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HSC PRELIMINARY ASSESSMENT

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NYNGAN HIGH SCHOOL

HSC Preliminary Course

Assessment Policy

2015

NYNGAN HIGH SCHOOL

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HSC Preliminary Course Assessment Policy

Contents Grading Board Endorsed and Content Endorsed Courses ..................................... 4

HSC Preliminary Course Assessment Policy ................................................................................... 5 1. The Purpose of School Assessment ....................................................................... 6

2. Schedule of Tasks ........................................................................................................ 6 3. Notification of Tasks .................................................................................................... 6

4. Submission of Tasks ................................................................................................... 7 5. Task Return .................................................................................................................... 7

6. VET subjects .................................................................................................................. 7

6.1 VET Frameworks Courses (Category B) .............................................................. 7

6.2 VET Non Framework Courses/Content Endorsed Courses .......................... 8 7. Satisfactory Completion of HSC Preliminary Course ......................................... 8 8. Misconduct and Malpractice ..................................................................................... 8

9. Unsatisfactory Completion of Set Tasks ............................................................... 9 a) Late submission of tasks ........................................................................................ 9

b) Non submission of tasks ........................................................................................ 9 c) Non serious/inadequate attempt........................................................................... 9

10. Illness/Misadventure .................................................................................................... 9

11. Reviews and Appeals ................................................................................................ 10 12. Transferring Students ............................................................................................... 10

13. Acceleration and Accumulation ............................................................................. 11

14. Further Advice ............................................................................................................. 11 Frequently Asked Questions ............................................................................................................... 13 ASSESSMENT SCHEDULES 2015 .......................................................................................................... 19 Aboriginal Studies Preliminary ASSESSMENT PROGRAM 2015 .................................................... 20 Biology Preliminary ASSESSMENT PROGRAM 2015 ....................................................................... 21 Chemistry Preliminary ASSESSMENT PROGRAM 2015 .................................................................. 22 Community and Family Studies Preliminary ASSESSMENT PROGRAM 2015 ...................................... 23 Computing Applications Preliminary ASSESSMENT PROGRAM 2015 .................................................. 24 Dance Preliminary ASSESSMENT PROGRAM 2015 ............................................................................... 25 Drama Preliminary ASSESSMENT PROGRAM 2015 .............................................................................. 26 English Standard Preliminary ASSESSMENT PROGRAM 2015 ..................................................... 27 English Advanced Preliminary ASSESSMENT PROGRAM 2015 .................................................... 28 English Extension 1 Preliminary ASSESSMENT PROGRAM 2015 ................................................. 29 English Studies Preliminary ASSESSMENT PROGRAM 2015 ........................................................ 30 Industrial Technology Preliminary ASSESSMENT PROGRAM 2015 ...................................................... 32 Mathematics General Preliminary ASSESSMENT PROGRAM 2015 ............................................. 33 Mathematics Preliminary ASSESSMENT PROGRAM 2015 ............................................................ 34 Mathematics Extension 1 Preliminary ASSESSMENT PROGRAM 2015 ...................................... 35 Modern History Preliminary ASSESSMENT PROGRAM 2015 ......................................................... 36 Music 1 Preliminary ASSESSMENT PROGRAM 2015 ............................................................................ 37 PDHPE Preliminary ASSESSMENT PROGRAM 2015 ...................................................................... 38 Senior Science Preliminary ASSESSMENT PROGRAM 2015 ......................................................... 40 Society and Culture Preliminary ASSESSMENT PROGRAM 2015 ................................................. 41 Sport Lifestyle and Recreation Preliminary ASSESSMENT PROGRAM 2015 .............................. 42 Visual Arts Preliminary HSC ASSESSMENT PROGRAM 2015 ....................................................... 43 VET Hospitality Preliminary ASSESSMENT PROGRAM 2015............................................................... 44 VET Metals & Engineering Preliminary ASSESSMENT PROGRAM 2015 ............................................. 45 VET Primary Industries Preliminary ASSESSMENT PROGRAM 2015 ................................................... 46 Glossary of Key Words ............................................................................................................................ 50 2015 HSC Preliminary Personal Assessment Calendar ............................................................... 51


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Record of School Achievement (ROSA) Students choosing to leave school before the completion of their HSC will receive the NSW Record of School Achievement (ROSA).

The ROSA:

• is a record of achievement for students who leave school prior to receiving their HSC

• reports results of moderated, school based assessment

• is available when a student leaves school any time after they complete Year 10

• is cumulative and recognise a student’s achievements until the point they leave school

• shows a result for all courses completed in Year 10 and Year 11

• reliably compares students across NSW

• give students the option to take online literacy and numeracy tests

• offers the ability to record a student’s extracurricular achievements.

To qualify for the award of a Record of School Achievement, a student must have:

attended a government school, an accredited nongovernment school or recognised school

outside NSW

undertaken and completed courses of study that satisfy the Board’s curriculum and

assessment requirements for the Record of School Achievement

complied with any other regulations or requirements (such as attendance) imposed by the

Minister or the Board and

completed Year 10

Time of issue

It is proposed that the NSW Record of School Achievement not be a ‘one point in time’ document, but rather, a record of a student’s achievements up until the time they choose to leave school. Reporting on literacy and numeracy

Online literacy and numeracy tests are available to school leavers.

Students who leave school prior to the HSC have the option to take online literacy and numeracy tests two times during the year.

A Common Grade Scale will be used for all subjects studied.

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Grading Board Endorsed and Content Endorsed Courses

The Common Grade Scale is to be used to assign ROSA grades for students in Stage 5 courses that do not have subject-specific course performance descriptors. These include Board Endorsed Courses and Content Endorsed Courses such as Physical Activity or task & Sports Studies and Marine & Aquaculture Technology.

The Common Grade Scale describes performance at each of five grade levels.

A The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

B The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

C The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

E The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Nyngan High School Curriculum Pattern 2015

2015 Preliminary Subject Lines

Line 1 Line 2 Line 3 Line 4 Line 5 Line 6 Line 7-

offline

English

Standard

Mathematics Aboriginal

Studies

Senior

Science

CAFS

Drama Mathematics

Extension 1

English General Computing Biology PDHPE Metals and English


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Studies Mathematics Applications Engineering Extension 1

English

Advanced

Modern

History Music Visual

Arts/Visual

Design

Chemistry

SLR Primary

Industries Industrial

Technology-

Timber

Hospitality

Food

Technology

Dance Society and

Culture

Photographic

and Digital

Media

Category C (CEC: Content Endorsed Course) Category B

Photography, Digital Media VET courses

Visual Design

SLR

Computing Applications

General Mathematics 1

HSC Preliminary Course Assessment Policy “Students studying Preliminary and HSC courses must apply themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, regardless of whether or not these tasks contribute to the final assessment mark.” (Board of Studies: HSC Assessment: A Guide to Developing Procedures in Schools. P17) The Board of Studies is responsible for all aspects of the organisation and administration of Preliminary and HSC certification and accreditation.

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1. The Purpose of School Assessment The purpose of the School Assessment in reporting for the Higher School Certificate is to provide a summative measure of a student’s achievement based on:

A wider range of syllabus outcomes than may be measured by formal examinations or the external examination, although it must cover all objectives measured by the examination in the HSC course.

Multiple measures and observations made throughout the Higher School Certificate course rather than at a single, final examination.

The final assessment in a course will measure a student’s achievement relative to other students’ achievement.

The assessment submitted by a school will reflect the knowledge and skills objectives of the course and related outcomes. Values and attitudes are not assessed.

2. Schedule of Tasks

This appears as a table presenting all three terms of HSC Preliminary study. The Higher School Certificate Preliminary assessment procedures will commence no earlier than the beginning of Term 1 Year 11 and conclude no later than the Yearly Examination Term 3. This assessment overview for individual subjects will include:

The components and their weightings for each course as specified in the assessment requirements issued by the Board of Studies.

The nature of each assessment task (eg assignment, essay, test).

An indication of when the various assessment tasks will take place.

The weighting of each task in relation to the total assessment.

The outcomes to be assessed in each task. Every attempt has been made to ensure no student has more than two assessment tasks in any week. Where the assessment tasks involve students in substantial outside preparation, no more than two tasks will be set for completion on any one day.

While every attempt has been made to make the scheduling and nature of tasks as detailed as possible, students should note that the teaching program in each of the courses is flexible and minor changes may need to be made to the scheduling.

No assessment tasks can be scheduled in the week before the Half Yearly Examination or the Yearly Examination.

Students will be notified, in writing, of any alterations to the scheduling or nature of assessment tasks, or of any other changes to assessment procedures or policy. 3. Notification of Tasks Students will be informed in writing of the set dates and details of each assessment at least two weeks prior to the task. This notification will include:

The nature of the task (including a rubric); The outcomes being assessed; The weighting of the task; The due date of the task; The marking criteria of the task


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When a student returns to school from any absence, it is the student’s responsibility to enquire about any work set during the absence. If this set work includes assessment task information, the student must approach any teachers concerned to ensure that correct information is received and to discuss any necessary re-arrangements to the scheduling of each task. 4. Submission of Tasks Tasks should be submitted to the class teacher, the appropriate Head Teacher or the Front Office.

Each task submitted must have attached a completed Task Submission Form. The student must request the receipt section which must be signed and dated by the person receiving the assessment task.

Tasks set outside class time must be submitted by 8.38am on the morning of the due date.

