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CONTENTS PAGE
Mission Statement …………………………………………………………………………..
3
Assessment Policy and Procedures ………………………………………………………….
4
Glossary of Key Words ……………………………………………………………………..
12
Outcomes To Be Assessed & Assessment Schedules For Each Course
Studies of Religion I …………………………………………………………………………
13
Studies of Religion II ……………………………………………………………………….. 15
Catholic Studies ……………………………………………………………………………... 16
English
English Advanced …………………………………………………………………………… 17
English Standard …………………………………………………………………………….. 19
English Extension 1 …………………………………………………………………………. 21
English Studies ……………………………………………………………………………… 22
Mathematics
Mathematics ………………………………………………………………………………... 23
Mathematics Extension 1 ……………………………………………………………………. 23
Mathematics Extension 2 ……………………………………………………………………. 24
General Mathematics 2 …………………………………………………………………….... 27
General Mathematics 1 …………………………………………………………………….... 28
Science
Biology ……………………………………………………………………………………… 29
Chemistry …………………………………………………………………………………… 32
Physics ………………………………………………………………………………………. 35
Senior Science ………………………………………………………………………………. 38
HSIE
Ancient History ……………………………………………………………………………… 41
Business Studies …...………………………………………………………………………... 43
Economics …………………………………………………………………………………... 45
Geography …………………………………………………………………………………... 47
Legal Studies ………………………………………………………………………………... 49
Modern History ……………………………………………………………………………… 51
History Extension …………………………………………………………………………… 53
Society & Culture ….………………………………………………………………………... 55
TAS
Design & Technology ……………………………………………………………………….. 57
Industrial Technology ……………………………………………………………………….. 60
Information Processes and Technology ……………………………………………………... 62
Software Design and Development …………………………………………………………. 64
Textiles & Design …………………………………………………………………………… 66
CAPA
Dance ………………………………………………………………………………………... 69
Drama ……………………………………………………………………………………….. 72
Music 1 ……………………………………………………………………………………... 75
Photography, Video & Digital Imaging - 1 Unit …………………………………………... 78
Visual Arts …………………………………………………………………………………... 80
Page 1
LOTE
French Continuers …………………………………………………………………………… 83
Italian Beginners …………………………………………………………………………….. 85
PDHPE
Community & Family Studies ………………………………………………………………. 87
Personal Development, Health and Physical Education……………………………………… 89
Sport, Lifestyle & Recreation – 1 Unit …………..…………………………………………. 91
VET …………………………………………………………………………………………. 93
Construction
Hospitality
Retail
APPENDIX
Sample copies of the following forms are provided:
Request for Extension of Time/Substitute Task
HSC Course Warning Letter
Page 2
Mission Statement
Xavier Catholic College, Ballina
Xavier Catholic College is a Catholic secondary education facility of St Francis Xavier’s
Parish, Ballina/Lennox Head, committed to fostering the rich tradition of Catholic
Christian education within the faith community. Xavier Catholic College, Ballina,
imparts Catholic beliefs, values and practices and celebrates being Catholic in the 21st
Century.
Recognising that Jesus is central to our lives, the school strives to extend Christ’s
mandate to evangelise, providing an education which is consciously centred on the
Gospel in the context of a caring community. Students, guided by a committed staff,
are encouraged to search for Christian truth and purpose, to live in the light of the
Gospels, practising hope, vision and courage.
Together with the family, Xavier Catholic College, Ballina, nourishes the development
of the whole person - academic, spiritual, social, physical and emotional, supporting
the dignity, self-esteem and integrity of each individual. Dedicated to the provision of
quality education, the school strives for excellence in its teaching and learning in a safe,
peaceful environment, providing a stimulating and challenging curriculum which links
faith and culture. In educating young people in the growth of community consciousness
it fosters the development of valued, respected and competent members of society.
Page 3
ASSESSMENT POLICY
Assessment is the process of identifying, gathering and interpreting information about student
achievement for a variety of purposes including:
assisting student learning
evaluating and improving teaching and learning programs
providing information on student learning and progress in a course in relation to the
syllabus outcomes
providing evidence of satisfactory completion of a course
reporting on the achievement by each student at the end of a course
In the context of the HSC a major requirement of the internal assessment program is to provide a
summative measure of a student’s achievement in each course based on:
a wider range of syllabus outcomes than can be measured by external examinations
alone.
multiple measures and observations made throughout the HSC course rather than a
single assessment event.
Measuring achievement at points during the course provides a better indication of student achievement
than a single examination. It increases the accuracy of the final assessment of each student’s
achievement by using multiple measures. It also caters for any knowledge and skills outcomes that are
better assessed in specific settings or at specific times (eg research, fieldwork or practical skills).
Schools should not assess outcomes from the affective domain (ie values and attitudes).
[Adapted from: HSC Assessment In A Standards-Referenced Framework – A Guide To Best Practice,
Board of Studies, 2003, p.6 and is updated regularly. Latest version which is available on Board of
Studies website www.boardofstudies.nsw.edu.au ]
WHAT HAPPENS TO THE FINAL ASSESSMENT MARK?
The school submits the final Assessment Mark for each course (except VET courses) to the Office of
the Board of Studies. After the HSC Examination the Assessment Marks are moderated in line with the
examination performance of the group of students from this school to give parity with the assessment
marks sent in from other schools in NSW. Although the actual assessment marks submitted by the
school may change, the order of merit and the relative differences between students as established by
the school will not change.
The moderated Assessment Marks are printed on the Higher School Certificate together with the
standardised Examination Marks for each course.
The average of the moderated Assessment Mark and the standardised Examination Mark is used to
determine the HSC Mark and the Performance Band for each student for each course.
The average of the moderated Assessment Mark and the standardised Examination Mark is also used
by the University of Sydney which carries out a scaling procedure on behalf of all tertiary institutions.
This leads to the calculation of the Australian Tertiary Admission Rank (ATAR) which determines the
tertiary courses to which a student can be admitted.
DEVELOPMENT OF ASSESSMENT POLICY
Specific advice relating to assessment in individual courses is contained in the syllabuses published by
the Office of the Board of Studies. These documents contain information concerning –
a) Assessment Components
b) Assessment Weightings
c) Methods of Assessment
Page 4
Adherence to the Components and Weightings specified in these documents is mandatory.
HSC Courses and Assessment will commence in Term 4 of the year prior to the HSC
Examination.
Most HSC Assessment will be completed with the Trial HSC Examinations in Week 3, Term 3. In
some courses it may be necessary to have a small task in Week 5 of Term 3. ALL HSC Assessment
must be included in the final report.
Students receive a copy of the HSC Assessment Policy and a copy is kept in the Library for student
reference.
Each teacher is responsible for the maintenance of his/her own Official Marks Register and for the
accuracy of records. These must be kept for reference in the event of a School Review.
Where more than one teacher is involved in the one (1) subject, one (1) teacher may, by agreement,
become responsible for the Official Marks Register and the accuracy of the records.
This can be done with the approval of the KLA/Subject Leader of Learning and the Leader of
Curriculum and it must be stated clearly in the Departmental Assessment Policy. Each Department is
to keep its own Assessment Marks. These are to be recorded:-
a) in a Marks Book
b) in a Department Register
c) centrally in “Motorised MarkBook”
Teachers are advised to keep a careful and accurate HAND WRITTEN record of all matters
pertaining to Assessment, and reminded that computer printouts of marks are insufficient. Back-up
copies of marks must be kept at all times. It is advisable to keep one of these back-up copies off the
premises. The College Network Support Officer ensures that a network backup copy is kept off the
premises.
At no time will the school or any teacher make available to students or parents any student’s
Cumulative Assessment Mark. What may be made known is a student’s Rank Order at any given time.
When progress is discussed with either parents or students, the privacy of other students must be
respected.
ASSESSMENT OF PARALLEL CLASSES
Where in a particular subject, more than one (1) class follows a particular course, assessment must be
such that students are ranked across the entire course.
The following methods assist with comparability:
a) Each teacher teaching common units of work to each class;
b) The use of common tasks, in which case there must be one (1) marker per task;
c) The sharing of the marking of tasks, so that one person marks all of one (1) section.
Other methods of ensuring comparability are not to be employed without the permission of the Leader
of Curriculum.
ALTERATIONS TO ASSESSMENT POLICY
No alterations to the Assessment Policy as herein outlined are possible without the permission of the
KLA/Subject Leader of Learning, the Leader of Curriculum and the Principal and appropriate notice to
the students affected. If an alteration is made, amendments must be given to students in writing
and copies kept in the teacher’s file and the Leader of Curriculum’s file.
Page 5
PORTABILITY OF ASSESSMENT
Students, who enter the school before 30th June in the year of the HSC Examination, will be assessed
on the basis of work completed at this school. After 30th June, the previous school is responsible for all
assessment and moderating procedures.
REPORTING TO PARENTS
Prior to the beginning of assessment, an Information Night is to be held, to inform parents of the
philosophy and the mechanics of assessment as it operates in this school.
In a standards-referenced framework students are assessed against a standard, that is, how well they can
demonstrate an outcome. They are not assessed against other students. At the end of the teaching
learning process the teacher will report what the student knows and can do and offer suggestions for
further improvement.
At Xavier Catholic College the reporting for HSC Courses will take the form of a portfolio that will
contain:-
a) copies of the completed cover sheets for each assessment task which are returned to the students
indicating their performance relative to the outcomes assessed and advice for further
improvement
b) formal reports after the midcourse exams and at the end of the course indicating:
I. an Assessment Rank Order in each course (across all classes in the course);
II. an Examination Mark;
III. an Examination Rank Order in each course (across all classes in the course)
REPORTING TO STUDENTS
Students must be informed in writing of the assessment requirements of each course, before the
commencement of the Assessment Program in that course. This advice must include:-
a) Components/weightings of tasks;
b) An indication of when tasks will take place, e.g. Term 2, 2018, etc.;
c) Mark value of each task and total number of marks for course;
d) Nature of each task (project, etc.);
e) Outcomes being assessed in each task.
f) Details of administrative arrangements.
On receipt of this information, students will be asked to sign a class list, which will be kept with the
records of the course teacher.
When assigned, Assessment Tasks should be given IN WRITING, with the date when tasks are
assigned, the date due, the outcomes being assessed, the weighting of the task and the marking
criteria clearly stated. Teachers are asked to keep note of students who are absent when tasks are
assigned and to adopt methods of ensuring that they are given all necessary information at the earliest
possible opportunity once they have returned to school.
Assessment Tasks are to be returned to students with accompanying comments, rank order, grades or
marks, as is appropriate. Marks need not necessarily be returned to the student. After each task, the
students’ RANK ORDER for that task must be made available to them, all the while being mindful of
the privacy of the other students. Copies of the completed cover sheets for each assessment task are
kept by the teacher, placed in the student file and provided for inclusion in the Student’s Assessment
Folio as outlined in the previous section.
Page 6
If a student disagrees with a mark awarded for a task he or she is free to seek a review of the mark
under the same conditions as for a School Review (p10) namely:
a) the weightings used are those specified by the Board of Studies in the syllabuses;
b) the procedures followed and marks awarded are consistent with the school’s published
Assessment Policy;
c) any computational or clerical errors have occurred
Any request must be made in writing within two (2) days of the return of the task to the student.
After this time, marks awarded will not be the subject of any type of Review. Throughout the
Assessment period, students may request information on their Cumulative Assessment Rank. Parents
also may request this information. This is to be made available to parents and students under the
following conditions:-
a) No actual cumulative mark is to be given to either parents or students;
b) The privacy of other students is to be maintained.
SUBMISSION OF TASKS
Each student is expected to perform all the tasks which are part of the Assessment Program. Students
attempting an Extension 1 or Extension 2 Course must also satisfy the requirements of the
2 Unit or Extension 1 Course.
Students are to be given a due date for each assessment task they are required to submit. All tasks are
to be submitted between 8:30am and 9:00am on the due date to the Librarian at the Library. The
students will sign a class list. The KLA Leader of Learning responsible for each task must oversee the
collection process. The KLA Leader of Learning concerned should assist the class teacher with the
collection of the task.
If a student does not submit the task on time it will be treated as a late submission (refer to next
section) unless a Absence from Assessment form has been completed.
Late Submission of Tasks
Students should be given a due date for each assessment task they are to submit. To avoid any unfair
advantage “hand-in” type tasks should be due on a Monday.
Late submissions of work will be accepted up to four school days after the due date under the following
circumstances:-
a) a penalty shall be imposed which shall be a reduction in the mark obtained by 30% of the
maximum possible mark for the first day late; 20% of the maximum possible mark for the
second day late and 10% of the maximum possible mark for each subsequent day late.
b) submissions after this date will be treated as a non-attempt and shall be awarded a zero
mark.
Illness/Misadventure Provisions
Each student is expected to perform tasks which are part of the Assessment Program.
Any student who is unable to complete an assessment task on time must complete a Absence from
Assessment form (Refer to the Appendix). These forms are available from Student Reception.
If a student fails to submit an Assessment Task specified in the Assessment Program and their request
for an extension of time or substitute task has been upheld, then a mark will be awarded, based if
necessary on a substitute task. Under these circumstances a Doctor’s Certificate or other documentation
will be requested.
Page 7
In exceptional circumstances an estimate may be given but this must be authorised by the Principal
based on the advice of the KLA/Subject Leader of Learning and the Leader of Curriculum. The
estimate, if used, must indicate what the student might actually have achieved had he/she completed the
task, not what might have been achieved under more favourable circumstances.
It is the student’s responsibility to ensure that the proforma is submitted. Under no circumstances
are students to assume that a request will be approved automatically. However, teachers are asked to
achieve a balance between ensuring that the student assumes his/her responsibilities and the
requirements of pastoral care.
Failure to complete the proforma will result in a zero mark for that task.
If for any reason, a zero mark is awarded to any student, the Principal is to be informed through the
Leader of Curriculum. The student and his/her parents are also to be informed as soon as possible in
writing. A proforma letter for this purpose can be obtained from the Leader of Curriculum. (Refer to
the Appendix for a copy of the warning letter.)
After the teacher completes the proforma letter the Leader of Curriculum will ensure that copies are
made and given/posted to the following people:-
a) The student;
b) The parents of the student;
c) The Principal;
d) The KLA/Subject Leader of Learning;
e) The Year Coordinator.
The original is to be kept in the files of the Leader of Curriculum.
Where a candidate has been given zero marks for Assessment Tasks totalling 50% or more of the Final
Assessment Marks, the Principal must certify that that particular course has not been studied
satisfactorily. In cases where it is possible this may occur, early warning must be given so that both the
student and parents are aware of potential consequences. It is necessary that the warnings be given
in writing. The Leader of Curriculum holds forms for this purpose. When used, copies are to be made
and distributed as outlined above.
PROLONGED ABSENCES
A student who is absent from school for a prolonged period of time, i.e. in excess of TWO (2) weeks,
must satisfy the Principal as to the legitimacy of the absence. Tasks missed during this time may be
rescheduled at the discretion of the teacher of the course, in consultation with the KLA/Subject Leader
of Learning, the Leader of Curriculum and the Principal. In such cases, the use of an estimate may be
authorised. Where an estimate is used, it must clearly be identified as such in Assessment Records.
TIMETABLING OF ASSESSMENT TASKS
A minimum number of tasks should be used.
Tasks will be timetabled with the aid of the Assessment Calendar on the school intranet. When
scheduling tasks, teachers are asked to see that students are not put under undue stress, by
having a multiplicity of tasks on the same day or within the same week.
Reasonable notice should always be given to students concerning Assessment Tasks. The suggested
minimum time is TWO (2) WEEKS. For good reasons, this minimum time can be altered, but only
after reference to the KLA/Subject Leader of Learning and the Leader of Curriculum. If an alteration
is made, amendments must be given to the students in writing and copies kept in the teacher’s
file, and the Assistant Principal’s (Curriculum) file. The Leader of Curriculum will amend the
Assessment Calendar on the College intranet.
