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SEFTON HIGH SCHOOL
HIGHER SCHOOL CERTIFICATE
ASSESSMENT HANDBOOK
2019 - 2020
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 1
SEFTON HIGH SCHOOL Sincerity, Scholarship, Service
HIGHER SCHOOL CERTIFICATE
ASSESSMENT HANDBOOK FOR
2019 - 2020
AIMS The aims of this Handbook are
To inform students and their parents of the New South Wales Education Standards Authority (NESA)
requirements and rules relating to the successful completion of Higher School Certificate Courses.
To inform students and their parents of Higher School Certificate Course policies and rules at Sefton
High School.
VISION STATEMENT Sefton High School aims to continually improve its vision of excellence in education for all of our students.
Sefton High School consistently insists upon high expectations of the whole school community, providing a
structured, disciplined and high quality teaching and learning environment which fosters excellent standards of
academic achievement and student wellbeing. This provides opportunities for students to become confident,
successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our
society as informed, responsible and productive citizens who display the values of integrity, responsibility and
respect for all.
SCHOOL EMBLEM
ADDRESS Hector Street, Sefton 2162
P O Box 416
Chester Hill NSW 2162
TELEPHONE NUMBER
9644 4800
FACSIMILE
9743 7161
SCHOOL MOTTO
Sincerity, Scholarship, Service
WEBSITE
http://www.seftonhigh.nsw.edu.au
https://www.facebook.com/SeftonHSOfficial/
SCHOOL HOURS FOR STUDENTS
School hours are as follows.
Monday, 8.45 am to 2.30 pm
Tuesday, 8.45 am to 2.20 pm
Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 2
INDEX
Page
INFORMATION RELATING TO THE HIGHER SCHOOL CERTIFICATE COURSE 3
ASSESSMENT FOR HIGHER SCHOOL CERTIFICATE COURSE 4
SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR HSC COURSES 6
COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 12 12
Ancient History 13
Biology 14
Business Studies 15
Chemistry 16
Community and Family Studies 17
Design and Technology 18
Economics 19
English: Advanced 20
English Extension 1 21
English Extension 2 22
English: Standard 23
History Extension 24
Hospitality - VET Course 25
Information Processes and Technology 27
Japanese Beginners 28
Legal Studies 29
Mathematics Advanced 30
Mathematics Extension 1 31
Mathematics Extension 2 32
Mathematics Standard 2 33
Modern History 34
Personal Development, Health and Physical Education 35
Physics 36
Studies of Religion 1 37
Visual Arts 38
CHARGES FOR THE HSC COURSE 2019 – 2020 39
ATTENDANCE AND PUNCTUALITY EXPECTATIONS 40
SCHOLARSHIPS, UNIVERSITY COURSE & ACCESS SCHEME APPLICATIONS 42
APPENDICES 43
1. Sefton High School Flexible Leave Parental Permission Note 44
2. Approved Calculators for Assessment Tasks and Examinations 45
3. Writing a Bibliography 46
4. Glossary of Key Words 50
5. Sefton High School Application For Assessment Consideration Due To Illness 52
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 3
INFORMATION RELATING TO THE HIGHER
SCHOOL CERTIFICATE COURSE
NSW EDUCATION STANDARDS AUTHORITY REQUIREMENTS
AND RULES RELATING TO THE AWARD OF THE HIGHER
SCHOOL CERTIFICATE COURSE The New South Wales Education Standards Authority (NESA) is a Statutory Board which
has the power to award to students the Higher School Certificate. To be eligible for this
award, students must comply with the entry requirements, course restrictions and the rules
and regulations set down by NESA.
SATISFACTORY COMPLETION OF HIGHER SCHOOL CERTIFICATE
COURSE
It is required that students
demonstrate satisfactory participation in learning. This will include attendance.
apply themselves with diligence and sustained effort to the set tasks and experiences
provided in the course by the school.
study appropriate courses as approved by NESA.
complete the requirements of each course including any necessary oral, practical or
project work.
perform the tasks required as part of the assessment program in each course.
sit for any examination set as part of the course.
Non-Completion of Course Warning letters are issued by faculties where students are at
risk of N Determination. This most commonly occurs when students
are not completing significant portions of classwork and/or missing significant
portions of class instruction.
fail to demonstrate satisfactory progress in learning due to an assessment performance
that is below minimum course performance standards.
receive zero on an assessment due to non-compliance with assessment procedures.
Students who have received a minimum of two official Non-Completion of Course
Warning letters in a single course and have not completed the requirements detailed on
the letter are at risk of receiving an N Determination for that course. Students who have
not satisfactorily attempted assessments to the value of 50% of course assessment in a
single course will receive an N Determination for that course.
MINIMUM STUDY PROGRAMS
For the purpose of the award of a Higher School Certificate, students must have
completed the Preliminary Course and adhere to a program of study involving a
minimum of at least
10 HSC units of which at least 6 units must be NESA Developed Courses.
two units of a NESA Developed course in English.
three courses which must be of two units value or greater (either NESA Developed or
NESA Endorsed courses).
four subjects.
Students in NSW must reach a minimum standard of literacy and numeracy to receive an
HSC. Students have multiple opportunities to demonstrate the standard between Year 10
and when they complete the HSC exams via testing supervised by Sefton High School
staff.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 4
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)
Entry into tertiary courses in NSW and the ACT depends on your Australian
Tertiary Admission Rank (ATAR). The Universities calculate the ATAR for every
student who completes the necessary pattern of studies.
The ATAR is reported on a scale of 0 to 99.5 with increments of 0.05.
To be eligible for the ATAR, a student must study:
at least 10 units of NESA Developed courses including at least two units of
English.
NESA Developed courses that include at least three courses of two units or greater.
at least four subjects.
No more than two units of Category B courses may be used in determining an ATAR.
NSW EDUCATION STANDARDS AUTHORITY SYLLABUSES These may be accessed on the NSW Education Standards Authority website at
http://educationstandards.nsw.edu.au/wps/portal/nesa/home/
NSW STUDENTS ONLINE This is a NSW Education Standards Authority study website which students can
access using his/her student number and PIN. It contains many resources.
https://studentsonline.nesa.nsw.edu.au/
ASSESSMENT FOR HIGHER SCHOOL CERTIFICATE
COURSE
The NSW Education Standards Authority, which awards the Higher School Certificate, provides
guidelines for schools to draw up an Assessment Program in each course. Assessment programs
in any course will differ from school to school in terms of how the assessment is being carried
out.
Faculties are free to choose whichever tasks that they feel are best for assessing the various
components and for discriminating between candidates. Assessment programs can include
formal examinations, assignments, tests, oral work, field work, laboratory work, projects and so
on.
WHAT IS FORMAL ASSESSMENT?
Formal assessment tasks are those which students undertake as part of the school-based
assessment program, reflecting specific course requirements, components and weightings.
The school-based assessment program provides opportunities to gather evidence about
student achievement of syllabus outcomes. Evidence gathered through formal assessment
assists teachers to report on student achievement at a point in time, and is often used for
grading or ranking purposes.
It is vital that students are familiar with the course requirements and school policies and
procedures for formal assessment outlined in this document.
HOW DOES THE FORMAL ASSESSMENT PROGRAM CONTRIBUTE TO THE
HSC CREDENTIAL?
At the conclusion of the Year 12 course, the school will submit an assessment mark to NESA
for each student’s performance in a course. This mark is based on the formal school-based
assessment program. The mark is adjusted (moderated) by NESA after all HSC examinations
are completed to produce the assessment mark that appears on HSC results. For each course,
the final HSC mark is a 50:50 combination of the HSC examination and the moderated school
based assessment mark.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 5
WHAT CREDENTIAL WILL STUDENTS RECEIVE ON COMPLETION OF
STAGE 6?
If a student completes the HSC program, including course and assessment requirements,
he/she will receive the Higher School Certificate. Typically, each course report contains:
an assessment mark derived after moderation from the mark and ranking submitted by
the school and produced in accordance with NESA requirements for the school-based
assessment program
an examination mark derived from the HSC external examination
an HSC mark, which is the average of the moderated assessment mark and the
examination mark
a performance band, determined by the HSC mark.
SOME ADVICE ON SUCCESSFUL COMPLETION OF THE HSC
At times, students will find the demands of the HSC and staying on track challenging. We
strongly encourage students to build partnerships with staff and fellow students to support
and guide this journey. Each teacher has successfully completed the HSC and University
themselves. Many of the staff have extensive experiences teaching and guiding multiple HSC
cohorts. Their advice, based on experience, needs to be sought. We encourage students to
maintain a healthy, balanced lifestyle, build resilience and manage time effectively.
Resilience is an important personal attribute and skill that students will need throughout the
HSC and future endeavours.
Students are expected to:
know the syllabus – it is the only thing that can be assessed;
plan ahead and work through assessments progressively;
complete all tasks on time;
ask for clarification about a task or the feedback he/she receives on a completed task and
how he/she could improve your performance;
maintain printed and electronic copies of tasks, including backing up work in progress;
read the HSC: Rules and Procedures, published annually by NESA;
seek assistance and advice from teachers and other support people when needed;
complete study notes as the course progresses;
ensure that they fully understand the directive verbs used in HSC questions. The list of
these and their associated meanings are set out in Appendix 4 on Page 50.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 6
SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR
HIGHER SCHOOL CERTIFICATE COURSES
GENERAL GUIDELINES It is the responsibility of students and parents to be familiar with and comply with all
elements of this policy and procedural framework.
As far as possible, assessment tasks are to be completed under teacher supervision.
However some syllabus requirements necessitate that work be completed out of class, for
example, research activities.
Malpractice (see below) is unacceptable at all times as it is contrary to ethical scholarship.
An Assessment Task Cover Sheet containing a declaration of originality must be
completed and attached to any assignments or assessment tasks done outside of class.
Malpractice will result in a mark of zero and the issuing of a Course Warning letter.
Students will be required to resubmit / resit the task in order to meet the course
outcome requirements but the zero mark will remain. If plagiarism is of another
student’s work, a decision will be made by the Appeals Committee, after investigation
into the degree of complicity, as to whether the other student will also be penalised. NESA
requires schools to report students who have committed malpractice and these students
names are maintained on the NESA malpractice register.
Only approved calculators can be used for assessment tasks and examinations. See
Appendix 2 for the list.
The following procedures are designed to ensure consistency in the implementation of the
school’s assessment practices and therefore equity amongst students.
Students will be informed in writing of the assessment requirements for each subject at
the commencement of the course in the HSC Assessment Handbook.
Students are advised to record assessment tasks in their SHS Student Planner and to
refer regularly to his/her copy of the HSC Assessment Handbook. There is also a
Personal Assessment Task Calendar in the SHS Student Planner for student use.
Students will be given written notice of the nature and timing of assessment tasks.
The Assessment Task Notification will be provided a minimum of two weeks before
the date of the assessment task and include
the nature of the task (or the task itself if this is to be completed at home), including
equipment required.
syllabus outcomes to be assessed.
the weighting of the task.
the assessment criteria (optional for examinations or in exceptional circumstances).
the date of the task or, for a hand-in task, the due date and time.
Tasks which are to be handed in will state before 8.30 am as the hand-in time.
All issues regarding assessment tasks must in the first instance be addressed with the
class teacher by the student before the matter is referred to the relevant Head Teacher.
If a student is absent from class on the day that the Assessment Task Notification is
issued, it is the student’s responsibility to see the teacher to receive the notification.
Students will know during which weeks a task is due/scheduled from the HSC
Assessment Handbook.
Students must attend every timetabled period on the school day prior to the
scheduled date of any assessment task including an examination. Failure to do so will
result in zero unless an Application for Assessment Consideration Due to Illness Form
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 7
(Appendix 5) is submitted and substantiated in accordance with this policy. There is also
a copy of this form available on the school website.
https://sefton-h.schools.nsw.gov.au/assessment-handbooks.html
Students must attend every timetabled period on the scheduled date of any
assessment task up to and including the conclusion of the assessment task. Failure to do
so will result in zero unless an Application for Assessment Consideration Due to Illness
Form is submitted and substantiated in accordance with this policy.
Other than in exceptional circumstances and only where this is pre-arranged with the
relevant Deputy Principal or Principal, no emailed tasks will be accepted.
