMISSION OF ASSSESSMENT TASKS 8

5. EXAMINATION POLICY 10

6. ACADEMIC MISCONDUCT AND MALPRACTICE 12

7. RECORDING AND REPORTING PROCEDURES 12

8. THE REVIEW MECHANISM FOR STUDENTS 13

9. FURTHER INFORMATION 15

AGRICULTURE 16

ANCIENT HISTORY 17

BIOLOGY 18

BUSINESS STUDIES 19

CHEMISTRY 20

COMMUNITY AND FAMILY STUDIES 21

DESIGN AND TECHNOLOGY 22

EARTH AND ENVIRONMENTAL SCIENCE 23

ENGLISH (STANDARD) 24

ENGLISH (ADVANCED) 25

ENGLISH EXTENSION 1 26

FOOD TECHNOLOGY 27

GEOGRAPHY 28

INDUSTRIAL TECHNOLOGY METAL 29

INDUSTRIAL TECHNOLOGY TIMBER 30

INVESTIGATING SCIENCE 31

MATHEMATICS (EXTENSION) 32

MATHEMATICS (ADVANCED) 33

MATHEMATICS (STANDARD) 34

MODERN HISTORY 35

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION 36

PHOTOGRAPHY (CEC) 37

PHYSICS 38

SOFTWARE DESIGN & DEVELOPMENT 39

VISUAL ART 40

APPENDIX A: GLOSSARY OF HSC VERBS 41

APPENDIX B: PLAGIARISM – WHAT IS IT? 42

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APPENDIX C: CREATING A BIBLIOGRAPHY 43

APPENDIX D: ASSESSMENT TASK COVER SHEET 47

APPENDIX E: ASSESSMENT TASK NOTIFICATION PRELIMINARY COURSE COVER SHEET 48

APPENDIX F: ASSESSMENT TASK ILLNESS/MISADVENTURE – EXTENSION APPLICATION FORM 49

APPENDIX G: N WARNING LETTER PROFORMA 50

PRELIMINARY ASSESSMENT SCHEDULE CALENDAR 2019 52

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POLICY FOR ASSESSMENT IN THE PRELIMINARY COURSE 2019

INTRODUCTION

The Riverina Access Partnership was created to provide opportunities for isolated senior secondary students so that they may gain access to a broad Higher School Certificate education without having to leave their home school. This is made possible through the innovative use of technology. The Riverina Access Partnership offers significant advantages for students. Since 2000, Ardlethan, Ariah Park, Barellan and Hillston have formed a cluster of Riverina schools, Urana and Oaklands joined as partner schools in 2009, Lockhart in 2010 before Urana closed their secondary section in 2014. The schools are linked by a video conferencing system, complemented by a computer based audio visual link and social networking systems. Students study for their HSC via a mix of traditional lessons and videoconference lessons. A uniform approach to assessment in Years 11 and 12 is used in the schools, to ensure equity for each student studying through the Riverina Access Partnership in line with NSW Education Standards Authority (NESA) requirements. 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 to implement this approach and to reflect the new syllabus assessment and reporting requirements for new syllabuses in English, History, Mathematics and Science

THE RECORD OF SCHOOL ACHIEVEMENT (ROSA).

For each of the subjects studies during the Preliminary year, students will receive a grade, on the A – E scale. These grades will appear on each student’s ROSA and their HSC Record of Achievement. These grades will be entered with the NSW Education Standards Authority (NESA) requirements. Grades will not be awarded for VET courses – competencies achieved will be entered regularly through the year. Students who are intending to complete Year 11 and seek employment may choose to do the Literacy and Numeracy test in May and October (these dates may change). The best result will form part of the ROSA documentation if required. Rationale Internal school assessment is used to complement the results attained by external examination. The purposes of internal assessment are to: • Assist student learning • Assess student achievement of course outcomes. • Provide evidence of satisfactory completion of a course, or: In a standards referenced approach to assessment, the following features will be followed: Teachers will assess against standards.

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.

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Students will know before the task the criteria on which they are to be judged, including outcomes and marking rubrics where appropriate.

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 Students will receive feedback that recognises what they can do and what they need to do in order to

improve their level of performance. 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 are found later in this document and on the course moodle page).

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 result in a

zero mark. Be aware of the procedures to be followed if absent (such as illness, misadventure) when a task is

to be submitted, or completed in class or when an extension is sought. Check for assessment task information when returning from an absence from class or school.

(ii) Assessment Tasks

• Students must submit their task on the due date before 9 am. Any assessment tasks received after 9.15 will receive Zero (unless Illness/Misadventure is granted.)

• Task submission is to be done electronically through the Moodle Course for that subject. Tasks should be uploaded to the relevant Assessment task upload facility in the assessment section. (As stipulated on the assessment task notification). Students should check their finished uploaded task as a way of ensuring the correct task has fully uploaded to Moodle.

• In the event of technology failure, or for practical works, students should the revert to

submitting a copy of the Assessment Task with Appendix D, Assessment Task Cover Sheet attached, on the Due date, before 9 am, to the School Front Office and obtain the appropriate receipt.

• In-class tasks are to be sat at the time specified on the assessment notification.

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• Students must inform their teacher immediately if a task is scheduled for a date that they already have a task scheduled in another subject.

• Students must present their own work: refer to HSC All my own work

• Students need to make a reasonable effort to submit work that is of an acceptable standard and

in an appropriate format. The student must show that they have applied themselves with diligence and sustained effort to the set tasks and experience provided in the course.

• Students must not interfere with the efforts of others. In-class tasks will be administered as per

the Higher School Certificate Rules.

• Students must acknowledge all sources of information, as per the standard bibliography format attached to this booklet. APPENDIX C: CREATING A BIBLIOGRAPHY.

• If an unforeseen illness or misadventure occurs that prevents the student sitting the task, the

student or their representative must notify the school immediately, and submit a completed Illness/Misadventure form, APPENDIX F: ILLNESS/MISADVENTURE- EXTENSION APPLICATION FORM within 10 school days of the task due date.

(iii) VET Practical Sessions

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

competency and to show achievement of course outcomes.

2. Teacher Responsibilities Coordinating teachers must: Ensure that students have a copy of the Preliminary Course Assessment Schedule for their course. Follow the Assessment Schedule for their course ensuring that outcomes listed in the schedule are

assessed as per the listed task and that the task runs when scheduled. 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 Notification should be uploaded to Moodle,refer to APPENDIX E, and sent to the Students, Co-Teachers in each school and the Head Teacher Access. A teacher may need to show evidence of the task being sent and received by each student.

Ensure that an extension of time for individual students be negotiated between the ISAC of the

individual student’s school and the student. The Co-ordinating Teacher MUST then receive the extension of time notification and file for assessment purposes.

File a copy of the assessment task, including the outcomes and marking rubrics where appropriate,

with their programs. Ensure that non-assessment periods are adhered to (e.g. 1 week before the commencement of

exams, work placement and RAP excursions). 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

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Executive for consideration and possible approval. TWO WEEKS written notice must still be given to students prior to assessment date.

Ensure that the Riverina Access Partnership expectation, that students be given feedback regarding their task within two weeks of receipt of the task at the Coordinating Teacher’s school, is adhered to.

Update RAP Sentral Markbook for their course and provide their co teachers with a copy, within

three weeks of receipt of the task. 3. Assessment Policy Due to the unique nature of each subject, there will be assessment requirements that are specific to a particular syllabus. A. Total Number of Tasks Formal assessment tasks have been capped at three, one of which may be the Final Preliminary Examination. The minimum task weighting is 20% and the maximum task weighting is 40%. Formal written examinations that mimic the HSC have been capped at one. B. Notice Given to Students 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 APPENDIX E: Assessment Task Notification Proforma. C. Across School/Subject Co-ordination The Riverina Access Partnership will ensure that: Individual faculty assessment tasks have a reasonable spread.

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.

Refer to APPENDIX E: Assessment Task Notification Proforma. 4. Non-Completion of and Non-Submission of Assessment Tasks

• For tasks not completed in class, task submission is to be done electronically through the Moodle Course for that subject. Tasks should be uploaded to the relevant Assessment task upload facility in the assessment section (as stipulated on the assessment task notification).