Page 8
No Assessment Tasks should be given or fall due in the week before or during the scheduled
examinations. The examinations themselves may contribute towards the Final Assessment Mark. If
only part of an examination contributes towards assessment, students must do that part in a
specified time. This section of the examination must then be collected, so that all students are
working under equal conditions.
ALL TASKS designated as Assessment Tasks must be used, i.e. it is not possible to choose “best of
three (3)” tasks, etc. Furthermore, no task should be discarded. If a task does not function as required
or where there are problems in the administration of a task it may be necessary to reduce the weighting
assigned to the task, add an additional task (with sufficient notice) and adjust the weightings
accordingly. In extreme cases, an invalid task may need to be discarded completely or a replacement
task may be organised.
[From: HSC Assessment In A Standards-Referenced Framework – A Guide To Best Practice, Board
of Studies, 2003, p.15] Latest version which is available on Board of Studies website
www.boardofstudies.nsw.edu.au ]
Any student who feels his/her load is too heavy should discuss the problem with the teacher or the
Leader of Curriculum.
STUDENT RESPONSIBILITIES
Students have the responsibility to:
a) present ALL Assessment Tasks;
b) present their own work and to present it on time;
c) make arrangements with the teachers for substitute/ alternative tasks;
d) work without prejudicing the effort of other students.
MALPRACTICE
Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over
others. It includes, but is not limited to:-
copying someone else’s work in part or in whole, and presenting it as their own
using material directly from books, journals, CDs or the internet without reference
to the source
building on the ideas of another person without reference to the source
submitting work to which another person such as a parent, coach or subject expert
has contributed substantially
using words, ideas, designs or the workmanship of others in practical and
performance tasks without appropriate acknowledgement
paying someone to write or prepare material
breaching school examination rules
using non-approved aides during an assessment task
contriving false explanations to explain work not handed in by the due date
assisting another student to engage in malpractice
[From: HSC Assessment In A Standards-Referenced Framework – A Guide To Best Practice, Board
of Studies, 2003, p.16] Latest version which is available on Board of Studies website
www.boardofstudies.nsw.edu.au ]
Strategies for dealing with malpractice will be in line with those recommended by the Board of Studies
in HSC Assessments & Submitted Work – Advice to Students; HSC Assessments & Submitted Work –
Advice to Parents; HSC Assessments & Submitted Work – A Guide for Teachers.
In the event that malpractice is proven, students should understand that they may be awarded a zero
mark, receive a penalty in the form of reduced marks or be asked to complete a substitute task under
supervision. Furthermore, if it is established that students miss school or miss class in order to
complete/prepare for Assessment Tasks, they will incur a penalty of reduced marks. The Principal in
consultation with the Leader of Curriculum, the relevant KLA/Subject Leader of Learning and the
teacher of the specific subject will decide the exact penalty.
Page 9
Starting with the 2014 HSC cohort, schools offering HSC courses will be required to submit an annual
return for the Register of Malpractice in HSC Assessment Tasks. This will mean that all proven
instances of malpractice in school assessment tasks for the HSC should be recorded in the Register for
students commencing HSC courses from Term 4 this year.
The Board will collect school Registers, including nil-returns, from all schools at the end of the
following school year, once all HSC assessment tasks are concluded.
The Board will use this data to publish an annual report, similar to the data reported for incidents of
malpractice in HSC examinations. Individual students or schools will not be identified in this report;
however, aggregated data will give teachers, principals, school authorities and the Board useful
information on any emerging trends in incidents of malpractice. It should also promote greater
consistency in dealing with proven malpractice.
‘N’ DETERMINATION
In cases of non-completion of course requirements, an ‘N’ determination will be submitted. Courses
that were not satisfactorily completed will not be printed on the Record of Achievement.
If at any time it appears that a student is at risk of receiving an ‘N’ determination (non-completion of
course requirements) in any course, a Warning Letter will be issued (refer to Appendix).
Students who have received ‘N’ determination have a right of appeal.
SCHOOL REVIEW OF ASSESSMENTS
Students, on the completion of ALL of their Higher School Certificate examinations, may obtain their
Assessment Rank Order Notice. This notice details the Assessment Rank Order for the student in
each course studied, including Board Endorsed Courses.
Students may request a Review of their assessments if their position in the school’s Rank Order
differs significantly from expectations they have from feedback on assessment tasks throughout the
course. Teachers are reminded that frequent clear and accurate feedback throughout the period of
assessment should obviate the need for such a request.
In conducting Reviews, schools are not required to investigate teachers’ judgements of the worth of an
individual student’s performance. Therefore, the marks or grades awarded are not subject to review.
The purpose of the review is to establish whether:-
d) the weightings used are those specified by the Board of Studies in the syllabuses;
e) the procedures followed and marks awarded are consistent with the school’s published
Assessment Policy;
f) any computational or clerical errors have occurred
SCHOOL REVIEWS WILL NOT BE CONDUCTED
ON GROUNDS OTHER THAN THESE.
Should a student desire a school Review, he/she must request it in writing, giving reasons why the
request is made. Forms for this purpose can be obtained from the Leader of Curriculum. A Panel of
teachers, as detailed below, will conduct reviews.
The Review Panel will consist of:-
a) the Principal and the Leader of Curriculum;
b) a teacher well versed in statistical and/or grading procedures;
c) the KLA/Subject Leader of Learning;
d) the teacher of the subject concerned
Page 10
The members of the Review Panel will have at their disposal:-
a) all relevant Board of Studies documents;
b) all relevant school documents that have been distributed to parents and students;
c) all subject department records covering procedures used;
d) teacher’s markbook for checking original entries and all conversions, as well as the converted
scores that the rankings are based on;
e) evidence of advice given to students concerning the scheduling of assessment tasks.
In view of the above, teachers are advised to keep a careful and accurate HAND WRITTEN
record of all matters pertaining to Assessment, and reminded that computer print-outs of marks
are insufficient.
Results of the Review will be communicated in writing to the student concerned. The Principal in the
presence of the Leader of Curriculum, the KLA Leader of Learning and at least one other teacher will
present them.
A student, who is dissatisfied with the School Review, may appeal to the Board of Studies for a further
Review. A student wishing to make an Appeal of this nature must apply to the Principal who will
acquaint him/her with the necessary procedures.
Page 11
A 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 consisent meaning in the Higher School Certificate documents.
Using the glossary will help teachers and students understand what is expected in responses to
examinations and assessment tasks.
Account Account for: state reasons for, report on. Give an account of: narrate a series of
events or transactions.
Analyse Identify components and the relationship between them; draw out and relate
implications.
Apply Use, utilise, employ in a particular situation.
Appreciate Make a judgment about the value of.
Assess Make a judgment of value, quality, outcomes, results or size.
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain.
Classify Arrange or include in classes/categories.
Compare Show how things are similar or different.
Construct Make; build; put together items or arguments.
Contrast Show how things are different or opposite.
Critically
(analyse/
evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic,
questioning, reflection and quality to (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 judgment based on criteria; determine the value of.
Examine Inquire into.
Explain Relate cause and effect; make the relationships between things evident; provide
why and/or how.
Extract Choose relevant and/or appropriate details.
Extrapolate Infer from what is known.
Identify Recognise and name.
Interpret Draw meaning from.
Investigate Plan, inquire into and draw conclusions about.
Justify Support an argument or conclusion.
Outline Sketch in general terms; indicate the main features of.
Predict Suggest what may happen based on available information.
Propose Put forward (for example a point of view, idea, argument, suggestion) for
consideration or action.
Recall Present remembered ideas, facts or experiences.
Recommend Provide reasons in favour.
Recount Retell a series of events.
Summarise Express, concisely, the relevant details.
Synthesise Putting together various elements to make a whole.
Page 12
ASSESSMENT POLICY for STUDIES OF RELIGION I & II
OUTCOMES TO BE ASSESSED:
A Student –
H1 – explains aspects of religion and belief systems.
H2 – describes and analyses the influence of religion and belief systems on individuals and society.
H3 – examines the influence and expression of religion and belief systems in Australia.
H4 – describes and analyses how aspects of religious traditions are expressed by their adherents.
H5 – evaluates the influence of religious traditions in the life of adherents.
H6 – organises, analyses and synthesises relevant information about religion from a variety of sources,
considering usefulness, validity and bias.
H7 – conducts effective research about religion and evaluates the findings from the research.
H8 – applies appropriate terminology and concepts related to religion and belief systems.
H9 – coherently and effectively communicates complex information, ideas and issues using appropriate
written, oral and graphic forms.
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Studies of Religion Stage 6 is to be based on the HSC course only.
STUDIES OF RELIGION I Duration
(indicative
hours)
STUDIES OF RELIGION II Duration
(indicative
hours)
Religion and Belief Systems
in Australia post -1945
16 Religion and Belief Systems in
Australia post-1945
16
Religious Tradition Depth
Study 1
22 Religious Tradition Depth
Study 1
22
Religious Tradition Depth
Study 2
22 Religious Tradition Depth
Study 2
22
Religious Tradition Depth
Study 3
22
Religion and Peace 22
Religion and Non-Religion 16
Total 60 hours Total 120 hours
Page 13
STUDIES OF RELIGION I:
HSC course
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Knowledge and understanding of course content 20
Source-based skills 10
Investigation and research 10
Communication of information, ideas and issues in
appropriate forms
10
50
Task 1 Task 2 Task 3
Components
(Syllabus)
Weighting
(Syllabus)
Judaism
Depth Study
Term 4
Week 8
2017
Research
Essay
Christianity
Term 1
Weeks 9/10
2018
Trial HSC
Exam
Term 3
Week 3
2018
Outcomes Assessed
Total
H1, H2, H3,
H4, H5, H6,
H8
H1, H2, H4, H5,
H7, H8, H9
H1, H2, H3,
H4, H5, H8,
H9
Knowledge and
Understanding
20 10 10
Source Based Skills 10 10
Investigation and Research 10 5 5
Communication of
Information, Ideas and
Issues in Appropriate
Forms
10 10
WEIGHT 50 15 15 20
No more than 50% weighting may be allocated to tests and examinations.
Page 14
STUDIES OF RELIGION II:
Outline of internal assessment requirements
There will be three to five assessment tasks comprising the following components and weightings.
Component Weighting
Knowledge and understanding of course content 40
Source-based skills 20
Investigation and research 20
Communication of information, ideas and issues in
appropriate forms
20
100
Task 1 Task 2 Task 3 Task 4
Components
(Syllabus)
Weighting
(Syllabus)
Sources
Task
Term 4
Week 7
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Research
Essay
Term 2
Week 5
2018
Trial HSC
Exam
Term 3
Week 3
2018
Outcomes Assessed
Total
H1, H2, H3,
H4, H5, H6,
H8
H1, H2, H4,
H5, H7, H8,
H9
H1, H2, H3,
H4, H5, H8,
H9
H1, H2, H3,
H4, H5, H8,
H9
Knowledge and
Understanding
40% 20% 20%
Source Based
Skills
20% 10% 10%
Investigation and
Research
20% 10% 10%
Communication of
Information, Ideas
and Issues in
Appropriate
Forms
20% 5% 5% 5% 5%
WEIGHT 100% 25% 25% 25% 25%
No more than 50% weighting may be allocated to tests and examinations.
Page 15
CATHOLIC STUDIES (1 UNIT):
Task 1 Task 2 Task 3
Weighting
(Syllabus)
Oral Presentation
Term 4
Week 7
2017
Research
Term 1
Week 6
2018
Report
Term 3
Week 1
2018
Units Assessed
A6-1 Christology
B6-1 Mission,
Leadership & Ministry
D6-1 Prayer
Total
50
15
20
15
Page 16
ASSESSMENT POLICY for ENGLISH ADVANCED
OUTCOMES TO BE ASSESSED:
A Student –
1. explains and evaluates the effects of different contexts of responders and composers on texts.
2. explains relationships among texts.
2A. Advanced only: A student recognises different ways in which particular texts are valued.
3. develops language relevant to the study of English.
4. explains and analyses the ways in which language forms and features, and structures of texts
shape meaning and influence responses.
5. explains and evaluates the effects of textual forms, technologies and their media of
production on meaning.
6. engages with the details of text in order to respond critically and personally.
7. adapts and synthesises a range of textual features to explore and communicate information,
ideas and values, for a variety of purposes, audiences and contexts.
8. articulates and represents own ideas in critical, interpretive and imaginative texts from a
range of perspectives.
9. evaluates the effectiveness of a range of processes and technologies for various learning
purposes including the investigation and organisation of information and ideas.
10. analyses and synthesises information and ideas into sustained and logical argument for a
range of purposes, audiences and contexts.
11. draws upon the imagination to transform experience and ideas into text demonstrating control
of language.
12. reflects on own processes of responding and composing.
12A. Advanced only: A student explains and evaluates different ways of responding to and
composing text.
13. reflects on own processes of learning.
Page 17
ENGLISH (ADVANCED) ASSESSMENT SCHEDULE:
In HSC English, students analyse and evaluate texts and the ways they are valued in their contexts. The
course has two sections. The HSC common content consists of an Area of Study (AOS) common to
Advanced and Standard, where students explore and examine relationships among texts. Students
analyse and explore texts and apply skills in synthesis. The second section is the Modules. Students are
required to study three Modules. The emphasis here is on particular aspects of shaping meaning and
representation, questions of textual integrity, and the ways in which texts are valued.
ASSESSMENT TASKS
Component Task 1 Task 2 Task 3 Task 4 Task 5
Weight Task
description
Area of
Study:
Discovery
Speaking
25%
Mid Course
Exam
Paper 1
and
Mod A Paper 2
Reading/Writing
V&R
25%
Module B
Reading
Writing
15%
Module C
Listening
15%
Trial HSC
Exam
30%
Timing of
task
Term 4,
Week 9
2017
Term 1
Exam Week 9
2018
Term 2
Week 6
2018
Term 2
Week 10
2018
Term 3
Exam Week 3
2018
Outcomes
assessed
2, 3, 4, 5, 6,
7, 8, 9, 10,
11, 12, 12A
1, 2, 3, 4, 5, 6, 7, 8,
9, 10, 11, 13
1, 2, 2A,
3,4, 5, 6, 7,
8
1, 2, 2A,
3,4, 5, 6, 7
1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11
Syllabus
Component
AOS 15 10 15 Marks
40
Mod A 15 5
20
Mod B 15 5
20
Mod C
15 5
20
Listening
15
15%
Speaking
15
15%
Reading
5
5
15
25%
Writing
5
10
15
30%
Viewing /
Representing
15
15%
Marks 15%
25%
15%
15% 30%
100%
Page 18
ASSESSMENT POLICY for ENGLISH STANDARD
Outcomes to be assessed:
A Student –
1. demonstrates understanding of how relationships between composer, responder, text and context
shape meaning.
2. demonstrates understanding of the relationships among texts.
3. develops language relevant to the study of English.
4. describes and analyses the ways that language forms and features, and structures of texts shape
meaning and influence responses.
5. analyses the effect of technology and medium on meaning.
6. engages with the details of text in order to respond critically and personally.
7. adapts and synthesises a range of textual features to explore and communicate information, ideas
and values for a variety of purposes, audiences and contexts.
8. articulates and represents own ideas in critical, interpretive and imaginative texts from a range of
perspectives.
9. assesses the appropriateness of a range of processes and technologies in the investigation and
organisation of information and ideas.
10. analyses and synthesises information and ideas into sustained and logical argument for a range of
purposes and audiences.
11. draws upon the imagination to transform experience and ideas into text, demonstrating control of
language.
12. reflects on own processes of responding and composing.
13. reflects on own processes of learning.
Page 19
ENGLISH (STANDARD) ASSESSMENT SCHEDULE:
In HSC English, students analyse and evaluate texts and the ways they are valued in their contexts. The
course has two sections. The HSC common content consists of an Area of Study (AOS) common to
Advanced and Standard, where students explore and examine relationships among texts. Students
analyse and explore texts and apply skills in synthesis. The second section is the Modules. Students are
required to study three Modules. The emphasis here is on particular aspects of shaping meaning and
representation, questions of textual integrity, and the ways in which texts are valued.