In the event of a situation arising that has not been foreseen in this policy and procedural
framework a decision shall be made by the appeals committee. The appeals committee
may consult on such matters as it sees fit prior to any determination.
Decisions made by the Appeals Committee are final.
ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND
EXAMINATIONS
These must be completed at the scheduled time.
If a student misses an in-class assessment or examination task through absence from
school
the student must submit a doctor’s certificate before 8.30 am on the first school
day not covered by the Doctor’s Certificate together with a completed Application
For Assessment Consideration Due to Illness Form (Appendix 5). The Head
Teacher will determine the validity of the reason. The student may receive a zero
mark if the Head Teacher determines the reason is invalid.
the student must have visited the doctor on or prior to the date of the assessment
task. The doctor’s certificate must indicate the day/s the student is unfit for school.
the subject Head Teacher will make arrangements for the student to complete
the task/examination. The expectation is that the student is ready to undertake that
task on their first day of return. The exact time and date will be determined by the
relevant Head Teacher and may well be in the student’s own time if necessary.
If a student is late to or absent from school on either or both of the day of an assessment
task or the day prior to an assessment task, for either the whole day and/or for any
periods prior to that in which the in-class assessment is to be completed, the student
must submit a doctor’s certificate and a completed Application For Assessment
Consideration Due to Illness Form (Appendix 5) immediately on the student’s arrival
at school. The Head Teacher will determine the validity of the reason. Unless validated
by the Head Teacher the student will receive a zero mark and be issued a Course
Warning letter if he/she is not in attendance in the periods prior to an in-class assessment,
as it will be deemed the student is gaining an unfair advantage over other students.
ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A
PARTICULAR DATE
These tasks are to be completed and submitted to a teacher in the faculty before
8.30 am on the due date. A signed Assessment Task Cover Sheet must be submitted
at this time.
An assessment task must be handed to a teacher. Other than in exceptional
circumstances assessment tasks must not be emailed. Any approval to email a task
must be pre-arranged with and approved by the relevant Deputy Principal or Principal.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 8
Failure to adhere to this will result in a zero score.
If a student does not submit an assessment task before 8.30 am on the due date, the
student must have a doctor’s certificate for the absence and submit and have
substantiated an Application For Assessment Consideration Due to Illness Form
(Appendix 5). Both documents, together with the completed task, must be submitted to
the Head Teacher of the faculty before 8.30 am on the first school day not covered by
the doctor’s certificate. Copies of the form are included in this Assessment Handbook.
Additional forms are available from the school website. The Head Teacher will
determine the validity of the reasons. The student may receive a zero mark if the Head
Teacher determines the reason is invalid. The student must have visited a doctor on or
prior to the date of the assessment task. The doctor’s certificate must indicate the day/s
the student is unfit for school inclusive of the date of the assessment task.
Problems with technology are not grounds for any assessment consideration.
IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON
THE DAY OF AN ASSESSMENT TASK The student must advise the relevant Deputy Principal in writing prior to the day
of the assessment task and provide supporting evidence. This includes any student
who has been granted Extended Leave - Travel. One of the following decisions will
then be made.
The student may be permitted to do the task at the first opportunity when he/she
returns. If the task is a hand-in task, the student must submit the task/assignment
to his/her teacher before the due date, or make arrangements for someone to
deliver it to the Head Teacher before 8.30 am on the date due.
The student may be given a substitute task.
The reason for absence may be deemed invalid and a zero mark awarded. The
student will still be required to complete the task to achieve outcomes.
The student may be given an estimate based on his/her performance in completed
course assessment tasks, but only in exceptional circumstances.
If a student is required to hand in or complete an assessment task in class on a day
which falls during a period when the student is on suspension, the Principal or Deputy
Principal will make arrangements to enable the student to comply with the school’s
assessment requirements.
APPEALS PURPOSE OF APPEALS
Appeals may only be lodged in relation to decisions made by a Head Teacher
relating to a student’s non-compliance with the requirements of the Sefton High
School Assessment Policy.
Students cannot appeal against a mark awarded other than on the grounds of
procedure, in keeping with NSW Education Standards Authority procedures.
PROCEDURE TO LODGE AN APPEAL BY A STUDENT
Only appeals submitted using the Application to Appeal a Penalty in an Assessment
Task form and completed by the student will be considered. This appeal form can
be accessed from a Deputy Principal.
The student must lodge a written appeal to the relevant Head Teacher stating the
basis on which he/she is appealing.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 9
An appeal in relation to a zero mark must be submitted using the Application to
Appeal a Penalty in an Assessment Task. All supporting documentation must be
included. An appeal form must be obtained from the Deputy Principal. The written
appeal must be submitted to the relevant Head Teacher within ten days of the date
on the written notification regarding a zero mark.
CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS Students must
cease speaking or communicating in any way as he/she enters the
assessment/examination venue and remain silent while in the
assessment/examination room except if talking to a supervisor.
follow the assessment/examination supervisor’s instructions at all times.
behave in a way that will not disturb the work of any other student nor disrupt the
conduct of the assessment/examination.
make a serious attempt at all questions in the assessment/examination. Answers
must not contain frivolous or offensive material.
not take food into the assessment/examination room other than for a known,
verifiable medical condition.
only take permitted equipment into the assessment/examination room. Books,
notes, paper, mobile phones, smart watches and electronic equipment of any
kind are not to be taken into the assessment/examination room. The area where
bags are placed is not considered to be the assessment/examination room, but any
mobile phone left in a bag in this area must be switched off.
remain in the assessment/examination room until the assessment/examination time
has elapsed and he/she is dismissed by the supervisor.
behave ethically. No attempt should be made to engage in malpractice, to cheat or
to attempt to cheat.
not take an examination paper or writing booklet out of the examination room.
use clear see-through plastic bags only as pencil cases.
use clear see-through plastic drink bottles without a label that contains water only.
FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with school policy and procedures outlined will result in a zero
mark which will be notified in writing through the issuing of a Course Warning letter.
MALPRACTICE Malpractice is cheating. It will result in the student receiving a zero for the task.
Malpractice is any activity undertaken by a student with the intention of using it to
unfairly advantage him/herself. It includes, but is not limited to
taking notes into a test or examination.
copying from another student.
communicating with other students during a test or examination.
copying someone else’s work in part or in whole, and presenting it as his/her own.
using material directly from books, journals, CDs or the internet without reference to
the source.
building on the ideas of another person without reference to the source.
buying, stealing or borrowing another person’s work and presenting it as his/her own.
submitting work to which another person such as a parent, coach or subject expert has
contributed substantially.
using words, ideas, designs or the work of others in practical and performance tasks
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 10
without appropriate acknowledgement.
changing an answer after the paper has been returned or changing a mark.
paying someone to write or prepare material.
breaching school examination rules.
taking non-approved aids into an assessment task/examination.
contriving false explanations to justify work not handed in by the due date.
assisting another student to engage in malpractice.
PLAGIARISM Plagiarism occurs when a student copies another person's work, and then states or
implies that it is his/her own, without acknowledgment. This includes words and text
from books and websites, drawings, maps, graphics and art, as well as ideas and
thoughts.
Plagiarism is cheating. It will result in the student receiving a zero for the task.
A student’s work may be cited for plagiarism if he/she, without acknowledgement of
the source,
makes a direct copy of one or more sentences and/or paragraphs from a source
document.
copies sentences and/or paragraphs, though he/she has changed their order.
makes cosmetic changes to sentences and/or paragraphs. This may include changing
the tense, placing in some synonyms, changing the order of adjectives and nouns or
deliberately adding grammar and/or spelling mistakes.
deletes information that was in brackets or a list of examples from sentences and/or
paragraphs in the source.
changes the order of phrases in the sentence.
uses information from a source that is not included in the bibliography.
Students need to be aware that summarising and paraphrasing can also be considered
plagiarism. Acceptable paraphrasing means that the student expresses the ideas using
original language and sentence structure. If the student keeps even short phrases from
the original source document, he/she must cite the source. Students must take care to
use only a limited amount of citing in their work.
This HSC Assessment Handbook contains a section on writing a bibliography and
referencing quotes (Appendix 3).
Students who would like to learn more about acceptable paraphrasing and the use of
quotes can access the following web sites.
http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?searc
h_query=plagiarism
https://wts.indiana.edu/writing-guides/plagiarism.html
www.hamilton.edu/writing/style/plagiarism/plagiarism.html
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 11
IMPORTANT NOTE
In the external HSC examination, the NSW Education Standards Authority (NESA) awards
zero to any script in which
only the multiple choice questions and/or true/false and/or matching questions have been
done.
some or all of the answers appear not to be genuine attempts to really answer the question/s
asked. This may include copying or modifying some or all of the question/s or leaving a
number of blanks.
frivolous or objectionable material has been included.
In Year 12 this will result in a non-award in that course and if the course counts towards the ten
units required to be completed for the award of a Higher School Certificate, the student will not
receive a Higher School Certificate.
This will also result in the student not being awarded an ATAR if this course counts towards
his/her 10 units.
Sefton High School will follow this same rule in all years for school assessment tasks
including examinations. Any such script will be treated as a non-serious attempt and awarded
zero. The task will have to be redone in order to meet course outcome requirements but the zero
mark will remain.
Only black non-erasable pens are to be used in Sefton High School assessment tasks
(including examinations). Queries regarding marked tasks will not be addressed if any part of the
task has been completed with an erasable pen or if correction fluid or tape has been used in that
part of the task being queried.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 12
COURSE DETAILS
AND ASSESSMENT
TASK
INFORMATION FOR
YEAR 12
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 13
ANCIENT HISTORY
Course Description
The Year 12 course is structured to provide students with opportunities to apply their understanding of archaeological and
written sources and relevant historiographical issues in the investigation of the ancient past. The course comprises four
sections. Students are required to study all four sections of the course. The four sections are as follows: Core Study: Cities of
Vesuvius – Pompeii and Herculaneum, Ancient Societies, Personalities in their Times and Historical Periods.
Objectives HSC Course Outcomes
Students:
Develop knowledge and understanding of a
range of features, people, places, events and
developments of the ancient world in their
historical context
Develop an understanding of continuity and
change over time.
AH12-1 accounts for the nature of continuity and change in the
ancient world
AH12-2 proposes arguments about the varying causes and effects of
events and developments
AH12-3 evaluates the role of historical features, individuals and
groups in shaping the past
AH12-4 analyses the different perspectives of individuals and groups
in their historical context
AH12-5 assesses the significance of historical features, people, places, events and developments of the ancient world
Students:
Undertake the process of historical inquiry
Use historical concepts and skills to examine
the ancient past
Communicate an understanding of history,
sources and evidence, and historical
interpretations.
AH12-6 analyses and interprets different types of sources for
evidence to support an historical account or argument
AH12-7 discusses and evaluates differing interpretations and
representations of the past
AH12-8 plans and conducts historical investigations and presents
reasoned conclusions, using relevant evidence from a range of
sources
AH12-9 communicates historical understanding, using historical
knowledge, concepts and terms, in appropriate and well-structured
forms
AH12-10 analyses issues relating to the ownership, custodianship and
conservation of the ancient past
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40 %
Historical skills in the analysis and evaluation of sources and interpretations 20 %
Historical inquiry and research 20 %
Communication of historical understanding in appropriate forms 20 %
ASSESSMENT TASK
DESCRIPTION
DUE DATE WEIGHTING
1. Source-based task 2. Mid-course assessment
3. Historical analysis
4. Trial HSC examination
2019 Term 4, Week 10 2020 Term 1 Weeks 10 and 11
2020 Term 2, Week 6
2020 Term 3 Weeks 3-5
15% 30%
25%
30%
TOTAL 100 %
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 14
BIOLOGY
Course Description
The Biology course explores the diversity of life from a molecular to a biological systems level. The course examines the
interactions between living things and the environments in which they live. It explores the application of biology and its
significance in finding solutions to health and sustainability issues in a changing world.
Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-
solving and critical thinking skills in order to understand and support the natural environment. When Working
Scientifically, students are provided with opportunities to design and conduct biological investigations both individually
and collaboratively.