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Students should check their finished uploaded task as a way of ensuring the correct task has fully uploaded to Moodle.

• In the event of technology failure, or for practical works, students should the revert to

submitting a copy of the Assessment Task with Appendix D, Assessment Task Cover Sheet attached, on the Due date, before 9 am, to the School Front Office and obtain the appropriate receipt.

• Any task submitted late without valid reason will receive a mark of zero for the task; refer to

the Assessment Certification and Examination Manual. Students who feel that they have a valid reason for submitting a task late should follow the procedures as set out under the heading, A. Action to be Taken By Students When Illness/Misadventure Occur and/or B. What to Do To Apply For an Extension of Time, below. 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. 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. This must be completed two days prior to the due date and given to their ISAC. Students must use the Illness / Misadventure and Extension Application form (refer to APPENDIX F which can be copied from the back of this booklet). Technical failures related to computing equipment will not constitute sufficient grounds for the granting of an extension or a misadventure. 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. All students have access to One Drive and Google Docs thorugh their DoE email account that can beused to bakcup their work.

A. Action to be Taken By Students When Illness/Misadventure Occurs. Step 1 - If an unforeseen illness or misadventure occurs, that prevents the student submitting or

sitting the task, the student or their representative must notify the school immediately, and submit a completed Illness/Misadventure form APPENDIX F 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 Illness/Misadventure 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 leave,as per the

Assessment Certification and Examination manual the ISAC within the student’s school, in consultation with the Coordinating Teacher and/or the Co-Teacher of the subject, as required, will make a ruling. The student will be notified of the ruling as well as the Coordinating Teacher and Co-Teacher. Copies of all documentation will be sent to the Coordinating Teacher, Co-Teacher, Head Teacher Access and the Student.

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

B. What To Do To Apply For an Extension of Time

Step 1 - Students must fully complete the Extension of Time form at least two days prior to the

submission date, APPENDIX F attaching any relevant documentation. Step 2 - Students must ensure that parents/guardians and themselves have signed the Application form. Step 3 - The Co-Teacher or 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/misadventure or endorsed

leave, (refer to the Assessment Certification and Examination Manual the ISAC within the students school, in consultation with the Coordinating Teacher and/or the Co-Teacher of the subject, as required, will make a ruling. The student will be notified of the ruling as well as the Coordinating Teacher and Co-Teacher. Copies of all documentation will be sent to the Coordinating Teacher, Co-Teacher, Head Teacher Access and the Student.

Each situation of a student’s failure to submit assessment tasks will be reviewed by the Principal, ISAC,

Head Teacher Access and the Coordinating Teacher and/or the Co-Teacher of the subject, as required and to be minuted at the RAP Executive meeting.

C. Criteria for Teachers Giving Substitute Tasks Where the result of an Assessment Task was affected for valid reasons (eg illness or endorsed leave or maladministration of the task, refer to the Assessment Certification and Examination Manual) 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, APPENDIX F 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 may or may not be made up due to the nature of the tasks (except in exceptional circumstances) at the discretion of the Coordinating Teacher and in consultation with the appropriate ISAC. D. Non-Attempt or Non Serious Attempt at an Assessment Task In 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 the task or components of the task that are deemed to be non serious attempts. Record a zero mark in the assessment record for the student, Inform the parents/guardians of the situation using the ‘N Warning Letter’ link in RAP Sentral Wellbeing. Inform the In School Access Coordinator from the student’s school and the Head Teacher Access of the

non-attempt.

https://ace.nesa.nsw.edu.au/appeals/illness-misadventure

https://ace.nesa.nsw.edu.au/appeals/illness-misadventure

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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. If upheld by the NSW Education Standards Authority 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. In cases of this nature the teacher will encourage the student to complete outstanding tasks, and if necessary refer to the Principal, In School Access Coordinator and the Head Teacher Access. F. N determination Letters For courses where school assessment marks are submitted, students must make a genuine attempt at assessment tasks that total more than 50% of the available school assessment marks for that course. If the Principal determines that the above course completion criteria (a b c), as per the ‘N Warning Letter’ are not being met, the Student will be given written warning in sufficient time to correct any problems regarding their satisfactory completion of course requirements. A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will then issue an ‘N’ determination (non-completion of course requirements) for that course. The Student has the right to appeal to the school against this determination. If unsuccessful, the Student may appeal to the NSW Education Standards Authority. The Principal will advise the Student of this right and explain the appeal process. If the Student receives an ‘N’ determination for a course, they will receive no results in that course. Until the Students receive results in 12 Preliminary units and 10 HSC units, the Student will not be eligible for the award of a Higher School Certificate. Refer to the HSC Rules and Procedures Processes 5. Examination Policy Final Preliminary Examinations will be coordinated so as to occur at the same time at all schools. This may also apply to in class test like tasks. 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 (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) speak to any person other than a supervisor during an examination; (b) behave in any way likely to disturb the work of any other student or upset the conduct of the examination; (c) attend an examination while under the influence of alcohol or illegal drugs; (d) 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; (e) take a mobile phone into the examination room; (f) take any electronic device into the examination room, unless approved by the NSW Education Standards Authority; (g) take any examination booklets, whether used or not, from the examination room.


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(h) eat in the examination room except as approved by the examination supervisor; (i) smoke in the examination room.

(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 demonstrate malpractice 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, the student must be at the examination location at least 10 minutes before the start of each examination.

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

(xi) If illness or misadventure occurs before the examination and the student is 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. RAP will not accept an illness/misadventure appeal if the reason for the absence is not considered to be sufficiently serious. The student should consult their School Principal before deciding not to attend an examination. Professional advice, eg from a doctor, must also be provided with the appeal, indicating why they were unfit to attend the examination.

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

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

(xv) If the student feels that the administration of a task disadvantaged them, the student then needs to go to the ‘Review of Assessment task Procedure’, in point 8, Review Mechanism for students.

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 (Refer to Section 4). 6. Academic Misconduct and Malpractice

The Riverina Access Partnership expects students, in their studies and research, to abide by accepted protocols that are designed to ensure the integrity and reputation of their school. Academic Misconduct or Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others. To prevent such a situation arising it is expected that students will:

• Have completed “All My Own Work” an on-line NESA module.

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• Not copy someone else's work in part or in whole, and presenting it as their own • Not use material directly from books, journals, CDs or the internet without reference to the source • Not build on the ideas of another person without reference to the source • Not buy, steal or borrow another person's work and presenting it as their own • Not submit work to which another person such as a parent, coach or subject expert has contributed

substantially • Not use words, ideas, designs or the workmanship of others in practical and performance tasks

without appropriate acknowledgement • Not pay someone to write or prepare material • Not breach school examination rules • Not use non-approved aides during an assessment task • Not contrive false explanations to explain work not handed in by the due date • Not assist another student to engage in malpractice.

Issues of Academic misconduct will be referred by the Coordinating teacher or Co-Teacher to their ISAC. A panel will be formed consisting of the Head Teacher Access, the Coordinating Teacher’s Principal and the student’s Principal (also known as the Assessment Review Panel), for deliberation. The student and Parent(s)/Guardian(s) will be informed of the process. The panel will review each case of Malpractice or Misconduct on its merits, considering all the issues, in order to arrive at a fair conclusion and make recommendations to the student’s Principal. In cases of proven Malpractice or Misconduct, the Coordinating teacher will then ensure the details are forwarded to their local school NSW Education Standards Authority Coordinator to enter the details onto the NSW Education Standards Authority Malpractice Register.