ASSESSMENT TASKS
Component Task 1 Task 2 Task 3 Task 4 Task 5 Weighting
Task description
Area of Study:
Discovery Speaking
15%
Mid Course Exam
Paper 1 Reading/Writing
And Mod A Paper 2 Reading/Writing/
Listening
25%
Module
B Reading Writing
15%
Module C
V&R
15%
Trial HSC
Exam
30%
Timing of task
Term 4, Week 9
2017
Term 1
Exam Week 9 2018
Term 2
Week 6 2018
Term 2
Week 10 2018
Term 3
Exam Week 3 2018
Outcomes assessed
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
2, 3, 4, 5, 6, 7, 8, 9, 10, 11
1, 2, 3, 4, 5, 6, 8
1, 2, 3, 4, 5, 6, 8
1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11
Syllabus Component
AOS 15 10 15 Marks
40
Mod A 15 5 20
Mod B 15 5 20
Mod C
15 5 20
Listening
15
15%
Speaking
15
15%
Reading
5
5
15
25%
Writing
5
10
15
30%
Viewing /
Representing
15
15%
Marks 15%
25%
15%
15% 30%
100%
Page 20
ASSESSMENT POLICY for ENGLISH EXTENSION 1
OUTCOMES TO BE ASSESSED:
A Student –
1 - distinguishes and evaluates the values expressed through texts.
2 - explains different ways of valuing texts.
3 - composes extended texts.
4 - develops and delivers sophisticated presentations.
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for English (Extension 1) Course is to be based on the HSC course only.
ENGLISH (EXTENSION 1) ASSESSMENT SCHEDULE:
Component Task 1 Task 2 Task 3 Weighting
Module A, B or C
Essay:
Critical
Response
+
Writing Task
Tutorial
presentation
Trial HSC
examination
Term 1
Weeks 9/10
2018
(as part of
exam block)
Term 2
Week 10
2018
Term 3
Week 3
2018
Knowledge and understanding
of complex texts and of how and
why they are valued.
5
10
10
25
Skills in:
Complex analysis
Sustained composition
Independent
investigation.
10
10
5
25
Marks 15 20 15 50
Page 21
ASSESSMENT POLICY for ENGLISH STUDIES
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
Component Weighting
Students will develop knowledge and understanding of
various forms of texts, exploring the ideas and values of
those texts and how language and other techniques are used
in the texts to convey meaning.
30
Students will develop skills in reading, listening and
viewing and in writing, speaking and representing.
30
Students will develop knowledge and skills in using
language accurately, effectively and appropriately for a
range of purposes, audiences and contexts.
25
Students will develop skills in planning and working
individually and collaboratively.
15
100
ENGLISH STUDIES ASSESSMENT SCHEDULE:
* Task 1
* Task 2
* Task 3
* Task 4
Outcomes
(Syllabus)
Components
(Syllabus)
Weighting
(Syllabus)
%
Term 4
Week 9
2017
Term 1
Weeks 9/10
2018
Term 2
Week 7
2018
Term 3
Week 3
2018
Outcomes Assessed
H 2, 3, 4
H 1, 2, 3
H 1, 2, 3
H 2, 3, 4
H1-4
Component 1
30
5
20
5
H1-4
Component 2
30
10
15
5
H1-4
Component 3
25
10
10
5
H1-4
Component 4
15
10
5
MARKS
20
30
20
30
* Tasks will be drawn from mandatory and elective modules
Page 22
ASSESSMENT POLICY for MATHEMATICS
OUTCOMES TO BE ASSESSED:
A Student -
H1 – seeks to apply mathematical techniques to problems in a wide range of practical contexts.
H2 – constructs arguments to prove and justify results.
H3 – manipulates algebraic expressions involving logarithmic and exponential functions.
H4 – expresses practical problems in mathematical terms based on simple given models.
H5 – applies appropriate techniques from the study of calculus, geometry, probability, trigonometry
and series to solve problems.
H6 – uses the derivative to determine the features of the graph of a function.
H7 – uses the features of a graph to deduce information about the derivative.
H8 – uses techniques of integration to calculate areas and volumes.
H9 - communicates using mathematical language, notation, diagrams and graphs.
ASSESSMENT POLICY for MATHEMATICS EXTENSION 1
OUTCOMES TO BE ASSESSED:
A Student -
HE1 - appreciates interrelationships between ideas drawn from different areas of mathematics.
HE2 - uses inductive reasoning in the construction of proofs.
HE3 - uses a variety of strategies to investigate mathematical models of situations involving binomial
probability, projectiles, simple harmonic motion, or exponential growth and decay.
HE4 - uses the relationship between functions, inverse functions and their derivatives.
HE5 - applies the chain rule to problems including those involving velocity and acceleration as
functions of displacement.
HE6 - determines integrals by reduction to a standard form through a given substitution
HE7 - evaluates mathematical solutions to problems and communicates them in an appropriate form.
Page 23
ASSESSMENT POLICY for MATHEMATICS EXTENSION 2
OUTCOMES TO BE ASSESSED:
A Student -
E1 - appreciates the creativity, power and usefulness of mathematics to solve a broad range of
problems.
E2 - chooses appropriate strategies to construct arguments and proofs in both concrete and abstract
settings.
E3 - uses the relationship between algebraic and geometric representations of complex numbers and of
conic sections.
E4 - uses efficient techniques for the algebraic manipulation required in dealing with questions such
as those involving conic sections and polynomials.
E5 - uses ideas and techniques from calculus to solve problems in mechanics involving resolution of
forces, resisted motion and circular motion.
E6 - combines the ideas of algebra and calculus to determine the important features of the graphs of a
wide variety of functions.
E7 - uses the techniques of slicing and cylindrical shells to determine volumes.
E8 - applies further techniques of integration, including partial fractions, integration by parts and
recurrence formulae, to problems.
E9 - communicates abstract ideas and relationships using appropriate notation and logical argument.
ASSESSMENT COMPONENTS AND WEIGHTINGS:
Component Description Weighting Concepts, skills and
techniques
Use of concepts, skills and techniques to solve
mathematical problems in a wide range of
theoretical and practical contexts.
50
Reasoning and
communication
Application of reasoning and communication
in appropriate forms to construct mathematical
arguments and proofs and to interpret and use
mathematical models.
50
Total 100
Note: These weightings will be achieved by setting each Assessment Task with the weightings
given in the table.
Page 24
MATHEMATICS (2 UNIT) ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4 Components
(Syllabus)
Weighting
(Syllabus)
Test
Mid Course
Exam
Test
HSC Trial
Exam
Term 4
Week 8
2017
Term 1
Weeks 9/10
2018
Term 2
Week 6
2018
Term 3
Week 3
2018
P4, H1,
2, 4, 5, 6
H1,2,3,4, 5,8
Plus all Prelim
Outcomes
H5,6,8 P1,2,3,4,5
6,7,8
H1,2,3,4,5,
6,7,8
Unit 1,2,3
15%
All Preliminary topics
plus HSC units
1,2,3,4,5,6
30%
Units 7,8,9
15%
All topics from both
Preliminary & HSC
courses
40%
MARKS
100%
15%
30%
15%
40%
MATHEMATICS EXTENSION 1 ASSESSMENT SCHEDULE:
Component Task 1 Task 2 Task 3 Task 4
Test Mid Course
Exam
Test HSC Trial Exam
Term 4
Week 9
2017
Term 1 Weeks 9/10
2018
Term 2
Week 6
2018
Term 3
Week 3
2018
Outcomes P4 H5 PE5
HE1
HE3 plus all
Preliminary
outcomes
HE1, HE3,
HE4, HE7
All outcomes
Syllabus reference Unit 1, 2 Units 1,2,3,4,5
Plus all
Preliminary
outcomes
Units
6,7,8
All topics from both
Preliminary and
HSC courses
TOTALS 100% 15% 30% 15% 40%
Page 25
MATHEMATICS EXTENSION 2 ASSESSMENT SCHEDULE:
Component Task 1 Task 2 Task 3 Task 4
Test Mid course
Exam
Test HSC Trial Exam
Term 4
Week 10
2017
Term 1 Weeks 9/10
2018
Term 2
Week 6
2018
Term 3
Week 3
2018
Outcomes E1,2,3,6 E 1,2,3,4,6 E5 E1 - 9
Syllabus
reference
Unit 1, 2 Unit 1,2,3,4 Unit 5,6 All topics from
both Preliminary
and HSC courses
TOTAL 100% 15% 30% 15% 40%
Page 26
ASSESSMENT POLICY for GENERAL MATHEMATICS 2
OUTCOMES TO BE ASSESSED:
A Student -
MG2H-1 - uses mathematics and statistics to evaluate and construct arguments in a
range of familiar and unfamiliar contexts
MG2H-2 - analyses representations of data in order to make inferences, predictions and
conclusions
MG2H-3 - makes predictions about situations based on mathematical models, including those
involving cubic, hyperbolic or exponential functions
MG2H-4 - analyses two-dimensional and three-dimensional models to solve practical problems,
including those involving spheres and non-right-angled triangles
MG2H-5 - interprets the results of measurements and calculations and makes judgements about
reasonableness, including the degree of accuracy of measurements and calculations
and the conversion to appropriate units
MG2H-6 - makes informed decisions about financial situations, including annuities and loan
Repayments
MG2H-7 - answers questions requiring statistical processes, including the use of the normal
distribution, and the correlation of bivariate data
MG2H-8 - solves problems involving counting techniques, multistage events and expectation
MG2H-9 - chooses and uses appropriate technology to locate and organise information from a
range of contexts
MG2H-10 - uses mathematical argument and reasoning to evaluate conclusions drawn from other
sources, communicating a position clearly to others, and justifies a response
MG2H-VA - appreciates the importance of mathematics in everyday life and its usefulness in
contributing to society
GENERAL MATHEMATICS 2 ASSESSMENT SCHEDULE:
Component Task 1 Task 2 Task 3 Task 4
Test Mid Course
Exam
Test HSC
Trial Exam
Term 4
Week 8
2017
Term 1 Weeks 9/10
2018
Term 2
Week 6
2018
Term 3
Week 3
2018
Outcomes MG2H –
1, 3, 5, 6, 10
MG2H-VA
MG2H –
1, 2, 3, 5,
6, 7, 9
MG2H-VA
MG2H –
1, 6, 8, 9, 10
MG2H-VA
MG2H - 1-10
MG2H-VA
Syllabus
Reference
FM4,
M5, M4
FM4,
M5, M4,
D54
AM3
PB2
FM5
All topics from
both Preliminary
and HSC courses
TOTAL 100% 15% 30% 15% 40%
Page 27
ASSESSMENT POLICY for GENERAL MATHEMATICS 1
OUTCOMES TO BE ASSESSED:
A Student -
MG1H-1 - uses mathematics and statistics to evaluate and construct arguments in a range of
familiar contexts
MG1H-2 - analyses representations of data in order to make predictions
MG1H-3 - makes predictions about everyday situations based on simple mathematical models
MG1H-4 - analyses simple two-dimensional and three-dimensional models to solve practical
problems
MG1H-5 - interprets the results of measurements and calculations and makes judgements about
reasonableness, including the conversion to appropriate units
MG1H-6 - makes informed decisions about financial situations likely to be encountered post-school
MG1H-7 - develops and carries out simple statistical processes to answer questions posed
MG1H-8 - solves problems involving uncertainty using basic counting techniques
MG1H-9 - chooses and uses appropriate technology to organise information from a range of
practical and everyday contexts
MG1H-10 - uses mathematical argument and reasoning to evaluate conclusions drawn from other
sources, communicating a position clearly to others.
MG1H-VA - appreciates the importance of mathematics in everyday life and its
usefulness in contributing to society
GENERAL MATHEMATICS 1 ASSESSMENT SCHEDULE:
Component Task 1 Task 2 Task 3 Task 4
Test Mid Course
Exam
Test HSC
Trial Exam
Term 4
Week 8
2017
Term 1 Weeks 9/10
2018
Term 2
Week 6
2018
Term 3
Week 3
2018
Outcomes MG1H –
1, 3, 6, 9, 10
MG1H-VA
MG1H –
1, 3, 5, 6, 8, 10
MG1H-VA
MG1H –
1, 2, 3, 7
MG1H-VA
MG1H - 1-10
MG1H-VA
TOTAL 100%
15%
30%
15%
40%
Page 28
ASSESSMENT POLICY for BIOLOGY
OUTCOMES TO BE ASSESSED:
A Student -
H1 - evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking.
H2 - analyses the ways in which models, theories and laws in biology have been tested and validated.
H3 - assesses the impact of particular advances in biology on the development of technologies.
H4 - assesses the impacts and implications of biology on society and the environment.
H5 - identifies possible future directions of biological research.
H6 - explains why the biochemical processes that occur in cells are related to macroscopic changes in
the organism.
H7 - analyses the impact of natural and human processes on biodiversity.
H8 - evaluates the impact of human activity on the interactions of organisms and their environment.
H9 - describes the mechanisms of inheritance in molecular terms.
H10 - describes the mechanisms of evolution and assesses the impact of human activity on evolution.
H11 - justifies the appropriateness of a particular investigation plan.
H12 - evaluates ways in which accuracy and reliability could be improved in investigations.
H13 - uses terminology and reporting styles appropriately and successfully to communicate
information and understanding.
H14 - assesses the validity of conclusions from gathered data and information.
H15 - explains why an investigation is best undertaken individually or by a team.
H16 - justifies positive values about and attitudes towards both the living and non-living components
of the environment, ethical behaviour and a desire for a critical evaluation of the consequences
of the applications of science.
Page 29
BIOLOGY ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Biology Stage 6 is to be based on the HSC course
only. Final assessment should be based on a range and balance of assessment
instruments.
COMPONENT WEIGHTING
%
TASKS COULD INCLUDE:
Knowledge and understanding
of:
* the history, nature, and
practice of biology,
applications and uses of
biology and their implications
for society and the
environment, and current
issues, research and
developments in biology
* cell ultrastructure and
processes, biological
diversity, environmental
interactions, mechanisms of
inheritance and biological
evolution
40%
(Tasks 3 & 5)
Assignments
Fieldwork
Model making
Open-ended investigations
Oral reports
Practical tests
Reports
Research projects
Topic tests and examinations
Note:
No more than 50% weighting may be
allocated to examinations and topic tests
Skills in planning and
conducting first-hand
investigations and in
communicating information
and understanding based on
these investigations
30%
(Tasks 1 & 2)
Assessment of knowledge, understanding
and skills developed through conducting
first-hand investigations individually and in
teams, should be incorporated into the Core
and Option as appropriate.
Skills in scientific thinking,
problem-solving, and in
communicating understanding
and conclusions
30%
(Tasks 2 & 4)
TOTAL 100%
Page 30
BIOLOGY ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Practical
Investigation
Term 4
Week 7
2017
Genetics
Investigation
Term 1
Week 6
2018
Mid Course
Exam
Term 1 Weeks 9/10
2018
Disease
Research
Task
Term 2
Week 5
2018
Trial HSC
Exam
Term 3
Week 3
2018
H11-15
H 2, 4, 6, 9
10, 13, 14
H1, 3-14,
H1, 3, 4,
13, 14,
16
H1-16
Knowledge &
Understanding
40% 20% 20%
First Hand Investigation
Skills &
Communication
30% 15%
15%
Scientific Thinking,
Problem Solving &
Communication
30% 10%
15%
5%
TOTAL
100%
15%
25%
20%
15%
25%
Page 31
ASSESSMENT POLICY for CHEMISTRY
OUTCOMES TO BE ASSESSED:
A Student -
H1 - evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking.
H2 - analyses the ways in which models, theories and laws in chemistry have been tested and
validated.
H3 - assesses the impact of particular advances in chemistry on the development of technologies.