OBJECTIVES YEAR 12 COURSE OUTCOMES
Skills
Students develop skills in applying the
processes of Working Scientifically
A student:
Questioning and predicting BIO12-1 develops and evaluates questions and hypotheses for scientific investigation
Planning investigations BIO12-2 designs and evaluates investigations in order to obtain primary and
secondary data and information
Conducting investigations BIO12-3 conducts investigations to collect valid and reliable primary and
secondary data and information
Processing data and information BIO12-4 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media
Analysing data and information BIO12-5 analyses and evaluates primary and secondary data and information
Problem solving BIO12-6 solves scientific problems using primary and secondary data, critical
thinking skills and scientific processes
Communicating BIO12-7 communicates scientific understanding using suitable language and
terminology for a specific audience or purpose
Knowledge and Understanding
Students:
A student:
develop knowledge and understanding
of heredity and genetic technologies BIO12-12 explains the structures of DNA and analyses the mechanisms of
inheritance and how processes of reproduction ensure continuity of species
BIO12-13 explains natural genetic change and the use of genetic technologies
to induce genetic change
develop knowledge and understanding
of the effects of disease and disorders BIO12-14 analyses infectious disease in terms of cause, transmission,
management and the organism’s response, including the human immune
system
BIO12-15 explains non-infectious disease and disorders and a range of
technologies and methods used to assist, control, prevent and treat non-
infectious disease
Values and Attitudes
Students:
develop positive, informed values and attitudes towards biology
recognise the importance and relevance of biology in their lives
recognise the influence of economic, political and societal impacts on the development of scientific knowledge
develop an appreciation of the influence of imagination and creativity in scientific research.
NESA ASSESSMENT COMPONENTS
Skills in working scientifically
Knowledge and understanding of course content
60%
40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Research Task: research Term 4 Week 8 20%
2. Depth Studies: series of investigations/activities Term 1 Weeks 10 & 11 30%
3. Practical/Skills Task Term 2 Week 5 20%
4. Trial HSC Examination Term 3 Weeks 3-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 15
BUSINESS STUDIES
Course Description Business activity is a feature of everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects
of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the
management of operations, marketing, finance and human resource in large businesses.
Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for
students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral
development by assisting students to think critically about the role of business and its ethical responsibilities to society.
Objectives HSC Course Outcomes
The student develops knowledge and
understanding about The student
1. The nature, role and structure of business
H1 critically analyses the role of business in Australia
2. Internal and external influences on business H2 evaluates management strategies in response to changes in internal and
external influences
H3 discusses the social and ethical responsibilities of management
3. The functions and processes of business
activity H4 analyses business functions and processes in large and global businesses
4. Management strategies and their
effectiveness H5 explains management strategies and their impact on businesses
H6 evaluates the effectiveness of management in the performance of
businesses The student develops skills to
1. investigate, synthesise and evaluate
contemporary business issues and
hypothetical and actual business situations
H7 plans and conducts investigations into contemporary business issues
H8 organises and evaluates information for actual and hypothetical business
situations
2. communicate business information and
issues using appropriate formats
H9 communicates business information, issues, and concepts in appropriate
formats
3. apply mathematical concepts appropriate to
business situations.
H10 applies mathematical concepts appropriately in business situations
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Stimulus-based skills 20%
Inquiry and research 20%
Communication of business information, ideas and issues in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Business Knowledge and Communication
2. Mid Course Assessment
3. Inquiry and Research
4. Trial HSC Examination
2019 Term 4, Week 9
2020 Term 1, Weeks 10-11
2020 Term 2, Week 7
2020 Term 3 Weeks 3-5
20%
30%
20%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 16
CHEMISTRY
Course Description
The Chemistry course explores the structure, composition and reactions of and between all elements, compounds and
mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and
compounds in the environment, and an understanding of industrial processes and their applications to life processes are
central to human progress and our ability to develop future industries and sustainability.
An understanding of chemistry is developed through the application of Working Scientifically skills. It focuses on the
exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly
dissimilar phenomena.
OBJECTIVES YEAR 12 COURSE OUTCOMES
Skills
Students develop skills in applying the
processes of Working Scientifically
A student:
Questioning and predicting CH12-1 develops and evaluates questions and hypotheses for scientific
investigation
Planning investigations CH12-2 designs and evaluates investigations in order to obtain primary and
secondary data and information
Conducting investigations CH12-3 conducts investigations to collect valid and reliable primary and
secondary data and information
Processing data and information CH12-4 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media
Analysing data and information CH12-5 analyses and evaluates primary and secondary data and information
Problem solving CH12-6 solves scientific problems using primary and secondary data, critical
thinking skills and scientific processes
Communicating CH12-7 communicates scientific understanding using suitable language and
terminology for a specific audience or purpose
KNOWLEDGE AND
UNDERSTANDING
Students:
A student:
develop knowledge and understanding
of equilibrium and acid reactions in
chemistry
CH12-12 explains the characteristics of equilibrium systems, and the
factors that affect these systems
CH12-13 describes, explains and quantitatively analyses acids and bases
using contemporary models
develop knowledge and understanding
of the applications of chemistry CH12-14 analyses the structure of, and predicts reactions involving, carbon
compounds
CH12-15 describes and evaluates chemical systems used to design and analyse
chemical processes
VALUES AND ATTITUDES
Students:
develop positive, informed values and attitudes towards chemistry
recognise the importance and relevance of chemistry in their lives
recognise the influence of economic, political and societal impacts on the development of scientific knowledge
develop an appreciation of the influence of imagination and creativity in scientific research.
NESA ASSESSMENT COMPONENTS
Skills in working scientifically 60%
Knowledge and understanding of course content 40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Research Task: research Term 4 Week 9 20%
2. Depth Studies: series of investigations/activities Term 1 Weeks 10 & 11 30%
3. Practical/Skills Task Term 2 Week 7 20%
4. Trial HSC Examination Term 3 Weeks 3-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 17
COMMUNITY AND FAMILY STUDIES Course Description
Community and Family Studies is designed to develop in each student an understanding of the diverse nature and interdependence of families
and communities within Australian society. The course enables students to plan and manage resources effectively in order to address issues
facing families and communities.
Aim
Community and Family Studies aims to develop in each student an ability to manage resources and take action to support the needs of
individual, groups, families and communities in Australian societies.
Objectives HSC Outcomes
Students will develop: A student:
1. knowledge and understanding about resource
management and its role in ensuring individual,
group, family and community wellbeing
H1.1 analyses the effect of resource management on the wellbeing of individuals,
groups, families and communities
2. knowledge and understanding about the
contribution positive relationships make to
individual, group, family and community
wellbeing
H2.1 analyses different approaches to parenting and caring relationships
H2.2 evaluates strategies to contribute to positive relationships and the wellbeing
of individuals, groups, families and communities
H2.3 critically examines how individual rights and responsibilities in various
environments contribute to wellbeing
3. knowledge and understanding about the
influence of a range of societal factors on
individuals and the nature of groups, families and
communities
H3.1 analyses the sociocultural factors that lead to special needs of individuals in
groups
H3.2 evaluates networks available to individuals, groups and families within
communities
H3.3 critically analyses the role of policy and community structures in supporting
diversity
H3.4 critically evaluates the impact of social, legal and technological change on
individuals, groups, families and communities
4. knowledge and understanding about research
methodology and skills in researching, analysing
and communicating
H4.1 justifies and applies appropriate research methodologies
H4.2 communicates ideas, debates issues and justifies opinions
5. skills in the application of management processes
to meet the needs of individuals, groups, families
and communities
H5.1 proposes management strategies to enable individuals and groups to satisfy
their specific needs and to ensure equitable access to resources
H5.2 develops strategies for managing multiple roles and demands of family,
work and other environments
6. skills in critical thinking and the ability to take
responsible action to promote wellbeing
H6.1 analyses how the empowerment of women and men influences the way they
function within society
H6.2 formulates strategic plans that preserve rights, promote responsibilities and
establish roles leading to the creation of positive social environments
7. an appreciation of the diversity and
interdependence of individuals, families, groups
and communities
7.1 appreciates differences among individuals, groups and families within
communities and values their contributions to society
7.2 develops a sense of responsibility for the wellbeing of themselves and others
7.3 appreciates the value of resource management in response to change
7.4 values the place of management in coping with a variety of role expectations
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Skills in critical thinking, research methodology, analysing and communicating 60%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
Task 1 – Groups in context
Task 2 – Parenting and Caring
Task 3 - Research methodology
Task 4 – Trial HSC Examination
2012 Term 4 Week 8
2020 Term 1 Week 6
2020 Term 2 Week 5
2020 Term 3 Weeks 3-5
25%
25%
20%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 18
DESIGN AND TECHNOLOGY Course Description
The HSC course applies the knowledge and understanding of designing and producing from the preliminary course. It involves
the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and
emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60%
of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a
product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students
to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact
on Australian society.
OBJECTIVES HSC OUTCOMES
Students will develop A student
1. knowledge and understanding about design
theory and design processes in a range of
contexts
H1.1
H1.2
critically analyses the factors affecting design and the development
and success of design projects
relates the practices and processes of designers and producers to
the major design project
2. knowledge, understanding and appreciation of
the interrelationship of design, technology,
society and the environment
H2.1
H2.2
explains the influence of trends in society on design and production
evaluates the impact of design and innovation on society and the
environment
3. creativity and an understanding of innovation
and entrepreneurial activity in a range of
contexts
H3.1
H3.2
analyses the factors that influence innovation and the success of
innovation
uses creative and innovative approaches in designing and
production
4. skills in the application of design processes to
design, produce and evaluate quality design
projects that satisfy identified needs and
opportunities
H4.1
H4.2
H4.3
identifies a need or opportunity and researches and explores ideas
for design development and production of the major design project
selects and uses resources responsibly and safely to realise a
quality major design project
evaluates the processes undertaken and the impacts of the major
design project
5. skills in research, communication and
management in design and production
H5.1
H5.2
manages the development of a quality major design project
selects and uses appropriate research methods and communication
techniques
6. knowledge and understanding about current and
emerging technologies in a variety of settings
H6.1
H6.2
justifies technological activities undertaken in the major design
project through the study of industrial and commercial practices
critically assesses the emergence and impact of new technologies,
and the factors affecting their development
NESA ASSESSMENT COMPONENTS
Innovation and emerging technologies 40%
Designing and Producing 60%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Oral presentation, Ideas for the MDP
2. Innovation Case Study
3. Management Plan and Report
4. Trial HSC
5. Major Design Project and Portfolio
2019 Term 4, Week 8
2020 Term 1, Week 6
2020 Term 2, Week 9
2020 Term 3 Weeks 3-5
2020 Term 3 Week 6
25%
25%
25%
25%
Requirement for NESA
TOTAL 100 %
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 19
ECONOMICS
Course Description Economics provides an understanding for students about many aspects of the economy and its operation that are frequently reported
in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on
individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian
economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the
problems and issues in a contemporary Australian economic context within the course.
Objectives HSC Outcomes
A student will develop knowledge and
understanding about
A student
1. The economic behaviour of individuals
firms, institutions and governments
2. the function and operation of markets
3. the operation and management of
economies
4. contemporary economic problems and
issues facing individuals, firms and
governments
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 and hypothetical 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
A student develops skills to A student
5. Investigate and engage in effective
analysis, synthesis and evaluation of
economic information from a variety of
sources
6. Communicate economic information, ideas
and issues in appropriate forms
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
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Stimulus-based skills 20%
Inquiry and research 20%
Communication of economic information, ideas and issues in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Globalisation Inquiry and Research
2. Mid Course Assessment – knowledge and
understanding
3. Economic Issues – Stimulus Based Skills
4. Trial HSC Examination
2019 Term 4, Week 8
2020 Term 1, Weeks 10-11
2020 Term 2, Week 8
2020 Term 3 Weeks 3-5
20%
30%
20%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 20
ENGLISH: ADVANCED Course Description
English Advanced is designed for students to undertake the challenge of higher-order thinking to enhance their personal,
social, educational and vocational lives. These students apply critical and creative skills in their composition of and
response to texts in order to develop their academic achievement through understanding the nature and function of
complex texts.