Marks may be lost up to 100% of total available marks, in those components of the task deemed to be affected by Malpractice and Academic Misconduct. 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, in the RAP Sentral Markbook, this is in addition to the Coordinating 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: within three weeks of receiving the Assessment Task, a progressive record sheet will be sent to the Head Teacher Access and Co-teacher 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 Access and the Principals or their delegates in other schools for submission to the NSW Education Standards Authority. B. Reporting by Teachers to Students As with all work done by the student, it is essential that results from Assessment Tasks be returned to the student within 2 weeks upon the task being received at the Coordinating teachers school. Although students understandably expect feedback as a result of undertaking tasks of this nature, it should be noted that the NSW Education Standards Authority requires that the final assessment mark for the subject remains confidential. Students are entitled to receive a mark for the task, a rank for the task and their cumulative rank for the course. “Where a student has failed to either submit/sit a task and/or an application for Illness/Misadventure or Extension of time the Co-Teacher MUST notify the Coordinating Teacher within 1 week of the due date”. Then the Coordinating teacher, in collaboration with their ISAC, the student’s ISAC and the Head Teacher Access, will arrange for the appropriate ‘N Warning Letter’ to be sent to the student’s parent/guardians. Warning letters must be signed by the Principal or delegate of the student’s home school. The home school

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will maintain a record of these letters and counsel the student before she/he has gone beyond the point where a course result cannot be redeemed. 8. The Review Mechanism for Students A. 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. The casting vote for issues that require Principal’s determination is with the School Education Director. The casting vote on all other issues/processes is with the Head Teacher Access. It is anticipated that the review mechanism will be 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/Teacher to have the administration of an Assessment Task reviewed. The student/Teacher must make an application for review 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, the review will be conducted by a panel comprising

of only the Student’s Principal(s), Head Teacher Access and the Coordinating Teacher(s) of the course involved.

Students/Teachers will be informed in writing, of the results of the review by the Head Teacher Access.

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9 Further Information

School Contacts

Name Role School Phone Email James Gordon Head Teacher

Access ACS 0429 862 123 [email protected]

Judith Whyte RAP Admin. ACS 6978 2204 [email protected]

Grant Lloyd Principal ACS 6978 2046 [email protected]

Kate Blunt ISAC ACS 6978 2046 [email protected]

Justin Dunn

Principal APCS 6974 1105 [email protected]

Bianca Horne

ISAC APCS 6974 1105 [email protected]

Paul Laing

Principal BCS 6963 9202 [email protected]

mailto:[email protected]


mailto:kerrilee%[email protected]




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Lauren Forner ISAC BCS 6963 9202 [email protected]

Sandy Ryan Principal HCS 6967 2277 [email protected]

Johana McCarthy ISAC HCS 6967 2277 [email protected]

Janine Dunne Principal LCS 6920 5209 [email protected]

Tim White

ISAC LCS 6920 5209 [email protected]

Peter Craft Principal OCS 6035 4290 [email protected]

Mel Elith ISAC OCS 6035 4290 [email protected]







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AGRICULTURE Coordinator: Mr Bray ACS

Agriculture - NSW Syllabuses

Course Description: Agriculture provides people with food, fibre, shelter and the possibility of diverse lifestyles. The Stage 6 Agriculture course provides students with opportunities to understand and appreciate the essential aspects of agriculture. The Preliminary course incorporates the study of the interactions between the components of agricultural production, marketing and management, while giving consideration to the issues of sustainability of the farming system. This is an ‘on-farm’, environment-oriented course.

Main Topics Covered Preliminary Course • Overview (15%) • Farm Case Study (25%) • Plant Production (30%) • Animal Production (30%)

Assessment Components from Syllabus Component Weighting

1. Knowledge and understanding of: • the physical, chemical, biological, social, historical and economic factors that

interact in agricultural production systems • the impact of innovation, ethics and current issues on Australian agricultural

systems

40

2. Knowledge, understanding and skills required to manage agricultural production systems in a socially and environmentally responsible manner

Knowledge of, and skills in, decision-making and the evaluation of technology and management techniques used in sustainable agricultural production and marketing

40

3. Skills in effective research, experimentation and communication 20

Assessment Schedule

Term / Week OUTCOMES ASSESSED

COMPONENT ASSESSED TASK DESCRIPTION Weighting %

1 2 3 Term 2

Wk 6 P1.1, P1.2, P2.3, P3.1, P5.1 20 15 Farm Case Study Report 35

Term 3

Wk 7 P1.1, P1.2, P2.1, P2.2, P4.1, P5.1 5 10 15 Agricultural Trial Report 30

Week 9/10

P1.1, P1.2, P2.1, P2.2, P2.3, P3.1, P4.1, P5.1 15 15 5 End of Preliminary

Examination 35

40 40 20 Total 100

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ANCIENT HISTORY Coordinator: Mr Laurich HCS

Ancient History - NSW Syllabuses Course Description The 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 Preliminary course: The course is comprised of three parts:.

• Part 1: Investigating Ancient History o The Nature of Ancient History o Case Studies – ‘Boudicca’ and ‘Palmyra and the Silk Road’

• Part II: Features of Ancient Societies o Ancient Egypt: Power and Image o Ancient Assyria: Weapons and Warfare

• Part III: Historical Investigation o This is designed to provide opportunities for students to engage in ONE historical investigation in

order to further develop relevant investigative, research and presentation skills that are at the core of the historical inquiry process.

Assessment Components:

Assessment

Schedule

Weighting Knowledge and understanding of course content 40 Historical skills in the analysis and evaluation of sources and interpretations 20 Historical inquiry and research 20 Communication of historical understanding in appropriate forms 20 100

Term / Week

Outcomes Assessed

Components Assessed

Task Weighting

Task Description

Component / Task Weightings

Communication Inquiry & Research

Historical Skills and Sources

Knowledge of Content

Term 1

Wk 11 AH11-6, AH 11-7, AH11-10

Content

Skills 30% Source Test 5 15 10

Term 2 Wk 10 *Draft

due Wk 7

AH11-1 to AH11-9 inclusive

Communication

Inquiry and Research

30% Research/

Presentation Project

10 20

Term 3

Wk 9/10

AH11-1 to AH11-7 inclusive AH11-10

Content Skills 40% Yearly Exam 5 5 30

100% TOTAL 20 20 20 40

hhttps://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/ancient-history-2017

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BIOLOGY Coordinator: Ms Butler HCS

Biology - NSW Syllabuses

Course Description: The study of Biology in Stage 6 enables students to develop an appreciation and understanding of biological concepts that are used to explore the diversity of life, from a molecular to a biological systems level, and the interactions between living things and the environments in which they live. Through applying Working Scientifically skills processes and the use of biological technologies, the course aims to examine how biological practices are developed and used. Modules covered in the Preliminary Course (120 indicative hours):

• Module 1: Cells as the Basis of Life • Module 2: Organisation of Living Things • Module 3: Biological Diversity • Module 4: Ecosystem Dynamics

Assessment Components from Syllabus

Component Weighting %

Skills in working scientifically 60

Knowledge and understanding of course content 40

100

Particular Course Requirements: • Students are to complete ONE Depth Study (minimum of 15 hours) during the Preliminary Course. • Students are to complete at least 35 indicative hours of practical/field work across the Preliminary course. This

may include time allocated to practical investigations in depth studies.

Assessment Schedule

Term / Week

Preliminary Outcomes Assessed

Component Assessed Task Description Weighting % Skills in

working scientifically

Knowledge and

Understanding Term 2 Wk 2 BIO11/12- 1, BIO11/12-2,

BIO11/12-3, BIO11/12-4, BIO11/12-5, BIO11/12-7, BIO11-8

20 10 Depth Study Report 30

Term 3 Wk 1 BIO11/12-3, BIO11/12-4,

BIO11/12-5, BIO11/12-6, BIO11/12-7, BIO11-10

20 10 Research Task 30

Wk 9/10

BIO11/12-1, BIO11/12-4, BIO11/12-5, BIO11/12-6, BIO11/12-7, BIO11/12-8, BIO11/12-9, BIO11/12-10, BIO11/12-11

20 20 End of Preliminary Examination

40

60 40

http://syllabus.nesa.nsw.edu.au/biology-stage6/

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BUSINESS STUDIES

Coordinator: Mrs Bray ACS Business Studies - NSW Syllabuses

Course Description: Business Studies encompasses the theoretical and practical aspects of business and management in contexts that students will encounter in life. Students are required to examine contemporary business issues and investigate aspects of business using hypothetical situations and actual business case studies. The Preliminary course examines the above with a focus on small to medium enterprises. Main Topics Covered in the Preliminary Course

Topic Percentage of Course time. • Nature of Business 20% • Business Management 40% • Business Planning 40%

Assessment Components from Syllabus Component Weighting Knowledge and understanding of course content 40

Stimulus-based skills 20 Inquiry and Research 20 Communication of business information, ideas and issues in appropriate forms

20

100 Particular Course requirements: No more than 50% weighting may be allocated to tests and examinations. 120 Indicative hours are required to complete the course. Assessment Schedule

Term / Week

OUTCOMES ASSESSED COMPONENT ASSESSED TASK DESCRIPTION Weighting %

Knowledge and

understanding

Stimulus based skills

Inquiry and Research

Comm

unication

Term 1

Week 9 P1, P2, P6, P7 P8 5 10 10

Topic 1: Nature of Business: Case Study

25

Term 3

Week 4 P1,P3, P6,P7,P9

15 10 10 Topic Three: Business Planning Business plan for a SME.