Electronic submission of tasks where appropriate will be accepted. Tasks must be electronically received by the time set above. Tasks must be emailed using NSW Department of Education and Training email addresses. If you submit a task electronically you must request a delivery and read receipt. This is available through options on the menu bar in your email. You must keep this email as proof of submission. You must email your task to your class teacher and the

school. The school email address is [email protected]

Task dates will not be changed to accommodate students on suspension 5. Task Return Marked tasks will be returned to each student within two school weeks of the due date. Each marked task must include a ranking based on the total number of students studying that course. Students will receive meaningful feedback (written and oral) on each task. 6. VET subjects Assessment in VET subjects is based on your demonstrated competency. Assessment is continual and ongoing, and does not have specific assigned dates. All tasks you attempt may be used to assess your competency.

The purpose of assessment in this context is to judge competence on the basis of performance. A student’s performance is judged as being either competent or not yet competent against a prescribed standard. The judgement is made on the basis of evidence which can be in a variety of forms.

This will mean that for VET courses normal assessment procedures will not always apply. There will be no assessment schedule with weightings given at the beginning of the course. Whilst assessment is ongoing, two weeks written notice will be given for major assessment tasks. 6.1 VET Frameworks Courses (Category B) These courses have an optional HSC examination in Year 12. If the examination is undertaken it can be counted for the ATAR. Schools are not required to submit school-based assessment marks for these courses. They are, however, required to provide an estimated examination mark for all students entered for the optional examination. This mark should be an estimate of likely performance in the HSC examination and should reflect each student’s achievement on a task or tasks similar in nature to the HSC examinations, such as a trial HSC examination. It must be submitted at the same time as the school assessment marks for other HSC courses, but will be used only in the case of a successful illness/misadventure appeal.

mailto:[email protected]

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6.2 VET Non Framework Courses/Content Endorsed Courses These courses do not have HSC examinations. They do not count towards the ATAR. Assessment may be competency based. In addition, students may be required to do other assessment tasks. 7. Satisfactory Completion of HSC Preliminary Course A student will be considered to have satisfactorily completed a course if in the Principal’s view, there is sufficient evidence that the student has:

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

provided in the course by the school; and c) achieved some or all of the course outcomes; and d) completed all assessment tasks. However, if a student fails to seriously attempt

assessment tasks worth 50% or more of the final assessment mark, an “N” determination will be made for that course.

Adequacy of attendance will be determined by the Principal, who must give students early warning of the consequence of inadequate attendance. The Principal may determine that, as a result of inadequate attendance, the course completion criteria have not been met. Where a candidate has failed to satisfactorily study a course, the Principal will:

a) apply a “U” (Unsatisfactory) determination and advise the Board of Studies accordingly. Courses which are not satisfactorily completed will not be printed on Records of Achievement or Result Notices. This may result in a student being ineligible for the award of a Higher School Certificate.

b) Advise the candidate of the submission and the right of appeal.

8. Misconduct and Malpractice The following malpractices or misconduct are not acceptable.

copying someone else's work in part or in whole, and presenting it as their own

using material directly from books, journals, CDs or the internet without reference to the

source

building on the ideas of another person without reference to the source

buying, stealing or borrowing another person's work and presenting it as their own

submitting work to which another person such as a parent, coach or subject expert has

contributed substantially

using words, ideas, designs or the workmanship of others in practical and performance

tasks without appropriate acknowledgement

paying someone to write or prepare material

breaching school examination rules

using non-approved aides during an assessment task

contriving false explanations to explain work not handed in by the due date


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assisting another student to engage in malpractice.

Any other actions whereby the student adversely affects the opportunities for other

students to perform to their potential. The student must comply with the teacher’s instructions in relation to the assessment task. Whenever malpractice during an assessment task by a student is suspected, the incident will be referred to a panel to decide appropriate action. This may result in the student receiving a zero “0” mark for that task. 9. Unsatisfactory Completion of Set Tasks The Board of Studies expects all students to undertake all assessment tasks set. The minimum requirement for all courses is that the student undertakes tasks which contribute in excess of 50% of available marks.

a) Late submission of tasks The deadline for the submission of tasks set outside class time is 8.38am on the morning of the due date. Work submitted late will receive a zero “0”.

b) Non submission of tasks Failure to submit an assessment task will result in zero “0” being awarded

c) Non serious/inadequate attempt Tasks completed or submitted in a course that are, in the professional judgement of the teacher, not meeting a basic/elementary level of achievement of course outcomes can be awarded a zero “0” mark. Students who make a non-serious/inadequate attempt will be required to resubmit the task to a standard that meets course outcomes as required by the Board of Studies. However, the zero “0” mark stands.

If a student has been given a zero “0” mark because of failure to make a serious attempt at assessment tasks totalling 50% or more of the final course assessment mark, the Principal must certify that the course has not been studied satisfactorily. When a zero “0” mark has been awarded, the parent will be notified in writing with a Board of Studies Warning Letter and a new due date will be given for the task. If the task is then completed:

a mark of zero “0” remains for assessment purposes.

the award of “Unsatisfactory” is revoked.

If it appears that a student is at risk of not meeting the assessment requirements in a course, the Principal will ensure that the student and the parent or guardian are informed, in writing, of the problem. 10. Illness/Misadventure A student absent, due to illness or misadventure, from a task or the day a task is due must provide a valid explanation to cover the absence. Students must complete an Illness/Misadventure Application Form (available from your teacher, staffrooms or Front Office) within two school days of the student’s return to school. Failure to do this may result in a zero “0” mark being awarded.

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If illness is offered as a reason it will be necessary where possible to provide a Doctor’s Certificate, unless there are extenuating circumstances. A student absent from school on the day and assignment or project is due must:

Make every attempt to hand the task in before the due date; and Make arrangements for some other person to deliver the task to the school by the due

date. A student who completes a task but feels extenuating circumstances exist can apply for consideration of the circumstances at the time of the task. Students must complete and Illness/Misadventure Application Form (available from your teacher, staffrooms or Front Office).

If an illness/misadventure application is successful an extension of time may be granted on the same task or a substitute task may be arranged at a later time. If this is not feasible, an estimate based on previous assessment tasks or other appropriate evidence may be given. The Principal must approve the use of an estimate. 11. Reviews and Appeals Results of individual assessment tasks can only be queried at the time the task is returned to the students. Any student who wishes to appeal against the condition, administration or marking of a task should discuss the concern with the Class Teacher or Head Teacher and then complete and submit an Appeal Form (available from your class teacher, staffrooms or Front Office) which will be referred to a panel. Students will be informed in writing of the results of their appeal. Students can request a review of their final assessment ranking within any course, if they consider that the school’s order of merit for a particular course is not consistent with their expectations on the basis of their performance in the assessment tasks. These appeals need to be submitted by the date specified in The Higher School Certificate Events Timetable. The Board of Studies has stated that the review will not consider the way the marks were awarded. In its assessment review the school must determine whether:

The weightings specified by the assessment policies of each course conform with the Board’s requirements

The procedures used by the school for determining the final assessment mark conform with its stated policy

There are no computational or computer errors in the determination of the assessment mark.

12. Transferring Students The previous school is to provide assessment marks for HSC courses for students who transfer after 30th June in the year of the Higher School Certificate examination. The marks will be developed from assessment information collected during the students’ period at the school. For the purpose of moderation, these students will be treated as members of the previous school. If a student transfers before 30th June the Head Teacher may either:

a) ask the student to complete the missed tasks or substitute tasks OR b) use an estimate before the final mark is prepared, based on results in other assessment

tasks. Estimates should only be used after discussing individual cases with the Principal or Deputy Principal.


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13. Acceleration and Accumulation Students may undertake an HSC course in advance of their usual cohort or in less than the Board’s stated indicative times. Accelerants should complete all assessment tasks, or their equivalent, that are undertaken by students completing requirements in the normal time frame. However, there may need to be flexibility in the order and timing of assessment tasks. Therefore, programs of work may have to be specifically tailored to the accelerant's needs.

Students may accumulate HSC courses towards the Higher School Certificate over up to five years. Students who are accumulating must complete the relevant assessment tasks for each course. In the case of a student who is repeating a subject where a major work or project is required, the major work or project entered and marked in a previous year cannot be resubmitted without the special permission of the Board.

14. Further Advice Further advice about HSC Assessment can be given by your class teacher, Head Teachers,

Deputy Principal, Careers Adviser and the Board of Studies Liaison Officer (02) 6755 5043.

Stage 6 Examinations Expectations of Students

1. Examinations will be held in GYM unless otherwise indicated on the examination schedule.

2. Students will need to sign in or out during the examinations at the front office.

3. Students are expected to be in full school uniform for all examinations.

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4. Students must not leave (finish) the examination until 1 hour after the start of the examination nor leave (finish) the examination during the last 15 minutes of the examination.

5. During reading time, students must not write, use any equipment including highlighters, or annotate their examination paper in any way. For examinations in which dictionaries are permitted, students may consult their dictionary during reading time.

6. Normal school rules apply during the examination period.

7. Students who disrupt the examinations in any way will receive zero for that examination and be subject to other disciplinary procedures.

8. Students who are absent from examinations will be required to do the examinations in a manner organised by the school. Such students will need to follow the Illness, Accident and Misadventure Procedures in your assessment book.

9. Students on School Business, such as TAFE, must make prior arrangements with their Year Adviser, to complete examinations missed.