HSC English Advanced Objectives HSC English Advanced Outcomes
Through responding to and composing a wide
range of texts and through the close study of
texts, students will develop knowledge,
understanding and skills in order to:
A student:
Objective A
communicate through speaking, listening,
reading, writing, viewing and representing
EA12-1
independently responds to, composes and evaluates a range of complex
texts for understanding, interpretation, critical analysis, imaginative
expression and pleasure
EA12-2
uses, evaluates and justifies processes, skills and knowledge required to
effectively respond to and compose texts in different modes, media and
technologies
Objective B
use language to shape and make meaning
according to purpose, audience and context
EA12-3
critically analyses and uses language forms, features and structures of
texts justifying appropriateness for specific purposes, audiences and
contexts and evaluates their effects on meaning
EA12-4
strategically adapts and applies knowledge, skills and understanding of
language concepts and literary devices in new and different contexts
Objective C
think in ways that are imaginative, creative,
interpretive and critical
EA12-5
thinks imaginatively, creatively, interpretively, critically and
discerningly to respond to, evaluate and compose texts that synthesise
complex information, ideas and arguments
EA12-6
investigates and evaluates the relationships between texts
Objective D
express themselves and their relationships
with others and their world
EA12-7
evaluates the diverse ways texts can represent personal and public
worlds and recognises how they are valued
EA12-8
explains and evaluates nuanced cultural assumptions and values in
texts and their effects on meaning
Objective E
learn and reflect on their learning through
their study of English
EA12-9
reflects on, evaluates and monitors own learning and refines individual
and collaborative processes as an independent learner
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 50%
Skills in responding to texts and communication of 50%
ideas appropriate to audience, purpose and context
across all modes
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Common Module – Extended Response
Module C - Imaginative Response
2019 Term 4 Week 9 25%
2. Module A – Extended Response
Module C – Discursive Response
2020 Term 1 Weeks 10-11 25%
3. Module B – Multimodal Response 2020 Term 2 Week 8 20%
4. Trial HSC Examination
Paper 1 – Common Module
Paper 2 – Modules A, B and C
2020 Term 3 Weeks 3-5 30%
TOTAL 100%
ENGLISH: EXTENSION 1
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 21
Course Description
English Extension is designed for students undertaking English Advanced who choose to study at a more intensive level in
diverse but specific areas. They enjoy engaging with complex levels of conceptualisation and seek the opportunity to work
in increasingly independent ways.
HSC English Extension Objectives HSC English Extension Outcomes
Through responding to and composing a
wide range of texts and through the close
study of texts, students will develop
knowledge, understanding and skills in
order to:
A student:
Objective A
articulate understanding through
speaking, listening, reading, writing,
viewing and representing
EE12-1
demonstrates and applies insightful understanding of the dynamic, often
subtle, relationship between text, purpose, audience and context, across a
range of modes, media and technologies
Objective B
craft language to shape meaning and
express imaginative, creative,
interpretive and critical responses to
a range of texts
EE12-2
analyses and experiments with language forms, features and structures of
complex texts, discerningly evaluating their effects on meaning for different
purposes, audiences and contexts
Objective C
express imaginative, creative,
interpretive and critical ideas based
on sophisticated analysis and
theorising about complex texts and
values
EE12-3
independently investigates, interprets and synthesises critical and creative
texts to analyse and evaluate different ways of valuing texts in order to
inform and refine response to and composition of sophisticated texts
Objective D
express understanding of how
cultural, historical and social contexts
are represented in critical and
creative texts
EE12-4
critically evaluates how perspectives, including the cultural assumptions and
values that underpin those perspectives, are represented in texts
Objective E
reflect on and evaluate their own
processes of learning and creativity
EE12-5
reflects on and evaluates the development of their conceptual understanding
and the independent and collaborative writing and creative processes
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of complex texts and of how and why they are valued 50%
Skills in complex analysis, sustained composition and independent investigation 50%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Creative Response 2020 Term 1 Week 3/4 TBC 30%
2. Critical Response 2020 Term 2 Week 4/5 TBC 40%
3. Trial HSC Examination
Section 1 – Common Module
Section 2 – Elective
2020 Term 3 Weeks 3-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 22
ENGLISH: EXTENSION 2 Course Description
English Extension is designed for students undertaking English Advanced who choose to study at a more
intensive level in diverse but specific areas. They enjoy engaging with complex levels of conceptualisation
and seek the opportunity to work in increasingly independent ways.
HSC English Extension 2 Objectives HSC English Extension 2 Outcomes
Through responding to and composing a
wide range of texts and through the close
study of texts, students will develop
knowledge, understanding and skills in
order to:
A student:
Objective A
articulate understanding through
speaking, listening, reading, writing,
viewing and representing
EEX12-1
demonstrates a deep understanding of the dynamic relationship
between text, composer, audience and context through the
conceptualisation and execution of an extended composition
using appropriate mode, medium and technology
Objective B
craft language to shape meaning and
express imaginative, creative,
interpretive and critical responses to a
range of texts
EEX12-2
strategically and effectively manipulates language forms and
features to create a substantial extended composition for a
specific purpose, audience and context
Objective C
express imaginative, creative,
interpretive and critical ideas based on
sophisticated analysis and theorising
about complex texts and values
EEX12-3
applies knowledge, understanding and insight, refined through
analysis, interpretation, criticism and evaluation of strategically
chosen texts, to shape new meaning in an original composition
Objective D
express understanding of how cultural,
historical and social contexts are
represented in critical and creative texts
EEX12-4
undertakes extensive independent investigation to articulate a
personal perspective that explores, challenges, speculates or
evaluates a significant situation, event or idea
Objective E
reflect on and evaluate their own
processes of learning and creativity
EEX12-5
reflects on and evaluates the composition process and the
effectiveness of their own published composition
NESA ASSESSMENT COMPONENTS
Skills in extensive independent research 50%
Skills in sustained composition 50%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Viva Voce – Addressing the Major Work Written
Proposal
2020 Term 1 Week 4 TBC 30%
2. Literature Review – Research and Reflection Task 2020 Term 2 Week 3 TBC 40%
3. Critique of the Creative Process 2020 Term 2 Week 9 TBC 30%
4. Major Work, Reflection Statement and Journal – to
be submitted to NESA
2020 Term 3 Week 5 (see NESA
calendar)
NESA
Requirement
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 23
ENGLISH: STANDARD Course Description
English Standard is designed for all students to increase their expertise in English and consolidate their English literacy
skills in order to enhance their personal, social, educational and vocational lives. The students learn to respond to and
compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators.
HSC English Standard Objectives HSC English Standard Outcomes
Through responding to and composing a wide
range of texts and through the close study of
texts, students will develop knowledge,
understanding and skills in order to:
A student:
Objective A
communicate through speaking, listening,
reading, writing, viewing and
representing
EN12-1
independently responds to and composes complex texts for
understanding, interpretation, critical analysis, imaginative
expression and pleasure
EN12-2
uses, evaluates and justifies processes, skills and knowledge required
to effectively respond to and compose texts in different modes, media
and technologies
Objective B
use language to shape and make meaning
according to purpose, audience and
context
EN12-3
analyses and uses language forms, features and structures of texts and
justifies their appropriateness for purpose, audience and context and
explains effects on meaning
EN12-4
adapts and applies knowledge, skills and understanding of language
concepts and literary devices into new and different contexts
Objective C
think in ways that are imaginative,
creative, interpretive and critical
EN12-5
thinks imaginatively, creatively, interpretively, analytically and
discerningly to respond to and compose texts that include considered
and detailed information, ideas and arguments
EN12-6
investigates and explains the relationships between texts
Objective D
express themselves and their relationships
with others and their world
EN12-7
explains and evaluates the diverse ways texts can represent personal
and public worlds
EN12-8
explains and assesses cultural assumptions in texts and their effects
on meaning
Objective E
learn and reflect on their learning through
their study of English
EN12-9
reflects on, assesses and monitors own learning and refines individual
and collaborative processes as an independent learner
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 50%
Skills in responding to texts and communication of 50%
Ideas appropriate to audience, purpose and context
across all modes
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Common Module – Extended Response
Module C — Imaginative Response
2019 Term 4 Week 9 25%
2. Module A – Extended Response
Module C – Discursive Response
2020 Term 1 Weeks 10-11 25%
3. Module B – Multimodal Response 2020 Term 2 Week 8 20%
4. Trial HSC Examination
Paper 1 – Common Module
Paper 2 – Modules A, B and C
2020 Term 3 Weeks 30-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 24
HISTORY EXTENSION Course Description
HSC History Extension involves the study and evaluation of the ideas and processes used by historians to construct
history. In Part 1 of the course, students investigate the question “What is history?” through a selection of readings and
through one case study. In Part II, students design, undertake and communicate their own personal historical inquiry.
Objectives HSC Course Outcomes
A student develops knowledge and
understanding about:
A student:
1. significant historiographical ideas and
processes
HE12-1 analyses and evaluates different approaches to history and
the complexity of factors that shape historical interpretations
A student develops skills in: A student:
2. designing, undertaking and evaluating
historical inquiry
3. communicating their understanding of
historiography and the results of historical
inquiry
HE12-2 plans, conducts and presents a substantial historical
investigation involving analysis, synthesis and evaluation of
information from historical sources of differing perspectives
and historical approaches
HE12-3 communicates through detailed, well-structured texts to
explain, argue, discuss, analyse and evaluate historical issues
HE12-4 constructs an historical position about an area of historical
inquiry, and discusses and challenges other positions
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of significant historical ideas and processes 40%
Skills in designing, undertaking and communicating historical inquiry and analysis 60%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Historical Process • Proposal • Process Log • Annotated Sources
2. History Project (Essay)
3. Trial HSC examination
2019 Term 4, Week 7 2020 Term 2, Week 5
2020 Term 2, Week 5
2020 Term 2, Week 5
2020 Term 3 Weeks 3-5
30%
40%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 25
VOCATIONAL EDUCATION AND TRAINING (VET) COURSES Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or
Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and
knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed
by NSW Educational Standards Authority (NESA) and are based on national training packages.
VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement
of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These
qualifications are widely recognised by industry, employers and tertiary training providers and universities and
will assist students to progress to various education and training sectors and employment.
Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess
VET qualifications to secondary students.
It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students
will require a form of identification for the creation of the USI. Examples include a Medicare Card, Australian
Birth Certificate, Driver’s License or a valid Passport.
Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute to the
calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC
examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination
after they have completed a minimum of 4 Preliminary and/or HSC units.
Board Developed VET courses have specified workplace requirements and include 70 hours of industry specific
mandatory work placement or simulated workplace hours as determined by NESA.
Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore
can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended
industry specific work placement.
Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills)
and what they know (the knowledge) that will equip them in the workplace. Students who have successfully
achieved competency will have the skills and knowledge to complete workplace activities in a range of different
situations and environments, to an industry standard of performance expected in the workplace.
Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes
(skills and knowledge) to the level of the qualification. Competency-based training is based on performance
standards that have been set by industry.
Students will receive documentation showing any competencies achieved for the VET course undertaken.
Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or
Careers Adviser before choosing the course to ensure they are fully aware of the requirements and the course is
suitable for their individual needs, knowledge and skills.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 26
Public Schools NSW, Ultimo Registered Training Organisation 90072
VOCATIONAL EDUCATION and TRAINING
2020 HOSPITALITY KITCHEN OPERATIONS COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.
Notification of variations will be made in due time.
Course: Hospitality - Kitchen Operations 2 or 4 Preliminary and/or HSC units in total
Board Developed Course Category B for Australian Tertiary Admission Rank
(ATAR)
This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational
training. This is known as dual accreditation.
SIT20416 Certificate II in Kitchen Operations
Based on SIT Tourism, Travel and Hospitality training
package (version 1.2)
Units of Competency
Core
BSBWOR203 Work effectively with others
SITHCCC001 Use food preparation equipment
SITHCCC005 Prepare dishes using basic methods of cookery
SITHCCC011 Use cookery skills effectively
SITHKOP001 Clean kitchen premises and equipment
SITXFSA001 Use hygienic practices for food safety
SITXINV002 Maintain the quality of perishable items
SITXWHS001 Participate in safe work practice
Electives SITHCCC002 Prepare and present simple dishes
SITHCCC003 Prepare and present sandwiches
SITHCCC006 Prepare appetisers and salads
BSBSUS201 Participate in environmentally sustainable
work practices
SITXFSA002 Participate in safe food handling practices
SITHIND002 Source and use information on the hospitality
industry
Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.