35

Week 9/10

P3, P4, P5, P8, P9, P10 20 10 10

Entire Course End of Preliminary course Examination.

40

40 20 20 20 100

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CHEMISTRY Coordinator: Mr M Clough BCS Chemistry - NSW Syllabuses

Course Description The study of Chemistry in Stage 6 enables students to develop an appreciation and understanding of materials and their properties, structures, interactions and related applications. Through applying Working Scientifically skills processes, the course aims to examine how chemical theories, models and practices are used and developed.

Main Topics Covered - Preliminary Course Module 1: Properties and Structure of Matter Module 2: Introduction to Quantitative Chemistry Module 3: Reactive Chemistry Module 4: Drivers of Reactions


Component Weighting

Skills in working scientifically 60%

Knowledge and understanding of course content 40%

Assessment Schedule

Task 1 Task 2 Task 3

Description Depth Study: Ideas in Chemistry

Depth Study: Practical Investigation Examination

Date Week 1, Term 2 Week 5, Term 3 Week 9, Term 3

Outcomes CH11/12-1, CH11/12-4, CH11/12-5, CH11/12-7,

CH11-8

CH11/12-1, CH11/12-2, CH11/12-3, CH11/12-7,

CH11-9, CH11-10

CH11/12-1, CH11/12-2, CH11/12-3, CH11/12-4, CH11/12-5, CH11/12-6,

CH11/12-7, CH11-8, CH11-9, CH11-10,

CH11-11 Components and Weightings Skills in working scientifically 20% 20% 20%

Knowledge and understanding of course content

10% 10% 20%

Total Weighting 30% 30% 40%

http://syllabus.nesa.nsw.edu.au/chemistry-stage6/

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COMMUNITY AND FAMILY STUDIES

Coordinator: Ms B Horne APCS Community and Family Studies - NSW Syllabuses

Course Description Community and Family Studies is designed to develop in each student an understanding of the diverse nature and interdependence of families and communities, within Australian society. The course enables students to plan and manage resources effectively in order to address contemporary issues facing families and communities.

Main Topics Covered Preliminary Course Resource Management Basic concepts of the resource management process (approximately 20% of course

time). Individuals and Groups The individual’s roles, relationships and tasks within groups (approximately 40% of

course time). Families and Communities Family structures and functions and the interaction between family and community

(approximately 40% of course time).


Component Weighting % 1. Knowledge and understanding of course content 40

2. Skills in critical thinking, research methodology, analysing and communication 60

Assessment Schedule

Term / Week OUTCOMES ASSESSED TOPIC ASSESSED

COMPONENT ASSESSED

TASK DESCRIPTION Weighting %

1 2

Term 2 Week 4 P1.1, P1.2, P2.1, P2.3,

P3.2, P4.1, P4.2, P5.1, P6.1

Resource Management, Individuals and Groups 10 20

Research Task

30

Term 3

Week 5 P3.2,P4.1,P4.2 Families and Communities 10 20 Case Study 30

Week 9/10

P1.1, P1.2, P2.1, P2.2, P2.3, P2.4, P3.1, P3.2, P4.1, P4.2, P5.1, P6.1, 6.2

Resource Management, Individuals and Groups + Families and Communities

20 20 Final Examination 40

40 60 Total 100

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/pdhpe/community-family-studies-syllabus

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DESIGN AND TECHNOLOGY Coordinator: Mr Whytcross - BCS

Design and Technology - NSW Syllabuses Course Description: In Preliminary Design and Technology students participate in hands-on, practical activities to achieve the outcomes of this course. Class activities are designed to develop knowledge and skills in designing and producing. The Design Projects involve students in the design, production and evaluation of a product, system or environment. Documentation of evidence of the application of the design process in a design folio is required for each project. Students will also learn to communicate their design ideas using a range of appropriate media.

Task number Task 1 Task 2 Task 3

Nature of task Designer Case Study Preliminary Project 1 Preliminary Project 2

Timing Term 1, Week 10 Term 2, Week 4 Term 3, Weeks 8

Outcomes assessed P1.1, P2.1, P2.2, P6.1 P3.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.2

P3.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.2

Components Weighting %


10 10 20 40

Knowledge and skills in designing, managing, producing and evaluating design projects

20 20 20 60

Total % 30 30 40 100

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/design-and-technology-syllabus

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EARTH AND ENVIRONMENTAL SCIENCE Coordinator: Mr White LCS

Earth and Environmental Science - NSW Syllabuses

Course Description: The Year 11 course investigates compositional layers of the Earth, the origins of minerals, tectonic movements and energy transformations that occur and includes the study of human impact on the Earth’s resources and its surface.

Modules covered in the Preliminary Course (120 indicative hours): • Module 1: Earth’s Resources • Module 2: Plate Tectonics • Module 3: Energy Transformations • Module 4: Human Impacts


Component Weighting %

Skills in working scientifically 60

Knowledge and understanding of course content 40

100

Particular Course Requirements: • Students are to complete ONE Depth Study (minimum of 15 hours) during the Preliminary Course. • Students are to complete at least 35 indicative hours of practical/field work across the Preliminary course. This

may include time allocated to practical investigations in depth studies. • One fieldwork exercise must be included in Year 11.

Assessment Schedule

Term / Week


Component Assessed Task Description Weighting % Skills in

working scientifically

Knowledge and

Understanding Term 1 Wk 9 EES11/12-1, EES11/12-4,

EES11/12-5, EES11/12-6, EES11/12-7, EES11-8

20 10 Field Study - Earth’s Resources

30

Term 2 Wk 9 EES11/12-3, EES11/12-4,

EES11/12-5, EES11/12-7, EES11-9

25 10 Presentation - Plate Tectonics

30

Term 3 Wk

9/10 EES11/12-2, EES11/12-4, EES11/12-5, EES11/12-6, EES11-8, EES11-9, EES11-10, EES11-11

15 20 End of Preliminary Examination

40

60 40

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-science/earth-and-environmental-science-2017

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ENGLISH (STANDARD) Coordinator: Mrs Drumore, Ms Forner

English Standard - NSW Syllabuses

Course Description: The study of English in Stage 6 develops in students an understanding of literary expression and nurtures an appreciation of aesthetic values. It develops skills to enable students to experiment with ideas and expression, to become innovative, active, independent learners, to collaborate and to reflect on their learning. This course enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world. Main Topics Covered in the Preliminary Course The course has two sections:

● Content common to the Standard and Advanced courses is undertaken through a unit of work called Reading to Write. Students explore texts and develop skills in synthesis as well as learning to compose a range of text types.

● Electives, a Close Study and a study of Contemporary Possibilities, in which students explore, examine and analyse texts and analyse aspects of shaping meaning and the ways in which texts and contexts shape, and are shaped, by different attitudes and values.

Particular Course Requirements: In the Preliminary English (Standard) course students are required to: ● Students are required to study ONE complex multimodal or digital text in Module A. (This may include the study of film.) ● Students are required to study ONE substantial literary print text in Module B, for example prose fiction, drama or a poetry text, which may

constitute a selection of poems from the work of one poet. ● Students must study a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital texts. ● The Year 11 course requires students to support the study of texts with their own wide reading.