10. Students will be required to be prepared for all examinations by bringing pens, pencils, rulers, calculators etc. The school will provide writing paper.

11. As required in all external examinations, students will place watches on the desk and pencil cases on the floor.

12. Food, mobile phones, Ipods and other similar devices are not permitted in the examination room under any circumstances. (Mobile phones, turned off in your bag or on the teacher’s desk are acceptable).

13. Students are expected to be ready to enter the examination room at least ten minutes prior to the start of any exam and to follow all directions of staff members.

14. Students are only expected to be at school when they have an examination. When they do not have an examination, students are expected to be at home during school hours studying for exams. Quiet study at school is acceptable.


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Frequently Asked Questions

What makes up HSC Preliminary Course Assessment? The school “Assessment Mark” is the final mark received as a result of assessment tasks carried out during the HSC Preliminary Course. In each course, the assessment mark is used to rank or give an order of merit reflecting the student’s place relative to other students in that course. What is meant by satisfactory completion of the HSC Preliminary Course? A student will be considered to have satisfactorily completed the course if, in the Principal’s view, there is sufficient evidence that the student has:

followed the course developed or endorsed by the Board: and applied themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school; and achieved some or all of the course outcomes.

NB A student cannot proceed to the HSC course without satisfactorily completing the Preliminary course. What are included as COURSE REQUIREMENTS? Course requirements have two major parts:

Course Work: This includes class work, class tests, essays, set tasks in class, assignments and homework.

HSC Preliminary Assessment Tasks: These are clearly identified tasks that must be completed in each course. These tasks are identified in the HSC Preliminary Assessment Schedule.

N.B. Completion of assessment tasks alone does not automatically mean the course outcomes have been met. What if I choose to ignore aspects of course work and/or assessment tasks? Students are expected to attempt all work. Failure to work with due diligence and sustained effort and/or failure to make a genuine attempt at work could result in the award of an “N” (Non-completion) determination. Failure to complete, submit or to be present for an assessment task without a valid reason could result in the award of an “N” (Non-completion) determination in any course. Students and parents/guardians will be informed in writing if the student is at risk of being given an “N” (Non-completion) determination in any course. N.B. A response from the student’s parent/guardian is encouraged. However, a failure to respond does not negate the fact that the notification has occurred. What are my attendance requirements? Principals may determine that, as a result of absence, the course completion criteria may not be met. The Principal will regard absences, fractional truancies and pool punctuality seriously. Students will be warned if absences are placing them at risk of an “N” (Non-completion) determination. Following a second warning an “N” (Non completion) may be awarded. Where an assessment task is to be completed at school, students are expected to attend lessons that are scheduled from them on the preceding school day and on the day of the task. Being absent to prepare assessment tasks by the set dates shows poor time management and is regarded as seriously as truancy.

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What happens if I fail to complete, submit or be present for an assessment task?

Report to the class teacher

to inform them that a task

has been missed. Ask for an

illness/misadventure form if

needed.

An illness/misadventure

application must be

submitted within 2 school

days of return to the Head

Teacher of the subject. The

Head Teacher and the

Principal will consider the

application.

An illness/misadventure

application is not submitted

within 2 school days of

return to school to the Head

Teacher of the faculty

Student, teacher and Head

Teacher negotiate a time

to complete the task or an

alternate task regardless of

whether or not an

assessment mark is to be

awarded.

Reason of absence is

considered NOT

VALID/APPROPRIATE:

(Zero “0” awarded)

Reason for absence

considered VALID:

Decision made on

appropriate plan of action.

Zero “0” awarded

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Other points: In the case of illness, an application form must be accompanied by a medical certificate or other appropriate supporting documentation. Work submitted late will receive a zero “0”. No percentage reductions are permitted at all. No consideration can be given when students choose not to complete, submit or be present for an assessment tasks/s by the due date/time. No consideration can be given when students fail to submit an illness/misadventure application within two school days of returning to school. The task will still have to be completed to satisfy BOS requirements. What does misadventure mean? Misadventure refers to any valid reason, other than illness, for not completing, submitting or being present for an assessment task. Whether an event will be considered to be a valid misadventure, warranting consideration, will depend on the circumstances of the event and the documentary evidence that is handed in to support the misadventure. The following circumstances are examples of situations where consideration CANNOT be given: Routine medical appointments Driving tests, social visits, too tired Illness without a doctor’s/medical certificate or other appropriate supporting documentation Misunderstand times or instructions What procedures must I follow if I fail to complete, submit, or be present for assessment tasks? On the day of return to school, the student should report to the class teacher and the Head Teacher of the subject to inform them that the task/s have been missed. Negotiations will then be made regarding the completion of the task. Within two (2) school days of returning to school, the student must submit an illness/misadventure application to the Head Teacher of the subject. This application is to be signed by the student’s parent/guardian and accompanied by a medical certificate or appropriate documentation. The student will complete the set task or an alternate task as soon as can be arranged, preferably on the first day of return to school. What happens when I know before a task that I will be absent? Notice of FORESEEABLE ABSENCES must be brought to the attention of the class teacher and the subject Head Teacher so that negotiations can be made to set alternate dates/tasks. Students are permitted to submit tasks prior to the due date in these situations as long as this is agreed upon by the teacher. It is the student’s responsibility to plan around foreseeable absences. When and how will I be given notice of Assessment Tasks? At the commencement of the Higher School Certificate course, students will be given assessment schedules for each course. These schedules are guidelines that indicate the number of the tasks, due week/s, the outcomes to be assessed by each task and the nature of the task/s, along with the assessment weightings and components. Students will be given at least two (2) weeks notification in writing before each assessment task is due or to be completed. This notification will occur in class. Sometimes it may be necessary to change the date of a particular task due to unforeseen circumstances. The class will be informed in writing of any change. Where possible, two (2) weeks notice will be given. The teacher concerned will negotiate any change in the due dates prior to written notice.

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What happens if I am absent from class on the day final assessment task details are given? (N.B. These will be in writing) You are always responsible for finding out work missed in your subjects. This includes assessment task written notifications, notes issued in class etc. It is not the responsibility of the teacher to “chase” the student for the notification. If a student receives notification of a task later than the rest of the class and reasons are regarded as valid, it is up to the student to negotiate a solution with the class teacher (taking into account practical restraints). The Head Teacher will make the final decision in these circumstances. What do I do when handing in a task done outside class time? The student must present the task to the class teacher; subject Head Teacher, nominated teacher or Front Office by 8.38am on the morning of the due date. Do not assume the due time is negotiable; it is “absolute”. The Assessment Task Submission form must be completed (except for date & time submitted and teacher signature) and handed in with the task. The teacher or Front Office staff will complete the date submitted, time submitted and sign the form. The Receipt section will be returned to the student. This receipt may be called upon as evidence that work has been submitted. What are my responsibilities regarding submission of tasks other than written ones? Students must ensure that any disks, films or tapes are operable on standard school equipment. This must be checked before submission. What is a non-valid attempt? Tasks completed or submitted in a course that are, in the professional judgment of the teacher, not meeting even a basic/elementary level of achievement of the course outcomes or shows a non-genuine attempt, can be regarded as a non-valid attempt, and registered as a zero “0” mark. Students who make a non-valid attempt will be required to re-do/complete the task to a standard that meets the course outcomes as required by the Board of Studies. However, the mark awarded for the re-submission of the task will not be included in the final assessment mark. The Head Teacher may be involved in making a decision in the case of the non-valid attempt. Can I query results of individual assessment tasks? Yes, students can query aspects related to the task. However, any disputes over an individual task must be resolved within two (2) school days of the return of the task. Direct these queries to the class teacher. What is meant by “Unfair Advantage/Malpractice” in examinations? Every effort is made to ensure all students have the same advantage. To guarantee this, students sitting any examination or completing any task must follow procedures and rules to stop any unfair advantage. The following information applies in all exams: (Examinations include school exams and class tests/assignments.) Students may not borrow any equipment from any person during an examination. No student may communicate or attempt to communicate with any other person, except the supervising teacher, during an examination. The penalty for communication is loss of marks for an examination. If you wish to ask a question during an examination, please raise your hand and a teacher will come to you. DO NOT leave your seat. Action will be taken against any student who disrupts or attempts to disrupt any part of the examination in any way. The above rules apply from the time the student enters the exam room until all papers are handed in and the student has been formally dismissed.

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What is meant by Unfair Advantage/Malpractice in assessment tasks? If a student has been found to have gained an unfair advantage by:

plagiarism; gaining help from other student/others; submitting work of others as their own; making a false claim; possession or use of unauthorized notes; submitted late; offensive behaviour; unauthorized access to exam; use of electronic device;

a zero “0” mark will be awarded. Can I complete class or assessment tasks at home? Some assessment tasks in different courses require that all the work on the task be completed under the supervision of the class teacher. Other courses require lesser degrees of supervision. Students must clarify the supervision requirements of each task undertaken. In courses where it is a requirement to complete tasks under teacher supervision it is the right of the teacher to register a zero “0” for the task if this basic requirement has not been met. The teacher should not be expected to provide extra time out of normal course lesson times to allow students to complete teacher-supervised tasks. What happens regarding assessment and competency based courses? Students in these courses do not have a formal assessment program involving set assessment tasks. Instead, satisfactory completion requires students to achieve certain competencies with the course being studied. It should be noted however, that where a student has not successfully completed any modules, it is a matter for the teacher’s professional judgment to determine whether the attempts made by the student to complete the course are genuine. How will my progress in the HSC Preliminary course be reported? Students will receive two reports. A mid-course report during Term 2 and a final course report which will be issued in Term 4 after the Yearly Examination which is held in at the end of Term 3. N.B. Where students are not making genuine attempt towards satisfactorily completing a course, notification will be given in writing to parents/guardians. What information will be contained in reports? The two course reports will contain information about the level of achievement, focus outcomes as well as personal profiles, examination marks and assessment rank.