Recommended Entry Requirements
Students selecting this course should be interested in working in a kitchen preparing food. They should be able to lift and carry
equipment, use hand held and larger commercial kitchen equipment. Students will be required to attend events and functions
out of school hours. There will be out of class homework, research activities and assignments.
Examples of occupations in the hospitality industry
trainee chef short order
fast food cook breakfast cook
Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70
hours work placement.Students who do not meet these requirements will be `N` determined as required by NESA.
External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Hospitality Kitchen is only available after completion of 240 indicative hours
and will involve a written examination consisting of multiple-choice items, short answers and extended response items. The
examination is independent of the competency-based assessment undertaken during the course and has no impact on the
eligibility of a student to receive a vocational qualification.
Competency-Based Assessment
Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed
above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for
performance and knowledge of the units/s of competency.
Appeals and Complaints
Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.
Course Costs: Resources $0 Consumables $140 per year Other $85 approx (Uniform)
Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance
A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/
Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 27
INFORMATION PROCESSES AND TECHNOLOGY Course Description Information Processes and Technology is the study of information-based systems. It focuses on information processes
performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer
procedures resulting from the processes are considered. Different types of information systems are studied. Through project
development, students will create their own information system to meet an identified need. For example: a multimedia
project and restaurant ordering system created in MS Access.
Objectives HSC Outcomes
Students will develop A student
1. knowledge and understanding of the nature and
function of information systems
H1.1 applies an understanding of the nature and function of
information technologies to a specific practical situation
H1.2 explains and justifies the way in which information systems
relate to information processes in a specific context
2. knowledge and understanding of
interrelationships among information
processes
H2.1 analyses and describes a system in terms of the information
processes involved
H2.2 develops solutions for an identified need which address all of the
information processes
3. an understanding and appreciation of social and
ethical issues pertaining to information systems,
technologies and processes
H3.1 evaluates the effect of information systems on the individual,
society and the environment
H3.2 demonstrates ethical practice in the use of information systems,
technologies and processes
4. an understanding and appreciation of the
emerging nature of information systems,
technologies and processes within a historical
context
H4.1 proposes ways in which information systems will meet emerging
needs
5. skills in the discriminatory selection and
ethical use of appropriate resources and tools
to support information systems
H5.1 justifies the selection and use of appropriate resources and tools
to effectively develop and manage projects
H5.2 assesses the ethical implications of selecting and using specific
resources and tools
6. skills and techniques to creatively and
methodically plan, design and implement
information systems to address needs
H6.1 analyses situations, identifies a need and develops solutions
H6.2 selects and applies a methodical approach to planning, designing
or implementing a solution
7. skills in management, communication and
teamwork in relation to individual and group
activities
H7.1 implements effective management techniques
H7.2 uses methods to thoroughly document the development of
individual and/or group projects
NESA ASSESSMENT COMPONENTS
Project Management 20%
Information Systems and Databases 20%
Communication Systems 20%
Option Strands 40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Project Development Solution – Multi Media Systems 2019 Term 4 Week 8 25%
2. Research Task 2020 Term 1 Weeks 10-11 25%
3. Project Development Solution – Transaction Processing
Systems
2020 Term 2 Week 8 25%
4. Trial HSC Examination 2020 Term 3 Weeks 3-5 25%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 28
JAPANESE BEGINNERS Course Description In the HSC course, students will develop the linguistic and intercultural knowledge and understanding, and the
speaking, listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent
perspectives, The personal world and Japanese-speaking communities, provide contexts in which students develop
their communication skills in Japanese and their knowledge and understanding of language and culture.
Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and
text types, which reflect the topics. Students will also gain an insight into the culture and language of Japanese-
speaking communities through the study of a range of texts. Objectives HSC Course Outcomes
A student:
Interacting 1.1 establishes and maintains communication in Japanese
1.2 manipulates linguistic structures to express ideas effectively in Japanese
1.3 sequences ideas and information
1.4 applies knowledge of the culture of Japanese-speaking communities to interact
appropriately Understanding texts 2.1 understands and interprets information in texts using a range of strategies
2.2 conveys the gist of and identifies specific information in texts
2.3 summarises the main points of a text
2.4 draws conclusions from or justifies an opinion about a text
2.5 identifies the purpose, context and audience of a text
2.6 identifies and explains aspects of the culture of Japanese-speaking communities in
texts. Producing texts 3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
3.3 applies knowledge of diverse linguistic structures to convey information and express
ideas in Japanese
3.4 applies knowledge of the culture of Japanese-speaking communities to the
production of texts
NESA ASSESSMENT COMPONENTS
Listening
Objective 1: Interacting
Objective 2: Understanding Texts 30%
Reading
Objective 1: Interacting
Objective 2: Understanding Texts 30%
Writing
Objective 1: Interacting
Objective 2: Producing Texts 20%
Speaking
Objective 1: Interacting
Objective 2: Producing Texts 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Speaking task - Conversation 2019 Term 4, Week 9 20%
2. Mid course assessment
Listening (15%), Reading (5%) Writing (10%)
2020 Term 1 Weeks 10-11 30%
3. Reading comprehension task 2020 Term 2, Week 9 20%
4. Trial HSC examination
Listening (15%), Reading (5%), Writing (10%)
2020 Term 3 Weeks 3-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 29
LEGAL STUDIES Course Description Legal Studies develops students’ knowledge and understanding of the nature and functions of law and law-making, the development
of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and
responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students
have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing
and synthesising legal information and investigating legal issues from a variety of perspectives.
The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider now
changes in society influence law reform.
Objectives HSC Course Outcomes
A student develops knowledge and
understanding about
A student
1. the nature and institutions of domestic and
international law.
H1 identifies and applies legal concepts and terminology
H2 describes and explains key features of and the relationship between
Australian and international law
2. the operation of Australian and
international legal systems and the
significance of the rule of law.
H3 analyses the operation of domestic and international legal systems
H4 evaluates the effectiveness of the legal system in addressing issues
3. the interrelationship between law, justice
and society and the changing nature of the
law.
H5 explains the role of law in encouraging cooperation and resolving conflict,
as well as initiating and responding to change
H6 assesses the nature of the interrelationship between the legal system and
society
H7 evaluates the effectiveness of the law in achieving justice
A student develops skills in: A student: 4. investigating, analysing and
communicating relevant legal information
and issues.
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
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 60%
Inquiry and research 20%
Communication of Legal Studies information, issues and ideas in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Knowledge and Understanding
2. Mid Course Assessment
3. Inquiry and Research Trial HSC
Examination
4. Trial HSC Examination
2019 Term 4 Week 7
2020 Term 1 Weeks 10-11
2020 Term , Week 6
2020 Term 3 Weeks 3-5
20%
30%
20%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 30
MATHEMATICS ADVANCED Course Description
The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as a unique and
powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality. The Mathematics Extension 1 Year
11 course includes the Mathematics Advanced Year 11 course. The Mathematics Extension 1 Year 12 course includes the Mathematics
Advanced Year 12 course. All students studying the Mathematics Advanced course will sit for an HSC examination.
The study of Mathematics Advanced in Stage 6:
enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely
and precisely
provides opportunities for students to consider various applications of mathematics in a broad range of contemporary contexts
through the use of mathematical modelling and use these models to solve problems related to their present and future needs
provides opportunities for students to develop ways of thinking in which problems are explored through observation, reflection and
reasoning
provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have
an important role
provides an appropriate mathematical background for students whose future pathways may involve mathematics and its applications
in a range of disciplines at the tertiary level.
Objectives HSC Outcomes
Students A student
develop knowledge, understanding and skills
about efficient strategies for pattern
recognition, generalisation and modelling
techniques
MA12-1 uses detailed algebraic and graphical techniques to critically construct,
model and evaluate arguments in a range of familiar and unfamiliar
contexts
MA12-2 models and solves problems and makes informed decisions about
financial situations using mathematical reasoning and techniques
MA12-3 applies calculus techniques to model and solve problems
develop the ability to use mathematical
concepts and skills and apply complex
techniques to the modelling and solution of
problems in algebra and functions,
measurement, financial mathematics, calculus,
data, statistics and probability
MA12-4 applies the concepts and techniques of arithmetic and geometric
sequences and series in the solution of problems
MA12-5 applies the concepts and techniques of periodic functions in the solution
of problems involving trigonometric graphs
MA12-6 applies appropriate differentiation methods to solve problems
MA12-7 applies the concepts and techniques of indefinite and definite integrals in
the solution of problems
MA12-8 solves problems using appropriate statistical processes
develop the ability to use advanced
mathematical models and techniques, aided by
appropriate technology, to organise
information, investigate, model and solve
problems and interpret a variety of practical
situations
MA12-9 chooses and uses appropriate technology effectively in a range of
contexts, models and applies critical thinking to recognise appropriate
times for such use
develop the ability to interpret and
communicate mathematics logically and
concisely in a variety of forms.
MA12-10 constructs arguments to prove and justify results and provides reasoning
to support conclusions which are appropriate to the context
VALUES AND ATTITUDES
Students will value and appreciate:
Mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response to
human needs by societies all around the globe
The importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking
responsibility for their own learning and evaluation of their mathematical development.
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem-solving, reasoning and justification 50%
Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The Year 11 course
is assumed knowledge and may be assessed.
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1 (Restricted Topics)
2. Assessment Task 2 (Restricted Topics)
3. Investigation / Assignment Task 3
4. Trial HSC Examination
2019 Term 4 Week 8
2020 Term 1 Weeks 10-11
2020 Term 2 Week 7
2020 Term 3 Weeks 3-5
20%
25%
25%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 31
MATHEMATICS EXTENSION 1 Course Description
The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics
Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course. The Mathematics Extension 2 Year
12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the Mathematics Advanced Year 12
course. All students studying the Mathematics Extension 1 course will sit for an HSC examination.
The study of Mathematics Extension 1 in Stage 6:
enables students to develop thorough knowledge, understanding and skills in working mathematically and in
communicating concisely and precisely
provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical
models extensively
provides opportunities for students to develop their awareness of the interconnected nature of mathematics, its beauty
and its functionality
provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a
vital role at a tertiary level
provides an appropriate mathematical background for students whose future pathways may involve mathematics and
its applications in such areas as science, engineering, finance and economics.
Objectives Outcomes
Students A student
develop efficient strategies to solve problems
using pattern recognition, generalisation,
proof and modelling techniques
ME12-1 applies techniques involving proof or calculus to model
and solve problems
develop the ability to use concepts and skills
and apply complex techniques to the solution
of problems and modelling in the areas of
trigonometry, functions, calculus, proof,
vectors and statistical analysis
ME12-2 applies concepts and techniques involving vectors and
projectiles to solve problems
ME12-3 applies advanced concepts and techniques in simplifying
expressions involving compound angles and solving
trigonometric equations
ME12-4 uses calculus in the solution of applied problems,
including differential equations and volumes of solids
of revolution
ME12-5 applies appropriate statistical processes to present,
analyse and interpret data
use technology effectively and apply critical
thinking to recognise appropriate times for
such use
ME12-6 chooses and uses appropriate technology to solve
problems in a range of contexts
develop the ability to interpret, justify and
communicate mathematics in a variety of
forms.
ME12-7 evaluates and justifies conclusions, communicating a
position clearly in appropriate mathematical forms
VALUES AND ATTITUDES
Students will value and appreciate:
Mathematics as an essential and relevant part of life, recognising that its development and use has been largely in
response to human needs by societies all around the globe
The importance of resilience and self-motivation in undertaking mathematical challenges and the importance of
taking responsibility for their own learning and evaluation of their mathematical development.
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem-solving, reasoning and justification 50%
Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The
Year 11 course is assumed knowledge and may be assessed.
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1 (Restricted Topics)
2. Assessment Task 2 (Restricted Topics)
3. Investigation / Assignment Task 3
4. Trial HSC Examination
2019 Term 4 Week 8
2020 Term 1 Weeks 10-11
2020 Term 2 Week 7
2020 Term 3 Weeks 3-5
20%
25%
25%
30% TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 32
MATHEMATICS EXTENSION 2 Course Description
The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course and the Mathematics Advanced Year 12
course. The Stage 6 Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 courses form a continuum. All students
studying the Mathematics Extension 2 course will sit for an HSC examination.