Assessment Requirements In addition to the formal assessments listed in the table below, students in English Standard will also be assessed on an ongoing basis using the following practices: Assessment for learning: students will hand in a range of core tasks, specified in their weekly learning outlines, that they will be given formal feedback on how they can improve their understanding and skills. Assessment as learning: Students will be able to use self-assessment, peer-assessment and formal and informal feedback from the teacher to monitor and reflect on their learning progression. Assessment of learning: Student’s progress will be monitored against syllabus outcomes. Informal assessments: Ongoing class discussions, observations and questioning will be used to identify students’ strengths and areas for improvements. Assessment Schedule

Term / Week

Outcomes Assessed

Components Assessed

Task Weighting Task Description



Skills in responding to texts and communication of ideas appropriate

to audience, purpose and context across all modes

Term 1 / Week 11 2, 4, 7 Reading to Write 30%

Writing Portfolio (Core Task and

Reflection) 30

Term 2 / Week 3

Non- assessable Reading to Write N/A Exam N/A N/A

Term 2 / Week 10 3, 6, 8, 9 Contemporary

Possibilities 40% Multimodal Presentation 30 10

Term 3 Week 9/10

1, 3, 5 All Modules 30% Yearly Exam 20 10

TOTAL 50 50

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ENGLISH (ADVANCED) Coordinator: Ms James LCS

English Advanced - NSW Syllabuses Course Description: The study of English in Stage 6 develops in students an understanding of literary expression and nurtures an appreciation of aesthetic values. It develops skills to enable students to experiment with ideas and expression, to become innovative, active, independent learners, to collaborate and to reflect on their learning. The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global world. Main Topics Covered in the Preliminary Course The course has two sections:

● Content common to the Standard and Advanced courses is undertaken through a unit of work called Reading to Write. Students explore texts and develop skills in synthesis.

● Electives in which students explore, examine and analyse texts and analyse aspects of shaping meaning and the ways in which texts and contexts shape, and are shaped, by different attitudes and values.

Particular Course Requirements: In the Preliminary English (Advanced) course students are required to: ● Students must study a range of types of texts drawn from prose fiction, drama, poetry, nonfiction, film, media and digital

texts. ● The Year 11 course requires students to support their study of texts with their own wide reading. ● Study texts which are widely regarded as quality literature, including a range of literary texts written about intercultural

experiences and the peoples and cultures of Asia ● Explore a range of Australian texts, including texts by Aboriginal and/or Torres Strait Islander authors and those that give

insights into diverse experiences of Aboriginal and/or Torres Strait Islander Peoples ● Experience texts with a wide range of cultural, social and gender perspectives ● Compose integrated modes of reading, writing, listening, speaking, viewing and representing as appropriate.

Assessment Requirements In addition to the formal assessments listed in the table below, students in English Advanced will also be assessed on an ongoing basis using the following practices: Assessment for learning: students will hand in a range of core tasks, specified in their weekly learning outlines, that they will be given formal feedback on how they can improve their understanding and skills. Assessment as learning: Students will be able to use self-assessment, peer-assessment and formal and informal feedback from the teacher to monitor and reflect on their learning progression. Assessment of learning: Student’s progress will be monitored against syllabus outcomes. Informal assessments: Ongoing class discussions, observations and questioning will be used to identify students’ strengths and areas for improvements. Assessment Schedule

Term / Week

Outcomes Assessed

Components Assessed

Task Weighting

Task Description Component / Task Weightings


Skills in responding to texts and communication

of ideas appropriate to audience, purpose and

context across all modes Term 2 / Week 1 2, 4, 7 Reading to Write 30% Writing Portfolio

(Core Tasks) 30

Term 2 / Week 10 3, 6, 8, 9 Narratives that

Shape our World 40% Multimodal Presentation 30 10

Term 3 Week 9/10

1, 3, 5 All Modules 30% Yearly Exam 20 10

TOTAL 50 50

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english/english-advanced-2017

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ENGLISH EXTENSION 1 Coordinator: Ms Forner

English Extension - NSW Syllabuses

Course Description: The English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their understanding and appreciation of the cultural roles and the significance of texts. Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of responding to and composing texts. Students learn about research methodology to enable them to undertake extensive investigation used to develop extended compositions. Throughout the course students explore and evaluate multiple meanings and relative values of texts. They explore a range of conceptual frameworks for the reading and composition of texts and examine a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation. They engage with complex texts that intellectually challenge them to think creatively and critically about the way that literature shapes and reflects the global world. Main Topics Covered in the Preliminary Course The course has two components:

● Common Module: Texts, Culture and Value ● Related research project

(This project may be undertaken concurrently with the module)

Particular Course Requirements: In the Extension English 1 course students are required to: ● Study ONE prescribed text from the past and its manifestations in one or more recent cultures ● Select ONE text and study its manifestations in one or more recent cultures. ● Research a range of texts as part of their independent project ● Complete 60 indicative hours

Assessment Requirements In addition to the formal assessments listed in the table below, students in English Standard will also be assessed on an ongoing basis using the following practices: Assessment for learning: students will hand in a range of core tasks that they will be given formal feedback on how they can improve their understanding and skills. Assessment as learning: Students will be able to use self-assessment, peer-assessment and formal and informal feedback from the teacher to monitor and reflect on their learning progression. Assessment of learning: Student’s progress will be monitored against syllabus outcomes. Informal assessments: Ongoing class discussions, observations and questioning will be used to identify students’ strengths and areas for improvements. Assessment Schedule

Term / Week

Outcomes Assessed

Components Assessed

Task Weighting Task Description



Skills in responding to texts and communication of ideas appropriate

to audience, purpose and context across all modes

Term 1 / Week 10

EE11-2, EE11-3, EE11-6

Texts, Culture and Value 30% Imaginative

Response 15 15

Term 2 / Week 10

EE11-1, EE11-2, EE11-3, EE11-4, EE11-5

Independent Related Research

Project 40% Multimodal

Presentation 20 20

Term 3 Week 9/10

EE11-1, EE11-2,

EE11-3, EE-4, EE11-5

Texts, Culture and Value 30% Yearly Examination 15 15

TOTAL 50 50

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FOOD TECHNOLOGY Coordinator: Mr Andrew Donaldson LCS

Food Technology - NSW Syllabuses Course Description: The Preliminary course will develop knowledge and understanding about food nutrients and diets for optimum nutrition, the functional properties of food, safe preparation, presentation and storage of food, sensory characteristics of food, the influences on food availability and factors affecting food selection. Practical skills in planning, preparing and presenting food are integrated throughout the content areas.

Main Topics Covered Preliminary Course • Food Availability and Selection (30%) • Food Quality (40%) • Nutrition (30%)

Assessment Components from Syllabus Component Weighting%

A Knowledge and understanding of food technology 40 B Knowledge and skills in designing, researching, analysing and evaluating 30 C Skills in experimenting with and preparing food by applying theoretical concepts

30

Total 100 Assessment Schedule

Term/ Week


Task Weighting%

A B C

Term 1 Week 10 1.1, 1.2, 4.2 20 10 Food Availability and Selection

Report 30

Term 2 Week 8 2.2, 3.2, 4.1, 4.4, 4,.3,

5.1 10 20 Food Quality

Research/ Practical 30

Term 3 Week 9/10 1.1, 1.2, 2.1, 2.2, 3.1,

4.4, 5.1 20 10 10 Yearly Examination 40

Totals 40 30 30 100

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/technologies/food-technology-syllabus

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GEOGRAPHY Coordinator: Ms Jatan - HCS Geography - NSW Syllabuses

Course Description: The aim of Geography Stage 6 is to enable students to study the spatial and ecological dimensions of biophysical and human phenomena in a changing world. Students learn to undertake a senior geography project (SGP) by selecting and researching a geographical issue which relates to the Preliminary course using active inquiry methodologies. Main Topics Covered in the Preliminary Course • BIOPHYSICAL INTERACTIONS • GLOBAL CHALLENGES • SENIOR GEOGRAPHY PROJECT Assessment Components from Syllabus

Preliminary course The suggested components and weightings for the Preliminary course are set out below.