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ASSESSMENT SCHEDULES 2015

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Aboriginal Studies Preliminary ASSESSMENT PROGRAM 2015

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1 Task 2 Task

3 Task

4 Case Study Half

Yearly Exam

Research and Report

Exit Exam

Term 1 Week 10

Term 2 Week 4

Term 2 Week 9

Term 3 Week 9

P1.1, P1.2, P1.3

Knowledge and understanding of content

30% 10 20

P2.1, P2.2

Investigation, analysis, synthesis and evaluation of

information from a variety of sources and perspectives

30% 10 20

P3.1, P3.2, P3.3

Research and inquiry methods

20% 10 10

P4.1, P4.2, P4.3

Communication of information, ideas and issues in appropriate

forms 20% 10 10

Marks 100%

20% 20% 30% 30%

Preliminary Course Outcomes A student: P1.1 identifies different viewpoints about invasion and colonisation including the concept of shared histories between Aboriginal and non-Aboriginal peoples P1.2 explains the consequences of invasion and colonisation for Aboriginal and other Indigenous peoples on social justice and human rights P1.3 explains a variety of responses to social justice and human rights issues including bias and stereotyping of Aboriginal peoples and cultures P2.1 explains the meaning of the Dreaming to Aboriginal peoples P2.2 explains the importance of Country and the interrelationship between Country, culture, economic life and social systems for Aboriginal and other Indigenous peoples P3.1 describes government policies, legislation and legal decisions in relation to racism and discrimination P3.2 explains the impact of key government policies, legislation and legal decisions in relation to land and water rights, and heritage and identity P3.3 explains the responses and initiatives of Aboriginal and other Indigenous peoples to key government policies, legislation and legal decisions P4.1 plans, investigates, organises and communicates relevant information from a variety of sources incorporating Aboriginal and other Indigenous perspectives P4.2 undertakes community consultation and fieldwork and applies ethical research practices P4.3 investigates and compares the histories and cultures of Aboriginal peoples and other Indigenous peoples

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Biology Preliminary ASSESSMENT PROGRAM 2015

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1 Task

2 Task

3 Task

4 Task

5 Process

Investigation Half

Yearly Exam

Practical Research Exit Exam

Term 1 Week 9

Term 2 Week 4

Term 2 Week 9

Term 3 Week 4

Term 3 Week

9

P1, P3, P5, P10

Knowledge and understanding of: • the history, nature, and practice of biology, applications and uses of biology and their implications for society and the environment, and current issues, research and developments in biology • cell ultra-structure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

40% 5 10 5 5 15

P2, P11, P12,P13, P15

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

30% 10 10 10

P4,P14, P16

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

30% 5 5 5 10 5

Marks 100%

20% 15% 20% 25% 20%

Biology Preliminary COURSE OUTCOMES A student: P1 outlines the historical development of major biological principles, concepts and ideas P2 applies the processes that are used to test and validate models, theories and laws of science, with

particular emphasis on first-hand investigations in biology P3 assesses the impact of particular technological advances on understanding in biology P4 describes applications of biology which affect society or the environment P5 describes the scientific principles employed in particular areas of biological research. P6 explains how cell ultra-structure and the coordinated activities of cells, tissues and organs contribute

to macroscopic processes in organisms P7 describes the range of organisms in terms of specialisation for a habitat. P8 analyses the interrelationships of organisms within the ecosystem P9 explains how processes of reproduction ensure continuity of species P10 identifies and describes the evidence for evolution P11 identifies and implements improvements to investigation plans. P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary

sources P13 identifies appropriate terminology and reporting styles to communicate information and

understanding in biology P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a team member P16 demonstrates positive values about and attitudes towards both the living and non-living components

of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

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Chemistry Preliminary ASSESSMENT PROGRAM 2015

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Task 1

Task 2 Task 3

Task 4

Task 5

Process Investigation

Half Yearly Exam


Term 1 Week 7

Term 2 Week 5

Term 2 Week 7

Term 3 Week 4

Term 3 Week 9

P1, P3, P5, P10

Knowledge of understanding of: * the history, nature and practice of chemistry * atomic structure, chemical reactions, carbon chemistry and stoichiometry

40% 5 10 5 5 15

P2, P11, P12, P13, P15

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

30% 10 10 10

P4, P14, P16

Skills in: communicating information and understanding, scientific thinking and problem solving techniques

30% 5 5 5 10 5

Marks 100% 20% 15% 20% 25% 20%

Chemistry Preliminary COURSE OUTCOMES A student: P1 outlines the historical development of major principles, concepts and ideas in chemistry P2 applies the processes that are used to test and validate models, theories and laws of science with

particular emphasis on first-hand investigations in chemistry P3 assesses the impact of particular technological advances on understanding in chemistry. P4 describes applications of chemistry which affect society or the environment. P5 describes scientific principles employed in particular areas of research in chemistry. P6 explains trends and relationships between elements in terms of atomic structure and bonding P7 describes chemical changes in terms of energy inputs and outputs. P8 describes factors that influence the types and rate of chemical reactions. P9 relates the uses of carbon to the unique nature of carbon chemistry. P10 applies simple stoichiometric relationships. P11 identifies and implements improvements to investigation plans. P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary

sources. P13 identifies appropriate terminology and reporting styles to communicate information and understanding. P14 draws valid conclusions from gathered data and information. P15 implements strategies to work effectively as an individual or as a member of a team. P16 demonstrates positive values about, and attitudes toward, both the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the application of science.

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Community and Family Studies Preliminary ASSESSMENT PROGRAM 2015

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Task 1 Task 2 Task 3 Task 4

Half

Yearly

Examinati

on

Case

Study

Analysis

& Written

Task

Exit

Examinati

on

Term 2

Week 4

Term 2

Week 7

Term 3

Week 5

Term 3

Week 9

P1.2

P2.1

P2.2

P2.3

P3.1

P3.2

Knowledge and understanding of

how the following impact on

wellbeing:

Resource Management

Positive Relationships

Range of societal factors

Nature of groups,

families and communities

40 10 20 10

P1.1

P2.4

P5.1

P6.1

P6.2

Skills in:

Applying management

processes to meet the

needs of individuals,

groups, families and

communities

Planning to take

responsible action to

promote wellbeing

25

20 5

P4.1

P4.2

Knowledge and understanding

about research methodology and

skills in researching, critical

thinking, analysing and

communicating

35 10 10 15

Marks 100 10 30 30 30

Community and Family Studies Preliminary COURSE OUTCOMES

A student:

P1.1 describes the contribution an individual’s experiences, values, attitudes and beliefs make to the development of goals P1.2 proposes effective solutions to resource problems P2.1 accounts for the roles and relationships that individuals adopt within groups P2.2 describes the role of the family and other groups in the socialisation of individuals P2.3 examines the role of leadership and group dynamics in contributing to positive interpersonal relationships and achievement P2.4 analyses the interrelationships between internal and external factors and their impact on family functioning P3.1 explains the changing nature of families and communities in contemporary society P3.2 analyses the significance of gender in defining roles and relationships P4.1 utilises research methodology appropriate to the study of social issues P4.2 presents information in written, oral and graphic form P5.1 applies management processes to maximise the efficient use of resources P6.1 distinguishes those actions that enhance wellbeing P6.2 uses critical thinking skills to enhance decision making

NYNGAN HIGH SCHOOL

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Computing Applications Preliminary ASSESSMENT PROGRAM 2015

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Hardware

Task

Graphics

Task

Spreadsheets

Task

Communications

Task

Term 1

Week 10

Term 2

Week 4

Term 3

Week 3

Term 3

Week 7 1.1, 1.2,

1.3, 2.1,

2.2, 4.1,

4.2,

knowledge and understanding outcomes and course content

50% 10% 15% 10% 15%

2.3, 3.1,

3.2, 3.3,

5.1

skills outcomes and course content

50% 15% 10% 15% 10%

Marks 100% 25% 25% 25% 25%

Computing Applications Preliminary COURSE OUTCOMES

A student: 1.1 describes the function and application of a variety of computer software 1.2 applies computing terminology appropriately in practical situations 1.3 uses appropriate computer software in a given context 2.1 describes aspects of human activity which have developed into computer applications 2.2 explains the principles and functions of specific hardware components 2.3 evaluates the suitability of hardware in a particular context 3.1 applies a range of project management techniques in the development of a solution 3.2 analyses and documents the steps involved in problem-solving and applies them to producing

computer-based solutions 3.3 implements, tests, debugs and evaluates solutions using current common application packages 4.1 identifies and reflects on the social and technological implications when making decisions about the

use of computer software 4.2 evaluates the use of a computer-based solution compared to non-computer solutions 4.3 identifies social and ethical issues related to the use of computer software 5.1 evaluates the suitability of software applications in a particular context

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Dance Preliminary ASSESSMENT PROGRAM 2015