The study of Mathematics Extension 2 in Stage 6:
enables students to develop strong knowledge, understanding and skills in working mathematically and in communicating concisely and
precisely
provides opportunities to develop strong mathematical manipulative skills and a deep understanding of the fundamental ideas of algebra
and calculus, as well as an awareness of mathematics as an activity with its own intrinsic value, involving invention, intuition and
exploration
provides opportunities at progressively higher levels for students to acquire knowledge, understanding and skills in relation to concepts
within areas of mathematics that have applications in an increasing number of contexts
provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital role at tertiary
level
provides an appropriate mathematical background for students whose future pathways will be founded in mathematics and its
applications in such areas as science, engineering, finance and economics.
Objectives Outcomes
Students A student
develop efficient strategies to solve complex
problems using pattern recognition, generalisation,
proof and modelling techniques
MEX12-1 understands and uses different representations of numbers and
functions to model, prove results and find solutions to problems in a
variety of contexts
develop their knowledge, skills and understanding to
model and solve complex and interconnected
problems in the areas of proof, vectors and
mechanics, calculus and complex numbers
MEX12-2 chooses appropriate strategies to construct arguments and proofs in
both practical and abstract settings
MEX12-3 uses vectors to model and solve problems in two and three
dimensions
MEX12-4 uses the relationship between algebraic and geometric representations
of complex numbers and complex number techniques to prove
results, model and solve problems
MEX12-5 applies techniques of integration to structured and unstructured
problems
MEX12-6 uses mechanics to model and solve practical problems
develop their problem-solving and reasoning skills
to create appropriate mathematical models in a
variety of forms and apply these to difficult
unstructured problems
MEX12-7 applies various mathematical techniques and concepts to model and
solve structured, unstructured and multi-step problems
use mathematics as an effective means of
communication and justification in complex
situations.
MEX12-8 communicates and justifies abstract ideas and relationships using
appropriate language, notation and logical argument
VALUES AND ATTITUDES
Students will value and appreciate:
Mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response to human
needs by societies all around the globe
The importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking responsibility for
their own learning and evaluation of their mathematical development.
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem-solving, reasoning and justification 50%
Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The Year 11 course is
assumed knowledge and may be assessed.
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1 (Restricted Topics)
2. Assessment Task 2 (Restricted Topics)
3. Investigation / Assignment Task 3
4. Trial HSC Examination
2019 Term 4 Week 8
2020 Term 1 Weeks 10-11
2020 Term 2 Week 7
2020 Term 3 Weeks 3-5
20%
25%
25%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 33
MATHEMATICS STANDARD 2 Course Description
The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In Year
12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course.
All students studying the Mathematics Standard 2 course will sit for an HSC examination.
All students studying the Mathematics Standard course in Stage 6 will have the opportunity to enhance their numeracy skills and
capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework.
The study of Mathematics Standard 2 in Stage 6:
enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely and
precisely
provides opportunities for student to consider various applications of mathematics in a broad range of contemporary contexts through
the use of mathematical modelling and use these models to solve problems related to their present and future needs
provides opportunities for students to develop an understanding of and skills in further aspects of mathematics for concurrent HSC
studies
provides an appropriate mathematical background for students entering the workforce or undertaking further tertiary training.
OBJECTIVES OUTCOMES
Students: A student:
develop the ability to apply reasoning, and the
use of appropriate language, in the evaluation
and construction of arguments and the
interpretation and use of models based on
mathematics concepts
MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and
construct arguments in a range of familiar and unfamiliar texts
MS2-12-2 analyses representations of data in order to make inferences, predictions
and draw conclusions
develop the ability to use concepts and apply
techniques to the solution of problems in
algebra and modelling, measurement,
financial mathematics, data and statistics,
probability and networks
MS2-12-3 interprets the results of measurements and calculations and makes
judgements about their reasonableness, including the degree of accuracy
and the conversion of units where appropriate.
MS2-12-4 analyses two-dimensional and three-dimensional models to solve
practical problems
MS2-12-5 makes informed decisions about financial situations, including annuities
and loan repayments
MS2-12-6 solves problems by representing the relationships between chancing
quantities in algebraic and graphical forms.
MS2-12-7 solves problems requiring statistical processes, including the use of the
normal distribution and the correlation of bivariate data
MS2-12-8 solves problems using networks to model decision-making in practical
problems
develop the ability to use mathematics skills
and techniques, aided by appropriate
technology, to organize information and
interpret practical situations.
MS2-12-9 chooses and uses appropriate technology effectively in a range of
contexts, and applies critical thinking to recognize appropriate times and
methods for such use.
develop the ability to interpret and
communicate mathematics in a variety of
written and verbal forms, including diagrams
and graphs
MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions,
communicating a position clearly to others and justifying a response
VALUES AND ATTITUDES
Students will value and appreciate:
Mathematics as an essential and relevant part of life, recognizing that its development and use have been largely in response to
human needs by societies all around the globe.
The importance of resilience in undertaking mathematical challenges, taking responsibility for their own learning and evaluating
their mathematical development.
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem solving, reasoning and justification 50%
Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The Year 11 course is
assumed knowledge and may be assessed.
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1 (Restricted Topics)
2. Assessment Task 2 (Restricted Topics)
3. Investigation / Assignment Task 3
4. Trial HSC Examination
2019 Term 4 Week 8
2020 Term 1 Weeks 10-11
2020 Term 2 Week 7
2020 Term 3 Weeks 3-5
20%
25%
25%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 34
MODERN HISTORY Course Description The HSC course provides the opportunity for students to investigate in depth a source-based study of World War I. They also
study key features and issues in the history of one country during the 20th century, a personality and an international study in
peace and conflict.
Objectives HSC Course Outcomes
A student develops knowledge and understanding
about:
A student:
● develop knowledge and understanding of a
range of features, people, ideas, movements,
events and developments of the modern world
in their historical context
● develop an understanding of continuity and
change over time.
MH12-1 accounts for the nature of continuity and change in the modern
world
MH12-2 proposes arguments about the varying causes and effects of
events and developments
MH12-3 evaluates the role of historical features, individuals, groups and
ideas in shaping the past
MH12-4 analyses the different perspectives of individuals and groups in
their historical context
MH12-5 assesses the significance of historical features, people, ideas,
movements, events and developments of the modern world
A student develops skills in: A student:
● undertake the process of historical inquiry
● use historical concepts and skills to examine
the modern past
● communicate an understanding of history,
sources and evidence, and historical
interpretations.
MH12-6 analyses and interprets different types of sources for evidence to
support an historical account or argument
MH12-7 discusses and evaluates differing interpretations and
representations of the past
MH12-8 plans and conducts historical investigations and presents
reasoned conclusions, using relevant evidence from a range of sources
MH12-9 communicates historical understanding, using historical
knowledge, concepts and terms, in appropriate and well-structured forms
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Historical skills in the analysis and evaluation of sources and interpretations 20%
Historical inquiry and research 20%
Communication of historical understanding in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Source-based task
2. Mid course Assessment
3. Historical Analysis
4. Trial HSC examination
2019 Term 4 Week 9
2020 Term 1 Weeks 10-11
2020 Term 2 Week 10
2020 Term 3 Weeks 3-5
20%
30%
20%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 35
PERSONAL DEVELOPMENT, HEALTH & PHYSICAL
EDUCATION
Course Description
In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical
performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of
groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning
about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors
that impact on sport and physical activity in Australian society.
Aim
The aim of the HSC course is to develop in each student a capacity to think critically about key issues related to health and physical
activity in order to make informed decisions that support and contribute to healthy, active, lifestyles and communities.
Objectives HSC Course Outcomes
A student develops A student
1. knowledge and understanding of the factors that
affect health.
H1 describes the nature, and justifies the choice, of Australia’s health
priorities
H2 analyses and explains the health status of Australians in terms of current
trends and groups most at risk
H3 analyses the determinants of health and health inequities
2. a capacity to exercise influence over personal and
community health outcomes.
H4 argues the case for health promotion based on the Ottawa Charter
H5 explains the different roles and responsibilities of individuals,
communities and governments in addressing Australia’s health
priorities
H6 demonstrates a range of personal health skills that enables them to
promote and maintain health (Option 1)
3. knowledge and understanding about the way the
body moves.
H7 explains the relationship between physiology and movement potential
H8 explains how a variety of training approaches and other interventions
enhance performance and safety in physical activity
H9 explains how movement skill is acquired and appraised
4. an ability to take action to improve participation
and performance in physical activity.
H10 designs and implements training plans to improve performance
H11 designs psychological strategies and nutritional plans in response to
individual performance needs
H12 analyses the influence of sociocultural factors on the way people
participate in and value physical activity and sport (Option 2)
H13 selects and applies strategies for the management of injuries and the
promotion of safety in sport and physical activity (Option 3)
5. an ability to apply the skills of critical thinking,
research and analysis.
H14 argues the benefits of health-promoting actions and choices that
promote social justice
H15 critically analyses key issues affecting the health of Australians and
proposes ways of working towards better health for all
H16 devises methods of gathering, interpreting and communicating
information about health and physical activity concepts
H17 selects appropriate options and formulates strategies based on a critical
analysis of the factors that affect performance and safe participation
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content.
Skills in critical thinking, research, analysis and communicating.
40%
60%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Core 1 – Research based Extended Response
2. Core 2 – Research based Essay Questions
3. Option 1 – Extended Response
4. Trial HSC Examination
2019 Term 4 Week 8
2020 Term 1 Week 6
2020 Term 2 Week 7
2020 Term 3 Weeks 3-5
25%
25%
20%
30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 36
PHYSICS Course Description
The Physics course involves the study of matter and its motion through space and time, along with related concepts that
include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and
their interactions up to the size and age of the Universe.
The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the
exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of
seemingly dissimilar phenomena.
OBJECTIVES YEAR 12 COURSE OUTCOMES
Skills
Students develop skills in applying the
processes of Working Scientifically
A student:
Questioning and predicting PH12-1 develops and evaluates questions and hypotheses for scientific
investigation
Planning investigations PH12-2 designs and evaluates investigations in order to obtain primary and
secondary data and information
Conducting investigations PH12-3 conducts investigations to collect valid and reliable primary
and secondary data and information
Processing data and information PH12-4 selects and processes appropriate qualitative and quantitative data
and information using a range of appropriate media
Analysing data and information PH12-5 analyses and evaluates primary and secondary data and information
Problem solving PH12-6 solves scientific problems using primary and secondary data,
critical thinking skills and scientific processes
Communicating PH12-7 communicates scientific understanding using suitable language
and terminology for a specific audience or purpose KNOWLEDGE AND UNDERSTANDING
Students:
A student:
develop knowledge and understanding of
advanced mechanics and electromagnetism PH12-12 describes and analyses qualitatively and quantitatively circular
motion and motion in a gravitational field, in particular, the projectile motion
of particles
PH12-13 explains and analyses the electric and magnetic interactions due to
charged particles and currents and evaluates their effect both qualitatively
and quantitatively
develop knowledge and understanding of the
role of evidence and prediction in the
development of theories in physics
PH12-14 describes and analyses evidence for the properties of light and
evaluates the implications of this evidence for modern theories of physics in
the contemporary world
PH12-15 explains and analyses the evidence supporting the
relationship between astronomical events and the nucleosynthesis of
atoms and relates these to the development of the current model of the
atom
VALUES AND ATTITUDES
Students:
develop positive, informed values and attitudes towards physics
recognise the importance and relevance of physics in their lives
recognise the influence of economic, political and societal impacts on the development of scientific knowledge
develop an appreciation of the influence of imagination and creativity in scientific research.
NESA ASSESSMENT COMPONENTS
Skills in working scientifically
Knowledge and understanding of course content
60%
40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Practical/Skills Task 2019 Term 4 Week 7 20%
2. Depth Studies: First-hand Investigation / analysis 2020 Term 1 Weeks 10 & 11 30%
3. Research Task: research 2020 Term 2 Weeks 6 20%
4. Trial HSC Examination 2020 Term 3 Weeks 3-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 37
STUDIES OF RELIGION 1
Course Description Studies of Religion 1 promotes an understanding and critical awareness of the nature and significance of religion and the influence
of belief systems and religious traditions on individuals and within society.