H4 - assesses the impacts of applications of chemistry on society and the environment.
H5 - identifies possible future directions of chemical research.
H6 - explains reactions between elements and compounds in terms of atomic structures and
periodicity.
H7 - describes the chemical basis of energy transformations in chemical reactions.
H8 - assesses the range of factors which influence the type and rate of chemical reactions.
H9 - describes and predicts reactions involving carbon compounds.
H10 - analyses stoichiometric relationships.
H11 - justifies the appropriateness of a particular investigation plan.
H12 - evaluates ways in which accuracy and reliability could be improved in investigations.
H13 - uses terminology and reporting styles appropriately and successfully to communicate
information and understanding.
H14 - assesses the validity of conclusions from gathered data and information.
H15 - explains why an investigation is best undertaken individually or by a team.
H16 - justifies positive values about and attitude towards both the living and non-living components
of the environment, ethical behaviour and a desire for critical evaluation of the consequences of
the applications of science.
Page 32
CHEMISTRY ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Chemistry Stage 6 is to be based on the HSC course only. Final
assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING
%
TASKS COULD INCLUDE:
Knowledge and understanding
of:
* the history, nature, and
practice of chemistry,
applications and uses of
chemistry and their
implications for society and
the environment, and current
issues, research and
developments in chemistry
* atomic structure and
periodic table, energy,
chemical reactions, carbon
chemistry and stoichiometry
40%
(Tasks 3 & 5)
Assignments
Fieldwork
Model making
Open-ended investigations
Oral reports
Practical tests
Reports
Research projects
Topic tests and examinations
Note:
No more than 50% weighting may be
allocated to examinations and topic tests
Skills in planning and
conducting first-hand
investigations and in
communicating information
and understanding based on
these investigations
30%
(Tasks 1 & 2)
Assessment of knowledge, understanding
and skills developed through conducting
first-hand investigations individually and
in teams, should be incorporated into the
Core and Option as appropriate.
Skills in scientific thinking,
problem-solving, and in
communicating understanding
and conclusions
30%
(Tasks 1, 2 & 4)
TOTAL 100%
Page 33
CHEMISTRY ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Research &
First Hand
Investigation
Term 4
Week 7
2017
Research &
First Hand
Investigation
Term 1
Week 6
2018
Mid Course
Exam
Term 1
Weeks 9/10
2018
Research
Term 2
Week 3
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 4, 6, 7, 8,
9, 10, 11, 12,
13, 14
H 2, 3, 4, 6,
8, 9, 11, 12,
13, 14
H 1-16
H 1, 2, 3,
4, 5, 6, 7,
8, 9, 10,
13, 15,
16
H 1-16
Knowledge &
Understanding
40%
20%
20%
First Hand Investigation
Skills & Communication
30%
15%
15%
Scientific Thinking,
Problem Solving
& Communication
30%
5%
5%
20%
TOTAL
100%
20%
20%
20%
20%
20%
Task 1: Research - suitability of fuel for artic journey.
Skills - determine mass of fuel required, by experiment
Task 2: Research - what are indicators
Skills - how effective is a natural indicator
Task 4: Research - CFCs and ozone
Page 34
ASSESSMENT POLICY for PHYSICS
OUTCOMES TO BE ASSESSED:
A Student -
H1 - evaluates how major advances in scientific understanding and technology have changed the
direction or nature of scientific thinking.
H2 - analyses the ways in which models, theories and laws in physics have been tested and validated.
H3 - assesses the impact of particular advances in physics on the development of technologies.
H4 - assesses the impact of applications of physics on society and the environment.
H5 - identifies possible future directions of physics research.
H6 - explains events in terms of Newton’s Laws, Law of Conservation of Momentum and Relativity.
H7 - explains the effect of energy transfers and transformation.
H8 - analyses wave interactions and explains the effects of those interactions.
H9 - explains the effects of electric, magnetic and gravitational fields.
H10 - describes the nature of electromagnetic radiation and matter in terms of the particles and forces
involved.
H11 - justifies the appropriateness of a particular investigation plan.
H12 - evaluates ways in which accuracy and reliability could be improved in investigations.
H13 - uses terminology and reporting styles appropriately and successfully to communicate
information an understanding.
H14 - assesses the validity of conclusions drawn from gathered data and information.
H15 - explains why an investigation is best undertaken individually or by a team.
H16 - justifies positive values about and attitudes towards both the living and non-living components
of the environment, ethical behaviour and a desire for critical evaluation of the consequences of
the applications of science.
Page 35
PHYSICS ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Physics Stage 6 is to be based on the HSC course only. Final
assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING
%
TASKS COULD INCLUDE:
Knowledge and understanding
of:
* the history, nature, and
practice of physics,
applications and uses of
physics and their implications
for society and the
environment, and current
issues, research and
developments in physics
* kinematics and dynamics,
energy, waves, fields and
matter
40%
(Tasks 3 & 5)
Assignments
Fieldwork
Model making
Open-ended investigations
Oral reports
Practical tests
Reports
Research projects
Topic tests and examinations
Note:
No more than 50% weighting may be
allocated to examinations and topic tests
Skills in planning and
conducting first-hand
investigations and in
communicating information
and understanding based on
these investigations
30%
(Tasks 1 & 2)
Assessment of knowledge, understanding
and skills developed through conducting
first-hand investigations individually and in
teams, should be incorporated into the Core
and Option as appropriate.
Skills in scientific thinking,
problem-solving, and in
communicating understanding
and conclusions
30%
(Tasks 2 & 4)
MARKS 100%
Page 36
PHYSICS ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
First Hand
Investigation
Term 4
Week 3
2017
Interactive
Poster
Term 1
Week 6
2018
Mid Course
Exam
Term 1
Weeks 9/10
2018
Research
Report
Term 2
Week 5
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 2,3,4,
6,11-15
H 1,3,4,5
9,13-16
H 6,7, 9,10 H 1,3,4,5
8,13,14
H 6-10, 16
Knowledge &
Understanding
40%
20%
20%
First Hand
Investigation -
Skills &
Communication
30%
20%
10%
Scientific Thinking,
Problem Solving
& Communication
30%
10%
20%
TOTALS
100%
20%
20%
20%
20%
20%
Page 37
ASSESSMENT POLICY for SENIOR SCIENCE
OUTCOMES TO BE ASSESSED:
A Student -
H1 - discusses advances in scientific understanding and technology that have changed the direction or
nature of scientific thinking.
H2 - applies the processes that are used to test and validate models, theories and laws, to
investigations.
H3 - assesses the contribution of scientific advances on the development of technologies.
H4 - assesses the impacts of science on society and the environment.
H5 - describes possible future directions of scientific research.
H6 - describes uses of the Earth’s resources.
H7 - identifies effects of internal and external environmental changes on the human body.
H8 - relates the properties of chemicals to their use.
H9 - relates the structure of body organs and systems to their function.
H10 - discusses ways in which different forms of energy and energy transfers and transformations are
used.
H11 - justifies the appropriateness of a particular investigation plan.
H12 - evaluates ways in which accuracy and reliability could be improved in investigations.
H13 - uses terminology and reporting styles appropriately and successfully to communicate
information an understanding.
H14 - assesses the validity of conclusions from gathered data and information.
H15 - explains why an investigation is best undertaken individually or by a team.
H16 - justifies positive values about and attitudes towards both the living and non-living components
of the environment, ethical behaviour and a desire for critical evaluation of the consequences of
the applications of science.
Page 38
SENIOR SCIENCE ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Physics Stage 6 is to be based on the HSC course only. Final
assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING
%
TASKS COULD INCLUDE:
Knowledge and understanding
of:
* the history, nature, and
practice of science,
applications and uses of
science and their implications
for society and the
environment, and current
issues, research and
developments in science
* the resources of the Earth,
internal and external
environments, chemical
changes, organs and systems
of the body and energy
40%
(Task 3 & 5)
Assignments
Fieldwork
Model making
Open-ended investigations
Oral reports
Practical tests
Reports
Research projects
Topic tests and examinations
Note:
No more than 50% weighting may be
allocated to examinations and topic tests
Skills in planning and
conducting first-hand
investigations and in
communicating information
and understanding based on
these investigations
30%
(Task 1, 2 & 4)
Assessment of knowledge, understanding
and skills developed through conducting
first-hand investigations individually and in
teams, should be incorporated into the Core
and Option as appropriate.
Skills in scientific thinking,
problem-solving, and in
communicating understanding
and conclusions
30%
(Task 1, 2 & 4)
TOTALS 100%
Page 39
SENIOR SCIENCE ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Bionics
Practical
&
Research
Exercise
Term 4
Week 6
2017
First Hand
Investigation
on the
Solubility of
Medicines
Term 1
Week 6
2018
Mid Course
Exam
Term 1
Weeks 9/10
2018
Disaster
Documentary
Term 2
Week 5
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1,4,
9,11, 12,
13, 14
H 2,7,8,9,
13, 14, 15
H 1,3,4, 5,6,
10, 13, 14
H 2, 6, 10,
13,14, 16
H 1, 3, 4,
5, 6, 10
13,
14, 16
Knowledge &
Understanding
40% 20% 20%
First Hand
Investigation -
Skills &
Communication
30%
10%
10%
10%
Scientific Thinking,
Problem Solving
& Communication
30%
10%
10%
10%
TOTALS
100%
20%
20%
20%
20%
20%
Page 40
ASSESSMENT POLICY for ANCIENT HISTORY
OUTCOMES TO BE ASSESSED:
A Student develops the skills to-
H1.1 - describe and assess the significance of key people, groups, events, institutions,
societies and sites within the historical context
H2.1 - explain historical factors and assess their significance in contributing to change
and continuity in the ancient world
H3.1 - locate, select and organise relevant information from a variety of sources
H3.2 - discuss relevant problems of sources for reconstructing the past
H3.3 - analyse and evaluate sources for their usefulness and reliability
H3.4 - explain and evaluate differing perspectives and interpretations of the past
H3.5 - analyse issues relating to ownership and custodianship of the past
H3.6 - plan and present the findings of historical investigations, analysing and
synthesising information from a range of sources
H4.1 - use historical terms and concepts appropriately
H4.2 - communicate knowledge and understanding of historical features and issues
using appropriate oral and written forms
HSC course
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Knowledge and understanding of course content 40
Source based skills: analysis, synthesis and evaluation of historical
information from a variety of sources
20
Historical inquiry and research 20
Communication of historical understanding in appropriate forms 20
100
No more than 40% weighting may be allocated to tests and examinations.
Page 41
ANCIENT HISTORY ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4 Components
(Syllabus) Weighting
(Syllabus)
%
Source Analysis /
Communication
(oral)
CORE
Term 4
Week 7
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Research /
Communication
Personality
(in-class
response)
Term 2
Week 5
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1, 2, 3, 7, 8, 9 H 1, 2, 3, 4, 5,
6, 8, 9, 10
H 2, 7, 8, 9, 10
Knowledge and
Understanding
40%
5%
10%
25%
Historical inquiry
and research
20%
10%
10%
Source based
skills: analysis,
synthesis and
evaluation of
historical
information from a
variety of sources
20%
10%
5%
5%
Communication of
historical
understanding in
appropriate forms
20%
20%
MARKS
100%
25%
15%
30%
30%
Page 42
ASSESSMENT POLICY for BUSINESS STUDIES
OUTCOMES TO BE ASSESSED:
A Student -
H1 - critically analyses the role of business in Australia and globally.
H2 - evaluates management strategies in response to changes in internal and external influences.
H3 - discusses the social and ethical responsibilities of management.
H4 - analyses business functions and processes in large and global businesses.
H5 - explains management strategies and their impact on businesses.
H6 - evaluates the effectiveness of management in the performance of businesses.
H7 - plans and conducts investigations into contemporary business issues.
H8 - organises and evaluates information for actual and hypothetical business situations.
H9 - communicates business information, issues and concepts in appropriate formats.
H10 - applies mathematical concepts appropriately in business situations.
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Business Studies Stage 6 is to be based on the HSC course only.
Final assessment should be based on a range and balance of assessment instruments.
HSC Course
Component Weighting
Knowledge and understanding of course content 40
Stimulus based skills 20
Inquiry and research 20
Communication of business information, ideas and issues in
appropriate forms
20
100
TOPIC NO. TOPICS COURSE TIME
1 Operations 25%
2 Marketing 25%
3 Finance 25%
4 Human Resources 25%
Page 43
BUSINESS STUDIES ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Topics Weighting
(Syllabus)
%
Task
Marketing
Plan
Term 4
Week 9
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Task
Financial
Statements
Term 2
Week 7
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1, 2, 3, 7,
8, 9
H 1, 2, 3, 4, 5,
6, 8, 9, 10
H 2, 7, 8, 9,
10
H 1, 2, 3, 4, 5,
6, 8, 9, 10
Knowledge
40%
10%
10%
10%
10%
Stimulus
20%
10%
10%
Inquiry and research
20%
10%
5%
5%
Communication
20%
5%
10%
5%
MARKS
100%
25%
25%
25%
25%
Page 44
ASSESSMENT POLICY for ECONOMICS
OUTCOMES TO BE ASSESSED:
A Student -
H1 - demonstrates understanding of economic terms, concepts and relationships.
H2 - analyses the economic role of individuals, firms, institutions and governments.
H3 - explains the role of markets within the global economy.
H4 - analyses the impact of global markets on the Australian and global economies.
H5 - discusses policy options for dealing with problems and issues in contemporary 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.
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.
Page 45
ECONOMICS ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus) Weighting
(Syllabus)
%
Research Essay
Topic 1
The Global
Economy
Term 4
Week 9
2015
Stimulus Task
Topics 1 & 2
Australia’s
Place in the
Global
Economy
Term 1
Week 6
2016
Mid Course
Exam
Topics 1 & 2
Term 1
Weeks 10/11 2016
Research Task
Topic 3
Economic Issues
Term 2
Week 7
2016
Trial HSC
Exam
All Topics
Term 3
Week 3
2016
H 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 12
H 1, 2, 4, 6, 7,
8, 9, 10, 11, 12
H 1, 2, 3, 4, 5,
6, 7, 8, 9, 10,
11, 12
H 1, 2, 4, 5, 6, 7,
8, 9, 10, 11, 12
H 1, 2, 3, 4,
5, 6, 7, 8, 9,
10, 11, 12
Knowledge and
Understanding of
the course content
40
5
5
10
5
15
Stimulus based
skills
20
10
5
5
Inquiry and
Research
20
10
10
Communication of
economic
information, ideas
and issues in
appropriate forms
20
5
3
3
5
4
MARKS
100%
15%
15%
20%
20%
30%
Page 46
ASSESSMENT POLICY for GEOGRAPHY
OUTCOMES TO BE ASSESSED:
A Student -
H1 - explains the changing nature, spatial patterns and interaction of ecosystems, urban places and
economic activity
H2 - explains the factors which place ecosystems at risk and the reasons for their protection
H3 - analyses contemporary urban dynamics and applies them in specific contexts
H4 - analyses the changing spatial and ecological dimensions of an economic activity
H5 - evaluates environmental management strategies in terms of ecological sustainability
H6 - evaluates the impacts of and responses of people to environmental change
H7 - justifies geographical methods applicable and useful in the workplace and relevant to a
changing world
H8 - plans geographical inquiries to analyse and synthesise information from a variety of sources
H9 - evaluates geographical information and sources for usefulness, validity and reliability
H10 - applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data
in geographical contexts
H11 - applies mathematical ideas and techniques to analyse geographical data
H12 - explains geographical patterns, processes and future trends through appropriate case studies
and illustrative examples
H13 - communicates complex geographical information, ideas and issues effectively, using
appropriate written and/or oral, cartographic and graphic forms
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS: The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark for Geography Stage 6 is to be based on the HSC course only. There must be a
balance between the assessment of knowledge and understanding outcomes, skills outcomes and
course content.