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Task 1 Task 2 Task 3 Task 4 Task 5

Review

‘Stamping

Ground’

Core

Performance

Dance

Dance

Analysis

‘Torso’

Ongoing

Technique

Class Work

Core

Composition

Progression

Core

Composition

Performance

Term 1

Week 10

Term 2

Week 5

Term 2

Week 8/9

Term 2

Week 10

Term 3

Week 3

Term 3

Week 7

P.1.1

P.1.2

P.1.3

P.2.1

P.2.2

P.2.3

P.2.4

P.2.5

P.2.6

Performance 40% 15%

15%

10%

P.1.1

P.1.2

P.1.3

P.1.4

P.3.1

P.3.2

P.3.3

P.3.4

P.3.5

P.3.6

P.3.7

Composition 30%

10%

20%

P.1.1

P.1.2

P.1.3

P.1.4

P.4.1

P.4.2

P.4.3

P.4.4

P.4.5

Appreciation 30% 10%

20%

Marks 100% 10% 15% 20% 15% 20% 20%

Dance Preliminary COURSE OUTCOMES A student: P1.1 understands dance as the performance and communication of ideas through movement and in written and oral form P1.2 understands the use of dance terminology relevant to the study of dance as an artform P1.3 develops the skills of dance through performing, composing and appreciating dance P1.4 values the diversity of dance as an artform and its inherent expressive qualities

P2.1 identifies the physiology of the human body as it is relevant to the dancer

P2.2 identifies the body’s capabilities and limitations

P2.3 recognises the importance of the application of safe dance practice

P2.4 demonstrates appropriate skeletal alignment, body-part articulation, strength, flexibility, agility and coordination

P2.5 performs combinations, phrases and sequences with due consideration of safe dance practices

P2.6 values self-discipline, commitment and consistency in technical skills and performance

P3.1 identifies the elements of dance composition

P3.2 understands the compositional process

P3.3 understands the function of structure as it relates to dance composition

P3.4 explores the elements of dance relating to dance composition

P3.5 devises movement material in a personal style in response to creative problem-solving tasks in dance composition

P3.6 structures movement devised in response to specific concept/intent

P3.7 values their own and others’ dance activities as worthwhile P4.1 understands the socio-historic context in which dance exists

P4.2 develops knowledge to critically appraise and evaluate dance

P4.3 demonstrates the skills of gathering, classifying and recording information about dance

P4.4 develops skills in critical appraisal and evaluation

P4.5 values the diversity of dance from national and international perspectives

NYNGAN HIGH SCHOOL

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Drama Preliminary ASSESSMENT PROGRAM 2015

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Design

Project and

logbook

Monologue

Performance

and Logbook

Drama

essay

Student

workshops

and logbook

Yearly

Examination -

Play building

performance

and

Yearly

Examination -

reflective

essay

Term 1

Week 10

Term 2

Week 5

Term 2

Week 8/9

Term 2

Week 10

Term 3

Week 9

Making 40% 15% 10% 10%

Performing 25%

10%

10%

5%

Critically

Studying 35% 10% 5% 10% 5%

5%

Marks 100% 25% 15% 20% 25% 15%

Drama Preliminary COURSE OUTCOMES A student: P1.1 develops acting skills in order to adopt and sustain a variety of characters and roles P1.2 explores ideas and situations, expressing them imaginatively in dramatic form P1.3 demonstrates performance skills appropriate to a variety of styles and media P1.4 understands, manages and manipulates theatrical elements and elements of production, using them

perceptively and creatively P1.5 understands, demonstrates and records the process of developing and refining ideas and scripts through to

performance P1.6 demonstrates directorial and acting skills to communicate meaning through dramatic action P1.7 understands the collaborative nature of drama and theatre and demonstrates the self-discipline needed in the

process of collaboration P1.8 recognises the value of individual contributions to the artistic effectiveness of the whole P2.1 understands the dynamics of actor-audience relationship P2.2 understands the contributions to a production of the playwright, director, dramaturg, designers, front-of-house

staff, technical staff and producers P2.3 demonstrates directorial and acting skills to communicate meaning through dramatic action P2.4 performs effectively in a variety of styles using a range of appropriate performance techniques, theatrical and

design elements and performance spaces P2.5 understands and demonstrates the commitment, collaboration and energy required for a production P2.6 appreciates the variety of styles, structures and techniques that can be used in making and shaping a performance P3.1 critically appraises and evaluates, both orally and in writing, personal performances and the performances of

others P3.2 understands the variety of influences that have impacted upon drama and theatre performance styles,

structures and techniques P3.3 analyses and synthesises research and experiences of dramatic and theatrical styles, traditions and

movements P3.4 appreciates the contribution that drama and theatre make to Australian and other societies by raising awareness and expressing ideas about issues of interest

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English Standard Preliminary ASSESSMENT PROGRAM 2015

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Task 2 Task 3 Task 5

Presentation

Writing Task

Assignment Exit Exam

Term 1 Week 8

Term 2 Week 4

Term 2 Week 7

Term 3 Week 9

P1 P2

Understanding of the relationship between text, audience and

context

25% 5 10 10

P3 P4

Use of language relevant to English, and identification of language forms and

features

40% 5 10 15 10

P7 P8 P9 P10 P11

Use of a range of language techniques

to analyse and compose a range of

texts

20% 10 10

P12 P13 Engagement with a

wide range of texts and reflection on

processes of learning

15% 5 10

Marks 100% 25% 20% 25% 30%

English Standard Preliminary COURSE OUTCOMES

A student: P1 demonstrates understanding of the relationships between composer, responder, text and context

P2 identifies and describes relationships among texts P3 develops language relevant to the study of English P4 identifies and describes language forms and features, and structures of particular texts that shape

meaning and influence responses P5 describes the ways of different technologies and media of production affect the language and

structure of particular texts P6 engages with a wide range of text, to develop a considered and informed personal response P7 selects appropriate language forms and features, structures of texts to explore and express ideas

and values P8 articulates and represents own ideas in critical, interpretive and imaginative texts P9 assesses the appropriateness of a range of processes and technologies in the investigation and

organisation of information and contexts P10 analyses and synthesizes information and ideas from a range of texts for a variety of purposes,

audiences and contexts P11 draws upon the imagination to transform experience into text P12 reflects upon own processes of responding and composing P13 reflects on own processes of learning

NYNGAN HIGH SCHOOL

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English Advanced Preliminary ASSESSMENT PROGRAM 2015

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Task 1


Presentation

Half Yearly Exam

Assignment Exit Exam

Term 1 Week 8

Term 2 Week 4

Term 2 Week 7

Term 3 Week 9

P1 P2

Understanding of the relationship between text, audience and

context

25% 5 10 10

P3 P4

Use of language relevant to English, and identification of language forms and

features

40% 5 10 15 10

P7 P8 P9 P10 P11

Use of a range of language techniques

to analyse and compose a range of

texts

20% 10 10

P12 P12A P13

Engagement with a wide range of texts and reflection on

processes of learning

15% 5 10

Marks 100% 25% 20% 25% 30%

English Advanced Preliminary COURSE OUTCOMES

P1 A student describes and explains the relationships between composer, responder, text and context in particular texts.

P2 A student describes and explains relationships among texts. P3 A student develops language relevant to the study of English. P4 A student describes and explains the ways in which language forms and features, and structures of

particular texts shape meaning and influence responses. P5 A student demonstrates an understanding of the ways various textual forms, technologies and their

media of production affect meaning. P6 A student engages with a wide range of texts to develop a considered and informed personal

response. P7 A student selects appropriate language forms and features, and structures to explore and express

ideas and values. P8 A student articulates and represents own ideas in critical, interpretive and imaginative texts. P9 A student assesses the appropriateness of a range of processes and technologies in the

investigation and organisation of information and ideas. P10 A student analyses and synthesises information and ideas from a range of texts for a variety of

purposes, audiences and contexts. P11 A student draws upon the imagination to transform experience into text. P12 A student reflects on own processes of responding and composing. P12A Advanced only A student demonstrates a capacity to understand and use different ways of

responding to and composing particular texts. P13 A student reflects on own processes of learning.

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English Extension 1 Preliminary ASSESSMENT PROGRAM 2015

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Task 2 Task 3

Presentation

Writing portfolio Exit Exam

Term 1 Week 10

Term 2 Week 9

Term 3 Week 9

P1

understands how and why

texts are valued in and

appropriated into a range of

contexts

25% 15 10

P2

independent investigation 10% 10

P3

extended composition in a range of modes and media for

different audiences and

purposes

15% 5 10

Marks 50% 15% 15% 20%

English Extension 1 Preliminary COURSE OUTCOMES

P1 understands how and why texts are valued in and appropriated into a range of contexts P2 develops skills in independent investigation, involving particular texts and their manifestations in

various forms, and within particular cultural contexts P3 develops skills in extended composition in a range of modes and media for different audiences and

purposes

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English Studies Preliminary ASSESSMENT PROGRAM 2015

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Task 1


Portfolio 1

Presentation of text study

Portfolio 2

In Class Tests

Term 1 Week 10

Term 2 Week 8

Term 3 Week 6

Completed by Term3 Week 10

P1.1 P1.2 P1.3 P1.4 Knowledge &

understanding of texts and language techniques

30 10 10 10

P2.1 P2.2 P2.3 Skills in reading,

writing, speaking, listening, viewing & representing.