Objectives HSC Course Outcomes
A student develops knowledge and understanding about:
A student develops the skills to:
1 the nature of religion and belief systems in local
and global contexts
H1 explain aspects of religion and belief systems
H2 describe and analyse the influence of religion and belief systems on
individuals and society 2 the influence and expression of religion and
belief systems in Australia H3 examine the influence and expression of religion and belief systems in
Australia
3 religious traditions and their adherents H4 describe and analyse how aspects of religious traditions are expressed by their adherents
H5 evaluate the influence of religious traditions in the life of adherents
4 effective gathering, analysing and synthesising
of information about religion.
H6 organise, analyse and synthesise relevant information about religion from a variety of sources, considering usefulness, validity and bias
5 effective evaluation and application of findings
from research about religion
H7 conduct effective research about religion and evaluate the findings from the research
6 communication of complex information, ideas
and issues in appropriate forms to different
audiences and in different contexts
H8 apply appropriate terminology and concepts relating to religion and belief systems
H9 coherently and effectively communicate complex information, ideas
and issues using appropriate written, oral and graphic forms
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Source-based skills 20%
Inquiry and research 20%
Communication of information, ideas and issues in appropriate forms. 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1 Research task
2 Mid course Assessment
3 Trial HSC examination
2020 Term 1 Week 2
2020 Term 1 Weeks 10-11
2020 Term 3 Weeks 3-5
25%
35%
40%
TOTAL 100 %
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 38
VISUAL ARTS Course Description Visual Arts involves students in artmaking, art criticism and art history. Students develop their own artworks, culminating in a
‘body of work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from
Australia as well as those from other cultures, traditions and times. The HSC course provides for deeper and more complex
investigations.
Objectives HSC Outcomes
Students will develop A student
1 knowledge, skills and understanding of how
they may represent their interpretations of
the world in artmaking as an informed point
of view.
2 knowledge, skills and understanding of how
they may represent an informed point of
view about the visual arts in their critical
and historical accounts.
H1 initiates and organises artmaking practice that is sustained, reflective and
adapted to suit particular conditions
H2 applies their understanding of the relationships among the artist, artwork,
world and audience through the making of a body of work
H3 demonstrates an understanding of the frames when working independently
in the making of art
H4 selects and develops subject matter and forms in particular ways as
representations in artmaking
H5 demonstrates conceptual strength in the production of a body of work that
exhibits coherence and may be interpreted in a range of ways
H6 demonstrates technical accomplishments, refinement and sensitivity
appropriate to the artistic intentions within a body of work
H7 applies their understanding of practice in art criticism and art history
H8 applies their understanding of the relationships among the artist, artwork,
world and audience
H9 demonstrates an understanding of how the frames provide for different
orientations to critical and historical investigations of art
H10 constructs a body of significant art histories, critical narratives and other
documentary accounts of representation in the visual arts
NESA ASSESSMENT COMPONENTS
Artmaking 50%
Art criticism and Art History 50%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. VAPD and Developing Body of Work
(ongoing task in class and at home which
will be assessed at various intervals in class)
2019 Term 4 Week 10 20%
2. Extended written response 2020 Term 1 Week 10 20%
3. VAPD and Body of Work (ongoing task in
class and at home)
2020 Term 2 Week 10 30%
4. Trial HSC Examination 2020 Term 3 Weeks 3-5 30%
TOTAL 100%
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 39
CHARGES FOR THE HIGHER SCHOOL
CERTIFICATE COURSE 2019 - 2020
GENERAL SERVICE CHARGE
This charge of $110 contributes to the cost of text books, teaching equipment and
resources, library books and materials that are used to provide high quality teaching and
learning for your child. It is also used to assist with the cost of PDHPE and sporting
equipment and Careers resources are given to students from Year 7 onwards.
It also assists with the cost of providing information to students and your child which
requires photocopying and, at times, postage which is substantial. Examples of such
communication include excursion information, the Daily Bulletin for students, letters and
reports to parents.
COURSE CHARGES
These are necessary to cover costs of consumables used by students in the following
courses. The payment of course charges is compulsory. Please note that there are courses
available which attract no charges.
Biology $35.00
Chemistry $35.00
Design and Technology $45.00
Hospitality $140.00
Information Processing and Technology $25.00
Physics $35.00
Visual Arts $70.00
Visual Design $35.00
Course charges for the Higher School Certificate courses must be paid by the end of Week 1
Term 4, 2019.
INFORMATION TECHNOLOGY ACCESS CHARGE
This charge of $30 is used to improve and maintain the information technology facilities
and resources for our students. Each student will be issued with a secure login password
and 300 megabytes of storage space on the school fileserver.
Payment of this charge will provide a student with a $10 printing allowance. Printing
will be charged at 10c per page.
Students may make additional payments at the administration office to cover the cost of
additional printing once this allowance has been used.
STRESS MANAGEMENT
Students undertaking the HSC course experience higher stress levels than they did in
previous courses. Students experiencing higher stress levels are encouraged to contact
the Counsellor, the Year Adviser or the relevant Deputy Principal to discuss strategies
to manage stress.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 40
ATTENDANCE AND PUNCTUALITY EXPECTATIONS
REGISTERING ATTENDANCE
Attendance is recorded for the school's attendance register at the start of Period 1 (or
Period 0 whichever is earlier). A class roll is marked in all other periods.
LATENESS
If students are late you must report to the Principal to register your attendance and
obtain a blue Late Arrival to School form which you must return to the Principal the next
day. You should report to a Deputy Principal if the Principal is unavailable. Do not,
however, attend classes without registering or you will be marked absent for that particular
day. Punctuality is important and any lateness is recorded on your attendance record.
Lateness will attract consequences. Frequent or ongoing lateness will be recorded as a
discipline matter and will attract consequences.
TRUANCY
It is your responsibility to attend each and every lesson. If you do not, the fractional
(period) truancy will be recorded on your attendance record. This includes private study
periods. Truancy is a discipline matter and will attract consequences.
EARLY LEAVE
Special
You must take a valid note signed by a parent requesting permission to leave
school early to the Principal before school. Please note that medical and dental
appointments and driving tests should be outside school time.
The Principal will give you a DoE Early Leaver’s Pass to show your teacher when
leaving. You must keep this pass to show to bus drivers or police or anyone else
who has a right to know why you are not in school until 3:10 pm.
Any application for early leave on an excursion must be in writing from a parent and
taken to the Deputy Principal.
Completion of Timetabled Periods
If you have an Early Finish you must leave school when you have completed
timetabled classes unless you are working in the Library, in which case you must
sign on in the Library. You must have returned a signed parental permission note
(Appendix 1) to be allowed to leave the school.
Your finishing times are shown on your timetable which can be shown to anyone
who needs to know why you are not at school between 8.45 am and 3.10 pm.
Absent Teacher
In period 1 you must wait at the room until the roll has been marked. If a
replacement teacher is not assigned to your class you must then sign on in the
Library.
If your teacher is absent in your final timetabled lesson for the day you may go
home if no casual teacher is assigned to your class and provided you have returned a
signed parental permission note (Appendix 1) allowing you to leave the school.
Before leaving, students must check with the relevant Head Teacher that no
replacement teacher has been allocated.
Examinations
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 41
During the Year 12 trial HSC examination period, Year 12 attend school only when
they have to sit for an examination unless advised otherwise. In any other
designated assessment period you will be advised whether or not school attendance is
required.
Parents are notified of examination periods and students are issued with a timetable
which parents can use for information about their child’s required times at school.
LEAVE OF ABSENCE
When you are absent you must apply for leave within 7 days. It is your responsibility
to do so with a note from a parent or doctor’s certificate on the day of your return to
school, otherwise your Attendance Record ‘Absent – Unexplained’. Hand this note to
your Period 1 teacher on the day you return to school.
If you are absent for three continuous days or more, a parent should telephone the
school to explain your absence and you must still hand in a note or doctor’s certificate
to your Period 1 teacher on the day you return to school.
The Department of Education expectation is that it is in a student’s best interests to
attend school every day and not take extended leave eg for holidays or travel during
term time. If your parent is of the view that there is an urgent and/or essential reason for
you to be absent for the purpose of travel during term he/she must apply well in advance
to the Principal to request leave beforehand. DoE rules will be used to determine
whether Leave is approved. The major criterion the Principal is required to consider is
whether the absence will be in the student’s best interests. In most cases it is not in the
student’s best interests to miss any school lessons. If approval is given you will be
given a Certificate of Extended Leave - Travel. You will still be marked absent from
school - this is a Departmental policy.
If you take time off school without approval no consideration for assessment missed
will be granted.
PRIVATE STUDY PERIODS
These are for private study. You must be in the Library and a roll is marked.
Absence from the Library during a private study period is truancy.
Every Year 12 student is required to be at school prior to 8.45 am. If you have a
study period occur in Period 1 you are to report to the Library where a roll is taken at
8.45 am.
If you have not returned a signed parental permission note (Appendix 1) you are not
able to leave prior to the end of the normal school day.
You are to remain at school at all times during study periods. You are not to leave
the school, for example, to go to the corner shop – this is out of bounds and it will be
recorded as truancy if you go there. You will also be issued with an after school
detention. The school is legally required to supervise you during the period you are
timetabled to be at school.
REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY
Your attendance will be reported each half term to your parents.
A computer printout of your attendance will be attached to your report for potential
employers to read.
You may not gain a Higher School Certificate if your attendance is unsatisfactory and
you have failed to meet NSW Education Standards Authority requirements as a result.
Unsatisfactory attendance can result in expulsion from school for non-participation.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 42
You will also receive a Merit Certificate for each term that you have perfect
attendance and a Credit Certificate, in addition, if you have perfect attendance in
Terms 1 to 3. These are valuable assets when seeking employment.
THE IMPORTANCE OF LEGIBLE HANDWRITING
It is essential that you write legibly at all times.
Legible writing can be easily read by someone who did not write it. Illegible
includes very small writing.
You need to remember that overall meaning is lost when a marker has to scrutinise
every word and this will impact very negatively on marks, including in the HSC.
TEXTBOOKS
Textbooks and reference books may be distributed for use during some classes.
Some textbooks may be issued on loan to students for use at home.
A record will be kept of which book is issued to you and your name should be
written in the book in the designated place.
You are expected to look after the book, keeping it dry and clean, and carrying it
in a suitable bag.
Under no circumstances should anything be written in the book, not even in
pencil.
You are responsible for any necessary minor repairs and for replacing the plastic
cover when required.
The book must be returned undamaged after use.
If a book is damaged or lost, you will be required to pay for a replacement.
SCHOLARSHIPS, UNIVERSITY COURSE AND ACCESS
SCHEME APPLICATIONS
If you decide to apply for a scholarship, or for some university courses, you may need to
request that the school complete aspects of your application form. You would need to
contact Ms Lim, Careers Adviser, and you must give at least five days’ notice for this
process.
Access scheme applications may only be organised through a Deputy Principal.
You must take any application which needs school endorsement to the Deputy Principal.
While every effort will be made to complete such forms, students who request information
without adequate notice may not be able to be assisted with this process.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 43
APPENDICES
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 44
APPENDIX 1
SEFTON HIGH SCHOOL
HECTOR STREET, SEFTON 2162 Telephone (02) 9644 4800
PO Box 416 Chester Hill 2162 Facsimile (02) 9743 7161
Email [email protected]
Website http://www.seftonhigh.nsw.edu.au
Facebook https://www.facebook.com/SeftonHSOfficial/
Dear Parents of Year 12 Student
This letter outlines the circumstances under which students may access flexible hours by arriving at or leaving the school
outside the usual hours during the HSC in Years 11 and 12.
In Year 11 Term 4 and Year 12
A student studying for the HSC course may be undertaking external studies or have elected to complete fewer than 12
units or they may be studying some of their units outside the usual school hours.
Consequently a student in Year 11 Term 4 or Year 12 may begin school after 8.45 am or may finish timetabled
lessons before 3.10 pm (Wednesday, Thursday, Friday), 2.30 pm (Monday) or 12.20 pm (Tuesday) on some days.
You can see when your son/daughter begins and finishes the timetabled lessons on each day by asking to see the
personalised timetable each student is given. Provided students have returned a signed parental permission note, they
may leave school at the end of the timetabled lessons.
