marist college · web view- the schedule of tasks (section 2) indicates specific dates scheduled...

Year 12 2015 - 2016

Marist College North Shore

ASSESSMENT PROGRAMME

2015 - 2016

HSC(Year 12)

MARIST COLLEGE NORTH SHORE YEAR 12 HSC

ASSESSMENT TASK CALENDAR

TERM 4 - YEAR 12/2015-2016

Week

Subject Task Date Period/Time

4

5 English Ext 2 Viva Voce Part 1 6/11/15 In class

6 Design Technology MDP Proposal 12/11/15

In class

Industrial Technology MP Proposal 10/11/15

In class

7

Music 20th Century Music 20/11/15

In class

Modern History Source Analysis in class 18/11/15

In class

Biology In class Prac 20/11/15

In class

Studies of Religion II Hand in Written Report 20/11/15

In class

8

Ancient History Research Task 24/11/15

8.15 – 8.35am

Chemistry Investigation – Hand in 27/11/15

in class

Drama Black Comedy: Includes workshop and reflection 27/11/15

In classDouble Period

P 3 & 4

English Studies Representing / Speaking 25/11/15

In class

Mathematics Class Test 25/11/1 In class

Year 12 2015 - 2016

5

Mathematics General 2 Class Test 25/11/15

In class

Senior Science Practical exam 23/11/15

In class

Year 12 2015 - 2016

MARIST COLLEGE NORTH SHORE YEAR 12 HSC

ASSESSMENT TASK CALENDAR

TERM 4 - YEAR 12/2015-2016 CONTINUED

Week

Subject Task Date Period/Time

9

English Advanced Speaking and Representing 3/12/15 Submit Electronically

English Standard Speaking and Representing 3/12/15 Submit Electronically

Mathematics Ext 1 Class Test 1/12/15 In class

Studies of Religion I Hand in Written Report 4/12/15 8.15 – 8.35am

10

Mathematics Ext 2 Class Test 7/12/15 In class

PDHPE Research Task on Health Priority 9/12/15 8.15 – 8.35am

Physics Prac exam, research and exam 7/12/15 In class

SLR Research Task 8/12/15 In class

11

Year 12 2015 - 2016

TERM 1 - YEAR 12/2016Week Subject Task Date Period/Time

1 English Extension 2 Viva Voce

2

Visual Arts Body of Work Research and Case Studies 3/2/16 In class

3

Business Studies Hand in Research Task 10/2/16 8.15am – 8.35am

Economics Research and Case Study – Hand in before school 11/2/16 8.15am – 8.35am

English Extension 1 Creative Writing 10/2/16

Legal Studies Research Task – Oral Presentation

4

5Drama In class workshop and reflection 22/2/16 In class

Industrial Technology Industry Study

6

Ancient History Research Task

Music An instrument and its repertoire comparative study and 1 option – Viva Voce

Commencing29/2/16

In class

7Assessment Free Week – Week 7

Year 12 Assessment Weeks – 7 & 88

9

English Studies Script and Storyboard 25/3/16

10

Catholic Studies Research Task 1/4/16 Hand in before school

Drama Planning and development of individual project 31/3/16 8.15am – 8.35am

English Standard Writing – in class 30/3/16

English Advanced Writing – in class 30/3/16

SLR Online Certification Task – hand in 8.15am – 8.35am

11English Extension 2 Draft 5/4/15

Year 12 2015 - 2016

TERM 2 – YEAR 12/2016Week Subject Task Date Period/Time

1

2Visual Arts Task 2: Body of Work Research 2/5/16 In class

3 Year 12 Retreat Week

4Legal Studies In class Extended Response Research Task

Modern History Research Task

5

Design and Technology Innovation case – Study Bright Sparks

Mathematics Extension 1 Class Test

Music Performance Commencing23/5/16

In class

Senior Science Research

6

Biology Research Task and Orals – In class Dashboard submission In class

English Extension 2 Report 30/5/16

English Standard Hand in task to Library 1/6/16

English Advanced Writing / Listening (hand in) 1/6/16

Mathematics General 2 Class Test

Mathematics Class Test

Studies of Religion II Research and Report on one Religious Tradition 3/6/16 Hand in task

7

Business Studies Research Extended Response in class 5/6/16

History Extension Case Study to be handed in 10/6/16 8.15am – 8.35am

Hospitality In class Topic Test

8

Chemistry Practical exam In class

Drama Planning and development of group project 17/6/16 In class

Economics Stimulus Task 17/6/16 8.15am – 8.35am

Mathematics Extension 2 Presentation

Physics Research Task Critical Thinking – Dashboard submission In class

Studies of Religion I Research and Report on one Religious Tradition 13/6/16 Hand in in class

9

Ancient History Source Analysis in class

Catholic Studies Research Paper - Hand in before school 20/6/15 8.15am – 8.35am

English Studies Diary Entries – in class 23/6/16

Mathematics Extension 2 Presentation

Music An instrument and its Repertoire comparative study and 1 option – Elective Performance / Composition / Viva Voce

Commencing20/6/16

In class

PDHPE Design Training Programme (Hand in) 8.15am – 8.35am

SLR Practical Demonstration and Written Task – hand in in class In class

10

English Extension 1 Spelling / Writing 28/6/16

Legal Studies Research Task – Hand in

Year 12 2015 - 2016

TERM 2 – YEAR 12/2016 CONTINUEDWeek Subject Task Date Period/Time

10

TERM 3 – YEAR 12/2016Wee

kSubject Task Date Period/Time

1

English Standard Writing / Listening 20/7/16

English Advanced Writing / Listening (in class) 20/7/16

Hospitality Practical Examination Ongoing in class

Modern History Structured Response – Hand in task before school 8.15am – 8.35am

Studies of Religion II Research and Report 20/7/16 Hand in

2

Major Works Week (No Other Assessments)Design and Technology Major Design Project

Drama IP and GP Performance Exam (before Trials) 28/7/16 6.00pm after school Thursday

History Extension Hand in Project 29/7/16 8.15am – 8.35am

Visual Arts Task 4: Body of Work Submission – Hand in 27/7/16 In class

3

Trial HSC4

5

6

7

8

9

10

Year 12 2015 - 2016

MARIST COLLEGE NORTH SHORE

HIGHER SCHOOL CERTIFICATE (YEAR 12)

ASSESSMENT PROGRAMME 2015/2016

Introduction – The Purpose of Assessment

Assessment is the process of gathering information and making judgements about student achievement. It is useful in:• Assisting student learning• Evaluating and improving teaching programmes• Providing evidence of satisfactory achievement• Providing HSC results

The Assessment Programme within the College allows for a broader range of tasks than those used in HSC examinations and, therefore, provides opportunity to demonstrate achievement of the standards in different ways.

Assessment at Marist College North Shore in the Preliminary and HSC courses will follow a standards reference approach for all subjects other than VET. This means that assessments are measured against standards of performance.

The Competency-Based Vocational Education Courses studied as part of a Career/TAFE Preparation Programme or as part of a Blended Programme do not have a formal HSC Assessment Mark that is submitted to the Board of Studies by the College. Consequently students in these courses will not receive an Assessment Mark on their Year 12 Record of Achievement in these subjects.

Students in Vocational Education and Training (VET) courses, who choose to sit for the HSC Examination in their particular VET courses, will receive an HSC Examination Mark on their Record of Achievement. All VET students will be issued with a Competency Log Book compiled throughout their course. Although competencies in VET courses are often assessed while students are completing practical tasks, there will also be opportunities for competencies to be demonstrated in a more formal way through written assignments, presentations, tests, etc.

Students sitting Board Endorsed Courses (e.g. Catholic Studies) will have the assessment mark submitted by the College only, which will appear on their Year 12 Record of Achievement. There is no external HSC examination in these subjects.

Australian Tertiary Admission Rank (ATAR) Requirements:

The requirements for the ATAR are determined by the universities. A candidate’s ATAR is calculated from the scaled aggregate of the marks in the best 10 units of Board Developed HSC courses. NOTE: It is a student’s responsibility to ensure he meets the requirements for an ATAR.

Year 12 2015 - 2016

EXPLANATION OF RoSA FOR PARENTS AND STUDENTS

The Record of School Achievement (RoSA) is the new credential for students who leave school after Year Ten and before they receive their Higher School Certificate (HSC).

A cumulative record of all academic achievementThe RoSA is designed to record and credential all secondary school students’ academic results up until the HSC.

▪ While all students currently receive grades for courses they complete at the end of Year Ten, this system will be extended to also capture grades for courses a student completes in Year Eleven.

▪ If a student leaves school before receiving a grade in Years Eleven or Twelve courses, their RoSA will record the courses they commenced.

▪ This measures acknowledges the fact that many students begin senior secondary study but leave school for employment or other training opportunities before receiving their HSC.

Fair allocation of gradesIt is important for parents, employers and students to know that grades awarded for the RoSA credential are given fairly and consistently.

▪ NSW teachers are very experienced in determining the standard of work that warrants a particular grade. As grading is extended into senior secondary courses, the Board will work with teachers to ensure that appropriate standards are developed and applied at that level.

▪ The Board will also provide schools with information about the historical allocation of grades to their students. This will serve as a guide for the allocation of grades to current students.

▪ These methods of moderation and monitoring of grades will help ensure that parents and employers can know that a grade awarded in one school is equivalent to the same grade awarded in another school.

Literacy and numeracy testsStudents who leave school before they get their HSC will have the option to undertake literacy and numeracy tests.

▪ The tests, which will be offered online and under teacher supervision, will be reported separately to the RoSA credential.

▪ The tests will not be available to all students, only those who indicate they wish to leave school. The tests will be designed to reflect the needs and expectations of students who leave school before undertaking the HSC.

▪ Students will be able to take the tests during ‘windows’ of availability throughout the year. They will be able to sit the tests only once during each window, but can sit for them again should they decide to stay on longer at school. The most recent results will be issued as part of the RoSA when a student leaves school.

Recording extra-curricular achievementsThe Board recognises many employers are interested in more than academic results and is working on an online resource to help students bring together evidence of a range of extra-curricular activities. A pilot programme began in 2012 to develop a resource for students to record their achievements in areas such as first-aid or volunteer work.

More information on the RoSA can be found at: www.boardofstudies.nsw.edu.au

Year 12 2015 - 2016

SECTION ONE

HIGHER SCHOOL CERTIFICATE (YEAR 12)ASSESSMENT POLICY

The following policy relates to Assessment Tasks in all HSC courses conducted at Marist College, North Shore.

Formal Assessment Task results contribute to the overall mark achieved by a student and subsequently contribute to his school-based assessment mark submitted for the HSC.

SATISFACTORY COMPLETION OF A COURSE

“To have satisfactorily completed a course, students will have -

• followed the course;• 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.” [ACE 11.4]

ATTENDANCE At Marist College North Shore, 85% attendance is considered a minimum.

a) Exceptional cases involving less than 85% attendance need to be approved by the Headmaster.b) In particular, any extended overseas leave requires the approval of the

Headmaster two weeks prior to the student commencing their leave.c) There are to be no unexplained absences.d) Attendance deemed unsatisfactory will proceed to Review Process.