COMPONENT WEIGHTING
Knowledge and understanding of course content 40
Geographical tools and skills 20
Geographical inquiry and research, including
fieldwork
20
Communication and geographical information,
ideas and issues in appropriate forms
20
100
TOPICS COURSE TIME
Ecosystems at Risk 33.3%
Urban Places 33.3%
People and Economic Activity 33.3%
Page 47
GEOGRAPHY ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5
Component Outcomes
Weighting
(Syllabus)
%
Research
Assignment
Ecosystems
at Risk
Term 4
Week 8
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Stimulus
based task
Urban
Places
Term 2
Week 2
2018
Research
Task:
People and
Economic
Activity (Hand in
Monday)
Term 3
Week 2
2018
Trial
HSC
Exam
Term 3
Week 3
2018
Knowledge and
Understanding
H 1, 2, 3, 4, 5,
6, 7, 8, 9, 10,
11, 12, 13
40%
5%
10%
5%
5%
15%
Geographical
tools and skills
H 1, 2, 3, 4, 5,
6, 7, 8, 9, 10,
11, 12, 13
20%
5%
5%
10%
Geographical
inquiry and
research,
including
fieldwork
H 1, 2, 3, 4, 5,
6, 7, 8, 9, 10,
11, 12, 13
20%
5%
5%
10%
Communication
of geographical
information,
ideas and issues
in appropriate
forms
H 1, 2, 3, 4, 5,
6, 7, 8, 9, 10,
11, 12, 13
20%
5%
5%
5%
5%
TOTAL
100%
15%
20%
15%
20%
30%
Page 48
ASSESSMENT POLICY for LEGAL STUDIES
OUTCOMES TO BE ASSESSED:
A Student -
H1 - identifies and applies legal concepts and terminology
H2 - describes and explains key features of and the relationship between Australian and
international law
H3 - analyses the operation of domestic and international legal systems
H4 - evaluates the effectiveness of the legal system in addressing issues
H5 - explains the role of law in encouraging 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
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
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS: The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark for Legal Studies Stage 6 is to be based on the HSC course only. There must be a
balance between the assessment of knowledge and understanding outcomes, skills outcomes and
course content.
COMPONENT WEIGHTING
Knowledge and understanding of course content 60
Inquiry and research 20
Communication and Legal Studies information,
issues and ideas in appropriate forms
20
100
Page 49
HSC Core
Core Part I: Crime
The nature of crime
The criminal investigation process
The criminal trial process
Sentencing and punishment
Young offenders
International crime
30%
Core Part II: Human rights
The nature and development of human rights
Promoting and enforcing human rights
Contemporary issue
20%
Core Part III: Options (choose two 50%)
Consumers
Global environmental protection
Family
Indigenous peoples
Shelter
Workplace
World order
25% each
LEGAL STUDIES ASSESSMENT SCHEDULE:
Task 1
Task 3
Task 4
Task 5
Syllabus
Component
Weighting
(Syllabus)
%
In class
Human
Rights
Term 4
Week 7
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Research
Optional
Topic
Term 2
Week 7
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1, 2, 3, 4, 6,
7, 8, 9
H 1, 2, 3, 4, 6, 7 H 1, 4, 5, 6,
8, 10
H 1, 2, 3, 4, 5,
6, 7, 8, 9, 10
Knowledge &
Understanding 60% 5%
15% 10% 30%
Research
20% 10%
10%
Communication 20% 5%
10%
5%
MARKS
100%
20%
25%
20%
35%
Page 50
ASSESSMENT POLICY for MODERN HISTORY
OUTCOMES TO BE ASSESSED:
A Student develops the skills to -
H1.1 - describe the role of key features, issues, individuals, groups and events of
selected twentieth century studies
H1.2 - analyse and evaluate the role of key features, issues, individuals, groups and
events of selected twentieth century studies
H2.1 - explain forces and ideas and assess their significance in contributing to change
and continuity during the twentieth century
H3.1 - ask relevant historical questions
H3.2 - locate, select and organise relevant information from different types of
sources
H3.3 - analyse and evaluate sources for their usefulness and reliability
H3.4 - explain and evaluate differing perspectives and interpretations of the past
H3.5 - plan and present the findings of historical investigations, analysing and
synthesising information from different types of sources
H4.1 - use historical terms and concepts appropriately
H4.2 - communicate a knowledge and understanding of historical features and issues,
using appropriate and well-structured oral and written forms
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark for the HSC Modern History course is to be based on the HSC course only. There
should be a balance between the assessment of knowledge and understanding outcomes, skills
outcomes and course content.
HSC Course
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Knowledge and understanding of course content 40
Source-based skills: analysis, synthesis and evaluation of
historical information from a variety of sources
20
Historical inquiry and research 20
Communication of historical understanding in appropriate forms 20
100
Page 51
MODERN HISTORY ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Source
Analysis:
Core
Term 4
Week 8
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Research
Essay –
Personality
Term 2
Week 3
2018
Research
In class essay
The Cold War
Term 2
Week 10
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1.1, 1.2,
3.3, 3.4, 4.1
H 1.2, 2.1, 3.1,
3.2, 4.2
H 1.1, 3.1,
3.2, 3.4, 3.5,
4.2
H 2.1, 3.3, 3.5,
4.2
H 1.1, 1.2,
2.1, 3.3,
3.4, 4.1
Knowledge and
Understanding
40% 5%
10% 25%
Historical inquiry and
research
20% 10% 10%
Source based skills:
analysis, synthesis
and evaluation of
historical information
from a variety of
sources
20% 10% 5% 5%
Communication of
historical
understanding in
appropriate forms
20% 10%
10%
MARKS
100%
15%
15%
20%
20%
30%
Page 52
ASSESSMENT POLICY for HISTORY EXTENSION
OUTCOMES TO BE ASSESSED:
A Student -
E1.1 - analyses and evaluates different historical perspectives and approaches to history and the
interpretations developed from these perspectives and approaches.
E2.1 - plans, conducts and presents a substantial historical investigation involving analysis, synthesis
and evaluation of information from historical sources of differing perspectives and historical
approaches.
E2.2 - communicates through detailed, well-structured texts to explain, argue, discuss, analyse and
evaluate historical issues.
E2.3 - constructs a historical position about an area of historical inquiry and discusses and challenges
other positions.
HISTORY EXTENSION ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
Assessment of the components of the HSC History Extension course is designed to provide a balance
of assessment instruments across the total internal and external assessment program in order to ensure
valid assessment of all course outcomes.
COMPONENT EXTERNAL
ASSESSMENT
INTERNAL
ASSESSMENT
Part I: What Is History?
60% of Course time.
Written Examination
(Questions 1 and 2 = 25
each)
50% Assessment Tasks 10%
Part II: History Project.
40% of Course time.
History Project made up
of:
Proposal
Essay
Bibliography
Process Log
40%
TOTAL 50% 50%
Component Weighting
Knowledge and understanding of significant historical ideas and
processes (Part I of Schedule p53)
10
Skills in designating, undertaking and communicating historical
inquiry – the History Project (Part II of Schedule p53)
40
50
Page 53
HISTORY EXTENSION ASSESSMENT SCHEDULE
HSC
Syllabus
Outcomes
HSC
Syllabus
Components
HSC
Syllabus
Weightings
Task 1
Task 2
Task 3
Task 4
Task 5
Total
Marks
that relate
to the
Components
% Research
proposal
(200
words) and
process log
checked
Term 4
Week 8 (Monday)
2017
Research
and
drafting
phase,
process
log checks
Ongoing
checks
with
teacher
throughout
Terms
1 & 2
2018
Complete
writing
phase,
synopsis,
final draft
and
annotated
bibliography
Term 3
Week 1
2018
Mid Course
Exam
Term 1 Weeks 9/10
2018
Trial
HSC
Exams
Term 3
Week 3
2018
E 1.1, 2.1,
2.2, 2.3
Part II
History
Project
Process
20%
5%
15%
10
E 1.1, 2.1,
2.2, 2.3
Part II
History
Project
(Essay)
60%
Synopsis
5%
Essay
45%
Bibliography
10%
30
E 1.1, 2.1,
2.2, 2.3
Part I
What is
History?
20%
10%
10%
10
Total
50
Page 54
ASSESSMENT POLICY for SOCIETY and CULTURE
OUTCOMES TO BE ASSESSED:
A Student -
H1 - explains the interaction between persons, societies, cultures and environments across time
H2 - analyses relationships within and between social and cultural groups
H3 - accounts for cultural diversity and commonality within societies and cultures
H4 - evaluates continuity and change, and assesses social futures and strategies for change and the
implications for societies and cultures
H5 - evaluates the influence of power, authority, gender and technology on decision making and
participation in society.
H6 - applies and evaluates the methodologies of social and cultural research
H7 - applies appropriate language and concepts associated with society and culture
H8 - selects, organises and evaluates information and sources for usefulness, validity and bias
H9 - plans an investigation, analyses and synthesises information from a variety of perspectives
and sources
H10 - communicates information, ideas and issues using appropriate written, oral and graphic
forms
H11 - uses planning and review strategies to manage complex tasks, making effective use of time
and resources
SOCIETY AND CULTURE ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Society and Culture Stage 6 is to be based on the HSC course only.
Final assessment should be based on a range and balance of assessment instruments.
Outline of internal assessment requirements
There will be three to five assessment tasks comprising the following components and weightings.
Component Weighting
Knowledge and understanding of course content 50
Application and evaluation of social and cultural research
methodologies
30
Communication of information, ideas and issues in appropriate
forms
20
100
Page 55
SOCIETY & CULTURE ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Task 4 Components
(Syllabus)
Weighting
(Syllabus)
%
Oral task on
PIP (oral &
methodologies)
Term 1
Week 2
2018
Mid Course
Exam
Term 1
Weeks 9/10
2018
Belief Systems
Task
(research)
Term 2
Week 6
2018
Trial HSC
Exams
Term 3
Week 3
2018
H 6, 8, 9,
10, 11
H 1, 2, 3, 4,
5, 7
H 4, 7, 8, 10 H 1, 2, 3,
4, 5, 7
Knowledge and
Understanding
50
20%
15%
15%
Methodologies
30
10%
10%
10%
Communication
20
10%
5%
5%
MARKS
20%
20%
30%
30%
Page 56
ASSESSMENT POLICY for DESIGN & TECHNOLOGY
OUTCOMES TO BE ASSESSED:
A Student -
H1.1 - critically analyses the factors affecting design and the development and success of design
projects
H1.2 - relates the practices and processes of designers and producers to the major design project
H2.1 - explains the influence of trends in society on design and production
H2.2 - evaluates the impact of design and innovation on society and the environment
H3.1 - analyses the factors that influence innovation and the success of innovation
H3.2 - uses creative and innovative approaches in designing and producing
H4.1 - identifies a need or opportunity and researches and explores ideas for design development
and production of the major design project
H4.2 - selects and uses resources responsibly and safely to realise a quality major design project
H4.3 - evaluates the processes undertaken and the impacts of the major design project
H5.1 - manages the development of a quality major design project
H5.2 - selects and uses appropriate research methods and communication techniques
H6.1 - justifies technological activities undertaken in the major design project
H6.2 - critically assesses the emergence and impact of new technologies, and the factors affecting
their development
Page 57
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Design and Technology Stage 6 is to be based on the
HSC course only. Final assessment should be based on a range and balance of
assessment instruments.
COMPONENT WEIGHTING TASKS Knowledge and skills in:
Innovation and Emerging
Technologies
20%
20%
Tasks may include:
a case study of an innovation which addresses:
- knowledge of innovation
- skills in researching and communicating
(approximately 1000 words or an
equivalent presentation)
Other suggested tasks may include:
HSC examination-type tasks such as a trial
examination
class topic test
Designing and Producing 60% NB: Aspects of the major design project that are
used for school-based assessment should not use
the HSC exam marking criteria for internal
assessment.
Suggested tasks which relate to the internal
assessment of aspects of the major design project
may include:
an oral presentation on:
- the design brief for the major design
project
- the impact of the major design project on
the individual, society and the
environment
construction of a management plan for an
advertising campaign
a report where students account for the
processes carried out in industrial and
commercial settings in relation to those used
in their major design project
Suggested tasks which do not relate to the internal
assessment of aspects of the major design project
may include:
a research report on the trends that influence
design and technological activities
HSC examination-type tasks including a trial
examination or class topic test
an investigation into materials utilisation
which has led to design developments
MARKS 100%
Page 58
DESIGN & TECHNOLOGY ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Task 4
Components
(Syllabus)
Weighting
(Syllabus)
%
Project
Proposal
Presentation
Term 4
Week 9
2017
Innovation
Case Study
Report
(in class)
Term 1
Week 6
2018
Project
Presentation
and
Evaluation
Task
Term 1
Weeks 10/11
2018
Trial HSC
Exam
Term 3
Week 3
2018
H2.1, H4.1,
H4.2
H2.2, H3.1,
H3.2, H6.2
H5.2, H6.1,
H4.3, H5.1
H1.1, H1.2,
H2.1, H2.2,
H3.1, H6.2
Innovation &
Emerging
Technologies
40%
10%
20%
10%
Designing &
Producing
60%
20%
30%
10%
MARKS
100%
30%
20%
30%
20%
Page 59
ASSESSMENT POLICY for INDUSTRIAL TECHNOLOGY
OUTCOMES TO BE ASSESSED:
A Student -
H1.1 - investigates industry through the study of businesses in one focus area.
H1.2 - identifies appropriate equipment, production and manufacturing techniques and describes the
impact of new and developing technologies in industry.
H1.3 – identifies important historical developments in the focus area industry.
H2.1 - demonstrates proficiency in the use of safe working practices and workshop equipment
maintenance techniques.
H3.1 - demonstrates skills in sketching, producing and interpreting drawings.
H3.2 - selects and applies appropriate research and problem-solving skills.
H3.3 - applies and justifies design principles through the production of a major project.
H4.1 - demonstrates competency in a range of practical skills appropriate to the major project.
H4.2 - explores the need to outsource appropriate expertise where necessary to complement personal
practical skills.
H4.3 - critically applies knowledge and skills related to properties and characteristics of
materials/components.
H5.1 - selects and uses communication and information processing skills.
H5.2 - examines and applies appropriate documentation techniques to project management.
H6.1 - evaluates the characteristics of quality manufactured products.
H6.2 - applies the principles of quality and quality control.
H7.1 - explains the impact of the focus area industry on the social and physical environment.
H7.2 – analyses the impact of existing, new and emerging technologies of the focus industry on society
and the environment
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Knowledge and understanding of the organisation and management of and
manufacturing processes and techniques used by the focus area.
40
(Tasks 2 & 5)
Knowledge, skills and understanding in designing, managing, problem-solving,
communicating and the safe use of manufacturing processes and techniques
through the design and production of a quality Major Project.
60
(Tasks 1, 3 & 4)
Page 60
INDUSTRIAL TECHNOLOGY ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4 Components
(Syllabus)
Weighting
(Syllabus)
%
Major Project
Test
Term 1
Week 1
2018
Major Interim
Report
Term 2
Week 2
2018
Major
Project
Term 3
Week 1
2018
HSC Trial
Exam
Term 3
Week 3
2018
H 1.1, 1.2, 4.2,
6.1, 7.1
H 1.1, 3.1,
3.2, 3.3, 5.1,
5.2
H 2.1, 4.1,
4.2, 4.3, 6.1,
6.2
H 1.2, 1.3,
4.3, 6.1,
7.1, 7.2
Knowledge and
Understanding of the
organisation and
management of and
manufacturing processes
and techniques used by the
focus area industry.
40%
5%
10%
25%
Knowledge, Skills and
Understanding in
designing, managing,
problem-solving,
communicating and the
safe use of manufacturing
processes and techniques
through the design and
production of a quality
major project.