Component Weighting Knowledge and understanding of course content 40 Geographical tools and skills 20 Geographical inquiry and research, including fieldwork 20 Communication of geographical information, ideas and issues in appropriate forms 20 100

Term/ Week

Prel

im O

utco

mes

As

sess

ed

Component Assessed

Task

Wei

ghtin

g%

Know

ledg

e an

d un

ders

tand

ing

of

cour

se c

onte

nt

Geog

raph

ical

to

ols a

nd sk

ills

Geog

raph

ical

in

quiry

and

re

sear

ch,

incl

udin

g Co

mm

unic

atio

n of

ge

ogra

phic

al

info

rmat

ion,

idea

s an

d iss

ues i

n

Term 1 Week 9

P1, P2, P3, P8, P9, P10, P12 10 5 5 Research Task 20

Term 3 Week 2

P7, P8, P9, P10, P11, P12 10 10

10

10

Senior Geography

Project 40

Term 3 Week 9/10

P1, P2, P3, P4, P5,P6, P10, P12 20 5 5 10 Yearly

Examination 40

Totals 40 20 20 20 100

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INDUSTRIAL TECHNOLOGY -METAL

Metal and Engineering Coordinator: Mr Denham APCS

Industrial Technology - NSW Syllabuses

Course Description: Industrial Technology Stage 6 Preliminary course allows students to venture through a range of practical and theoretical skills aimed for the production of metal based projects. Student’s will study a wide array of topics including technical skills used in the metal industry as well as an industry study looking at a business organisation, roles and responsibilities, environmental impacts, laws and regulations. The overall objective of the course is to allow students a successful transition into the Higher School Certificate course where they complete a major project design and portfolio.

Topics Covered in the Preliminary Course

• Design, Management and Communication • Industry Study • Production • Industry Related Manufacturing Technology

Assessment Schedule Task number Task 1 Task 2 Task 3

Nature of task Industry Case Study Preliminary Project Yearly Examination

Timing Term 2, Week 4 Term 3, Week 5 Term 3, Weeks 9/10

Outcomes assessed P1.1, P1.2, P6.1, p6.2, P7.1, P7.2

P2.1, P2.2, P3.1, P3.1, P3.3, P4.1, P4.2, P4.3, P5.1,

P1.1, p1.2, P3.1, P4.3, P5.1, P6.1, P6.2, P7.1, P7.2

Components Weighting %


10 10 20 40

Knowledge and skills in the management, communication and production of projects

10 40 10 60

Total % 20 50 30 100

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INDUSTRIAL TECHNOLOGY TIMBER Timber Products and Furniture Industry

Coordinator: Mr Cooper HCS Industrial Technology - NSW Syllabuses

Course Description: Industrial Technology Stage 6 Preliminary course allows students to venture through a range of practical and theoretical skills aimed for the production of timber based projects. Student’s will study a wide array of topics including technical skills used in the timber industry as well as an industry study looking at a business organisation, roles and responsibilities, environmental impacts, laws and regulations. The overall objective of the course is to allow students a successful transition into the Higher School Certificate course where they complete a major project design and portfolio.


• Design, Management and Communication • Industry Study • Production • Industry Related Manufacturing Technology

Assessment Schedule

Task number Task 1 Task 2 Task 3

Nature of task Industry Case Study

Preliminary Project

Yearly Examination

Timing Term 2, Week 9 Term 3, Week 6 Term 3, Weeks 9/10

Outcomes assessed P1.1, P1.2, P5.1, P6.2, P7.1, P7.2

P2.1, P3.1, P3.2, P4.1, P4.2, P4.3,

P5.2

P1.1, P1.2, P2.1, P6.1, P7.1

Components Weighting % Knowledge and understanding of course content

10 10 20 40

Knowledge and skills in the management, communication and production of projects

10 30 20 60

Total % 20 40 40 100

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INVESTIGATING SCIENCE Coordinator: Ms Williams APCS

Investigating Science - NSW Syllabuses Course Description: The study of Investigating Science in Stage 6 enables students to develop an appreciation and understanding of science as a body of knowledge and a set of valuable processes that provide humans with an ability to understand themselves and the world in which they live. Through applying Working Scientifically skills processes, the course aims to enhance students’ analytical and problem-solving skills, in order to make evidence-based decisions and engage with and positively participate in an ever-changing, interconnected technological world. Main Topics Covered in the Preliminary Course

• Module 1- Cause and Effect- Observing • Module 2- Cause and Effect- Inferences and

Generalisations

• Module 3- Scientific Models • Module 4- Theories and Laws

Particular Course requirements: Scientific investigations include both practical investigations and secondary-sourced investigations. Practical investigations are an essential part of the Year 11 course and must occupy a minimum of 35 hours of course time, including time allocated to practical investigations in depth studies. Practical investigations include: ● undertaking laboratory experiments, including the use of appropriate digital technologies ● fieldwork. Secondary-sourced investigations include: ● locating and accessing a wide range of secondary data and/or information ● using and reorganising secondary data and/or information.

Assessment Schedule

Component Weighting Skills: develop skills in applying the processes of Working Scientifically.

60

Knowledge and Understanding: develop knowledge and understanding of cause and effect develop knowledge and understanding of models, theories and laws.

40

Values and Attitudes: develop positive, informed values and attitudes towards science recognise the importance and relevance of science in their lives recognise the influence of economic, political and societal impacts on the development of scientific knowledge develop an appreciation of the influence of imagination and creativity in scientific research.

Total 100

Term / Week

OUTCOMES ASSESSED COMPONENT ASSESSED TASK DESCRIPTION Weighting % KNOWLEDGE &

UNDERSTANDING SKILLS IN WORKING

SCIENTIFICALLY

Term 1 9 INS11/12-4, INS11/12-5,

INS11/12-6, INS11/12-7, INS11-8, INS11-9

10 20 Data Analysis Modules 1 and 2

30

Term 2 9 INS11/12-4, INS11/12-5

INS11/12-6, INS11/12-7 INS11-10, INS11-11

10 20 Making of a model Media presentation

Modules 2 and 3

30

Term 3 9/10 INS11/12-1, INS11/12-2

INS11/12-3, INS11/12-7 And one of:INS11-8, INS11-9

INS11-10, INS11-11

20 20 Depth Study Submission and presentation of

negotiated area of study Modules 1–4

40

40 60 Total 100

http://syllabus.nesa.nsw.edu.au/investigating-science-stage6/

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MATHEMATICS Ext 1

Coordinator: Mr S Kandeepan BCS Mathematics Extension 1 - NSW Syllabuses

Course Description: The Mathematics Extension 1 Year 11 course content is comprised of four topics: functions, trigonometric functions, calculaus and combinatorics. The assessment of the Preliminary Course in Mathematics will be based around the following guidelines:

Component

Description

Weighting

A Problem Solving, Reasoning and Justification

Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts

50

B Understanding, Fluency and Communicating

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

50

100 Assessment Schedule

Term/ Week

Outcomes Assessed

Component Assessment Weighting %

A B Term 1

Week 10 ME11-1,ME11-2, ME11-6 ,ME11-7 15 10 Essential Skills Test:

Functions 25

Term 2

Weeks 8 ME11-1 ,ME11-2 ME11-3ME11-6

ME11-7 15 20 Assignment/ Investigation 35

Term 3

Weeks 9/10

ME11-1 ME11-2 ME11-3 ME11-4 ME11-5 ME11-6

ME11-7

20 20 End of Preliminary Exam 40

TOTAL 50 50 100

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-extension-1-2017

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MATHEMATICS ADVANCED Coordinator: Mr S Kandeepan BCS Mathematics Adv - NSW Syllabuses

Course Description: The Mathematics Advanced Year 11 course content is comprised of five topics: functions, trigonometric functions, calculus, exponential and logarithmic functions, and statistical analysis. The assessment of the Preliminary Course in Mathematics will be based around the following guidelines:

Component Description Weighting

A Problem Solving, Reasoning and Justification.

Use of concepts, skills and techniques to solve mathematical problems in a wide range of theoretical and practical contexts 50

B Understanding, Fluency and Communicating.