PARTICIPATION A GENUINE ATTEMPT must be made concerning the learning and teaching activities of a course.

a) Participating in a course involves completing assignments, homework and set tasks.b) It is up to the teacher’s professional judgment to determine what

constitutes genuine participation.c) Those deemed unsatisfactory will be referred to the Review Process.

Year 12 2015 - 2016

COMPLETION A student must make A GENUINE ATTEMPT at all Assessment Tasks in each course in which he is entered.

OF ASSESSMENT

TASKSa) Any student who fails to complete Assessment Tasks worth in excess of 50 percent of the available marks will be issued with an official Board of Studies (BOS) “N” (Non-Completion) notice, which will disqualify him from this particular course.b) This may in turn disqualify him from receiving the HSC and possibly an ATAR.c) Warnings are sent to parents in writing if this eventuality appears likely.

UNSATISFACTORY COMPLETION OF A COURSE

STEP 1 NOTIFICATION: Parents will be notified by letter when students are reviewed for their performance in a course. This formal WARNING is called an ‘N-Warning’.

The appropriate Studies Coordinator / Head of Department and Director of Teaching and Learning are responsible for notifying parents at all stages

of a review of a student’s performance in a course.

STEP 2 Students are given OPPORTUNITY TO RECTIFY THEIR SITUATION.

ATTENDANCE may involve students being placed on an attendance contract to meet requirements. PARTICIPATION may involve students being placed on a CLASS contract to meet

requirements. COMPLETION OF ASSESSMENT requires students to complete the assessment task

within a two week period.

STEP 3 SECOND N-WARNING LETTER SENT - Students are given a second opportunity to rectify their situation.

STEP 4 UNSATISFACTORY DETERMINATION (N-AWARD) An unsatisfactory result in a course will be determined by the Headmaster, in conjunction with the Director of Teaching and Learning.

This will occur after an Assessment Appeals Process has been completed. The aim of the Assessment Appeals Process is restoration and the avoidance of

awarding unsatisfactory results.

Year 12 2015 - 2016

SCHEDULE OF TASKS

STEP 1 NOTIFICATION OF TASKS - The Schedule of Tasks (Section 2) indicates specific dates scheduled from Term 4 2015 to Term 3, 2016.

For hand-in assessment tasks, written notice will also be given outlining details and marking criteria at least two weeks prior to the task date. Teachers should use their professional judgement to ensure students have adequate time to prepare for each task.

For in-class tasks and examinations, written notice may be given outlining details prior to the task date; however, students should use the schedule of tasks for task dates, weightings and outcomes assessed.

Notification of change will be given in writing at least two weeks prior to the task date.

STEP 2 RECORD IN STUDENT DIARY AND FAMILY CALENDAR - It is the student’s responsibility to know and understand the expectations, tasks and timing for each of their courses.

REPORTING AND TASK FEEDBACK

All students will receive meaningful feedback on their performance in each Assessment Task.

TIMING Feedback will normally be provided as a raw mark, and/or ranked position within the course cohort.

If it is a major task and undertaken by a large group, feedback will normally be within 10 school days.

NATURE The College will provide each student with formal details of his ranked position within this school’s candidature for each course, as part of his final HSC report.

Board of Studies regulations prohibit the College from providing a raw aggregate of marks scored in any course or subject.

APPEAL Appeals against the ranking may be made within three school days of receiving it and should be directed through the Director of Teaching and Learning. SEE APPEALS PROCESS

The onus is on students to check their mark calculations and report any discrepancies at the time the assessment task is returned to them.

Year 12 2015 - 2016

Submission of Tasks

ELECTRONIC ALL RESEARCH TASKS for Year 12 must be ELECTRONICALLY submitted by 8.15am on the due date or handed in as a HARD COPY at the La Valla Hall between 8.15-8.35am.

ALL students are to submit tasks ON TIME regardless of illness on the day. Teachers will inform students how the task is to be submitted. Tasks will be time stamped with the student’s name when submitted

electronically. Storage devices e.g. USB, cannot be submitted for a task. COMPUTER MALFUNCTION cannot be used as a reason for submitting a task late. To avoid this problem, students should manage their time to ensure that

tasks are not left to the last minute.

GROUP WORK The EXPECTATIONS of the TASK will be made clear in WRITING relating to what is required of each individual within that group, as distinct from what is expected of the group as a whole.

The group work may require each student to submit his own report. In this case, the task may be based on shared research and analysis. However, the final presentation will be the work of each individual student.

Where a group submission is to be made, the teacher will generally award the group mark to each individual student. However, where there is evidence to support the suggestion that there has been an inequitable distribution of work, or a group member has failed to make satisfactory contribution to the group presentation, the teacher has the right to vary the marks in order to reflect this.

Normally a logbook or other electronic means of tracking student contribution is a co-requisite of such tasks.

LATE SUBMISSION Students who are late submitting a task on the due date. MUST submit the task the very next day they attend school to their Class Teacher or the appropriate Studies Coordinator/Head of Department even if there is NO scheduled lesson on that day.

EXTENSIONS Under EXCEPTIONAL CIRCUMSTANCES the Director of Teaching and Learning may grant an extension.

In this case, parents should contact the Director of Teaching and Learning, either in writing or by telephone, to request an extension.

Medical or other documentation supporting the request may be required. Extensions may only be requested with a minimum of THREE DAYS PRIOR to

the due date of the submitted task.

The College accepts no responsibility for a student’s work if he does not follow these procedures. All students should retain a paper or electronic copy of the task.

Year 12 2015 - 2016

PROCEDURES FOR

STUDENT ABSENCE FROM AN ASSESSMENT TASK

UNFORESEEABLE ABSENCE

NOTE: ALL RESEARCH TASKS for Year 12 must be ELECTRONICALLY submitted by 8.15am on the day the task is due, or handed in as a hard copy between 8.15 – 8.35am at the La Valla Hall unless otherwise stated by the Subject Coordinator. This means ALL students are to submit assignments ON TIME regardless of illness on the day.

STEP 1 NOTIFY the Director of Teaching and Learning personally before 8.30am on the morning of the task or task due-by date. (Tel: 9957 5000)

STEP 2 OBTAIN documentation

Illness – a Doctor’s Medical Certificate will be required covering the absence. Funeral – a detailed letter from home prior to the assessment task.

Other documentation such as police reports in the case of accidents, hospital documents for family illness or other equivalent professional (objective) documents may be considered. Letters from family members or friends are rarely acceptable.

STEP 3 SUBMIT documentation to Director of Teaching and Learning. This must be done before the commencement of the student’s first period on the day of his return to the College.A student must:

Complete all details on the absence form. Attach documentation to the form and submit it to the Director of Teaching and Learning.

Documentation provided must cover all days absent from the College up to and including the task date OR from the task date until the day before returning to College. Undocumented absence beyond this/these dates may result in a zero determination.

Year 12 2015 - 2016

WHEN IS A DOCTOR’S CERTIFICATE REQUIRED?A Doctor’s Certificate is required if a student is absent:

the week before the Assessment Block the day before an assessment task is due. for College events such as Opening Mass, Swimming Carnival etc the last day of term.

FORESEEABLE ABSENCE - LEAVE

A student requiring Leave must obtain written permission from the Headmaster before commencement date. Students who do not have leave approved are at risk of not meeting attendance requirements.STEP 1 OBTAIN approval from the Headmaster.

Parent/Guardian to write letter to the Headmaster requesting leave at least two weeks prior to the leave.

Student to deliver letter to College Office, not Tutor Teacher. The Headmaster will respond in writing.

STEP 2 RESCHEDULE task(s) with the Director of Teaching and Learning and the Senior Academic Advisor PRIOR to leave.

Student must discuss with the Director of Teaching and Learning details of the task(s) that will be missed during their absence.

Arrangements will then be made regarding submission of missed task(s) with the Director of Teaching and Learning and the relevant Studies Coordinator.

FORESEEABLE ABSENCE – PRIOR APPOINTMENTS

An appointment made for the date or submission of an Assessment Task is not an acceptable reason, unless there is an emergency as evidenced by acceptable documentation. Such documentation would need to be presented before the appointment (if it was known), or immediately upon return. If it is not possible to present documentation before the task date, the student or his parent/guardian must telephone the Director of Teaching and Learning on the day of the appointment to inform her of the circumstances. Failure to comply may result in a zero determination for the Assessment Task.

STEP 1 SCHEDULING APPOINTMENTS

Check appointments and task dates at beginning of the year. Reschedule appointments, where possible, and ensure further clashes are avoided.

STEP 2 NOTIFY the Director of Teaching and Learning of absence BEFORE task date. (Tel: 9957 5000)

STEP 3 RESCHEDULE task with Director of Teaching and Learning BEFORE the due date.

Student must discuss with Director of Teaching and Learning, details of task(s) that will be missed during absence.

Arrangements will then be made regarding submission of missed task(s).

STEP 4 SUBMIT documentation to Director of Teaching and Learning. (Refer to Step 3 Instructions on previous page.)

If a student complies with these requirements, then he may:

i) sit the task or a substitute task; orii) be provided with an estimate based on his whole year’s work.

Year 12 2015 - 2016

PENALTIES APPLIED FOR

STUDENTS NOT MEETING REQUIREMENTS

PENALTIES FOR LATE SUBMISSION WITHOUT SUPPORTING DOCUMENTATION

The following penalties will apply in the case of an Assessment Task not being submitted on time and where there is no acceptable supporting documentation.

ONE SCHOOL DAY LATE 2o% of the total mark awarded will be deducted

Parents notified via the diary by the classroom teacher.

TWO DAYS LATE 40% the total mark awarded will be deducted

Parents notified via the diary by the classroom teacher.

MORE THAN THREE zero awardedSCHOOL DAY LATE

In this case, the task must still be submitted. This will be marked and returned to the student with feedback. The mark, however, may not contribute to the aggregated

assessment mark in that subject or course. Failure to submit the task may lead to an “N” determination. PARENTS NOTIFIED IN WRITING BY THE STUDIES COORDINATOR

AND THE DIRECTOR OF TEACHING AND LEARNING.

LATE SUBMISSION For assessments that CANNOT BE SUBMITTED ELECTRONICALLY, students who are late in submitting a task on a given day MUST hand in the task the next day they attend school to their class teacher or the appropriate Studies Coordinator even if there is NO scheduled lesson on that day.

There is NO EXCUSE for submitting a RESEARCH TASK LATE if these can be submitted electronically.

MALPRACTICE IN EXAMINATIONS AND EXAMINATION-TYPE TASKS

All Assessment Tasks are conducted under conditions set by the College, and are based on HSC Examination Rules and Procedures as specified by the BOS. Each instance of a breach of rules is treated separately and penalties may be imposed as a result.

Year 12 2015 - 2016

Two main breaches are outlined below:

NOTES If a student is found to have notes, texts or summaries of the subject being examined with him during an examination (whether he uses them or not) it will be assumed that it was for the purpose of using it during the examination and he may be awarded a zero determination for that task.