In addition, students may leave school where a student is in the class of a teacher who is absent and the school has been
unable to obtain the services of a replacement teacher in the student’s last lesson for the day.
If students do not have a timetabled lesson Period 1 they are required to sign on at the Administration Office at least ten
minutes before their first timetabled period. If students arrive at school during class time, they must go to the Library
to study. They must also sign on there. Students who have an early finish are allowed to sign on in the Library for study
if they wish. Otherwise they must leave the school grounds at the end of their timetabled periods as no supervision will
be available.
Below is a tear off slip which must be signed, returned to school and placed in your son/daughter's file if he/she is
to be allowed to access flexible hours by arriving after 8.45 am if not timetabled for a lesson and/or leaving the school in
the circumstances outlined above. If you have any questions or concerns, please telephone me on 9644-4800.
Note that if students’ attendance and/or punctuality and/or academic performance is causing concern, Sefton High School
retains the right to revoke this privilege at any point throughout the HSC journey.
Yours faithfully
Mr K Humphreys
Principal
----------------------------------------------------------------------------------------------------------------------------- -------------------
The Principal
Sefton High School
P O Box 416
CHESTER HILL NSW 2162
I give permission for my son/daughter to arrive after 8.45 am Given Name Family Name
if not timetabled for a class and/or to leave school in the circumstances outlined above.
Signature of Parent Date
I understand the procedures outlined above and agree to abide by them.
Signature of Student Date
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 45
APPENDIX 2
SEFTON HIGH SCHOOL
APPROVED CALCULATORS FOR
ASSESSMENT TASKS AND EXAMINATIONS* * current at time of printing
ABACUS SX-II MATRIX a JASTEK JasCS1
ABACUS SX-II MATRIX n JASTEK JasCS EVO
CANON F717SGA JASTEK JasCS2 EVO
CASIO fx-82AU RSB FB 350MS
CASIO fx-82AU PLUS SHARP EL-531TH
CASIO fx-82AU PLUS II recommended SHARP EL-531THVH
CASIO FX-85ms SHARP EL-531WH
CASIO fx-100AU SHARP EL-531X
CASIO FX -100 AU PLUS recommended SHARP EL-531XH
CASIO fx-350MS SHARP EL-W531HA
HEWLETT-PACKARD HP10S SHARP EL-W532TH
HEWLETT-PACKARD HP10S+ SHARP EL-W532XH
HEWLETT-PACKARD HP300S+
Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in
examinations or assessment tasks.
Calculators must have been switched off for entry into examination or assessment tasks.
Features that are NOT permitted include
programmable (any calculator that can have a sequence of operations stored and then executed
automatically is considered programmable and hence not allowed);
capable of storing alphanumeric data input by a user (this does not exclude calculators with memories
that are used to store intermediate numerical results obtained during calculations and required later);
capable of storing, manipulating or graphing functions entered in symbolic form (this includes
calculators with a graphic display capacity);
capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and
definite integration, and the solution of equations;
capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic
expressions, binomial expansion and symbolic differentiation;
‘soft’ or hard-wired QWERTY keyboards;
capable of expressing surds in their simplest form.
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 46
APPENDIX 3
WRITING A BIBLIOGRAPHY WHAT IS IT?
A bibliography is a list of all the resources you have used in writing a text. The text may be an
assignment, a research project, a major work or any other piece or writing that you have composed using
other resources.
A bibliography includes all the sources used in the preparation of a piece of work - not just those that
have been cited in the text of the work. The bibliography is located at the end of the piece of work.
Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient
detail so that others may identify it and consult it.
Your bibliography should appear at the end of your essay/report with entries listed alphabetically.
WHY DO YOU HAVE TO USE ONE?
As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:
demonstrate your academic integrity
support your argument by showing the sources of the information from which you have formed
your own ideas
make it easy for readers to find the sources you have used, to check the information you have used
and to use the sources for further information
fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original
ideas
avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.
Additionally, you should respect the moral rights of the person who created the texts you used. The
creators of texts have the moral right to be named as the author, be protected against false attribution
and to have their work treated with respect and not be misrepresented. To observe the moral rights of an
author you should:
attribute any quote, paraphrase, summary or copy of someone else's work or idea
ensure that works are not falsely attributed to an author
reference appropriately.
SPECIAL NOTES
A list of references contains details only of those works cited in the text. A bibliography includes
sources not cited in the text but which are relevant to the subject, listed alphabetically
There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at
some later stage a teacher asks you for a different format or style.
Each type of resource is cited and referenced in a slightly different way. If you have used sources from
the Internet, these should be listed in your bibliography as well.
There is no universal referencing style and you should ask your teachers which style you should follow.
The four most common referencing styles are:
Harvard (author-date)
American Psychological Association (APA)
Modern Language Association (MLA)
Oxford (documentary-note or footnote referencing).
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 47
CORRECT ORDER IN BIBLIOGRAPHIES
FOR A BOOK
The details required in order are:
1. Name/s of author/s, editor/s, compiler/s or the institution responsible
2. Year of publication
3. Title of publication and subtitle if any (all titles must be underlined or italicised)
4. Series title and individual volume if any
5. Edition, if other than first
6. Publisher
7. Place of publication
8. Page number(s) if applicable
ONE AUTHOR
Example:
Berkman, RI 1994, Find it fast: how to uncover expert information on any subject,
HarperPerennial, New York.
TWO OR MORE AUTHORS
Examples:
Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn,
McGraw Hill, London.
Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st
century, MacMillan Education Australia, South Melbourne.
EDITOR(S)
Examples:
Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.
Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,
Alexandria, Va.
SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION
Example:
Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia,
Barton, A.C.T.
SERIES
Example:
Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics
no.1698, Springer, New York.
EDITION
Example:
Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.
CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE
CONTRIBUTED
Example:
Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering
handbook, CRC Press, Boca Raton.
NO AUTHOR OR EDITOR
Example:
Kempe's engineer's year-book 1992, Morgan-Grampian, London.
FOR AN ARTICLE
The details required, in order, are:
1. Name/s of author/s of the article
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 48
2. Year of publication
3. Title of article, in single quotation marks
4. Title of periodical (underlined or italicised)
5. Volume number
6. Issue (or part) number
7. Page number(s)
JOURNAL ARTICLE
Example:
Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology,
vol. 50, no. 2, pp. 49-52.
CONFERENCE PAPER (PUBLISHED)
Example:
Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual
meeting of the International Society for Child Psychology, International Society for Child
Psychology, Atlanta, Georgia, pp. 44-6.
NEWSPAPER ARTICLE
Example:
Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October,
p. 10.
FOR A NON-BOOK
The details required are the same as for a book, with the form of the item (eg videorecording, tape,
computer file, etc.) indicated after the year.
Example:
Get the facts (and get them organised) 1990, video recording, Appleseed Productions,
Williamstown, Vic.
FOR WEB SITES AND OTHER ELECTRONIC SOURCES
This could include sources from full text compact disk products, electronic journals or other
sources from the Internet. The basic form of the citations follow the principles listed for print
sources (see above)
1. Name/s of author/s
2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).
3. Title of publication (underlined or italicised)
4. Edition, if other than first
5. Type of medium, if necessary
6. Date item viewed
7. Name or site address on internet (if applicable)
Examples:
Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine,
viewed 7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>.
ASTEC 1994, The networked nation, Australian Science, Technology and Engineering
Council, Canberra, viewed 7 May 1997,
<http://astec.gov.au/astec/net_nation/contents.html>.
If no author is given, the title is used as the first element of a citation.
Example:
Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance,
California.
FOR PERSONAL COMMUNICATIONS
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 49
Information obtained by interview, telephone call, letter, email, etc. should be documented in the
text.
Examples:
“Details of a personal communication do not need to be included in a reference list” i.e.
You may not need to include personal communications in the list of references at the end of
the essay.
When interviewed on 15 June 1995, Dr Peter Jones explained that …
This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).
REFERENCES IN THE TEXT OF YOUR ESSAY
In an author-date style, a textual citation generally requires only the name of the author(s) and the
year of publication (and specific page(s) if necessary). This may appear at the end of a sentence,
before the full stop.
Examples:
It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).
It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).
Alternatively, the author’s surname may be integrated into the text, followed by the year of
publication in parentheses.
Examples:
Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are
interchangeable.
Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals
are interchangeable.
If two or more works by different authors are cited at the same time, separate them with a
semicolon.
Example:
The implications for land degradation have been much debated (Malinowski, Miller &
Gupta 1995; Thomson 1999).
If two or more works by the same author are cited at the same time, do not repeat the author's
name. Separate the years of publication by a comma.
Example:
Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).
If there are more than two works by the same author, published in the same year, add the letters 'a',
'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of
references at the end of the essay.
Example:
Public housing remains a neglected area (ACOSS 1997a, 1997b).
If there are more than three authors, list only the first, followed by 'et al.'
Example:
Other researchers have questioned these findings (Larson et al. 1987).
If you cannot establish the year of publication, use 'n.d.' (no date).
Example:
Recent advances have been made in this area (Bolton n.d.).
If there is no author or authoring body, cite the work by title, in italics.
Example:
In military settings, leadership acquires a different significance (Be, know, do: leadership
the Army way, 2004).
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 50
APPENDIX 4
GLOSSARY OF KEY WORDS
Syllabus outcomes, objectives, performance bands and examination questions have key words
that state what students are expected to be able to do. A glossary of key words has been
developed to help provide a common language and consistent meaning in the Higher School
Certificate documents.
Using the glossary will help teachers and students understand what is expected in responses to
examinations and assessment tasks.
Remember these words need to be understood in the context of the subject.
Account Account for; state reasons for, report. Give an account of;
narrate a series of events or transactions.
Analyse Identify components and the relationship between them; draw
out and relate implications
Apply Use, utilise, employ in a particular situation
Appreciate Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite.
Critically (analyse/ evaluate) Add a degree or level of accuracy depth, knowledge and
understanding, logic, questioning, reflection and quality to the
analysis/evaluation
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe provide characteristics and features
Discuss identify issues and provide points for and /or against
Distinguish Recognise or note/indicate as being distinct or different from; to
note differences between
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Explain Relate cause and effect; make the relationships between things
evident; provide why and /or how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known.
Identify Recognise and name
Interpret Draw meaning from
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 51
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument,
suggestion) for consideration or action.
Recall Present remembered ideas, facts or experiences.
Recommend Provide reasons in favour
Recount Retell a series of events
Synthesise Putting together various elements to make a whole
HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 52
APPENDIX 5
X Attach any supporting evidence here with a staple or a pin.
SEFTON HIGH SCHOOL
APPLICATION FOR ASSESSMENT CONSIDERATION
DUE TO ILLNESS
Student’s Name: ............................................................................................. Year: ....................
Parent’s name:.........................................Daytime parent contact number: ......................................................
Due date of task: ............/.........../...........Exam or Assessment task affected: ...................................................
Subject:....................................................Class Teacher’s name: ......................................................................
Describe your reasons for submitting this claim.
(Any supporting evidence should be attached that substantiates you were prevented from satisfying
assessment requirements due to an illness must include a doctor’s certificate).
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TO BE COMPLETED BY DOCTOR TO VERIFY AWARENESS OF ASSESSMENT
______________________________________ has informed me that he/she has
Student’s Name
an assessment task due to be handed in before 8.30 am for _____________________ Course
on ______________________ Date
an in-class assessment in _______________________ on _____________________ Course Date
formal assessment examinations scheduled for the period _________to __________ Date Date
________________________ ____________________ _____________ ________________ Doctor’s Name Doctor’s Signature Provider Number Date
Parent or Guardian’s Signature:................................................................ Date: ............./.........../...........
INSTRUCTIONS:
This claim form, along with any supporting evidence, such as a doctor’s certificate, should be submitted
to the Head Teacher of the subject area concerned.
This claim form should be submitted the first school day the student returns to school after the examination
or assessment task in question has occurred. (It is to be submitted before the task is due in the case of a known
absence)
Failure to comply with these instructions may result in a zero assessment being recorded.
Office use only
Day & Date claim received by Head Teacher: Mo Tu We Th Fr ............./.........../...........
Head Teacher’s name: ....................................................... Signature:................................................