60%
10%
10%
40%
MARKS
100%
15%
20%
40%
25%
Page 61
ASSESSMENT POLICY for
INFORMATION PROCESSES AND TECHNOLOGY
OUTCOMES TO BE ASSESSED:
A Student -
H1.1 - applies and explains 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
H2.1 - analyses and describes a system in terms of the information processes involved
H2.2 - develops and explains solutions for an identified need which address all of the information
processes
H3.1 - evaluates and discusses the effect of information systems on the individual, society and the
environment
H3.2 - demonstrates and explains ethical practice in the use of information systems, technologies and
processes
H4.1 - proposes and justifies ways in which information systems will meet emerging needs
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,
recommends and justifies the choices
H6.1 - analyses situations, identifies needs, proposes and then develops solutions
H6.2 - selects, justifies and applies methodical approaches to planning, designing or implementing
solutions
H7.1 - implements and explains effective management techniques
H7.2 - uses methods to thoroughly document the development of individual and team projects
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Project Management
20
Information Systems and Databases
20
Communication Systems
20
Option Strands
40
100
Teachers may use their discretion in determining the manner in which they allocate tasks within the
course content. The Board considers that 3 to 5 assessment tasks are sufficient.
Page 62
INFORMATION PROCESSES & TECHNOLOGY
ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Topic Test
Term 4
Week 8
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Project Work
Term 2
Week 9
2018
Topic Test
Term 3
Week 5
2018
HSC Trial
Exam
Term 3
Week 3
2018
H 1.1, 1.2,
2.1, 3.1, 5.2
H 1.1, 1.2, 2.1,
2.2, 4.1
H 2.1, 3.2,
5.1, 6.1, 6.2,
7.1, 7.2
H 1.1, 2.2,
3.1, 4.1, 6.1
TBA
Project
Management 20% 5% 10% 5%
Information
Systems &
Databases
20% 10% 5% 5%
Communication
Systems 20% 10% 5% 5%
Multimedia
systems 20% 5% 10% 5%
Transaction
Processing
Systems
20% 10% 10%
MARKS
100%
10%
25%
25%
10%
30%
Page 63
ASSESSMENT POLICY for
SOFTWARE DESIGN & DEVELOPMENT
OUTCOMES TO BE ASSESSED:
A Student -
H1.1 - explains the interrelationship between hardware and software
H1.2 - differentiates between various methods used to construct software solutions
H1.3 - describes how the major components of a computer system store and manipulate data
H2.1 - explains the implications of the development of different languages
H2.2 - explains the interrelationship between emerging technologies and software development
H3.1 - identifies and evaluates legal, social and ethical issues in a number of contexts
H3.2 - constructs software solutions that address legal, social and ethical issues
H4.1 - identifies needs to which software solutions are appropriate
H4.2 - applies appropriate development methods to solve software problems
H4.3 - applies a modular approach to implement well structured software solutions and evaluates their
effectiveness
H5.1 - applies project management techniques to maximise the productivity of the software
development
H5.2 - creates and justifies the need for the various types of documentation required for a software
solution
H5.3 - selects and applies appropriate software to facilitate the design and development of software
solutions
H6.1 - assesses the skills required in the software development cycle
H6.2 - communicates the processes involved in a software solution to an inexperienced user
H6.3 - uses and describes a collaborative approach during the software development cycle
H6.4 - develops and evaluates effective user interfaces, in consultation with appropriate people
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Knowledge and understanding about the development and impact of software
solutions and the software development cycle
20
Design and development of software solutions
20
Project management techniques, including documentation, teamwork and
communication
20
Project(s)
40
100
Teachers may use their discretion in determining the manner in which they allocate tasks within the
course content. The Board considers that 3 to 5 assessment tasks are sufficient.
Page 64
SOFTWARE DESIGN & DEVELOPMENT
ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4 Components
(Syllabus)
Weighting
(Syllabus)
%
Topic Test
Term 4
Week 8
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Major Project
Term 2
Week 9
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1.1, 1.2,
1.3, 2.1, 4.1
H 1.1, 1.2,
2.1, 2.2, 3.1,
4.1, 5.2
H 2.1, 3.2, 4.2,
4.3, 5.1, 5.3,
6.1, 6.2, 6.3, 6.4
TBA
Knowledge and
Understanding
20% 5% 10% 5%
Design and
Development of
Software Solutions
20% 10% 10%
Project
Management
techniques
20% 5% 5% 10%
Project(s) 40%
5% 25% 10%
MARKS
100%
10%
25%
30%
35%
Page 65
ASSESSMENT POLICY for TEXTILES & DESIGN
OUTCOMES TO BE ASSESSED:
A Student -
H1.1 - critically analyses and explains the factors that have contributed to the design and
manufacture of the Major Textiles Project
H1.2 - designs a textile item/s that demonstrates an understanding of functional and aesthetic
requirements
H1.3 - identifies the principles of colouration for specific end-uses
H2.1 - communicates design concepts and manufacturing specifications to both technical and non-
technical audiences
H2.2 - demonstrates proficiency in the manufacture of a textile item/s
H2.3 - effectively manages the design and manufacture of a Major Textiles Project to completion
H3.1 - explains the interrelationship between fabric, yarn and fibre properties
H3.2 - develops knowledge and awareness of emerging textile technologies
H4.1 - justifies the selection of fabric, yarn, fibre and fabric finishing techniques for specific end-
uses
H4.2 - selects and justifies manufacturing techniques, materials and equipment for a specific end-
use
H5.1 - investigates and describes aspects of marketing in the textile industry
H5.2 - analyses and discusses the impact of current issues on the Australian textiles industry
H6.1 - analyses the influence of historical, cultural and contemporary developments on textiles
Page 66
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Textiles and Design Stage 6 is to be based on the HSC course only.
Final assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING TASKS Major Textiles Project
skills in:
- investigating and researching
- experimenting
- designing
- manipulating
- analysing and evaluating
- managing
- communicating
Criteria for assessing the Major Textiles
Project are on p36
50%
Note: Aspects of the Major Textiles Project that
are used for school-based assessment should not use
the HSC exam marking criteria for internal
assessment.
Tasks may include:
an oral presentation to a potential retailer/
manufacturing group about the design concept
of the Major Textiles Project
the use of a project diary to assess managing
and planning for the Major Textiles Project
examination questions based on the Major
Textiles Project
Design
knowledge of design
skills in:
- investigating and researching
- analysing and evaluating
- experimenting
- communicating
20%
Other tasks may include:
creation of designs for specific purposes
a research assignment on a contemporary
designer, an innovation in fibre, fabric or
finishes or an emerging textile technology
experimental activities with fabric, colour and
decorative techniques
HSC examination-type tasks, such as a trial
examination or class topic test
Properties and Performance of
Textiles
knowledge of properties and
performance of textiles
skills in:
- investigating and researching
- experimenting
- manipulating
- analysing and evaluating
- decision-making
20%
Australian Textile, Clothing,
Footwear and Allied Industries
knowledge of the Australian
Textile, Clothing, Footwear and
Allied Industries
skills in:
- investigating and research
- analysis and evaluation
10%
MARKS 100%
Component Weighting
Knowledge and understanding of textiles and the textile industry. 50
Skills in design, manipulation, experimentation, analysis,
manufacture and selection of textiles for specific end purposes
using appropriate technologies.
50
100
Page 67
TEXTILES & DESIGN ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Investigation of
Designer and Oral
Presentation of
Inspiration Folio
Term 4
Week 7
2017
Project
Presentation
- written and
oral
Term 1
Week 5
2018
Experimentation
Folio
Term 2
Week 5
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 1.1, 5.1, 6.1 H 1.2, 2.1,
2.3, 6.1
H 2.1, 2.2, 2.3,
3.1, 4.1, 4.2
H 1.1, 1.3, 3.1,
3.2, 4.1, 4.2,
5.1, 5.2, 6.1
Major Textiles
Project: Skills
50%
25% 10%
Design: Knowledge Skills
20%
5% 5% 10%
Properties &
Performances: Knowledge Skills
20%
10%
Australian
Textile, Clothing,
Footwear &
Allied Industries: Knowledge Skills
10%
5% 5%
MARKS
100%
10%
25%
15%
25%
Page 68
ASSESSMENT POLICY for DANCE
OUTCOMES TO BE ASSESSED:
A Student -
Dance as an artform:
H1.1 - understands dance from artistic, aesthetic and cultural perspectives through movement and in
written and oral form
H1.2 - performs, composes and appreciates dance as an artform
H1.3 - appreciates and values dance as an artform through the interrelated experiences of
performing, composing and appreciating dances
H1.4 - acknowledges and appreciates the relationship of dance and other media
Performance:
H2.1 - understands performance quality, interpretation and style relating to dance performance
H2.2 - performs dance skills with confidence, commitment, focus, consistency, performance quality
and with due consideration of safe dance practices
H2.3 - values the diversity of dance performance
Composition:
H3.1 - identifies and selects the appropriate elements of composition/choreography in response to a
specific concept/intent
H3.2 - demonstrates the use of the elements of composition/choreography in a personal style in
response to a specific concept/intent
H3.3 - recognises and values the role of dance in achieving individual expression
H3.4 - explores, applies and demonstrates the combined use of compositional principles and
technological skills in a personal style in a response to a specific concept/intent
Appreciation:
H4.1 - understands the concept of differing artistic, social and cultural contexts of dance
H4.2 - recognises, analyses and evaluates the distinguishing features of major dance works
H4.3 - utilises the skills of research and analysis to examine dance as an artform
H4.4 - demonstrates in written and oral form, the ability to analyse and synthesise information when
making discriminating judgments about dance
H4.5 - acknowledges that the artform of dance is enhanced through reflective practice, study and
evaluation
Page 69
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Dance Stage 6 is to be based on the HSC course only. Final
assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING TASKS Performance 20%
solo performance of dance sequence
process diary including observation research
and safe dance practices
video self analysis of performance
Interview - application of safe dance practices
and performance quality
Composition 20% practical performance of work in progress
process diary including intentions and
motivations, research undertaken, decisions
made, solutions to problems, evaluation
self evaluative assessment
interview
Appreciation 20% written research on choreographers
written analysis of a seminal dance works
criticism of a seminal works
Major Study Major Study
Performance
OR
Major Study
Composition
OR
Major Study
Appreciation
OR
Major Study
Dance and Technology
EITHER
Option 1:
Choreographing the Virtual Body
OR
Option 2:
Film and Video
40%
performance of student’s work in progress
self analysis of performances
process diary
interview - written analysis of performance
performance of student’s work in progress
Process Diary
interview
essay of 800-1000 words
written review and criticism
research assignment
process diary
written presentations
presentation of work in progress
interview
MARKS 100%
Page 70
DANCE ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Task 4
Task 5
Components
(Syllabus)
Weighting
(Syllabus)
%
Composition
/ Process
Diary /
Interview
Term 4
Week 6
2017
Performance
/ Process
Diary /
Interview
Term 1
Week 4
2018
Written Mid
Course
Exam
Term 1 Weeks 9/10
2018
Major
Study /
Process
Diary /
Interview
Term 2
Week 3
2018
A
Performance/
Composition/
Process
Diary/
Interview
Term 2
Week 9
2018
B
Trial HSC
Exam
Appreciation
Term 3
Week 3
2018
H 1.2, 3.2 H 1.2, 2.1
2.2
H 1.1,4.2
4.4
H 2.1,
2.2, 3.2,
3.4, 4.1,
4.2, 4.3,
4.4
H 1.1, 1.2
2.1, 2.2 3.1,
3.2, 3.4
H 4.2, 4.4
Performance
20% 10% 10%
Composition
20% 10% 10%
Appreciation
20% 10% 10%
Major Study 40%
20% 20%
MARKS
100%
10%
10%
10%
20%
40%
10%
* HSC Trial Practical Examination (Task 5) will utilise external markers. The set of marks
obtained will be averaged to determine each students’ final mark for this task.
* Performance, Composition and Appreciation are progressive throughout the HSC year. They
assess the progress of the Performance, Composition and Appreciation of the students.
Page 71
ASSESSMENT POLICY for DRAMA
OUTCOMES TO BE ASSESSED:
A Student -
Making:
H1.1 - uses acting skills to adopt and sustain a variety of characters and roles
H1.2 - uses performance skills to interpret and perform scripted and other material
H1.3 - uses knowledge and experience of dramatic and theatrical forms, styles and theories to
inform and enhance individual and group devised works
H1.4 - collaborates effectively to produce a group-devised performance
H1.5 - demonstrates directorial skills
H1.6 - records refined group performance work in appropriate form
H1.7 - demonstrates skills in using the elements of production
* H1.8 - recognises the value of the contribution of each individual to the artistic effectiveness of
productions
* H1.9 - values innovation and originality in group and individual work
Performing:
H2.1 - demonstrates effective performance skills
H2.2 - uses dramatic and theatrical elements effectively to engage an audience
H2.3 - demonstrates directorial skills for theatre and other media
* H2.4 - appreciates the dynamics of drama as a performing art
* H2.5 - appreciates the high level of energy and commitment necessary to develop and present
a performance
Critically Studying:
H3.1 - critically applies understanding of the cultural, historical and political contexts that
have influenced specific drama and theatre practitioners, styles and movements
H3.2 - analyses, synthesises and organises knowledge, information and opinion in coherent,
informed oral and written responses
H3.3 - demonstrates understanding of the actor-audience relationship in various dramatic and
theatrical styles and movements
* H3.4 - appreciates and values drama and theatre as significant cultural expressions of issues
and concerns in Australian and other societies
* H3.5 - appreciates the role of the audience in various dramatic and theatrical styles and
movements
* Not formally assessed in the HSC Year
Page 72
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Drama Stage 6 is to be based on the HSC course only.
COMPONENT WEIGHTING TASKS Australian Drama and Theatre
(Core component)
Studies in Drama and Theatre
30%
30%
Assessment should be drawn from the suggestions
below:
workshop activities including oral reflection
group interpretations of script extracts
group-devised exercises based on specific
traditions and styles
evaluations of performances and workshops
analysis and synthesis and interpretation of
research
application of research
organisation of ideas and opinions to argue a
specific case
written responses including extended response
essays
Development of Group Performance
(Core component)
20% Assessment should be drawn from the suggestions
below:
recording processes in logbook
researching a theme, concept issue, image or
idea
understanding and development of
role/character
exploring and using a variety of dramatic and
theatrical elements and conventions
collaboratively developing, shaping and refining
dramatic action
applying and refining performance skills
Development of Individual Project 20% Assessment should be drawn from the suggestions
below:
recording process in logbook
selecting an appropriate area of study
clarifying and expressing intentions in a
rationale
recording, analysing and synthesising research
material
applying appropriate making and/or
performance skills
using original ideas, approaches and forms of
presentation
MARKS 100%
Page 73
DRAMA ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4
Week 9
2017
Term 1
Week 4
2018
Mid Course
Exam
Term 1
Weeks 9/10
2018
Term 2
Week 7
2018
Trial HSC
Practical &
Written
Term 3
Weeks 3
2018
Outcomes H 1.1, 1.2, 1.3,
1.5, 1.7, 2.3,
3.1, 3.2, 3.3
H 1.2, 1.3, 1.5,
1.7, 2.1, 2.4,
3.2, 3.3, 3.5
H 1.1, 1.2, 1.3,
1.5, 1.7, 2.3,
3.1, 3.2, 3.3
H 1.1, 1.2, 1.3,
1.6, 2.1, 2.2, 2.3,
3.2, 3.3
H1, H2, H3
Components
(Syllabus)
Weighting
(Syllabus)
%
Australian
Drama and
Theatre
Contemporary
Australian
Theatre
Practice –
Practical and
Written
Planning and
Development
of Individual
Project including
presentation
and logbook,
including
preliminary
drafts,
research,
performance
and/or designs.
Studies in Drama
and Theatre –
Practical and
Written
Significant Plays
of the 20th
Century
Development of
the Group
Performance,
including
submission of
logbooks for
both IP and GP,
including
rationales
Trial,
incorporating
written examination,
Group Performance,
Individual Projects and
logbooks
Making
40%
5%
10%
5%
10%
10%
Performing
30%
5%
5%
20%
Critically
Studying
30%
10%
10%
10%
MARKS
100%
20%
10%
20%
10%
40%
* The presentation of both Group Performances and Individual Projects for the HSC Trial will occur
at “Showcase” evening in Week 2 of Term 3 using external markers.