Students who accidentally take notes, texts etc into an examination-type task must report this to the supervising teacher immediately they become aware of the fact.

Supervising teachers will take the material from the student, make a note of the incident on your paper and report it to the Studies Coordinator. However, no action will be taken provided no evidence exists that shows the material was used during the examination.

MOBILE Students are NOT permitted to take mobile phones into an examination.PHONES

Any student who is found to have taken a mobile phone into an examination will be penalised.

PENALTIES EXAMINATIONS – a zero determination for the whole paper.

Year 12 2015 - 2016

APPEALS PROCESSZERO OR N-WARNINGS

The aim of the Assessment Appeals Process is restoration and the avoidance of awarding unsatisfactory results. If a student has a Zero determination or ‘N-Warning’ made against him, he has the right of appeal.

STEP 1 LODGE APPEAL with the Director of Teaching and Learning. Must be lodged within three school days of receiving the zero or ‘n-warning’

notice. See the Director of Teaching and Learning for the appropriate paper work.

STEP 2 SUBMITTED to the College Assessment Appeals Committee. This committee will consider the procedures surrounding the determination and

evaluate them against the College’s Assessment Policy and the requirements of the BOS.

This committee is made up of the Director of Teaching and Learning, the relevant Studies Coordinator, the Assistant Principal and where necessary a Year 12 Leader.

STEP 3 LODGE APPEAL with the Board of Studies. Failure at STEP TWO procedure may lead a student to appeal to the BOS, in which

case he must see the Director of Teaching and Learning for details of the procedure to be followed.

APPEAL AGAINST MARKS OR RANKS AWARDED

STEP 1 NOTIFY TEACHER at the time assessment task is handed back. The task MUST NOT go home if an appeal is to be lodged. Hand back the task to the Class Teacher with reasons for the appeal outlined on the front of the task.

STEP 2 REMARKING OF TASK - The task may be remarked by a different teacher OR reviewed by the teacher who initially marked the task.

Marks may change at this stage or further explanation as to why marks were not awarded given.

STEP 3 SPEAK TO the appropriate Studies Coordinator about the reasons for the appeal of marks or rank.

Marks may change at this stage or further explanation as to why marks were not awarded given.

STEP 4 LODGE APPEAL with the DIRECTOR OF TEACHING AND LEARNING. MARKS – May only be lodged if the assessment task or exam paper has not been

taken home. RANKS – Must be lodged within three school days of receiving the RANKS notice. STEP TWO procedure followed.

ILLNESS AND MISADVENTURE

Students whose performance during the HSC Examination is impaired by either illness or misadventure (the death of a family member or friend for example) must make the supervisor of the examination aware of the situation prior to or during the examination. The student must see the Director of Teaching and Learning as soon as possible in order to commence the necessary paperwork. Documentation including professional assessment will be needed to support the claim. Should the claim be upheld, the student’s Assessment Mark or his Examination Mark (whichever is the higher) will be awarded in the affected course or courses.

Year 12 2015 - 2016

SECTION TWO

SUBJECT ASSESSMENT SCHEDULES

Year 12 2015 - 2016

Please note:

Dates are correct at the time of printing:October, 2015.

This booklet forms official notification of assessment tasks for the HSC Year.

Where ever possible students will be given two weeks notice of Assessment scheduling

for Assessment Blocks.

Ancient HistoryAssessment Schedule2016 HSC Year

Assessment Task Distribution and Weighting Table

Task 1 Task 2 Task 3 Task 4 Task 5

Date of Task

Term 4, 2015Week 8

24/11/15

Term 1, 2016Week 64/3/15

Term 1, 2016Week 7-8

Term 2, 2016Week 916/6/15

Term 3, 2016Weeks 3 -5

Type of Task

Research TaskHand in before

school8.15 – 8.35am

Research Task Hand in before

school8.15 – 8.35am

Mid-CourseExamination

Source AnalysisIn class

Trial HSC

Component being assessed

Syllabus Weighting

Knowledge and understanding of course content

40% 5% 5% 15% 15%

Source- based skills: analysis, synthesis and evaluation of historical information from a variety of sources

20% 5% 10% 5%

Historical inquiry and research 20% 10% 10%

Communication of historical understanding in appropriate forms

20% 10% 5% 5%

OutcomesH3.1, 3.3, 3.6,

4.2H1.1, 2.1, 3.1, 3.2, 3.3, 3.6,

H1.1, 2.1, 3.4, 3.6, 4.1, 4.2

H2.1, 3.1, 3.2, 4.1, 4.2

H1.1, 2.1, 3.1, 3.2, 3.3, 3.4,

4.1, 4.2

Task Weighting 100% 10% 25% 15% 25% 25%

No more that 40% weightings may be allocated to test and examinations

Year 12 2015 - 2016

Ancient History – Summary of Internal Assessment

Component Weighting %

Personalities in Their Times – Section III 25

Ancient Societies – Section II 25

Historical Periods – Section IV 25

Section I – Core (Pompeii and Herculaneum) 25

In designing an assessment programme that maintains the weightings of each course component the following distribution of areas of assessment should be observed:

Knowledge and understanding of course content 40%Source-based skills: analysis, synthesis and evaluationof historical information from a variety of sources 20%Historical inquiry and research 20%Communication of historical understanding in appropriate forms 20%

100%

Ancient History – HSC Course OutcomesA student:1. People, places, societies and events in the context of their times

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

2. Change and continuity over timeH2.1 Explain historical factors and assess their significance in contributing to change and

continuity in the ancient world.

3. The process of historical inquiryH3.1 Locate, select and organize relevant information from a variety of sources.H3.2 Discuss relevant problems of sources for reconstructing the past.H3.3 Analyse and evaluate sources for their usefulness and reliability.H3.4 Explain and evaluate differing perspectives and interpretations of the past.H3.5 Analyse issues relating to ownership and custodianship of the past.H3.6 Plan and present the findings of historical investigations, analysing and synthesising

information from a range of sources.

4. Communicating an understanding of historyH4.1 Use historical terms and concepts appropriately.H4.2 Communicate knowledge and understanding of historical features and issues using

appropriate oral and written forms.

Year 12 2015 - 2016

BiologyAssessment Schedule2016 HSC Year


Task 1 Task 2 Task 3 Task 4

Date of Task Term 4, 201420/11/14Week 7

Term 1, 2016Week 7/8

Term 2, 2016Week 6

Term 3, 2016Weeks 3 - 5

Type of Task Investigation(Hand in task)

Mid-Course Examination

Oral andResearch Task

Trial HSC


Syllabus Weighting

Knowledge and understanding 40% 10% 10% 20%

Planning and conducting first-hand investigations

30% 20% 10%

Scientific thinking, problem-solving

30% 10% 10% 10%

Outcomes H11-14 H1, 4 – 16 H4,5,9,13,14,16 H1-16

Task Weighting 100% 20% 20% 30% 30%

Year 12 2015 - 2016

Biology – Summary of Internal Assessment


Knowledge and understanding of: the history, nature, and practice of biology, applications and uses of biology and their

implications for society and the environment, and current issues, research and developments in biology

cell ultrastructure and processes, biological diversity, environmental interactions, mechanisms of inheritance and biological evolution

40

Skills in planning and conducting first-hand investigations and in communicating information and understanding based on these investigations 30

Skills in scientific thinking, problem-solving, and in communicating understanding and conclusions 30

100%

Biology – HSC Course OutcomesA student:

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

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

H3 Assess the impact of particular advances in biology on the development of technology.

H4 Assesses the impacts of applications of biology on society and the environment.

H5 Identifies possible future directions of biological research.

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

H7 Analyses the impact of natural and human processes on biodiversity.

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

H9 Describes the mechanisms of inheritance in molecular terms.

H10 Describes the mechanisms of evolution and assesses the impact of human activity on evolution.

H11 Justifies the appropriateness of a particular investigation plan.

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

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

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

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

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

Year 12 2015 - 2016

Business StudiesAssessment Schedule2016 HSC Year



Date of Task Term 1, 2016Week 310/2/16

Term 1, 2016Weeks 7/8

Term 2, 2016Week 75/6/16

Term 3, 2016Weeks 3 - 5

Type of Task Research Task – Hand in

8.15 – 8.35am


ResearchExtended Response

In class

Trial HSC

Componentbeing assessed

Syllabus Weighting

knowledge and Understanding 40% 5% 10% 5% 20%

Stimulus-based Skills 20% 5% 5% 5% 5%

Inquiry and Research 20% 10% 10%

Communication of Business information, ideas and issues in appropriate forms

20% 5% 5% 5% 5%

Outcomes H2-8 H1-9 H1-10 All Outcomes

Task Weighting

100% 25% 20% 25% 30%


Year 12 2015 - 2016

Business Studies – Summary of Internal Assessment

Component Weighting

Knowledge and Understanding 40%

Stimulus-based Skills 20%

Inquiry and Research 20%

Communication of Business information, ideas and issues in appropriate forms 20%

100%

Business Studies – HSC Course OutcomesA student:

1. The nature, role and structure of business

H1.1 Explains the impact of the global business environment on business role and structure

H1.2 Critically analyses the role of business in Australia

2. The functions, processes and operations of business

H2.1 Describes and analyses business functions and operations and their impact on business success

H2.2 Evaluates processes and operations in global business

3. The nature, role, responsibilities and effectiveness of management

H3.1 Explains management theories and strategies and their impact on business

H3.2 Evaluates the effectiveness of management in the organisation and operations of business and its responsiveness to change

H3.3 Analyses the impact of management decision-making on stakeholders

4. The impact of internal and external factors on business.

H4.1 Critically analyses the social and ethical responsibilities of management

H4.2 Evaluates management strategies in response to internal and external factors

Investigate, analyse, synthesise and evaluate business information and issues from a variety of perspectives

Communicate business information and issues using appropriate formats

Apply mathematical concepts appropriate to business situations.

H5.1 Selects, organises and evaluates information and sources for usefulness and reliability

H5.2 Plans and conducts an investigation into business to present the findings in anappropriate business format

H5.3 Communicates business information, ideas and issues, using relevant businessterminology and concepts in appropriate forms

H5.4 Applies mathematical concepts appropriately in business situations.

Year 12 2015 - 2016

5.

Catholic StudiesAssessment Schedule2016 HSC Year


Task 1 Task 2 Task 3

Date of Task Term 1, 2016Weeks 10

1/4/16

Term 2, 2016Week 920/6/16

Term 3Weeks 3- 5

Type of Task Research TaskHand in before school

Research Paper - Hand in before school

Examination


Syllabus Weighting


20 5 5 10

Investigation and research 15 7.5 7.5

Communication of information, ideas and issues in appropriate form

15 7.5 7.5

Outcomes-Unit B6-3Being Catholic

C6-1Living with Good and Evil

E6-3Moral Issues

Task Weighting 50 20 20 10

Catholic Studies – Summary of Internal Assessment

Year 12 Students choosing to study Catholic Studies follow the Catholic Studies Course endorsed by the Catholic Education Office, Sydney.