30 10 10 10

P3.1 P3.2

Skills in using language forms for a range of purposes and audiences

25 10 15

P4.1 P4.2 Skills in working

collaboratively and individually.

15 15

Marks 100% 20% 35% 20% 25%

English Studies Preliminary COURSE OUTCOMES

A student: P1.1 has experiences of extended and short texts in a range of forms to gain an understanding of how

language conveys meaning. P1.2 explores the ideas and values of the texts. P1.3 identifies how language techniques are used to convey meaning in a range of forms. P1.4 produces a range of texts in different forms. P2.1 comprehends written, spoken and multi-modal texts as a basis for future life. P2.2 demonstrates skills in expression, accuracy and fluency to enrich their lives. P2.3 demonstrates familiarity with language conventions of a variety of textual forms. P3.1 recognises a range or purposes and contexts in which language is used, and the appropriate forms,

vocabulary, style and tone when writing and speaking for those purposes. P3.2 recognises a range of audiences and the appropriate forms, vocabulary, style and tone when writing

and speaking for those audiences. P4.1 plans, organises and completes tasks individually and collaboratively. P4.2 works effectively as an individual and within a group, to communicate ideas over a range of topics.

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COURSE OUTCOMES: Preliminary Food Technology A student:

P1.1 identifies and discusses a range of historical and contemporary factors which influence the availability of particular foods

P1.2 accounts for individual and group food selection patterns in terms of physiological, psychological, social and economic factors

P2.1 explains the role of food nutrients in human nutrition P2.2 identifies and explains the sensory characteristics and functional properties of food P3.1 assesses the nutrient value of meals/diets for particular individuals and groups P3.2 presents ideas in written, graphic and oral form using computer software where appropriate. P4.1 selects appropriate equipment, applies suitable techniques, and utilises safe and hygienic practices when handling food P4.2 plans, prepares and presents foods which reflect a range of the influences on food selection P4.3 selects foods, plans and prepares meals/diets to achieve optimum nutrition for individuals and

groups P4.4 applies an understanding of the sensory characteristics and functional properties of food to the

preparation of food products P5.1 generates ideas and develops solutions to a range of food situations

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Food

availability:

research task,

case study,

practical

Half yearly

examination

Food quality:

sensory and

functional

properties

report,

practical

Nutrition:

assessment

and menu

plan

Preliminary

exit

examination

Outcomes

covered:

P1.1, P1.2,

P4.1, P4.2

Outcomes

covered:

P1.1, P1.2,

P2.2, 4.1

Outcomes

covered:

P2.2, P4.1,

P4.4, P5.1

Outcomes

covered:

P2.1, P3.1,

P3.2, P4.3,

P5.1

Outcomes

covered:

P1.1, P1.2,

P2.1, P2.2,

P3.1, P3.2,

P4.4, P5.1

Term 1

Week 8

Term 2

Week 4

Term 2

Week 7

Term 3

Week 7

Term 3

Week 9

P1.1

P1.2

Knowledge and

understanding about

food availability and

selection, food

quality and nutrition

20% 5 5 10

P2.1

P2.2

Research analysis

and communication

30% 10 5 10 5

P3.1

P3.2

Experimentation and

preparation

30% 5 15 10

P4.1

P4.2

P4.3

P4.4

P5.1

Design,

implementation and

evaluation

20% 10 5 5

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

Food Technology – Preliminary Assessment Program 2015

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Task 1


Practical Project

Half yearly exam

Industry Study

Practical Project

and Folio

Exit Exam

Term1 Week 9

Term 2 Week 4

Term 2 Week 7

Term 3 Week 7

Term 3 Week 9

P1.1, P1.2 P2.1 P5.1 P6.1 P6.2 P7.1 P7.2

Industry Study 15% 10 5

P2.2 P3.1 P3.2 P3.3 P5.1 P5.2 P6.1 P6.2

Design 10% 10

P1.1 P1.2 P2.2 P4.1 P4.2 P4.3

Production 40% 20 20

P2.1 P3.1 P3.2 P3.4 P5.1 P5.2

Management and Communication 20% 5 15

P3.1 P3.2 P3.3 P4.1 P4.2 P4.3 P6.1 P6.2 P7.1 P7.2

Industry Related Manufacturing

Technology 15% 5 10

Marks 100% 25% 5% 10% 45% 15%

Industrial Technology Preliminary COURSE OUTCOMES

A student: P1.1 describes the organisation and management of an individual business within the focus area industry P1.2 identifies appropriate equipment, production and manufacturing techniques, including new and

developing technologies P2.1 describes and uses safe working practices and correct workshop equipment maintenance

techniques P2.2 works effectively in team situations P3.1 sketches, produces and interprets drawings in the production of projects P3.2 applies research and problem-solving skills P3.3 demonstrates appropriate design principles in the production of projects P4.1 demonstrates a range of practical skills in the production of projects P4.2 demonstrates competency in using relevant equipment, machinery and processes P4.3 identifies and explains the properties and characteristics of materials/components through the

production of projects P5.1 uses communication and information processing skills P5.2 uses appropriate documentation techniques related to the management of projects P6.1 identifies the characteristics of quality manufactured products P6.2 identifies and explains the principles of quality and quality control P7.1 identifies the impact of one related industry on the social and physical environment P7.2 identifies the impact of existing, new and emerging technologies of one related industry on society

and the environment. Tasks will be based around class work, participation, exams and general demonstrations.

Industrial Technology Preliminary ASSESSMENT PROGRAM 2015

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Mathematics General Preliminary COURSE OUTCOMES A student: MGP-VA develops a positive attitude to Mathematics and appreciates its capacity to provide

enjoyment and recreation MGP-1 uses mathematics and statistics to compare alternative solutions to contextual problems MGP-2 represents information in symbolic, graphical and tabular form MGP-3 represents the relationships between changing quantities in algebraic and graphical form MGP-4 performs calculations in relation to two dimensional and three dimensional figures MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the

choice of relevant units MGP-6 models financial situations relevant to the student’s current life using appropriate tools MGP-7 determines an appropriate form of organisation and representation of collected data MGP-8 performs simple calculations in relation to the likelihood of familiar events MGP-9 uses appropriate technology to organise information from a limited range of practical and

everyday contexts MGP-10 justifies a response to a given problem using appropriate mathematical terminology

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Task 1


Test

Half Yearly Exam

Test Test Exit Exam

Term 1 Week 8

Term 2 Week 4

Term 2 Week 8

Term 3 Week 5

Term 3 Week 9

MGP-1, MGP-2, MGP-3, MGP-4, MGP-5, MGP-6, MGP10

Concepts, skills and techniques

50% 5 15 5 5 20

MGP-VA, MGP-2, MGP-3, MGP-6, MGP-7, MGP-8, MGP-9

Reasoning and Communication

50% 5 15 5 5 20

Marks 100% 10% 30% 10% 10% 40%

Mathematics General Preliminary ASSESSMENT PROGRAM 2015

NYNGAN HIGH SCHOOL

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Mathematics Preliminary COURSE OUTCOMES A student: P1 demonstrates confidence in using mathematics to obtain realistic solutions to problems P2 provides reasoning to support conclusions which are appropriate to the context P3 performs routine arithmetic and algebraic manipulation involving surds simple expressions and

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

techniques P5 understands the concept of a function and the relationship between a function and its graph P6 relates the derivative of a function to the slope of its graph P7 determines the derivative of a function through routine application of the rules of differentiation

P8 understands the uses the language and notation of calculus Mathematics

Mathematics Preliminary ASSESSMENT PROGRAM 2015

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Task 1


Test

Half Yearly Exam

Test Test Exit Exam

Term1 Week 8

Term 2 Week 4

Term 2 Week 8

Term 3 Week 5

Term 3 Week 9

P3,P4,P5 P6,P7,P8

Concepts, skills and techniques

50% 5% 15% 5% 5% 20%

P1,P2,P4 P8

Reasoning and communication

50% 5% 15% 5% 5% 20%

Marks 100% 10% 30% 10% 10% 40%

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Task 1

Task 2 Task 3

Half Yearly

Test Exit Exam

Term 2 Week 4

Term 3 Week 3

Term 3 Week 9

PE3,PE4, PE5

Knowledge Understanding

and Skill 50% 15% 15% 20%

PE1,PE2, PE6

Reasoning, Interpretation,

Explanation and Communication

50% 15% 15% 20%

Marks 100% 30% 30% 40%

Mathematics Extension 1 Preliminary Course Outcomes

A student: PE1 appreciates the role of mathematics in the solution of practical problems PE2 uses multi-step deductive reasoning in a variety of contexts PE3 solves problems involving permutations and communications, inequalities, polynomials, circle

geometry and parametric representations PE4 uses the parametric representation together with differentiation to identify geometric properties of

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

comprehensive use of mathematical language, diagrams and notation for communication in a wide range of situations

Mathematics Extension 1 Preliminary ASSESSMENT PROGRAM 2015

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Modern History Preliminary ASSESSMENT PROGRAM 2015