Page 74
ASSESSMENT POLICY for MUSIC 1
OUTCOMES TO BE ASSESSED:
A Student -
H1 - performs stylistically, music that is characteristic of topics studied, both as a soloist and as a
member of an ensemble.
H2 - reads, interprets, discusses and analyses simple musical scores that are characteristic of topics
studied.
H3 - improvises and composes music using the range of concepts for familiar sound sources reflecting
the cultural and historical contexts studied.
H4 - articulates an aural understanding of musical concepts and their relationships in a wide variety of
musical styles.
H5 - critically evaluates and discusses performances and compositions.
H6 - critically evaluates and discusses the use of the concepts of music in works representative of the
topics studied and through wide listening.
H7 - understands the capabilities of performing media, incorporates technologies into composition and
performance as appropriate to the topics studied.
H8 - identifies, recognises, experiments with and discusses the use and effects of technology in music.
H9 - performs as a means of self-expression and communication.
H10 - demonstrates a willingness to participate in performance, composition, musicology and aural
activities.
H11 - demonstrates a willingness to accept and use constructive criticism.
Page 75
MUSIC 1 ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Music 1 Stage 6 is to be based on the HSC course only. Assessment
for the HSC course must not begin until the completion of the Preliminary course. Throughout the
course, a variety of assessment techniques should be used to assess understanding and level of skill
achieved.
COMPONENT WEIGHTING SUGGESTED ACTIVITIES
Performance Core 10% classroom-based activities in both solo and group
performances
demonstration of personal interpretations of music
presentations of performances at concerts
performance of original compositions
Composition Core 10% improvisations
oral presentations
arrangements
viva voce on compositions
Musicology 10% oral responses
written responses
research tasks
viva voce
Aural Core 25% recognition of concepts by listening to a variety of
musical excerpts
discussion on the use of concepts
written responses to primary source stimulus
Elective 1 15% Performance and performance-related activities and/or
Elective 2 15% Composition Portfolio and/or
Elective 3 15% viva voce and Musicology Portfolio
MARKS 100%
Page 76
MUSIC 1 ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Musicology
Portfolio /
viva voce
Term 4
Week 9
2017
Core
Composition
Portfolio
(Hand in
Monday)
Term 1
Week 6
2018
Mid Course
Exam
Aural Paper
Core
performance
piece
Term 1
Weeks 9/10
2018
Presentation
of three
elective
choices
Term 2
Weeks 8-9
2018
Trial HSC
Exam
Aural paper,
three electives (*Core
performance
piece)
Term 3
Week 3
2018
H 1, 2, 4, 5,
6, 7, 8, 9
H 3, 5, 6, 7 H 2, 4, 6, 8 H 1, 2, 3, 4,
5, 6, 7, 8
(pending
elective
choices)
H 1, 2, 3, 4, 5,
6, 7, 8
(pending
elective
choices)
Core
Performance
10%
10%
Core
Composition
10% 10%
Core
Musicology
10% 10%
Core Aural 25% 10% 15%
Electives 45% 15%
each elective
is equally
weighted
30%
each elective
is equally
weighted
MARKS
100%
10%
10%
20%
15%
45%
* NB: The Core Performance piece will be required to be re-presented as part of the Trial Exam
Report Mark.
* HSC Trial Examination (Task 5) will utilise external markers. The set of marks obtained will be
averaged to determine each students’ final mark for this task.
Page 77
ASSESSMENT POLICY for
PHOTOGRAPHY, VIDEO & DIGITAL IMAGING (1 UNIT)
OUTCOMES TO BE ASSESSED:
A Student -
* M1 - generates a characteristic style that is increasingly self-reflective in their photographic and/or
video and/or digital practice.
* M2 - explores concepts of artist/photographer, still and moving works, interpretations of the world
and audience response, in their making of still and/or moving works.
* M3 - investigates different points of view in the making of photographs and/or videos and/or digital
images.
* M4 - generates images and ideas as representations/simulations in the making of photographs and/or
videos and/or digital images.
* M5 - develops different techniques suited to artistic intentions in the making of photographs and/or
videos and/or digital images.
* M6 - takes into account issues of occupational health and safety in the making of photographs
and/or videos and/or digital images.
* CH1 - generates in their critical and historical practice ways to interpret and explain photography
and/or video and/or digital imaging.
* CH2 - investigates the roles and relationships among the concepts of artist, work, world and audience
in critical and historical investigations.
* CH3 - distinguishes between different points of view and offers interpretive accounts in critical and
historical studies.
* CH4 - explores ways in which histories, narratives and other accounts can be built to explain
practices and interests in the fields of photography and/or video and/or digital imaging.
* CH5 – recognises how photography and/or video and/or digital imaging are used in various fields
of cultural production. Key: M denotes Outcomes for making.
CH denotes Outcomes for critical and historical studies.
The syllabus stipulates that the following components and weightings are to apply:
Component Weighting (%)
Making 70%
Critical and historical studies 30%
Page 78
PHOTOGRAPHY, VIDEO & DIGITAL IMAGING (1 Unit) ASSESSMENT SCHEDULE:
Components
(Syllabus) Weighting
(Syllabus) %
Task 1
Task 3
MAKING
70%
Photography
Folio
Term 1
Week 3
2018
Photography
Folio
Term 3
Week 2
2018
M1, M2, M3, M4,
M5, M6
M1, M2, M3, M4,
M5, M6
30%
40%
Task 2
CRITICAL
HISTORICAL
30%
Critical /
Historical Study
Exam
Term 1
Weeks 10/11
2016
CH1, CH2, CH3,
CH4, CH5
30%
MARKS
100%
30%
Page 79
ASSESSMENT POLICY for VISUAL ARTS
OUTCOMES TO BE ASSESSED:
A Student -
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 accomplishment, 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.
Page 80
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Visual Arts Stage 6 is to be based on the HSC course only. Finally
assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING TASKS Artmaking 50% Assessment should include ongoing evaluations of a
student’s ability to:
represent their understanding of artmaking as a
practice involving the selection of particular
procedures and critical judgment
apply the conceptual framework of art involving
artist, artwork, world, audience to the development
of their body of work
use one or more of the frames to represent points of
view in their interpretations
develop meaning and focus in the representation of
ideas reflected in the developing body of work
evident in the lead-up work in diaries, works under
development, in the body of work and student
explanations.
Art Criticism and
Art History
50% Assessment should include ongoing evaluations of a
student’s ability to:
investigate art criticism and art history as practices
involving procedures and judgments
utilise the conceptual framework of art involving
artist, artwork, world, audience in selected cases
through discussions and art critical and art historical
writing
use the frames to inform their interpretations and
points of view
attribute meanings to selected examples
interpret critical and historical accounts
evident in case studies, research tasks, oral tasks,
reviews, reports, assignments, etc.
MARKS 100%
Page 81
VISUAL ARTS ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
%
Essay
Term 4
Week 8
2017
Body of Work
Progress
Including VAPD
Term 1
Weeks 9/10
2018
Mid Course
Exam
Term 1
Week 8
2018
Trial Body
of Work
(final)
Term 2
Week 10
2018
Trial HSC
Exam
Term 3
Week 3-5
2018
Outcomes Assessed
H 7, 8,
9, 10
H 1, 2, 3, 4, 5, 6
H 7, 8, 9, 10
H 1, 2, 3, 4,
5, 6
H 7, 8, 9, 10
Art
Criticism
and Art
History
50%
10%
20%
20%
Art making
50%
20%
30%
Task Value
100%
10%
20%
20%
30%
20%
* HSC Trial Examination (Task 4) will utilise external markers.
Page 82
ASSESSMENT POLICY for FRENCH CONTINUERS
OUTCOMES TO BE ASSESSED:
A Student -
1.1 - uses a range of strategies to maintain communication
1.2 - conveys information appropriate to context, purpose and audience
1.3 - exchanges and justifies opinions and ideas
1.4 - reflects on aspects of past, present and future experience
2.1 - applies knowledge of language structures to create original text
2.2 - composes informative, descriptive, reflective, persuasive or evaluative texts appropriate to
context, purpose and/or audience
2.3 - structures and sequences ideas and information
3.1 - conveys the gist of texts and identifies specific information
3.2 - summarises the main ideas
3.3 - identifies the tone, purpose, context and audience
3.4 - draws conclusions from or justifies and opinion
3.5 - interprets, analyses and evaluates information
3.6 - infers points of view, attitudes or emotions from language and context
4.1 - recognises and employs language appropriate to different social contexts
4.2 - identifies values, attitudes and beliefs of cultural significance
4.3 - reflects upon significant aspects of language and culture
FRENCH CONTINUERS ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
Component Weighting
Listening and Responding
Objective 3
25
Reading and Responding
Objectives 1, 2 and 3
40
Writing in French
Objective 2
15
Speaking
Objectives 1 and 4
20
MARKS 100
Page 83
FRENCH CONTINUERS ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Exams
Total
Board of
Studies
Syllabus
Component
Board of Studies
Syllabus Outcomes
Term 4
Week 9
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Term 2
Week 4
2018
Term 2
Week 8
2018
Trial HSC
Exam
Term 3
Week 3
2018
Listening
3.1, 3.2, 3.3, 3.4,
3.5, 3.6
15%
10%
25%
Reading &
Responding
– A
Reading &
Responding
- B
1.1, 1.2, 1.3, 1.4,
3.1, 3.2, 3.3, 3.4,
3.5, 3.6
15%
10%
10%
5%
40%
Writing
2.1, 2.2, 2.3, 4.1
10%
5%
15%
Speaking
1.1, 1.2, 1.3, 1.4,
4.1
20%
20%
Total
15%
25%
10%
20%
30%
100%
Page 84
ASSESSMENT POLICY for ITALIAN BEGINNERS
OUTCOMES TO BE ASSESSED:
A Student -
1.1 - establishes and maintains communication in Italian
1.2 - manipulates linguistic structures to express ideas effectively in Italian
1.3 - sequences ideas and information
1.4 - applies knowledge of the culture of Italian speaking communities to interact appropriately
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 Italian speaking communities in 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
original ideas in Italian
3.4 - applies knowledge of the culture of Italian speaking communities to the production of texts
ITALIAN BEGINNERS ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
Assessment for the Higher School Certificate is based on the HSC course only. The weightings
allocated to each component are mandatory, although the allocation of marks to the various tasks set
for the HSC course is left to individual schools. Assessment should be spread over a number of tasks
throughout the course. A variety of assessment strategies must be used. Each assessment instrument
should be appropriate for the outcome it is designed to measure. One assessment task may be used to
measure a variety of outcomes.
Component Weighting
Listening Skills
30
Speaking Skills
20
Reading Skills
30
Writing Skills
20
MARKS
100
Page 85
ITALIAN BEGINNERS ASSESSMENT SCHEDULE:
Components
(Syllabus) Weighting
(Syllabus)
%
Task 1
Task 2
Task 3
Task 4
Reading
Term 4
Week 6
2017
Mid Course
Exam
Term 1
Weeks 9/10
2018
Listening
Writing
Term 2
Week 8
2018
Trial HSC
Exams
Term 3
Week 3
2018
2.1, 2.2,
2.3, 2.4,
2.5, 2.6
1.1, 1.2, 1.3,
1.4
2.1, 2.2, 2.3,
2.4, 2.5, 1.1,
1.2, 1.3, 3.1,
3.2, 3.3, 3.4
All
outcomes
Reading
Reading & comprehension of a number of
passages in Italian with a range of question
types in English to be answered in English.
20%
20%
Speaking Conversation – communication with an
examiner in Italian in response to a series of
questions posed in Italian.
10%
10%
Listening Between 10 & 20 short items will be heard in
Italian with questions in English to be
answered in English.
Writing (Ongoing Journal Task: Students complete a
variety of written tasks and submit for marking on
due date)
Part A – a number of short writing tasks in
Italian e.g. messages, invitations,
descriptions.
Part B – one extended task in Italian of
approx. 125 words.
20%
10%
20%
10%
Speaking Refer to above specifications for Speaking
Listening Refer to above specifications for Listening
Reading
Refer to above specifications for Reading
Writing Refer to above specifications for Writing
10%
10%
10%
10%
10%
10%
10%
10%
Total
100%
20%
10%
30%
40%
Page 86
ASSESSMENT POLICY for COMMUNITY & FAMILY STUDIES
OUTCOMES TO BE ASSESSED:
A Student -
H1.1 - analyses the effect of resource management on the wellbeing of individuals, groups, families
and communities
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
H3.1 - analyses the socio-cultural 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
H4.1 - justifies and applies appropriate research methodologies
H4.2 - communicates ideas, debates issues and justifies opinions
H5.1 - proposes management strategies to enable individuals and groups to satisfy their specific
needs and to ensure equitable access to resources
H5.2 - develop strategies for managing multiple roles and demands of family, work and other
environments
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
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The internal assessment mark for Community and Family Studies Stage 6 is to be based on the HSC
course only. Final assessment should be based on a range and balance of assessment instruments.
COMPONENT WEIGHTING
Knowledge and understanding of how the following
impact on wellbeing:
resource management
positive relationships
range of societal factors
nature of groups, families and communities
40%
Skills in:
applying management processes to meet the
needs of individuals, groups, families and
communities
planning to take responsible action to promote
wellbeing
25%
Knowledge and understanding about research
methodology and skills in researching, critical
thinking, analysing and communicating
35%
100%
Page 87
COMMUNITY & FAMILY STUDIES ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Independent
Research
Project
(Core 1)
Term 4
Week 10
2017
Mid Course
Exam
(Core 1 & 2)
Term 1
Weeks 9/10
2018
Research Report
(Core 2 & 3)
Term 2
Week 4
2018
Written
Report
(Option 3)
Term 2
Week 10
2018
Trial HSC Exam
(All topics)
Term 3
Week 3
2018
H 4.1, 4.2 H 1.1, 2.2, 2.3,
3.1, 4.1, 4.2, 5.1
H 2.1, 2.2, 3.1,
3.2, 4.2, 5.1
H 2.3, 5.2,
6.1
H 1.1 – 6.2
Knowledge and
understanding of
how the following
impact on wellbeing:
resource
management;
positive
relationships;
range of societal
factors
nature of
groups, families
and
communities
40%
5%
10%
10%
15%
Skills in:
applying
management
processes to
meet the needs
of individuals,
groups, families
and
communities;
planning to take
responsible
action to
promote
wellbeing
25%
5%
5%
10%
5%
Knowledge and
understanding about
research
methodology and
skills in researching,
critical thinking,
analysing and
communicating
35%
20%
5%
5%
5%
MARKS
100%
20%
15%
20%
20%
25%
Page 88
ASSESSMENT POLICY for
PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATION
OUTCOMES TO BE ASSESSED:
A Student -
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.
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).
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.
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).
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.
HSC Course
The mandatory components and weightings for the HSC course are set out below. The internal
assessment mark submitted to the Board of Studies is to be based on the HSC course only.