Throughout the year they will cover a range of outcomes for each topic through class work, assessments and exams.

Students will complete the following topics in their course:

Christian Prayer Being Catholic Moral Issues Living with Good and Evil

Year 12 2015 - 2016

ChemistryAssessment Schedule2016 HSC Year



Date of TaskTerm 4, 2016

Week 827/11/15


Term 2, 2016Week 8

Term 3, 2016Weeks 3 -5

Type of Task Investigation(Hand in)


Practical (In class)

Trial HSC


Syllabus Weighting

Knowledge and understanding 40% 5% 10% 5% 20%

Planning and conducting first-hand investigations

30% 5% 5% 15% 5%

Scientific thinking, problem-solving 30% 10% 5% 10% 5%

Outcomes H2 - 16 H1,2,4 -16 H2,3, 5 - 16 H1 - 16

Task Weighting 100% 20% 20% 30% 30%

Year 12 2015 - 2016

Chemistry – Summary of Internal Assessment

Component Weighting

Knowledge and understanding of: The history, nature, and practice of chemistry, applications and uses of chemistry and

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

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

40



100%

Chemistry – HSC Course OutcomesA student:

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

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

H3 Assesses the impact of particular advances in chemistry on the development of technologies

H4 Assesses the impacts of applications of chemistry on society and the environment

H5 Identifies possible future directions of chemical research

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

H7 Describes the chemical basis of energy transformations in chemical reactions

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

H9 Describes and predicts reactions involving carbon compounds

H10 Analyses stoichiometric relationships

H11 Justifies the appropriateness of a particular investigation plan

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

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

H14 Assesses the validity of conclusions from gathered data and information

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


Year 12 2015 - 2016

Design and TechnologyAssessment Schedule2016 HSC Year



Date of Task

Term 4, 2016Week 6

Term 1, 2016Week 8

Term 2, 2016Week 5

Term 3, 2016Week 2

Term 3, 2016Weeks 5-6

Type of Task

Project Proposal

MDP

Mid Course Assessment

(Examination and Folio

progress mark – 50 pages completed)

Innovation case Study Bright

Sparks

MajorDesignProject

Trial HSC


Syllabus Weighting

Innovation and Emerging Technologies

40% 5% 5% 20% 10%

Designing and Producing 60% 10% 10% 35% 5%

Outcomes

H1.1, 4.1, 5.1 H3.2, 5.1 and others to be determined

H1.2, 3.1, 3.2, 5.2

H2.1, 2.2, 4.2, 4.3, 6.1, 6.2

H1.1, 2.1, 2.2, 3.1, 3.2, 4.2, 4.3, 5.2, 6.1,

6.2

Task Weighting 100% 15% 15% 20% 35% 15%

Year 12 2015 - 2016

Design and Technology – Summary of Internal Assessment

Component Weighting

Innovation and Emerging Technologies including a compulsory case study of a specific innovation other tasks

2020

Designing and Producing which may include aspects of the major design project 60

100%

A student will develop:1. Knowledge and understanding about design theory and design processes in a range of contexts.

2. Knowledge, understanding and appreciation of the interrelationship of design, technology, society and the environment.

3. Creativity and an understanding of innovation and entrepreneurial activity in a range of contexts.

4. Skills in the application of design processes to design, produce and evaluate quality design projects that satisfy identified needs and opportunities.

Design and Technology – HSC Course OutcomesA student:

H1.1 Critically analyses the factors affecting design and the development and success of design projects

H1.2 Relates the practices and processes of designers and producers to the major design project

H2.1 Explains the influence of trends in society on design and production

H2.2 Evaluates the impact of design and innovation on society and the environment

H3.1 Analyses the factors that influence innovation and the success of innovation

H3.2 Uses creative and innovative approaches in designing and producing

H4.1 Identifies a need or opportunity and researches and explores ideas for design development and production of the major design project

H4.2 Selects and uses resources responsibly and safely to realise a quality major design project

H4.3 Evaluates the processes undertaken and the impacts of the major design project

H5.1 manages the development of a quality major design project

H5.2 Selects and uses appropriate research methods and communication techniques

H6.1 Justifies technological activities undertaken in the major design project through the study of industrial and commercial practices

H6.2 Critically assesses the emergence and impact of new technologies, and the factors affecting their development.

Year 12 2015 - 2016

DRAMAAssessment Schedule 2016 HSC Year



Date of Task

Term 4, 2015Week 8

27/11/15Periods 3 & 4

Term 1, 2016Week 5

Commencing22/2/16

Term 1, 2016Week 10In class31/3/16

Term 2, 2016Week 8In class17/6/16

Term 3, 2016Week 26.00pm28/7/16

Type of Task

In -class workshop

written reflection

Black Comedy

In –class workshop

written reflection

Traditional Australian

Planning & Development of Individual

Project

Planning & Development

of Group Project

Trial HSCIP & GP

Performance & Exam


Syllabus Weightin

g

Making 40% 5% 5% 10% 10% 10%

Performing 30% 10% 20%

CriticallyStudying

30% 10% 10% 10%

H1.1, H1.2, H1.3, H1.5, H1.7, H1.9, H2.3, H2.4, H3.1, H3.2,H3.3,H3.4, H3.5

H1.1, H1.2, H1.3, H1.5, H1.7, H1.9, H2.3, H2.4, H3.1, H3.2,

H3.3, H3.4, H3.5

H1.2, H1.3, H1.5, H1.7, H1.9, H2.1, H2.4, H3.2,H3.3, H3.5

H1.1, H1.2, H1.3, H1.4, H1.6, H1.8, H1.9, H2.1, H2.2, H2.3,H2.4, H3.2H3.3, H3.5

H1.1 – H1.9H2.1 – H2.5H3.1 – H3.5

Total Weightings 100% 15% 15% 10% 20% 40%

Drama – Summary of Internal Assessment


Making 40%

Performance 30%

Critically Studying 30%

100%

Year 12 2015 - 2016

Content: Drama HSC CourseThe HSC course comprises:▪ Australian Drama and Theatre (Core component)▪ Studies in Drama and Theatre▪ the Group Performance (Core component)▪ the Individual Project.

Australian Drama and Theatre (Core component) and Studies in Drama and Theatre

OutcomesThe student:H1.1 uses acting skills to adopt and sustain a variety of characters and rolesH1.2 uses performance skills to interpret and perform scripted and other materialH1.3 uses knowledge and experience of dramatic and theatrical forms, styles and theories to inform and

enhance individual and group-devised worksH1.5 demonstrates directorial skillsH1.7 demonstrates skills in using the elements of productionH1.9 values innovation and originality in group and individual workH2.3 demonstrates directorial skills for theatre and other mediaH2.4 appreciates the dynamics of drama as a performing artH3.1 critically applies understanding of the cultural, historical and political contexts that have influenced

specific drama and theatre practitioners, styles and movementsH3.2 analyses, synthesises and organises knowledge, information and opinion in coherent, informed oral

and written responsesH3.3 demonstrates understanding of the actor-audience relationship in various dramatic and theatrical

styles and movementsH3.4 appreciates and values drama and theatre as significant cultural expressions of issues and concerns

in Australian and other societiesH3.5 appreciates the role of the audience in various dramatic and theatrical styles and movements.

Year 12 2015 - 2016

EconomicsAssessment Schedule2016 HSC Year



Year 12 2015 - 2016



Week 311/2/15


Exam Period

Term 2, 2016Week 8

17/6/2016

Term 3, 2016Weeks 3 – 5

Type of Task

Research and Case Study: Extended Response. Global

EconomyHand in before

school


Stimulus Task – Economic IssuesHand in before

school

Trial HSC


Syllabus Weighting

Knowledge and Understanding 40% 5% 10% 10% 15%

Stimulus-based skills 20% 5% 10% 5%

Inquiry and Research 20% 15% 5%

Communication of economic ideas, issues in appropriate forms

20% 5% 5% 5% 5%

Outcomes H4,9,10,12 H1,2,3,4,9,10,11 H1,H2 , H4, H7,H9, H10, H,11, H12 ALL Outcomes

Task Weighting 100% 25% 20% 30% 25%

Economics – Summary of Internal Assessment


Knowledge and Understanding 40%

Stimulus-based Skills 20%

Inquiry and Research 20%

Communication of economic ideas, issues in appropriate forms 20%

100%

Economics – HSC Course OutcomesA student:

H1 Demonstrates understanding of economic terms, concepts and relationships

H2 Analyses the economic role of individuals, firms, institutions and governments

H3 Explains the role of markets within the global economy

H4 Analyses the impact of global markets on the Australian and global economies

H5 Discusses policy options for dealing with problems and issues in contemporary andhypothetical contexts

H6 Analyses the impact of economic policies in theoretical and contemporary Australian contexts

H7 Evaluates the consequences of contemporary economic problems and issues on individuals, firms and governments

H8 Applies appropriate terminology, concepts and theories in contemporary and hypothetical economic contexts

H9 Selects and organises information from a variety of sources for relevance and reliability

H10 Communicates economic information, ideas and issues in appropriate forms

H11 Applies mathematical concepts in economic contexts

H12 Works independently and in groups to achieve appropriate goals in set timelines

Year 12 2015 - 2016

ENGLISH STUDIES________________________________________________________________________________Assessment Schedule 2016 HSC Year



Date of Task

Term 4, 2015Week 8

25/11/15

Term 1, 2016Week 925/3/16

Term 2, 2016Week 923/6/16

Term 3, 2016Week 913/9/15

Type of Task Representing Speaking

Scrip and Storyboard

Diary EntriesIn class

Reading Comprehension


Syllabus Weighting

We are Australian:English in Citizenship N/A 30%

The Big Screen N/A 20%

Part of the Family N/A 20%

Playing the Game N/A 30%

Outcomes 1.4, 2.1, 2.3, 3.2, 4.1, 4.2

1.4, 2.3,3.1, 4.1

1.1, 1.2, 3.1 1.3, 1.2, 3.1

Task Weighting 100% 30% 20% 20% 30%


Year 12 2015 - 2016

English Studies – Summary of Internal Assessment


Students will develop knowledge and understanding of various forms of texts, exploring the ideas and values of those texts and how language and other techniques are used in the texts to convey meaning

30

Students will develop skills in reading, listening and viewing and in writing, speaking and representing

30

Students will develop knowledge and skills in using language accurately, effectively and appropriately for a range of purposes, audiences and contexts.

25

Students will develop skills in planning and working individually and collaboratively.

15

100%

English Studies – HSC Course OutcomesA student:

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

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

texts in a range of forms.H1.4 Produces a range of texts that demonstrate knowledge, understanding and skills gained in

conveying meaning through language and other techniques.

H 2.1 Comprehends sustained written, spoken and multi-modal texts at an appropriate level to enrich their personal lives and provide a sound basis for current and future education, careers and citizenship.

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

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

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

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

H4.1 Plans and organises to complete tasks or projects, both individually and collaboratively.H4.2 Works effectively, both as an individual and within a group, to research, select, organise and

communicate information and ideas related to a variety of topics.