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Task 1


Source analysis

Research and essay

Historical investigation

Exit Examination

Term 1 Week 8

Term 2 Week 7

Term 3 Week 7

Term 3 Week 9

P1.1, P2.1, P3.2, P3.5, P4.2

Knowledge and understanding of course content

40% 10 30

P1.1, P2.1, P3.2, P3.3, P3.4, P3.5

Source-based skills 20% 5 15

P1.2, P3.1, P3.2, P3.5, P4.2

Historical inquiry and research

20% 10 10

P1.1, P1.2, P2.1, P3.3, P3.4, P4.1, P4.2

Communication of historical

understanding in appropriate forms

20% 5

5 10

Marks 100% 20% 20% 30% 30%

Modern History Preliminary COURSE OUTCOMES

A student: P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth

century to the present P1.2 investigate and explain the key features and issues of selected studies from the eighteenth

century to the present P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from

the eighteenth century to the present P3.1 ask relevant historical questions P3.2 locate, select and organise relevant information from different types of sources P3.3 comprehend and analyse sources for their usefulness and reliability P3.4 identify and account for differing perspectives and interpretations of the past P3.5 plan and present the findings of historical investigations, analysing and synthesising information

from different types of sources P4.1 use historical terms and concepts appropriately P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate

and well-structured

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Music 1 Preliminary ASSESSMENT PROGRAM 2015

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Musicology

Viva Voce

Half Yearly

Examination

Performance

& Aural

Skills

Examination

Performance

&

Composition

Exit

Examination

Aural Skills

Term 1

Week 10

Term 2

Week 4

Term 3

Week 5

Term 3

Week 8

P2, P4

P5, P6

P10, P11

Musicology 25% 25%

P1 P5

P6 P9

P10 P11

Performance 25% 10% 15%

P3 P4

P5 P6

P7 P8

P10 P11

Composition 25% 25%

P4 P5

P6 P10

P11

Aural Skills 25% 10% 15%

Marks 100% 25% 20% 40% 30%

Music 1 Preliminary COURSE OUTCOMES

A student: P1 Performs music that is characteristic of the topics studied. P2 Observes, reads, interprets and discusses simple musical scores characteristic of topics studied. P3 Improvises and creates melodies, harmonies and rhythmic accompaniments for familiar sound sources

reflecting the cultural and historical contexts studied. P4 Recognises and identifies the concepts of music and discusses their use in a variety of musical styles. P5 Comments on and constructively discusses performances and compositions. P6 Observes and discusses concepts of music in works representative of the topics studied. P7 Understands the capabilities of performing media, explores and uses current technologies as appropriate to

the topics studied. P8 Identifies, recognises, experiments with and discusses the use of technology in music. P9 Performs as a means of self-expression and communication. P10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities. P11 Demonstrates a willingness to accept and use constructive criticism.

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PDHPE Preliminary ASSESSMENT PROGRAM 2015

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Personal Health Action Plan

Half Yearly Exam

Critical Inquiry

Optional Task

Exit Exam

Term 2 Week 1

Term 2 Week 4

Term 2 Week 9

Term 3 Week 7

Term 3 Week 9

P1,P2,P3,P4,P5, P6, P7, P9

Knowledge and understanding of: • factors that affect health • the way the body

moves

40% 10 5 10 5 10

P8, P10, P13, P14,

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

30% 5 5 5 15

P11, P12, P15, P16

Skills in critical thinking, research and analysis

30% 5 5 10 5 5

Marks 100% 20% 15% 25% 25% 15%

PDHPE Preliminary COURSE OUTCOMES

A student:

P1 identifies and examines why people give different meanings to health P2 explains how a range of health behaviours affect an individual’s health P3 describes how an individual’s health is determined by a range of factors P4 evaluates aspects of health over which individuals can exert some control P5 describes factors that contribute to effective health promotion P6 proposes actions that can improve and maintain an individual’s health P7 explains how body systems influence the way the body moves P8 describes the components of physical fitness and explains how they are monitored P9 describes biomechanical factors that influence the efficiency of the body in motion P10 plans for participation in physical activity to satisfy a range of individual needs P11 assesses and monitors physical fitness levels and physical activity patterns P12 demonstrates strategies for the assessment, management, and prevention of injuries in first aid

settings P13 develops, refines and performs movement compositions in order to achieve a specific purpose P14 demonstrates the technical and interpersonal skills necessary to participate safely in challenging

outdoor recreation activities P15 forms opinions about health-promoting actions based on a critical examination of relevant information P16 utilises a range of sources to draw conclusions about health and physical concepts

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Photography, Video and Digital imaging Preliminary ASSESSMENT PROGRAM 2015

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Portfolio of Tasks Including Artist Study

PDM Process Diary

Portfolio of Tasks Including Artist Study

Body of Work including Artist Statement

Term 1 Week 10

Collected Each Term

Term 2 Week 9

Term 3 Week 7

CH1, CH2, CH3, CH4, CH5

Critical and Historical Studies

30% 10% 5% 10% 5%

M1, M2, M3, M4, M5, M6

Making 70% 15% 10% 20% 25%

Marks 100% 25% 15% 30% 30%

Photography, Video and Digital imaging Preliminary COURSE OUTCOMES

A student: M1 generates a characteristic style that is increasingly self-reflective in their photographic and/or video

and/or digital practice M2 explores concepts of artist/photographer, still and moving works, interpretations of the world and

audience response, in their making of still and/or moving works M3 investigates different points of view in the making of photographs and/or videos and/or digital

images M4 generates images and ideas as representations/simulations in the making of photographs and/or

videos and/or digital images M5 develops different techniques suited to artistic intentions in the making of photographs and/or videos

and/or digital images M6 takes into account issues of occupational health and safety in the making of photographs and/or

videos and/or digital works CH1 generates in their critical and historical practice ways to interpret and explain photography and/or

video and/or digital imaging CH2 investigates the roles and relationships among the concepts of artist, work, world and audience in

critical and historical investigations CH3 distinguishes between different points of view and offers interpretive accounts in critical and

historical studies CH4 explores ways in which histories, narratives and other accounts can be built to explain practices and

interests in the fields of photography and/or video and/or digital imaging CH5 recognises how photography and/or video and/or digital imaging are used in various fields of cultural

production

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Senior Science Preliminary ASSESSMENT PROGRAM 2015

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1 Task 2 Task

3 Task

4 Task 5

Process Investigation

Half Yearly Exam


Term 1 Week 9

Term 2 Week 4

Term 2 Week 9

Term 3 Week 4

Term 3 Week 9

P1, P3, P5, P10

Knowledge and understanding of: • the history, nature, and practice of science, applications and uses of science and their implications for society and the environment, and current issues, research and developments in science • the resources of the Earth, internal and external environments, chemical changes, organs and systems of the body and energy

40% 5 10 5 5 15

P2, P11, P12,P13, P15

Skills in: • planning and conducting first-hand investigations • gathering and processing first-hand data • gathering and processing relevant information from secondary sources

30% 10 10 10

P4,P14, P16

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

30% 5 5 5 10 5

Marks 100% 20% 15% 20% 25% 20%

Senior Science Preliminary COURSE OUTCOMES A student: P1 outlines the historical development of scientific principles, concepts and ideas P2 applies the processes that are used to test and validate models, theories and laws of science, with

particular emphasis on first-hand investigations P3 assesses the impact of particular technological advances on science P4 identifies applications of science that affect society and the environment P5 identifies areas of current scientific research P6 identifies the origins of Earth’s resources P7 explains relationships between organisms in the environment P8 describes reactions between compounds P9 describes the structure of body organs and systems P10 describes the effect of energy transfers and transformations P11 identifies and implements improvements to investigation plans P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary

sources P13 identifies appropriate terminology and reporting styles to communicate information and

understanding in science P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a member of a team P16 demonstrates positive values about and attitudes towards both the living and non-living components

of the environment, ethical behaviour and a desire for a critical evaluation of the consequences of the applications of science

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Society and Culture Preliminary ASSESSMENT PROGRAM 2015

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Task 1


Case Study

and Oral

Report

Research

Report

Analytical

Essay

Exit Exam

Term 1

Week 7

Term 2

Week 5

Term 3

Week 1

Term 3

Week 9

P1, P2,

P3, P4,

P5,

P11

Knowledge and

understanding of

course content

50% 10 15 10 15

P6, P8,

P9,

Application and

evaluation of

social and cultural

research

methodologies

30% 10 15 5

P7,

P10

Communication of

information, ideas

and issues in

appropriate forms

20% 10 5 5

Marks 100% 20% 30% 30% 20%

Society and Culture Preliminary COURSE OUTCOMES

A student: P1 describes the interaction between persons, societies, cultures and environments across time

P2 identifies and describes relationships within and between social and cultural groups

P3 describes cultural diversity and commonality within societies and cultures

P4 explains continuity and change, and their implications for societies and cultures

P5 investigates power, authority, gender and technology, and describes their influence on decision-making

and participation in society

P6 differentiates between, and applies, the methodologies of social and cultural research

P7 applies appropriate language and concepts associated with society and culture

P8 selects, organises and considers information and sources for usefulness, validity and bias

P9 plans an investigation and analyses information from a variety of perspectives and sources

P10 communicates information, ideas and issues using appropriate written, oral and graphic forms

P11 works independently and in groups to achieve appropriate goals in set timelines

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Sport Lifestyle and Recreation Preliminary ASSESSMENT PROGRAM 2015

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Task 1

Task 2 Task 3

First Aid and Sports Injuries

Sports Administration

Healthy Lifestyle Task

Term 1

Week 10

Term 2

Week 8

Term 3

Week 7

1.2, 1.3, 2.2, 3.2, 3.3, 4.1

Knowledge and

Understanding

50% 10 30 10

1.1, 1.3, 2.1, 2.2,3.1,3.2,4.24.5

Skills

50% 20 10 20

Marks 100% 30% 40% 30%

Sport Lifestyle and Recreation PRELIMINARY COURSE OUTCOMES

A student:

1.1 applies the rules and conventions that relate to participation in a range of physical activities 1.2 explains the relationship between physical activity, fitness and healthy lifestyle 1.3 demonstrates ways to enhance safety in physical activity 1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia 2.1 explains the principles of skill development and training 2.2 analyses the fitness requirements of specific activities 2.3 selects and participates in physical activities that meet individual needs, interests and abilities 3.1 selects appropriate strategies and tactics for success in a range of movement contexts 3.2 designs programs that respond to performance needs 3.3 measures and evaluates physical performance capacity 3.6 assesses and responds appropriately to emergency care situations 4.1 plans strategies to achieve performance goal 4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context 4.4 demonstrates competence and confidence in movement contexts 4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity

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Visual Arts Preliminary HSC ASSESSMENT PROGRAM 2015

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Task 1


VAPD Notation Artworks

__________

In Class Essay

Half Yearly Exam

Artworks

_______

Artist Study

Artworks _______

Artist Study

Exit Exam

Term 1 Week 10

Term 2 Week 4

Term 2 Week 9

Term 3 Week 7 Term 3 Week 7

Term 3 Week 9

P1 – P6 Art Making 50% 15% 15% 20% P7 – P10 Art Criticism/

Art History 50% 10% 5% 10% 15% 10%

Marks 100% 25% 5% 25% 35% 10%

Visual Arts Preliminary COURSE OUTCOMES

A student: P1 explores the convention of practice in art making P2 explores the roles and relationships between the concepts of artist, world, and audience P3 identifies the frames as the basis of understanding expressive representation through the making of

art. P4 investigates subject matter and forms as representations in art making P5 investigates ways of developing coherence and layers of meaning in the making of art P6 explores a range of material techniques in ways that support artistic intentions P7 explores the conventions of practice in art history P8 explores the roles and relationships between concepts of artist, artwork, world audience through

critical and historical investigations of art. P9 identifies the frames as the basis of exploring different orientations to critical and historical

investigations of art. P10 explores ways in which significant art histories, critical narratives and other documentary accounts

of the visual arts can be constructed.

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VET Hospitality Preliminary ASSESSMENT PROGRAM 2015

This course has been designed with the intention of dual accreditation by the Board of Studies (BOS) and the Vocational Education and Training Accreditation Board (VETAB), assessment of student achievement needs to meet the requirements of each of these agencies. The BOS and VETAB require that a competency based approach to assessment be used and that a record be held in a Student Log of the learning outcomes demonstrated. Assessment of competencies will take place at appropriate times during the course. Work Placement: A minimum of 70 hours work placement over two years is a mandatory requirement for this course.

TERM UNIT CODE COMPETENCY ASSESSMENT

Term 1

SITHXENV001A Participate in environmentally sustainable work practices

Term 1 week 4

SITCCC009A Prepare vegetables, fruit, eggs and farinaceous dishes

Term 2

SITHCCC006A Prepare appetisers and salads Term 2 week 2

SITHCCC007A Prepare sandwiches

Term 3 SITXCOM004A Communicate on the telephone Term 3 week 3

NB: The tasks named above are summative assessment tasks only. As VET courses are competency based, there will be many other formative type assessments which will be conducted throughout the course to gauge student understanding and competency in units. These formative tasks will be based around class work, participation, exams and general demonstrations.

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VET Metals & Engineering Preliminary ASSESSMENT PROGRAM 2015

This course has been designed with the intention of dual accreditation by the Board of Studies (BOS) and the Vocational Education and Training Accreditation Board (VETAB), assessment of student achievement needs to meet the requirements of each of these agencies. The BOS and VETAB require that a competency based approach to assessment be used and that a record be held in a Student Log of the learning outcomes demonstrated. Assessment of competencies will take place at appropriate times during the course. Work Placement: A minimum of 70 hours work placement over two years is a mandatory requirement for this course.

UNIT CODES

COMPETENCY UNITS SUMMATIVE ASSESSMENT TASKS

Induction MEM13014A MEM14004A MEM16007A MEM18001C MEM18002B MEM05012C MEM05052B

Manufacturing, engineering and related services industry induction Apply principles of OH&S in the work environment Plan to undertake a routine task Work with others in a manufacturing, engineering or related environment Use hand tools Use power tools/hand held operations Perform Routine Manual Metal Arc Welding Apply safe welding practices

Task 1 due Term 1 week 9 Task 2 due Term 2 week 7 Teamwork project to be completed by Term 3 week 9


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VET Primary Industries Preliminary ASSESSMENT PROGRAM 2015 This course has been designed with the intention of dual accreditation by the Board of Studies (BOS) and the Vocational Education and Training Accreditation Board (VETAB), assessment of student achievement needs to meet the requirements of each of these agencies. The BOS and VETAB require that a competency based approach to assessment be used and that a record be held in a Student Log of the learning outcomes demonstrated. Assessment of competencies will take place at appropriate times during the course. Work Placement: A minimum of 70 hours work placement over two years is a mandatory requirement for this course.

UNIT CODES

COMPETENCY UNITS SUMMATIVE ASSESSMENT TASKS

AHCOHS201A AHCMOM202A AHCLSK206A AHCLSK202A AHCWRK204A AHCPMG201A AHCLSK205A AHCMOM203A

Participate in OH&S processes Operate tractors Identify and mark livestock Care for health and welfare of livestock Work effectively in the industry Treat weeds Handle livestock using basic techniques Operate basic machinery & equipment

Working on the Farm Term1 (completed by week 11) Fencing Term 2 (completed by week 9 ) Livestock Term 3 (completed by week 10)


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Nyngan High School

Assessment Cover Sheet

Student

Name

Subject

Task

Assessment task mark Assessment task rank Cumulative

Assessment Rank

Feedback has been provided on the task which includes strengths and areas for

improvement.

Teacher Signature: Date Returned:

……………………………………………………………………………………………

Student Copy

Student

Name

Subject

Task

Date Task

Due

Date

handed in

Time

handed in

Teacher’s

Signature

Student’s

Signature

To be attached to the front of your task before handing in.

Your task is attached it includes outcomes, marking criteria and details of the nature of the task.

Date Task

Due

Date

handed in

Time

handed in

Teacher’s

Signature

Student’s

Signature

Have Integrity

Do Your Best

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Illness or Misadventure Application

Nyngan High School

Must be submitted within 2 school days of the student’s return or before due date if applying for an extension

ILLNESS MISADVENTURE

Student Name:…………………………………………. Year:…………………….

Subject/Course:…………………………………………. Task Number:…………...

Task Description:……………………………………………………………………….

Date Due:………………………………… Due Time:……………………………….

I wish to apply for special consideration for the following reasons:…………………………………..............

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………....................................

The following documentary evidence is attached (e.g. doctor’s certificate, funeral notice, letter from parent

or guardian, etc)……………………………………………..............................................................................

………………………………………………………………………………………………………….............

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

The school was contacted by phone □ Yes □ No

Date of Contact:………………………………………………………………………………………

Student’s Signature:…………………………………………………………………………………..

Parent/Guardian’s Signature:………………………………………………………………………….

Date:…………………………………………………………………………………………………...

PRINCIPAL’S SIGNATURE:…………………………….. DATE:…………

□ APPROVED □ NOT APPROVED

Decision/Reason………………………………………………………………………………………………

…………………………………………………………………………………………………………………

………………………………………………………………………………………………………………....

A copy of the completed form must be given to the student

Have Integrity

Do Your Best

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Appeal Application

Nyngan High School

Date Received:……………………

Student Name:…………………………………………. Year:…………………………………..,,,,,,

Subject/Course:…………………………………………. Task Number:…………..........................

Task Description:………………………………………………………………………………………………

Date Due:…………………………………

Nature of Application: Appeal against refusal of extension of time. Appeal against result of application for consideration of illness or misadventure. Other (State reason)………………………………………………………………………………….

…………………………………………………………………………………………………………………..…………

………………………………………………………………………………………………………..

My reasons explaining and supporting this appeal are:

…………………………………………………………………………………………………………………..…………

…………………………………………………………………………..........................................…………………

………………………………………………………………………………………………..Documentary evidence

attached which has not been presented before:

…………………………………………………………………………………………………………………...………

………………………………………………………………………………………………………….

□ APPEAL UPHELD □ APPEAL DENIED

Decision/Reason:……………………………………………………………………………………............

………………………………………………………………………………………………………………….…………

…………………………………………………….......................................................................…………………

………………………………………………………………………………………………..

PRINCIPAL’S SIGNATURE:…………………………………… DATE:………....

A copy of the completed form must be given to the student

Have Integrity

Do Your Best

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Glossary of Key Words

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

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

Apply Use, utilize, employ in a particular situation

Appreciate Make a judgment about the value

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 (analyse/evaluate)

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

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish

Recognize 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

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognize 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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2015 HSC Preliminary Personal Assessment Calendar

Week Term 1 Term 2 Term 3

1

2

3

4

Half Yearly Exams

5

6

7

8

9

Yearly Exams

10

11

hsc course assessment policy - home - … preliminary course assessment policy..... 5 1. the purpose...

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