COMPONENT WEIGHTING
Knowledge and understanding of:
factors that affect health
the way the body moves
40%
Skills in:
influencing personal and community health
taking action to improve participation and performance in
physical activity
30%
Skills in critical thinking, research and analysis 30%
100%
Page 89
PDHPE ASSESSMENT SCHEDULE:
Task 1
Task 2
Task 3
Task 4
Task 5 Components
(Syllabus)
Weighting
(Syllabus)
%
Case Study:
Factors
Affecting
Performance
(Core 2)
Term 4
Week 7
2017
Report:
Health
Priorities in
Australia
(Core 1)
Term 1
Week 6
2018
Mid Course
Exam
(Core 1 & 2)
Term 1
Weeks 9/10
2018
Case Study:
Factors
Affecting
Performance
(Core 2)
Term 2
Week 7
2018
Trial HSC
Exam
Term 3
Week 3
2018
H 7, 8, 10, 11,
13
H 2, 16 H 1, 2, 3, 7,
8, 9, 14
H 7, 8, 10 H 1-17 (pending elective
choices)
Knowledge and
understanding of:
factors that affect
health and the
way the body
moves
40%
10%
10%
5%
5%
10%
Skills in:
influence over
personal and
community health
outcomes
taking action to
improve
participation and
performance in
physical activity
30%
10%
5%
10%
5%
Skills in critical
thinking, research and
analysis
30%
10%
5%
5%
10%
MARKS
100%
20%
20%
15%
20%
25%
Page 90
ASSESSMENT POLICY for
SPORT, LIFESTYLE & RECREATION (1 Unit)
OUTCOMES TO BE ASSESSED:
A Student -
1.1 - applies the rules and conventions that relate to participation in a range of physical activities.
1.2 - explains the relationship between physical activity, fitness and healthy lifestyle
1.3 - demonstrates ways to enhance safety in physical activity
1.4 - investigates and interprets the patterns of participation in sport and physical activity in Australia
1.5 - critically analyses the factors affecting lifestyle balance and their impact on health status
1.6 - describes administrative procedures that support successful performance outcomes
2.1 - explains the principles of skill development and training
2.2 - analyses the fitness requirements of specific activities
2.3 - selects and participates in physical activities that meet individual needs, interests and abilities
2.4 - describes how societal influences impact on the nature of sport in Australia
2.5 - describes the relationship between anatomy, physiology and performance
3.1 - selects appropriate strategies and tactics for success in a range of movement contexts
3.2 - designs programs that respond to performance needs
3.3 - measures and evaluates physical performance capacity
3.4 - composes, performs and appraises movement
3.5 - analyses personal health practices
3.6 - assesses and responds appropriately to emergency care situations
3.7 - analyses the impact of professionalism in sport
4.1 - plans strategies to achieve performance goal
4.2 - demonstrates leadership skills and a capacity to work cooperatively in movement context
4.3 - makes strategic plans to overcome the barriers to personal and community health
4.4 - demonstrates competence and confidence in movement contexts
4.5 - recognises the skills and abilities required to adopt roles that support health, safety and physical
activity
Page 91
ASSESSMENT COMPONENTS, WEIGHTINGS AND TASKS:
The syllabus stipulates that the following components and weightings are to apply:
Component Weighting (%)
Knowledge and Understanding 50%
Skills 50%
SPORT, LIFESTYLE & RECREATION (1 UNIT) ASSESSMENT SCHEDULE
Task 1
Task 2
Task 3
Components
(Syllabus)
Weighting
(Syllabus)
%
Games & Sports
Applications II
Coaching Task
Term 4
Week 7
(Monday)
2017
Individual
Games
Practical
performance
Term 4
Week 7
2018
Resistance
Training
Programming
and
Implementation
Term 2
Week 6
2018
1.1, 1.3, 2.2, 2.3,
2.5, 3.1, 3.3, 4.1,
4.4
1.1, 1.3, 3.1,
4.1
1.2, 1.2, 2.1,
2.2, 2.3, 3.5,
3.2, 4.4
Knowledge and
Understanding
50%
15%
15%
20%
Skills
50%
15%
15%
20%
MARKS
100%
30%
30%
40%
Page 93
ASSESSMENT POLICY for CONSTRUCTION
Construction is a competency based course within the Construction Industry Curriculum Framework.
In competency based courses assessment is standards-referenced. A student is judged to be either
competent or not yet competent. A record of competency achievement is kept and is known as the
Competency Record Book.
Students are also required to complete 70 hours of Work Placement over the 2 year course. An
Australian Qualifications Framework (AQF) qualification is awarded to students who complete all the
units of competency in the Construction course. The possible qualification is Certificate II in
Construction Pathways or a Statement of Attainment towards the Certificate II in Construction
Pathways. Students can achieve an HSC and AQF qualification in Construction Pathways.
Students have the option of sitting for an examination for the HSC in Construction Pathways for
ATAR purposes.
Although all units are assessed in Construction there are some formal tasks to satisfy the HSC and
school assessment policy.
The Assessment Schedule below sets out various tasks that the students will undertake in order to
obtain an Assessment Mark and Rank Order for the course. This information is needed for reporting
and in case of illness or misadventure during the HSC exam.
NB: VET courses are competency based, therefore weighting of
tasks is not required.
DELIVERY & ASSESSMENT PLAN
QUALIFICATION CODE: CPC20211
QUALIFICATION TITLE: Certificate II in Construction Pathways (Release 3)
BOSTES COURSE NUMBER/S: 26201
BOSTES COURSE: CONSTRUCTION 240HR (2Ux2yr)
PACKAGING RULES:
TP –
CP
C0
8 v
9.0
HSC
HR
S
BO
STES
- 2
62
01
2018 - 2019 TRAINING PACKAGE REQUIREMENTS (TP): 12 units of competency; 6 core and 6 electives (no less than 4 and up to 6 from groups A-G, with no less than 2 units from any group, up to 2 units from Group H; 1 imported unit from Cert I or II quals E(*) BOSTES REQUIREMENTS (BOSTE): Students must attempt all mandatory units and selection of elective to minimum of 110 hours. Students must complete a minimum of 70 work placement hours. Preliminary - Year 11 HSC - Year 12
UNIT CODE UNIT TITLE PREREQUISITE/S TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 TERM 7
CPCCOHS1001A Work safely in the construction industry Nil E(*) 10 M CREDIT TRANSFER
CPCCOHS2001A Apply OHS requirements, policies and procedures in the construction industry Nil C 15 M TASK 2
CPCCCA2002B Use carpentry tools and equipment CPCCOHS2001A E(B) 20 M
CPCCCA2011A Handle carpentry materials CPCCOHS2001A E(B) 20 E
CPCCCM1013A Plan and organise work Nil C 10 M TASK
3
CPCCCM1012A Work effectively and sustainably in the construction industry Nil C 25 M
CPCCCM1014A Conduct workplace communication Nil C 10 M
CPCCCM1015A Carry out measurements and calculations Nil C 20 M TASK 4
CPCCCM2001A Read and interpret plans and specifications Nil C 20 M
CPCCCO2022A Use and maintain concreting plant, tools and equipment CPCCOHS2001A E(*) 10 E TASK 5
CPCCCO2013A Carry out concreting to simple forms CPCCOHS2001A E(H) 20 E
CPCCCA2003A Erect and dismantle formwork for footings and slabs on ground CPCCOHS2001A E(B) 20 E
CPCCCM2006B Apply basic levelling procedures CPCCOHS2001A E(H) 15 E
CPCCBL2001A Handle and prepare bricklaying and blocklaying materials CPCCOHS2001A E(A) 20 E TASK 6 CPCCBL2002A Use bricklaying and blocklaying tools and equipment CPCCOHS2001A E(A) 10 E
TOTAL HOURS 245 TOTAL ELECTIVE HOURS 125
Work Placement 1 & 2 70 Assessment Methods TASK 2 – Observation, Questioning, Written Test TASK 4 – Observation, Questioning, Written Test TASK 6 – Observation, Questioning, Written Test TASK 3 – Observation, Questioning, Written Test TASK 5 – Observation, Questioning, Project
Cat ho l ic Schoo l s Of f ice
Di oc e s e o f L i s mor e 7 0 5 4
ASSESSMENT POLICY for HOSPITALITY
Hospitality is a competency based course within the Hospitality Industry Curriculum Framework. In
competency based courses assessment is standards-referenced. A student is judged to be either competent
or not yet competent. A record of competency achievement is kept and is known as the Competency
Record Book.
Students are also required to complete 70 hours of Work Placement over the 2 year course. An Australian
Qualifications Framework (AQF) qualification is awarded to students who complete all the units of
competency in the Hospitality course. Possible qualification is Certificate II in Hospitality Operations
(Food and Beverage) or a Statement of Attainment towards the Certificate II. Students can achieve an
HSC and AQF qualification in Hospitality.
Students have the option of sitting for an examination for the HSC in Hospitality for ATAR purposes.
Although all units are assessed in Hospitality there are some formal tasks to satisfy the HSC and school
assessment policy.
The Assessment Schedule below sets out various tasks that the students will undertake in order to obtain
an Assessment Mark and Rank Order for the course. This information is needed for reporting and in case
of illness or misadventure during the HSC exam.
Attendance at practical catering events is compulsory. If a student is unable to attend he/she will
need to submit a “Request for Extension of Time/Substitute Task” form with a doctor’s
certificate.
NB: VET courses are competency based, therefore weighting of
tasks is not required.
DELIVERY & ASSESSMENT PLAN QUALIFICATION
CODE: SIT20316 QUALIFICATION
TITLE: Certificate II in Hospitality (Release 1.0) XAVIER CATHOLIC COLLEGE
QUALIFICATION VERSION: V1.0
BOSTES COURSE
NUMBER/S: 26511
BOSTES COURSE: HOSPITALITY
PACKAGING RULES: TRAINING PACKAGE REQUIREMENTS (TP): 12 units must be completed: 6 core units and 6 elective units, consisting of: 1 unit from Group A, 3 units from Group B and 2 units from Group B or elsewhere in SIT Training Package, or any other current Training Package or accredited course. BOSTES REQUIREMENTS (BOSTE): 4 mandatory units in 3 focus areas (hygiene, safety & working in the hospitality industry), 4 stream units in food & beverage, 95hrs of elective units and 75hrs of work placement.
ASSESSMENT METHODS
TP –
SIT
20
31
6
HSC
HR
S
BO
STES
-2
65
11
2018 - 2019
PRELIMINARY - Year 11 HSC - Year 12
UNIT CODE UNIT TITLE PREREQUISITE/S TERM 1 TERM 2 TERM 3 TERM 4 TERM 5 TERM 6 TERM 7
SITXFSA001 Use hygienic practices for food safety (Release 1.0) nil OBSERVATION WRITTEN TEST
PROJECT
E(A) 10 M HOSP 1
SITXWHS001 Participate in safe work practices (Release 1.0) nil C 15 M
SITHCCC001 Use food preparation equipment (Release 1.0) SITXFSA001 OBSERVATION WRITTEN TEST
DEMONSTRATION
E 20 E HOSP 2
SITHCCC002 Prepare and present simple dishes (Release 1.0) SITXFSA001 E(B) 20 E
SITHFAB005 Prepare and serve espresso coffee (Release 1.0) SITXFSA001 OBSERVATION
DEMONSTRATION WRITTEN TEST
E(B) 15 S HOSP 3
SITHCCC006 Prepare appetisers and salads (Release 1.0) SITXFSA001 OBSERVATION WRITTEN TEST
PORTFOLIO E(B) 25 E HOSP 4
BSBWOR203 Work effectively with others (Release 1.0) nil SCENARIO
OBSERVATION WRITTEN TEST
C 15 M
HOSP 5
SITXCCS003 Interact with customers (Release 1.0) nil C 15 S
SITXCOM002 Show social and cultural sensitivity (Release 1.0) nil C 10 E
SITHIND003 Use hospitality skills effectively (Release 1.0) nil WPL JOURNAL OBSERVATION WRITTEN TEST
C 20 E
HOSP 6 SITHFAB007 Serve food and beverage (Release 1.0) SITXFSA001 E(B) 40 S
SITHFAB004 Prepare and serve non-alcoholic beverages (Release 1.0) SITXFSA001 E(B) 15 S
SITHIND002 Source and use information on the hospitality industry (Release 1.0) nil PROJECT
PORTFOLIO WRITTEN TEST
C 20 M HOSP 7
SITHCCC005 Prepare dishes using basic methods of cookery SITXFSA101 OBSERVATION
PORTFOLIO WRITTEN TEST
E 10 E HOSP 8
TOTAL HOURS 250
ELECTIVE HOURS
WORK PLACE LEARNING 35
35
Cat ho l ic Schoo l s Of f ice
Di oc e s e o f L i s mor e 7 0 5 4
ASSESSMENT POLICY for RETAIL SERVICES
Retail is a competency based course within the Retail Curriculum Framework. In competency based
courses assessment is standards-referenced. A student is judged to be either competent or not yet
competent. A record of competency achievement is kept and is known as the Competency Record Book.
Students are also required to complete 70 hours of Work Placement over the 2 years. An Australian
Qualifications Framework (AQF) qualification is awarded to students who complete all the units of
competency in the Retail course. Possible qualification is a Certificate III in Retail Services or a
Statement of Attainment towards the Certificate III.
Students have the option of sitting for an examination for the HSC in Retail for ATAR purposes. The
exam will cover all units of competency addressed in the Retail Services (240 hr) course including the
Induction module.
NB: VET courses are competency based, therefore weighting of
tasks is not required.
Cathol ic Schools Off ice Di oc e s e o f L i s mor e 7 0 5 4
DELIVERY & ASSESSMENT PLAN QUALIFICATION
CODE: SIR30216 QUALIFICATION TITLE: Certificate III in Retail
QUALIFICATION
VERSION: V1.0 BOSTES COURSE
NUMBER/S: BOSTES
COURSE: Retail Services 240hr (2Ux2yr)
PACKAGING RULES: TRAINING PACKAGE REQUIREMENTS (TP): 13 units must be completed. 8 core units and 5 elective units, min 3 listed electives and units elsewhere in SIR Retail Services Training Package, or any other current Training Package or accredited course. BOSTES REQUIREMENTS (BOSTE):
TR
AIN
ING
PA
CK
GE
HS
C H
RS
BO
ST
ES
C
OU
RS
E
2018 - 2019
Preliminary - Year 11 HSC - Year 12
TASK/THEME UNIT CODE UNIT TITLE TERM
1
TERM
2
TERM
3
TERM
4
TERM
5
TERM
6
TERM
7
SIR1
WO
RK
ING
IN
TH
E R
ET
AIL
IND
US
TR
Y SIRXCOM002 Work effectively in a team
C 15
SIRXIND001 Work effectively in a service environment C 20
SIR2 SIRXWHS002 Contribute to workplace health and safety
C 15
SIRXIND002 Organise and maintain the store environment E 10
SIR3
CU
STO
MER
SER
VIC
E SIRXCEG001 Engage the customer
C 20
SIRXCEG002 Assist with customer difficulties C 20
SIRXCEG003 Build customer relationships and loyalty C 20
SIR4
SALE
S A
DA
Y IN
THE
LIFE
SIRXPDK001 Advise on products and services
E(i) 20
SIRXSLS001 Sell to the retail customer C 15
SIRXSLS002 Follow point-of-sale procedures E(i) 20
SIRRRTF001 Balance and secure point-of-sale terminal E 15
SIR5
SEC
UR
ITY
SIRXRSK001 Identify and respond to security risks
C 15
SIRRINV001 Receive and handle retail stock E 20
SIRRMER001 Produce visual merchandise displays E 20
TOTAL HOURS 245
TOTAL ELECTIVE HOURS
Work Placement 1 35
Work Placement 2 35
Page 4
To satisfy Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily
completed by _____________________________________.
(student name)
Task Name(s) / Weight /
Course Requirement(s) /
Course Outcome(s)
Original due date
(if applicable)
Action required
by student
Revised date to be
completed by
(if applicable)
-- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -- -
Please detach this section and return to the Assistant Principal - Curriculum
Requirements for the Satisfactory Completion of a Higher School Certificate Course
I have received the letter dated _______________ indicating that ________________________ (student name)
is in danger of not having satisfactorily completed _______________________________. (course name)
I am aware that this course may not appear on his/her Higher School Certificate Record of Achievement.
I am also aware that the ‘N’ determination may make him/her ineligible for the award of the Higher School
Certificate.
Parent/Guardian’s Signature: _________________________________ Date: __________________
Parent/Guardian’s Name (please print): __________________________________________________
Student’s Signature: ____________________________________ Date: _______________
NOTE: Two copies of this letter have been provided so that you may retain one copy for your
records. Please sign and return the other one to the Leader of Curriculum.