Year 12 2015 - 2016

English - StandardAssessment Schedule2016 HSC Year



Date of Task Term 43/12/15

Term 1Week 7

Term 1Week 1030/3/16

Term 2,Week 61/6/16

Term 3Week 120/7/16

Term 3, 2016

Weeks 3 - 5

Type of Task Speak / Represent

Half-Yearly Exams

Writing – In class

Hand in Task

To Library

Writing / ListeningIn class

Trial HSC


Syllabus Weighting

Area of Study –Discovery 40% 15% 10%

Module A: Experience Through Language

20% 15%

Module B:Close Study of Text 20% 15%

Module C:Texts and Society 20% 15%

Outcomes1, 2, 3, 4, 6, 9, 10

1, 3, 4, 6, 8, 10

1, 3, 4, 6, 8, 10

4, 6, 10, 11 1, 3, 4, 6, 10

Task Weighting 100% 15% 10% 15% 15% 15% 30%


Year 12 2015 - 2016

English - AdvancedAssessment Schedule2016 HSC Year

Assessment Task Distribution1 and Weighting Table

Task 1 Task 2 Task 3 Task 4 Task 5 Task 6


Term 1,Week 7

Term 1Week 1030/3/16

Term 2Week 61/6/16

Term 320/7/16

Term 3,Weeks 3 - 5

Type of TaskSpeaking /

RepresentingHalf-

Yearly Exams

WritingIn class

Writing / Listening –Hand in in

Library

In class Writing /

Representing

Trial HSC


Syllabus Weighting

Area of Study – Discovery 40% 15% 10%

Module A: Comparative Study of texts – Exploring Connections. Richard III and Looking for Richard

20% 15%

Module B: Critical Study of Texts 20% 15%

Module C: Representation and Text

20% 15%

Outcomes

1, 2, 3, 4, 6, 9, 10

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

2A

1, 2A, 4,6,8,10 1, 2A, 3, 4, 5, 8, 12A

1, 2, 4, 6, 10

Task Weighting100% 15% 10% 15% 15% 15% 30%


Year 12 2015 - 2016

English (Advanced and Standard) - Summary of Internal Assessment

Syllabus Components

Syllabus Component Weighting %

Modes to be assessed across the components

Weighting %

Area of Study 40 Listening 15

Module A 20 Speaking 15

Module B 20 Reading 25

Module C 20 Writing 30

Total 100% Viewing/Representing 15

Total 100%

English – HSC Course Outcomes1. A student explains and evaluates the effects of different contexts of responders and composers on

texts.

2. A student explains relationships among texts.

2A. Advanced only

A student recognises different ways in which particular texts are valued.

3. A student develops language relevant to the study of English.

4. A student explains and analyses the ways in which language forms and features, and structures of texts shape meaning and influence responses.

5. A student explains and evaluates the effects of textual forms, technologies and their media of production on meaning.

6. A student engages with the details of text in order to respond critically and personally.

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

8. A student articulates and represents own ideas in critical, interpretive and imaginative texts from a range of perspectives.

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

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

11. A student draws upon the imagination to transform experience and ideas into text demonstrating control of language.

12. A student reflects on own processes of responding and composing.

12A. Advanced only

A student explains and evaluates different ways of responding to and composing text.

13. A student reflects on own processes of learning.

Year 12 2015 - 2016

English – Extension 1Assessment Schedule2016 HSC Year



Date of Task

Term 1, 2016Week 310/2/16

Term 2, 2016Week 1028/6/16

Term 3, 2016Weeks 3 – 5

Type of Task Creative WritingWriting / Representing

Hand in to Library

Listening / Speaking / Writing

Electronic Submission

Trial HSC


Syllabus Weighting

Module B: Texts and Ways of ThinkingElective 2: Navigating the Global

50 15 20 15

Outcomes 1, 2, 3 1, 2, 3 1, 2, 3


English (Extension 1) – Summary of Internal Assessment

Syllabus Components

Syllabus Component Weighting Modes to be assessed across the components

Weighting/50

Module A B or C 50

Speaking/Listening 10

Reading/Writing 30

Viewing/Representing 10

Total 50 Total 50

English (Extension 1) – HSC Course Outcomes

1. A student distinguishes and evaluates the values expressed through texts.

2. A student explains different ways of valuing texts.

3. A student composes extended texts.

4. A student develops and delivers sophisticated presentations.

Year 12 2015 - 2016

English – Extension 2Assessment Schedule2016 HSC Year



Date of Task Term 4, 2015

Week 56/11/15In class

Term 1, 2016Week 1In class

Term 1, 2016Week 115/4/16


Term 2, 2016Week 630/5/16


Type of Task Viva Voce Viva Voce Draft Report

Component being

assessed

Syllabus Weighting

Major Work 50 5 5 25 15

Outcomes 1, 2 1, 2 1, 2 1, 2

Task Weighting

50 5 5 25 15

English (Extension 2) – Summary of Internal Assessment

Syllabus Components

Syllabus Component Weighting Tasks Weighting /50

Major Work 50

Viva Voce 10

Draft Major 25

Report 15

Total 50 Total 50

English (Extension 2) – HSC Course Outcomes1. A student develops and presents an extended composition which demonstrates depth, insight,

originality and skills in independent investigation.2. A student reflects on and documents own process of composition.

Year 12 2015 - 2016

History – Extension Assessment Schedule2016 HSC Year




Week 710/6/16

Term 3, 2016Week 229/7/16

Term 3, 2016Weeks 3 - 5

Type of Task Case Study –Hand in

Project –Hand in

HSC Trial Exam


Syllabus Weighting

Knowledge and understanding of significant historiographical ideas and processes

10 5 5

Skills in designing, undertaking and communicating historical inquiry – the History Project

40 40

Outcomes E1.1 E2.1, E2.2, E2.3 E1.1


Year 12 2015 - 2016

History (Extension 1) – Summary of Internal Assessment

Component

Knowledge and understanding of significant historiographical ideas and process 10

Skills and designing, undertaking and communicatinghistorical inquiry – the History Project 40

50

Objectives

A student develops knowledge and understanding about:

1. Significant historiographical ideas and processes.

A student develops skills in:

2. Designing, undertaking and communicating historical inquiry.

History (Extension 1) – HSC Course OutcomesA student:

E1.1 Analyses and evaluates different historical perspectives and approaches to history and the interpretations developed from these perspectives and approaches

E2.1 Plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches

E2.2 Communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

E2.3 Constructs a historical position about an area of historical inquiry and discusses and challenges other positions

Year 12 2015 - 2016

Hospitality – Kitchen OperationsAssessment Schedule2016 HSC Year



Date of Task Term 1, 2016Weeks 7/8

Term 2, 2016Week 7

Term 3, 2016Weeks 1 - 2

Term 3, 2016Weeks 3 - 5

Type of Task

Half Yearly Exams Class Topic TestSource and use information on the Hops Industry

Maintain the Quality of Perishable Items

Practical Exam with evidence portfolio

Use cookery skills effectively and service.

Prepare eggs, fruit, veg and farinaceous dishes.

Participate in safe food handling practices

HSC Trials

Component being

assessed

Syllabus Weighting

Competencies

Various Various Various Various

Weightings 100% 25% 25% 25% 25%

Practical Competency Assessments:There will be ongoing practical competency assessments throughout the year where full participation is required to be assessed. Students will receive notification of these competency tasks with a minimum of two weeks notice.

The Trial HSC will be used to indicate your estimated HSC mark between 1 – 100.

A thirty-five (35) hour Work Placement takes place during this year (70 hours in total). This is mandatory. Students who are absent MUST provide a Doctor’s Certificate for each day absent.

Expected Attendance:Marist Christmas Function: November 2016. Attendance is expected at different times, as this will contribute to the holistic practical assessment of several competencies.

Volunteers Lunch – Catering for 150 people. Prep and Cooking December. Attendance is expected at different times, as this will contribute to the holistic practical assessment of several competencies .

Immersion Dinner Prep and Cooking . Attendance is expected at different times, as this will contribute to the holistic practical assessment of several competencies.

Year 12 2015 - 2016

Year 12 Competency Assessment ScheduleTerm 4, 2015

1. Participate in environmentally sustainable work practices (Week 8)

Term 1, 20161. Source and use information on the Hospitality industry (Week 7)

Term 2, 20161. Participate in safe food handling practices, produce appetisers and salads (Week 4)

Term 3, 20161. Use cookery skills effectively and service, (Weeks 8-10)2. Prepare eggs, fruit, veg and farinaceous dishes (Weeks 8-10)3. Participate in safe food handling practices (Weeks 8-10)

Year 12 2015 - 2016

Industrial TechnologyAssessment Policy2016 HSC Year



Date of Task

Term 4, 2015Week 6

10/11/15In class

Term 1, 2016

Week 5

Term 1, 2016

Weeks 7 /8

Term 3, 2016Week 2In class

Term 3, 2016

Weeks 3-5

Type of Task

Project Proposal

Industry Study

Mid-Course Exam

MajorProject

Trial HSC Exam


Syllabus Weightin

g

Industry Study 15% 10% 5%

Major Design Project 60% 20% 40%

Industry-Related Manufacturing Technology

25% 10% 15%

OutcomesH3.1, H3.2, H4.2, H 5.1

H4.3, H7.2, H7.1

H1.1, H1.3, H1.2

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

Various Outcomes

Task Weighting

100% 20% 10% 10% 40% 20%

Year 12 2015 - 2016

Industrial Technology – Summary of Internal Assessment


Industry study 15

Major Project 60

Industry-related manufacturing technology 25

100

ObjectivesStudents will develop: Knowledge and understanding of the focus area industry and of manufacturing processes and

techniques used by industry Knowledge and understanding of safe and cooperative work practices and of the need for a safe and

cooperative work environment Competence in designing, managing and communicating within a relevant industry context Knowledge and skills in producing quality products Knowledge and skills in communication and information processing related to the industry focus area an appreciation of quality products and the principles of quality control an appreciation of the relationships between technology, the individual, society and the environment

Industrial Technology – HSC Course OutcomesA student:

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

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

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

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

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

H3.2 selects and applies appropriate research and problem-solving skills H3.3 applies and justifies design principles effectively through the production of a Major Project

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

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

Year 12 2015 - 2016

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

H5.1 selects and uses communication and information processing skills

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

H6.1 evaluates the characteristics of quality manufactured products

H6.2 applies the principles of quality and quality control

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

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

Year 12 2015 - 2016

LEGAL STUDIES

Assessment Schedule 2016 HSC Year



Date of Task

Term 1, 2016Week 38.15 –

8.35am

Term 1, 2016

Week 7/8

Term 2, 2016

Week 4In class

Term 2, 2016

Week 10

Term 3, 2016

Week 3-5

Type of Task

Research TaskOral

Presentation

Mid-CourseExam

In class extended response research

task

Research Task –

Hand in

Trial HSCExam

Component being

assessed

Syllabus Weighting

Knowledge and Understanding 20% 5% 5% 30%

Research 5% 7% 8%

Communication 10% 5% 5%

Outcomes H3-10 H1-7H9-10

H3-10 H3-10 H1-7H9-10

Task Weighting 100% 15% 20% 17.0% 18.0% 30%

Year 12 2015 - 2016

Legal Studies – Summary of Internal Assessment

Internal Assessment Weighting %Knowledge and Understand

Research

Communication

602020

100%

Legal Studies – HSC Course Outcomes

A student:

H1 Identifies and applies legal concepts and terminology

H2 Describes and explains key features of and the relationship between Australian and International

law

H3 Analyses the operation of domestic and international legal systems

H4 Evaluates the effectiveness of the legal system in addressing issues

H5 Explains the role of law in encouraging co-operation and resolving conflict, as well as initiating and

responding to change

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

H7 Evaluates the effectiveness of the law in achieving justice

H8 Locates, selects, organises, synthesises and analyses legal information from a variety of sources

including legislation, cases, media, international instruments and documents

H9 Communicates legal information using well-structured and logical arguments

H10 Analyses differing perspectives and interpretations of legal information and issues

Year 12 2015 - 2016

MATHEMATICS GENERAL 1Assessment Schedule 2016 HSC Year



Date of Task Term 1, 2016Week TBA

Term 2, 2016Week TBA

Term 3, 2016Week TBA

Type of Task In class task In class task Project


Syllabus Weighting

Knowledge and understanding

50% 15 15 20

Skills 50% 15 15 20

Outcomes MG1H-1, MG1H-2, MG1H-3, MG1H-7, MG1H-9, MG1H-10

MG1H-1, MG1H-2, MG1H-3, MG1H-7, MG1H-9, MG1H-10

MG1H-1, MG1H-2, MG1H-3, MG1H-4, MG1H-5, MG1H-8,

MG1H-9, MG1H-10

Task Weighting 100% 30% 30% 40%

HSC Course· Up to 30% of the internal assessment may be based on the Preliminary course.· Questions based on the Preliminary course can also be asked when they lead into questions based on the HSC

course.· Marks from these lead-in questions will not be counted in the 30% Preliminary allowance.

Year 12 2015 - 2016

General Mathematics 1 – Summary of Internal Assessment

Component Weighting

Knowledge and understanding 50%

Skills 50%

100%

General Mathematics 1 – HSC Course Outcomes

A student:

MG1H-1 uses mathematics and statistics to evaluate and construct arguments in a rangeof familiar contexts

MG1H-2 analyses representations of data in order to make predictions

MG1H-3 makes predictions about everyday situations based on simple mathematical models

MG1H-4 analyses simple two-dimensional and three- dimensional models to solve practical problems

MG1H-5 interprets the results of measurements and calculations and makes judgements about reasonableness, including the conversion to appropriate units

MG1H-6 makes informed decisions about financial situations likely to be encountered post-school

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

MG1H-8 solves problems involving uncertainty using basic counting techniques

MG1H-9 chooses and uses appropriate technology to organise information from a rangeof practical and everyday contexts

MG1H-10 uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others.

Year 12 2015 - 2016

MATHEMATICS GENERAL 2Assessment Schedule 2016 HSC Year



Date of Task Term 4, 2015Week 9

25/11/15

Term 1, 2016Weeks 7/ 8

Term 2, 2016Week 6

Term 3, 2016Weeks 3 - 5

Type of Task Class Test Mid-CourseExam

Class Test Trial HSCExam


Syllabus Weighting

Concepts 50% 7.5% 12.5% 12.5% 17.5%

Reasoning and Communication

50% 7.5% 12.5% 12.5% 17.5%

Outcomes MG2H 1, 3, 4, 5, 9, 10

MG2H 1, 2, 3, 4, 5,7, 9, 10

MG2H 1, 2, 3, 6,8, 9, 10

MG2H 1-10

Task Weighting 100% 15% 25% 25% 35%

HSC Course

Up to 30% of the internal assessment may be based on the Preliminary course. Questions based on the Preliminary course can also be asked when they lead into questions based on the HSC

course. Marks from these lead-in questions will not be counted in the 30% Preliminary allowance.

Year 12 2015 - 2016

General Mathematics – Summary of Internal Assessment

Component Weighting

Knowledge and Skills 50%

Applications 50%

100%

General Mathematics – HSC Course Outcomes

A student:

MG2H – 1 uses mathematics and statistics to evaluate and construct arguments in a range of familiar and unfamiliar contexts

MG2H – 2 analyses representations of data in order to make inferences, predictions and conclusions

MG2H – 3 Makes predictions about situations based on mathematical models, including those involving cubic, hyperbolic and exponential functions

MG2H – 4 Analyses two-dimensional and three-dimensional models to solve practical problems, including those involving spheres and non-right-angled triangles

MG2H – 5 Interprets the results of measurements and calculations and makes judgements about reasonableness, including the degree of accuracy of measurements and calculations and the conversion to appropriate units

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

MG2H – 7 Answers questions requiring statistical processes, including the use of the normal distribution, and the correlation of bivariate data

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

MG2H – 9 Chooses and uses appropriate technology to locate and organize information from a range of contexts

MG2H – 10 Uses mathematical argument and reasoning to evaluate conclusions drawn from other sources, communicating a position clearly to others, and justifies a response

Year 12 2015 - 2016

MathematicsAssessment Schedule2016 HSC Year



Date of Task Term 4, 2015Week 7

25/11/15


Term 2, 2016Week 6

Term 3, 2016Weeks 3 - 5




Syllabus Weighting

Concepts 50% 7.5% 12.5% 12.5% 17.5%

Reasoning and Communication

50% 7.5% 12.5% 12.5% 17.5%

Outcomes H1, 2, 4, 5, 6, 7, 9 H1, 2, 4, 5 – 9 H1 – 9 H1 – 9

Task Weighting 100% 15% 25% 25% 35%

Mathematics – Summary of Internal Assessment Up to 20% of the Mathematics assessment may be based on the Preliminary Course. Questions based on the Preliminary Course can be asked when they lead into questions based on the

HSC Course. Marks from these lead-in questions will not be counted in the 20% Preliminary allowance.

Year 12 2015 - 2016

Mathematics – HSC Course Outcomes

A student:H1 Seeks to apply mathematical techniques to problems in a wide range of practical contextsH2 Constructs arguments to prove and justify resultsH3 Manipulates algebraic expressions involving logarithmic and exponential functions H4 Expresses practical problems in mathematical terms based on simple given modelsH5 Applies appropriate techniques from the study of calculus, geometry, probability, trigonometry

and series to solve problemsH6 Uses the derivative to determine the features of the graph of a function H7 Uses the features of a graph to deduce information about the derivativeH8 Uses techniques of integration to calculate areas and volumesH9 Communicates using mathematical language, notation, diagrams and graphs

HSC Courses

The mandatory components and weightings for the HSC courses are set out below.

For Mathematics Extension 1, the internal assessment mark submitted to the Board may be based on the whole course (ie both Preliminary and HSC courses).

Component Description Weighting

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

50%

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

50%

100%

Year 12 2015 - 2016

Mathematics – Extension 1Assessment Schedule2016 HSC Year

Mathematics – Extension 2Assessment Schedule2016 HSC Year





Term 2, 2016Week 5

Term 3, 2016Weeks 3 - 5




Syllabus Weighting

Knowledge and Skills 50% 7.5% 12.5% 12.5% 17.5%

Applications 50% 7.5% 12.5% 12.5% 17.5%

Outcomes HE1 – HE7 HE1 – HE7 HE1 – HE7 HE1 – HE7

Task Weighting 100% 15% 25% 25% 35%





Term 2, 2016Weeks 8 & 9

Term 3, 2016Weeks 3 - 5

Type of Task Class Test Mid-CourseExam Presentation Trial HSC

Exam


Syllabus Weighting

Knowledge and Skills 50% 7.5% 12.5% 10% 20%

Applications 50% 7.5% 12.5% 10% 20%

Outcomes E1 – 9 E1 – 9 E1 – 9 E1 – 9

Task Weighting 100% 15% 25% 20% 40%

Year 12 2015 - 2016

Mathematics – Summary of Internal AssessmentComponent Weightings %

Mathematics MathematicsExtension 1

MathematicsExtension 2

Knowledge and Skills 50% 25 (50%) 50%Applications 50% 25 (50%) 50%

Marks 100% 50 (100%) 100%

Note: Bracketed figures are the Mathematics Extension 1 assessment weightings for students studying the Mathematics Extension 2 course.

Mathematics – HSC Outcomes

Mathematics Extension 1

A student:

HE1 Appreciates interrelationships between ideas drawn from different areas of mathematics

HE2 Uses inductive reasoning in the construction of proofs

HE3 Uses a variety of strategies to investigate mathematical models of situations involving binomial probability, projectiles, simple harmonic motion, or exponential growth and decay

HE4 Uses the relationship between functions, inverse functions and their derivatives HE5 Applies the chain rule to problems including those involving velocity and acceleration as functions

of displacement

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

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

Mathematics Extension 2

A student:

E1 Appreciates the creativity, power and usefulness of mathematics to solve a broad range of problems

E2 Chooses appropriate strategies to construct arguments and proofs in both concrete and abstract settings

E3 Uses the relationship between algebraic and geometric representations of complex numbers and of conic sections

E4 Uses efficient techniques for the algebraic manipulation required in dealing with questions such as those involving conic sections and polynomials

E5 Uses ideas and techniques from calculus to solve problems in mechanics involving resolution of forces, resisted motion and circular motion

E6 Combines the ideas of algebra and calculus to determine the important features of the graphs of a wide variety of functions

E7 Uses the techniques of slicing and cylindrical shells to determine volumes

E8 Applies further techniques of integration, including partial fractions, integration by parts and recurrence formulae, to problems

E9 Communicates abstract ideas and relationships using appropriate notation and logical argument

Year 12 2015 - 2016

Modern HistoryAssessment Schedule2016 HSC Year



Date of Task

Term 4, 2015Week 7

18/11/15


Term 2, 2016Week 420/5/16

Term 3, 2016Week 122/7/16

Term 3, 2016Weeks 3 – 5

Type of Task

Source AnalysisIn Class


Research Task Structured Response – Hand in task

before school

Trial HSC


Syllabus Weighting

Knowledge and understanding of course content 40% 5% 10% 5% 5% 15%

Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources

20% 10% 5% 5%

Historical inquiry and research

20% 10% 10%

Communication of historical understanding in appropriate forms

20% 10% 5% 5%

Outcomes

H3.2, 3.3, 3.4, 3.5

H1.1, 1.2, 3.2, 3.3, 3.4 3.5,

H1.1, 1.2, 2.1, 3.4, 4.1, 4.2

H1.1, 1.2, 2.1, 4.1, 4.2

H1.1, 1.2, 2.1, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1,

4.2

Task Weighting 100% 15% 15% 25% 20% 25%


Year 12 2015 - 2016

Modern History – Summary of Internal Assessment

Internal Assessment Weighting %

Core Study: World War I 1914-1919 25

National Studies 25

Personalities in the Twentieth Century 25

International Studies in Peace and Conflict 25In designing an assessment program that maintains the weightings of each course component the following distribution of areas of assessment must be observed:


40%Source-based skills: analysis, synthesis and evaluationof historical information from a variety of sources

20%Historical inquiry and research20%Communication of historical understanding in appropriate forms

20%100%

Modern History – HSC Course Outcomes

A student develops the skills to:

1. Key features, issues, individuals and events from the eighteenth century to the present

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

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

2. Change and continuity over time

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

3. The process of historical inquiry

H3.1 Ask relevant historical questions

H3.2 Locate, select and organise relevant information from different types of sources

H3.3 Analyse and evaluate sources for their usefulness and reliability

H3.4 Explain and evaluate differing perspectives and interpretations of the past

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

4. Communicating an understanding of history

H4.1 Use historical terms and concepts appropriately

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

Year 12 2015 - 2016

Music 1Assessment Schedule2016 HSC Year



Date of Task

Term 4, 2015Week 7

20/11/15Periods 1 & 2

Term 1, 2016Week 6

Commencing29/2/16

Term 2, 2016Week 5

Commencing23/5/16

Term 2, 2016Week 9

Commencing20/6/16

Term 3, 2016Weeks 5

Type of Task

Composition

(Hand in task)

Musicology and Viva Voce(In Class)

Performance(In class)

Elective Performance/ Composition/ Viva Voce

(In class and Hand in)

Trial HSCPerformance/

16/8/16 Examination

and Oral


Syllabus Weighting

Performance (Core) 10% 10%

Composition (Core) 10% 10%

Musicology (Core) 10% 10%

Aural (Core) 25% 25%

Electives 1, 2, 3 45% 15% 30%

Outcomes H3,4,5,6,8,10,11 H2,4,6,8,10,11 H1,2,7,8,9,10,1

1 H 1- 11 H1-H11

Task Weighting 100% 10% 10% 10% 15% 55%

Year 12 2015 - 2016

Music 1 – Summary of Internal AssessmentThe internal assessment mark for Music 1 is to be based on the HSC course only. Assessment for the HSC course must not begin until the completion of the Preliminary course.

Throughout the course, a variety of assessment techniques should be used to assess understanding and level of skill achieved.

The following components and weightings are mandatory.


Performance Core 10

Composition Core 10

Musicology Core 10

Aural Core 25

Elective 1 15

Elective 2 15

Elective 3 15

100%

Tasks are to be set in each of the core components (55% of total marks) at least once during the course.Electives 1, 2, 3 - A choice from Performance, Composition or Musicology

Music 1 – HSC Course OutcomesThrough activities in performance, composition, musicology and aural, a student:

H 1 Performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble

H 2 Reads, interprets, discusses and analyses simple musical scores that are characteristic of the topics studied

H 3 Improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied

H 4 Articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles

H 5 Critically evaluates and discusses performances and compositions

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

H 7 Understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied

H 8 Identifies, recognises, experiments with, and discusses the use and effects of technology in musicH9 Performs as a means of self-expression and communication

H 10 Demonstrates a willingness to participate in performance, composition, musicology and aural activities

H 11 Demonstrates a willingness to accept and use constructive criticism.

Year 12 2015 - 2016

Personal Development, Healthand Physical Education

Assessment Schedule2016 HSC Year




Week 99/12/15

Term 1, 2016Weeks 7 & 8

Term 2, 2016Week 9

Term 3, 2016Weeks 3 – 5

Type of Task

Hand inResearch Task on

Health Priority Issue

Half-Yearly ExamHand in

Designing training

programme

Trial HSC

Component being assessed Syllabus Weighting

Knowledge and understanding of:

Factors that affect healthThe way the body moves

40% 10% 10% 10% 10%

Skills in:

Influencing personal and community healthTaking action to improve participation and performance in physical activity

30% 5% 5% 10w5% 10%

Skills in critical thinking, research and analysis

30% 5% 5% 10% 10%

Outcomes H1,2,4,5,15,16 H1-5, H7-11,H14-H17

H8,10,16 H1-5, H7-11,H13-17

Task Weighting 100% 20% 20% 30% 30%


Year 12 2015 - 2016

PDHPE – Summary of Internal Assessment


Knowledge and understanding of:

Factors that affect health The way the body moves

40

Skills in:

Influencing personal and community health Taking action to improve participation and performance in physical activity

30

Skills in critical thinking, research and analysis 30

100%

PDHPE – HSC Course OutcomesA student:H1 Describes the nature, and justifies the choice, of Australia’s health prioritiesH2 Analyses and explains the health status of Australians in terms of current trends and groups most at

riskH3 Analyses the determinants of health and health inequitiesH4 Argues the case for the new public health approach to health promotionH5 Explains the different roles and responsibilities of individuals, communities and governments in

addressing Australia’s health prioritiesH6 Demonstrates a range of personal health skills that enables them to promote and maintain health

(Option 1)H7 Explains the relationship between physiology and movement potentialH8 Explains how a variety of training approaches and other interventions enhance performance and

safety in physical activityH9 Explains how movement skill is acquired and appraisedH10 Designs and implements training plans to improve performanceH11 Designs psychological strategies and nutritional plans in response to individual performance needsH12 Analyses the influence of socio-cultural factors on the way people participate in and value physical

activity and sport

(Option 2)H13 Selects and applies strategies for the management of injuries and the promotion of safety in sport

and physical activity (Option 3)H14 Argues the benefits of health-promoting actions and choices that promote social justiceH15 Critically analyses key issues affecting the health of Australians and proposes ways of working

towards better health for allH16 Devises methods of gathering, interpreting and communicating information about health and

physical activity concepts

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

Year 12 2015 - 2016

PhysicsAssessment Schedule2016 HSC Year



Date of Task

Term 4, 2015Week 107/12/15


Term 2, 2016Week 8

Term 3, 2014Weeks 3 – 5

Type of Task

Prac exam, research and exam


Research TaskCritical Thinking

Dashboard Submission

Trial HSC

Component being

assessed

Syllabus Weighting


40%5%

10% 5% 20%

Planning and conductingfirst-hand investigations

30% 15%

Scientific thinking, problem-solving

30% 10% 5% 10%

Outcomes H1, 3 – 7, 9,13, 14

H1 - 16 H6, 9, 12 - 14 H1-16

Task Weighting 100% 20% 30% 20% 30%

Year 12 2015 - 2016

Physics – Summary of Internal Assessment


Knowledge and understanding of: the history, nature, and practice of physics, applications and uses of physics and their

implications for society and the environment, and current issues, research and developments in physics

kinematics and dynamics, energy, waves, fields and matter

40



100%

Physics – HSC Course OutcomesA student:

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

H2 Analyses the ways in which models, theories and laws in physics have been tested and validated

H3 Assesses the impact of particular advances in physics on the development of technologies

H4 Assesses the impact of applications of physics on society and the environment

H5 Identifies possible future directions of research in physics

H6 Explains events in terms of Newton‘s Laws, Law of Conservation of Momentum and relativity

H7 Explains the effect of energy transfers and transformation

H8 Analyses wave interactions and explains the effects of those interactions

H9 Explains the effects of electric, magnetic and gravitational fields

H10 Describes the nature of electromagnetic radiation and matter in terms of the particles

H11 Justifies the appropriateness of a particular investigation plan

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

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

H14 Assesses the validity of conclusions drawn from gathered data and information

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


Year 12 2015 - 2016

SENIOR SCIENCE____________________________________________________________________________Assessment Schedule 2016 HSC Year



Date of Task Term 4Week 8

23/11/15

Term 1Week 8

Term 2Week 5

Term 4Weeks 3-5

Type of Task PracticalExamination

Mid-CourseExamination

Research Trial HSC


SyllabusWeighting


40 5 10 5 20

Planning and Conducting First-Hand Investigations

30 10 5 10 5

Scientific Thinking, Problem Solving

30 5 5 15 5

Outcomes H2, 7, 8, 11, 12, 13, 14

H1-16 H1, 3, 4, 512, 13 H1-16

Task Weighting 100 20 20 30 30

Year 12 2015 - 2016

Senior Science - Summary of Internal Assessment

Component Weighting

Knowledge and understanding of the underlying laws, theories and principles of Biology, Chemistry, Earth and Environmental Science and Physics and their application to technology and society.

40

Skills in planning and conducting first-hand investigations and in communicating information and understanding based on these investigations. 30

Skills in scientific thinking, problem-solving, and in communicating understanding and conclusions. 30

100%

Senior Science HSC Course OutcomesA student:

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

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

H3 Assess the impact of particular advances in biology on the development of technology.

H4 Assesses the impacts of applications of biology on society and the environment.

H5 Identifies possible future directions of biological research.

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

H7 Analyses the impact of natural and human processes on biodiversity.

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

H9 Describes the mechanisms of inheritance in molecular terms.

H10 Describes the mechanisms of evolution and assesses the impact of human activity on evolution.

H11 Justifies the appropriateness of a particular investigation plan.

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

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

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

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


Year 12 2015 - 2016

SPORT, LIFESTYLE AND RECREATION2 UNIT

________________________________________________________________________________Assessment Schedule 2015/2016 HSC Year




Term 1, 2016Week 10

Term 2, 2016Week 9

Type of Task

Research TaskHand in

8.15 – 8.35am

OnlineCertification Task

Hand in8.15 – 8.35am

Practicaldemonstration

and written task(In class and

hand-in)

Component being assessed Syllabus Weighting

Knowledge and understanding of: Planning to improve fitness Types of sporting events and event

management Games and sports strategies and skills

50 10 20 20

Skills in: Measuring and conducting fitness

tests Certifying in an area of sports

administration (ASC) Confidently participating in selected

games and sports

50 20 10 20

Outcomes 1.2, 1.3, 2.2, 3.2

3.3, 4.1

1.1, 1.3, 1.6, 2.4

3.2, 4.2, 4.5

1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4


Year 12 2015 - 2016

Sport, Lifestyle and Recreation (2 Unit) – HSC Course OutcomesA student:1.1 applies the rules and conventions that relate to participation in a range of physical activities1.2 explains the relationship between physical activity, fitness and healthy lifestyle1.3 demonstrates ways to enhance safety in physical activity1.4 investigates and interprets the patterns of participation in sport and physical activity in Australia1.5 critically analyses the factors affecting lifestyle balance and their impact on health status1.6 describes administrative procedures that support successful performance outcomes

2.1 explains the principles of skill development and training2.2 analyses the fitness requirements of specific activities2.3 selects and participates in physical activities that meet individual needs, interests and abilities2.4 describes how societal influences impact on the nature of sport in Australia2.5 describes the relationship between anatomy, physiology and performance

3.1 selects appropriate strategies and tactics for success in a range of movement contexts3.2 designs programs that respond to performance needs3.3 measures and evaluates physical performance capacity3.4 composes, performs and appraises movement3.5 analyses personal health practices3.6 assesses and responds appropriately to emergency care situations3.7 analyses the impact of professionalism in sport

4.1 plans strategies to achieve performance goal4.2 demonstrates leadership skills and a capacity to work cooperatively in movement context4.3 makes strategic plans to overcome the barriers to personal and community health4.4 demonstrates competence and confidence in movement contexts4.5 recognises the skills and abilities required to adopt roles that support health, safety and physical activity

Year 12 2015 - 2016

Studies of Religion I – 1 UnitAssessment Schedule2016 HSC Year



Date of Task

Term 4, 2015Week 94/12/15

Term 2, 2016Week 813/6/16

Term 3, 2016Weeks 3 - 5

Type of Task

Written Report: Religion and Belief Systems in Australia post 1945

(In class pre-prepared)

Research and Report on one Religious Tradition(Hand in task in class)

Trial HSC


Syllabus Weighting


20 5 5 10

Source-based skills 10 5 5

Investigation and research 10 10

Communication of information, ideas and issues in appropriate forms

10 5 5

Outcomes H1,2,6,7,8,9 H1,2,4,5,6,7,8.9 H1-9


Year 12 2015 - 2016

Studies of Religion (1 Unit) – Summary of Internal Assessment

Internal Assessment Weighting

Knowledge and understanding of course content 20

Source-based skills 10

Investigation and research 10

Communication of information, ideas and issues in appropriate forms 10

50

Studies of Religion (1 Unit) – HSC Course OutcomesA student:

H1 Explains aspects of religion and belief systems

H2 Describes and analyses the influence of religion and belief systems on individuals and society.