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

50


Term/ Week

Outcomes Assessed

Component Assessment Weighting % A B

Term 1

Week 9 MA11-1,MA11-2 MA11-8,MA11-9 15 15 Topic Test

Functions 30

Term 2

Weeks 9 MA11-1,MA11-5 MA11-8,MA11-9 15 15

Assignment/ Investigation

30

Term 3

Weeks 9/10

MA11-1,MA11-2 MA11-3,MA11-4 MA11-5,MA11-6 MA11-7,MA11-8

MA11-9

20 20 End of Preliminary Exam 40

TOTAL 50 50 100

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-mathematics/mathematics-advanced-2017

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MATHEMATICS STANDARD Coordinators: Ms Williams APCS, Mr Stevens, APCS

Mathematics Standard - NSW Syllabuses

Course Description The Mathematics Standard courses are focused on enabling students to use mathematics effectively, efficiently and critically to make informed decisions in their daily lives. They provide students with the opportunities to develop an understanding of, and competence in, further aspects of mathematics through a large variety of real-world applications for a range of concurrent HSC subjects. Mathematics Standard 1 is designed to help students improve their numeracy by building their confidence and success in making mathematics meaningful. Numeracy is more than being able to operate with numbers. It requires mathematical knowledge and understanding, mathematical problem-solving skills and literacy skills, as well as positive attitudes. When students become numerate they are able to manage a situation or solve a problem in real contexts, such as everyday life, work or further learning. This course offers students the opportunity to prepare for post-school options of employment or further training. Mathematics Standard 2 is designed for those students who want to extend their mathematical skills beyond Stage 5 but are not seeking the in-depth knowledge of higher mathematics that the study of calculus would provide. This course offers students the opportunity to prepare for a wide range of educational and employment aspirations, including continuing their studies at a tertiary level.

Main Topics Covered Algebra MS-A1 Formulae and Equations, MS-A2 Linear Relationships

Measurement MS-M1 Applications of Measurement, MS-M2 Working with Time Financial Mathematics MS-F1 Money Matters Statistical Analysis MS-S1 Data Analysis, MS-S2 Relative Frequency and Probability

Assessment Components from Syllabus Component Weighting Understanding, fluency and communication 50

Problem solving, reasoning and justification 50



COMPONENT ASSESSED

TASK DESCRIPTION Weighting % UNDERSTANDING, FLUENCY AND

COMMUNICATION

PROBLEM SOLVING, REASONING AND

JUSTIFICATION TERM 2

Week 3 MS11-2, MS11-3, MS11-4, MS11-5, MS11-6, MS11-7,MS11-8, MS11-9, MS11-10,

15 15 In-Class Topic Test Open Book 30

TERM 2

Week 9 MS11-1, MS11-2, MS11-5 MS11-6,MS11-7,MS11-9, MS11-10

15 15 Assignment

Applied Mathematics Investigation

30

TERM 3

Week 9/10

MS11-1, MS11-2, MS11-3, MS11-4, MS11-5 MS11-6,MS11-7,MS11-8 MS11-9, MS11-10

20 20 Yearly Examination Limited Notes 40

50 50 Total 100

http://syllabus.nesa.nsw.edu.au/mathematics-standard-stage6/

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MODERN HISTORY

Coordinator: Ms O’Keefe BCS Modern History - NSW Syllabuses

The Year 11 course provides students with opportunities to develop and apply their understanding of methods and issues involved in the investigation of modern history. Students have the opportunity to engage in the study of a range of people, ideas, movements, events and developments that have shaped the modern world.

The Year 11 course comprises three sections:

• Investigating Modern History (60 indicative hours including ‘The Nature of Modern History’ and ‘Case Studies’). Students undertake at least one option from ‘The Nature of Modern History’, and at least two case studies.

• Historical Investigation (20 indicative hours) • The Shaping of the Modern World (40 indicative hours)

At least one study from ‘The Shaping of the Modern World’ is to be undertaken.

Component Task 1 Task 2 Task 3 Weighting %

Source Analysis Task

Investigating Modern History

Research and Essay Project

Historical Investigation

Yearly Examination

Term 1, Week 10 Term 2, Week 9 Term 3, Week 9/10

Outcomes assessed MH11-6 MH11-7 MH11-

9 MH11-10

Outcomes assessed MH11-2 MH11-4 MH11-

6 MH11-8 MH11-9

Outcomes assessed MH11-1 MH11-3 MH11-5 MH11-9


20 20 40

Historical skills in the analysis and evaluation of sources and interpretations

5 5 10 20

Historical inquiry and research

15 5 20

Communication of historical understanding in appropriate forms

5 10 5 20

Total % 30 30 40 100

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/hsie/modern-history-2017

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PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION Coordinator: Ms Denham HCS

Personal Development, Health and Physical Education (PDHPE) - NSW Syllabuses

Course Description The aim of PDHPE at Stage 6 is to develop in each student a capacity to think critically about key issues related to health and physical activity in order to make informed decisions that support and contribute to healthy, active lifestyles and communities. CORE TOPICS COVERED IN THE PRELIMINARY COURSE Core One: Better Health for Individuals (30% of course time) Core Two: The Body in Motion (30% of course time) Option A: First Aid (20% of course time) Option B: Outdoor Recreation (20% of course time)

ASSESSMENT SCHEDULE

Term/ Week Outcomes Assessed Task Description

Com

pone

nt 1

Com

pone

nt 2

Total Weighting

%

Term 1

Week 11 P1, P2, P3, P4 P5, P6, P15, P16

Core 1: Better Health for individuals: Health Report 10 20 30

Term 2 Week 10 P8, P9, P10, P11,

P16, P17 Core 2: The Body in Motion:

Movement Analysis 10 20 30

Term 3

Week 9

P1, P2, P3, P4 P5, P6, P7, P8, P9, P10, P11, P12, P14, P15,

P16, P17

Yearly Examination 20 20 40

Marks 40 60 100

Topic tests will be conducted at the end of each topic to give students the opportunity to practice written examinations and to consolidate their learning in PDHPE.

Component Weighting % Knowledge and understanding of course content 40

Skills in critical thinking, research methodology, analysing and communicating 60

Total 100

https://www.educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/pdhpe/pdhpe-syllabus

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CEC PHOTOGRAPHY Coordinator: Jeanette Gash APCS

Photography, Video and Digital Imaging - NSW Syllabuses Course Description: Students study and make photographic images in 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.

Topics Covered in the HSC Course

• Introduction to Practice in Digital Imaging • Introduction to Practice in Video • Individual/collaborative project • Occupational Health and Safety


Component Weighting% A Making

70

B Critical and Historical Studies

30

Total 100

Assessment Schedule

Term/Week Outcomes Assessed Component Assessed Task Weighting %

A B

Term 1 Week 10 M1, M3, M4, M5, CH5.

20 5 Black and White

Photography 25

Term 2 Week 6 M1, M2, M3, M4, M5,

CH1, CH2, 20 5 Manipulated

Forms. 25

Term 3 Week 8 M1, M3, M4, M5, M6,

CH3, CH4.

30 20 Diary and Portfolio Submission.

50

Totals 70 30 100

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-creative-arts/photography-video-and-digital-imaging

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PHYSICS

Coordinator: Ms McCarthy HCS Physics - NSW Syllabuses

Course Description The study of Physics in Stage 6 aims to enable students to develop an appreciation and understanding of the application of the principles of physics, and of the theories, laws, models, systems and structures of physics. It also enables students to apply Working Scientifically skills processes to examine physics models and practices and their applications.

Modules in the Preliminary Course Module 1: Kinematics Module 2: Dynamics Module 3: Waves and Thermodynamics Module 4: Electricity and Magnetism

Assessment Components from Syllabus Component Weighting Skills in working scientifically 60 Knowledge and understanding of course content 40

Assessment Schedule


COMPONENT ASSESSED TASK

DESCRIPTION Weighting % Skills in working scientifically

Knowledge and understanding of

course content Term 1

Week 9

PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-7

PH11-8

20 10 Practical Investigation 30

Term 2

Week 9

PH11/12-1 PH11/12-2 PH11/12-3 PH11/12-4 PH11/12-5 PH11/12-7 PH11-10

30 10 Depth Study Research and Presentation

40

Term 3

Weeks 9/10

PH11/12-1 PH11/12-4 PH11/12-5 PH11/12-6 PH11/12-7

PH11-8 PH11-9

PH11-10 PH11-11

10 20 End of

Preliminary Examination

30

60 40 Total 100

http://syllabus.nesa.nsw.edu.au/physics-stage6/

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SOFTWARE DESIGN AND DEVELOPMENT

Coordinator: Mrs Harding - HCS Software Design and Development - NSW Syllabuses

Course Description: The Preliminary course introduces students to the basic concepts of computer software design and development. It does this by looking at the different ways in which software can be developed, the tools that can be used to assist in this process and by considering the interaction between software and the other components of the computer system.


• Social and ethical Issues • Hardware and software • Software development approaches • Defining the problem and planning software solutions • Construction and manipulation of software solutions • Programming in various programming languages


Component Weighting% Concepts and Issues in the Design and Development of Software 30 Introduction to Software Development 50 Developing software solutions 20

Total 100

Assessment Schedule

Component Task 1 Task 2 Task 3 Weighting % Minor

Programming Project

Major Programming Project

Yearly Examination

Term 1, Week 10 Term 3, Week 2 Term 3, Week 9/10

P1.1, P1.2, 2.1, P2.2, P3.1, P4.1

P1.2, P4.1, P4.2, P4.3, P5.2, P6.2, P6.3

P1.1, P1.2, P1.3, P3.1, P5.1, P5.2, P6.1

Knowledge and understanding about the development and impact of software solutions and the software development cycle 5 5 5 15

Design and development of software solutions 10 5 5 20

Project management techniques, including documentation, teamwork and communication 5 15 20 40

Project(s) 10 15 25

Total % 30 40 30 100

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/software-design-development-st6-syll-from2011.pdf

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VISUAL ART Coordinator: Ms Gash

Visual Arts - NSW Syllabuses Course Description: Visual Arts involves students in the practices of artmaking, 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 the 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 deep, 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 Preliminary Course focus on:

• 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 artworld • 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.


Component Weighting % Artmaking 50 Art Criticism & Art History 50 Total 100

Assessment Schedule

Term / Week Outcomes Assessed

Component Assessed

Task Description Weighting %

Artmaking Art Criticism & Art History

Term 1 Week 8 P7, P8, P9

.

25 Case Study Artist.

25%

Term 2 Week 8 P1, P2, P3, P4,

P5, P6. 50 Art Making – Mini

Body of Work. 50%

Term 3 Wk 9/10 P7, P8, P9,

P10

25 Yearly Examination. 25%

50

50

Total

100%

APPENDIX A: GLOSSARY OF HSC VERBS.

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-creative-arts/visual-arts-syllabus

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Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks. Account Account for: state reasons for, report on. Give an account of: narrate a series of events or

transactions Analyse Identify components and the relationship between them; draw out and relate implications Apply Use, 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 Explain Relate cause and effect; make the relationships between things evident; Provide why

and/or how

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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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Table_of_Contents APPENDIX B: 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.”

Reference - NSW Education Standards Authority HSC: All My Own Work Advice to students – HSC Assessments and Submitted Works Rules and Processes for Higher School Certificate Candidates. “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.

http://educationstandards.nsw.edu.au/wps/portal/nesa/home

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

http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/hsc-assessments-works-advice-students.html


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Table_of_Contents

APPENDIX C: CREATING A BIBLIOGRAPHY

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 reference

Referencing 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.

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(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 ...

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 Sources

Books

List the following details, in order:

1. name/s of author(s), editor(s) (surname, and initials) 2. year of publication 3. title of publication (in italics) 4. edition if other than the first 5. publisher 6. place of publication

Single author/editor

Rosner, B. A. 1990, Fundamentals of biostatistics, 3rd edn., PWS-KENT Publishing, BOSTESton, 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 Books List the following details, in order:

1. author(s) of chapter (surname, initials) 2. year of publication 3. chapter title (in single quotation marks ' ') 4. title of book (in italics) 5. editor/s of book 6. publisher 7. place of publication 8. 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 Articles


1. author/s of article (surname, initials) 2. year of publication 3. 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.

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Newspaper Articles

List 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 Papers

List 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.

Non-Book Resources (Multimedia)

Videos

List 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 Resources

Online Journal Articles


1. author(s) of article 2. year of publication 3. title of article (in single quotation marks ' ') 4. journal name (in italics) 5. type of medium (usually [online]) 6. volume number 7. issue number 8. page numbers or indication of length 9. available statement: supplier/database name/article, accession or identifier number 10. 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 Pages


1. author(s) of page 2. date of publication 3. title of page (in italics) 4. type of medium 5. 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_harvardtml [2003, 2 Jun.

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APPENDIX D: ASSESSMENT TASK COVER SHEET

Subject / Course

Access Class Teacher’s Name Coordinator’s Name/School

Student Name

School

Date Due

Assessment Title / Question/ Assessment Task Number

Number of Pages (not including cover sheet)

Date Handed in

Teacher who marks the Assessment Task to fill in the following Result 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). SIGNED:_____________________________

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APPENDIX E: ASSESSMENT TASK NOTIFICATION – PRELIMINARY COURSE COVER SHEET

SUBJECT:

TEACHER:

CO-TEACHER(s): SEND TASK TO: TASK NUMBER: (Insert Task Number here) DUE DATE: dd/mm/yy TOPIC: (Insert on line description of topic) MARKS: (What the task is to be marked out of)

WEIGHTING: (?)%

Outcomes to be assessed: (Insert outcomes from syllabus here) TASK DESCRIPTION:

ASSESSMENT CRITERIA FOR ALLOCATION OF MARKS: Your task will be marked according to your ability to

Head Teacher/Supervisor______________________ Date: ______________

Tick if emailing

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APPENDIX F: ASSESSMENT TASK ILLNESS /MISADVENTURE – EXTENSION APPLICATION FORM

Student’s Name

Subject

Title of Assessment Task/Task Number

Your Access Class Teacher’s Name

Your Access Subject Supervisor’s Name

Assessment Task Due Date Reason for the Illness/Misadventure and/or Extension (Please tick a box and provide specific details eg duration of illness, cause of misadventure.

Illness Misadventure Other (Please Specify) Details:

List of enclosures (Please tick a box and attach to application Doctors Certificate Letter from Parents/Guardian Other (Please Specify) Students Signature

Parent’s/Guardian’s Signature

I do / do not support this application for: Access Class Teacher / Access Subject Supervisor’s Signature Office Use Only In School Access Coordinator / Head Teacher Name

Date 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 DECISION BEING UPHELD /DECLINED: --------------------------------------------------------------

Student Copy Access Head Teacher copy Access Class Teacher Copy File Copy Access Supervisors Copy

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

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APPENDIX G: N WARNING LETTER PROFORMA RIVERINA ACCESS PARTNERSHIP Correspondence to: Mithul Street, Ardlethan 2665 Ph. (02) 6978 2046 Fax. (02) 6978 2202 Head 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, Teaching and Educational Standards 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) 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 Criteria Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ (non-completion of course) determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. To date, ____________________________(student 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)

* Course Completion Criteria


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The satisfactory completion of a course requires principals to have sufficient evidence that the student has:

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

experience provided in the course by the school; and c) 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 a Higher 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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PRELIMINARY ASSESSMENT SCHEDULE CALENDAR 2019

TERM 1

2019

1 2 3 Tuesday and Wednesday, Prelim Induction Camp

4 5

6

7

8 Visual Art, English Studies

9 Business Studies, Maths Adv, Physics, Investigating Science, Geography. EES

10 D&T, English Ext1, Food Technology, Modern History, Photography, SDD, Math Ext1

11 Ancient History, English Standard PDHPE

TERM 2

2019

1 English Advanced, Chemistry

2 Biology

3 Maths Standard, English Standard

4 D & T, CAFS, English Studies, IT Metals

5

6 Agriculture, Photography

7 Ancient History,

8 Visual Art, Maths, Food Technology, Math Ext1

9 Physics, IT Timber, Modern History,Investigating Science, Maths Standard,Math Adv EES

10 English Standard, English Advanced, English Ext1, Ancient History, PDHPE

TERM 3

2019

1 Biology

2 SDD

3 Geography

4 Business Studies

5 IT Metals, Chemistry, CAFS

6 IT Timber

7 Agriculture

8 English Studies, Photography

9 Begin Prelim Exams Start Thursday.

10 End Of Prelim Exams – Monday, Tuesday and Wednesday.

NB. The completion date for final works in D&T, Visual Art and in Ind. Tech. is set by the NSW Education Standards Authority. Students will be notified of this/these date/s by their teachers, when available from the Board of Studies, Teaching and Educational Standards. Year 11 Work-placement - VET Students will be expected to complete one week of work placement. – Weeks to be confirmed by your VET Teacher)

assessment guidelines preliminary - barellan · appendix d: assessment task cover sheet 47 ....

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