H3 Examines the influence and expression of religion and belief systems in Australia

H4 Describes and analyses how aspects of religious traditions are expressed by their adherents

H5 Evaluates the influence of religious traditions in the life of adherents

H6 Organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and bias

H7 Conducts effective research about Religion and evaluates the findings about the research

H8 Applies appropriate terminology and concepts related to religion and belief systems

H9 Coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms.

Year 12 2015 - 2016

Studies of Religion II – 2 UNITSAssessment Schedule2016 HSC Year



Date of Task

Term 4, 2015Week 7

20/11/15


Term 2, 2016Week 63/6/16

Term 3, 2016 Week 120/7/16

Term 3, 2016Weeks 3 – 5

Type of Task

Written Report: Religion and

Belief Systems in Australia post

1945(In class pre-prepared )


Research and Report on one

Religious Tradition - Christianity

(Hand in task)

Research and related hand in

extended response:

Religion and Peace

Trial HSC


Syllabus Weighting


40% 15% 10% 5% 10%

Source-based skills 20% 10% 10%

Investigation and research 20% 10% 10%

Communication of information, ideas and issues in appropriate forms

20% 5% 5% 5% 5%

Outcomes P1,2,6,7,8,9 H1-9 H2 - 8 H1,2, 5-9 H1-9

Task Weighting

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

Year 12 2015 - 2016

Studies of Religion (2 Unit) – Summary of Internal Assessment


Knowledge and understanding of course content 40%

Source-based skills 20%

Investigation and research 20%

Communication of information, ideas and issues in appropriate forms 20%

100%

Studies of Religion (2 Unit) – HSC Course Outcomes

A student:

H1 Explains aspects of religion and belief systems

H2 Describes and analyses the influence of religion and belief systems on individuals and society.

H3 Examines the influence and expression of religion and belief systems in Australia

H4 Describes and analyses how aspects of religious traditions are expressed by their adherents

H5 Evaluates the influence of religious traditions in the life of adherents

H6 Organises, analyses and synthesises relevant information about religion from a variety of sources, considering usefulness, validity and bias

H7 Conducts effective research about Religion and evaluates the findings about the research

H8 Applies appropriate terminology and concepts related to religion and belief systems

H9 Coherently and effectively communicates complex information, ideas and issues using appropriate written, oral and graphic forms.

Year 12 2015 - 2016

Visual ArtsAssessment Schedule2016 HSC Year



Date of Task Term 1, 2016

Week 23/2/16

Term 2, 2016Week 22/5/16

Term 2, 2016Week 61/6/16

Term 3, 2016Week 227/7/16

Term 3, 2016Weeks 3 - 5

Type of Task

Body of Work - Research and Case Studies

(Hand in)

Body of Work progress(In class)

Case Studies(Hand in)

Body of Work Completion

(Hand in)

Trial HSC

Component being

assessed

Syllabus Weightin

g

Art Making 50% 10% 5% 35%

Art Critical and Historical Writing – Frames – VAP

50% 15% 15% 20%

Outcomes

H 1-6

H1-6 H7-10 H1-6 H7-10

Task Weighting 100% 25% 5% 15% 35% 20%

Year 12 2015 - 2016

Visual Arts – Summary of Internal Assessment

Internal Assessment Weighting %Artmaking

knowledge, understanding and skills of content– artmaking as a practice– conceptual framework– frames

evident in the lead-up working diaries, works under development, in the body of work, and student explanations

50

Art criticism and art historyknowledge, understanding and skills of content– art criticism and art history as practices– conceptual framework– framesevident in:• short answer responses and reports derived from critical and historical case studies

applied to understanding of practice, the conceptual framework and frames• class essays• critical and contemporary reviews and reports in class• research techniques suited to criticism and history in the investigation of particular cases• research assignments• research essays• written and oral accounts of particular cases

50

100 %

Visual Arts – HSC Course OutcomesA student:H1 Initiates and organizes art-making practice that is sustained, reflective and adapted to suit

particular conditionsH2 Applies their understanding of the relationships among the artist, artwork, world and audience

through the making of a body of workH3 Demonstrates an understanding of the frames when working independently in the making of artH4 Selects and develops subject matter and forms in particular ways as representations in art-makingH5 Demonstrates conceptual strength in the production of a body of work that exhibits coherence and

may be interpreted in a range of waysH6 Demonstrates technical accomplishment, refinement and sensitivity appropriate to the artistic

intentions within a body of workH7 Applies their understanding of practice in art criticism and art historyH8 Applies their understanding of the relationships among the artist, artwork, world and audienceH9 Demonstrates an understanding of how the frames provide for different orientations to critical and

historical investigations of artH10 Constructs a body of significant art histories, critical narratives and other documentary accounts of

representation in the visual arts

Year 12 2015 - 2016

SECTION THREE

RULES AND PROCEDURES FOR EXAMINATIONS/TESTS

Examination Dates and Times

The College publishes the examination/test timetable and distributes copies to students.It is your responsibility to make sure you receive a timetable and read it carefully.

If you miss an examination simply because you have misread the timetable you will receivea mark of zero in that examination/test.

You must be at the examination/test location at least 10 minutes before the start of each examination/test.

Examination Attendance Rules

You must sit for all examinations/tests/tasks unless prevented by illness or misadventure.If you cannot attend an examination/test because of illness or misadventure, notify the Director of Teaching and Learning immediately.

If illness occurs before the examination and you are still able to attend, notify theTeacher-in-charge of the examination/test when entering the venue.

Equipment for the Examination/Test

It is your responsibility to make sure that you know and possess the correct equipment.

Before the examination/test begins, staff supervising will inspect any equipment brought into the venue. It is recommended that you place all equipment into an A4 plastic sleeve.

Equipment should bear only the original inscribed information. You must supply materials that are in working order (this includes calculators). You cannot lodge an appeal on the grounds that your examination equipment did not work correctly.

Except for General Mathematics candidates, you may only use those calculator models that appear on the Board of Studies’ list of approved calculators. Before the examination, you should verify with your teachers that your calculator is an approved model. General Mathematics students must comply with the special guidelines for calculators in the General Mathematics HSC Examination as advised by the Board of Studies.

Year 12 2015 - 2016

Where students are permitted to take dictionaries into a Languages examination, dictionaries cannot be annotated in any way, including using stickers to mark a particular place.

You are not permitted to borrow equipment during examinations/tests.

Supervisors will not be responsible for the safekeeping of any unauthorised material and equipment, including mobile telephones.

Examination/Test Room Procedures

You must sit at the desk designated by the Teacher-in-charge of the examination/test.

You must place your Identification Card at the top right hand side of the desk.If necessary, a drivers licence or travel pass will be acceptable.

It is your responsibility to check question papers to make sure there are no pages missing.

Reading Time – there will be between 5 and 10 minutes of reading and familiarisation time. You must not write during this time.

During written examinations/tests, you must:

- Read the instructions on the front page of the examination paper carefully. Teachers supervising are not permitted to interpret questions or instructions relating to questions.

- Write your name (or student number for Year 12 students) on all writing booklets/pages.

- Write with black or blue pen. Pencil may be used only where specifically directed.

- Make sure that you write your answers in the correct answer booklets. If you write an answer in the wrong section or booklet, write a note on the front and back of all booklets that an answer has been written in the wrong place. Do not rewrite your answers, but ensure you label and hand in all parts of your answers.

- Stop writing immediately when told to do so by the teacher supervising.

- Arrange completed answers according to the supervisor’s instructions and wait for the supervisor to collect them.

You must not:

- Commence writing until instructed to do so by the Teacher-in-charge.

- Write your name on answer books or sheets.

- Leave the examination/test room (except in an emergency) without permission.

Year 12 2015 - 2016

Conduct During the Examination/Test

You must follow the rules of the College at all times.

You must follow the Teacher-in-charge’s instructions at all times and must behave in a polite and courteous manner towards the teachers supervising and other students.

You must not:

- Eat in the examination/test room.

- Speak to any person other than a teacher supervising during an examination/test.

- Behave in any way likely to disturb the work of any other student or upset the conduct of the examination/test.

- Take into the examination/test room any books, notes, any paper, or any equipment other than the equipment necessary.

- Take a mobile phone into the examination/test room.

- Take any electronic device into the examination/test room

- Remove any examination/test booklets, whether used or not, from the room. Question papers may only be removed with the permission of the Teacher-in-charge.

If you do not follow these rules, or if you cheat in the examinations/tests in any way, youmay be removed from the examination/test venue and reported to the Director of Teaching and Learning.

The penalty will be a zero mark for that examination/test.

What to do if you miss an examination due to illness or misadventure

You must notify the College (9957 5000) if you are prevented from attending an examination/test because of illness or misadventure.

At the first opportunity after the test/examination you must provide written and complete details of your illness or misadventure, and describe how it affected your performance in the examination/test.

Provide independent written evidence which specifies the dates during which your illness or misadventure has occurred. This documentation must be dated at the time of the examinations.

In the case of illness, the College requires a statement from a doctor or other health professional. The statement should describe the nature and effects of your illness and its implications for your examination presentation. Note that a medical certificate that merely states that you were unfit for study/work is not acceptable.

In the case of misadventure, a Police Officer or a counsellor or another appropriate professional person should be approached for a written statement. Again, it should outline the nature and effects of your misadventure and its implications for your examination presentation.

Complete documentation must be presented to the Director of Teaching and Learning on the morning of your return to school.

Year 12 2015 - 2016

marist college · web view- the schedule of tasks (section 2) indicates specific dates scheduled...

Documents