2015 - 2016 HSC Assessment Book2015 - 2016 HSC Assessment Book . 2 2015 -2016 Higher School Certificate (HSC) ... Complete all Assessment Tasks to maximise the Higher School Certificate

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Lithgow High School Promoting Excellence In A Caring Educational Environment

2015 - 2016 HSC Assessment Book

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2015 -2016 Higher School Certificate (HSC) Assessment Booklet

Students are required to sign the Lithgow High School Register to acknowledge that they have received a copy of this booklet.

Contents

Introduction 3

List of Contacts 3

Part 1: HSC Requirements 4

Part 2: Lithgow High School Assessment Policies and Procedures 8

Part 3: Assessment Schedules for Internal Assessment 11

Part 4: Appendices 31

Student Assessment Planner 31

Examination rules 32

Student Personal Result Sheet 33

Application for Extension of Time and Application for Illness/Misadventure Form 34

HSC Assessment Task Cover Sheet 35

Assessment Mark/Grade Appeal Form 38

ALARM Matrix 40

Glossary of Key Words 42

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Introduction

This booklet details the assessment requirements for Higher School Certificate students at Lithgow High School. All students, parents and carers should read the booklet carefully and ensure that they fully understand the practices and procedures to be followed at Lithgow High School.

List of Contacts

Questions relating to this Assessment Information Booklet should be directed to personnel listed below:

Lithgow High School

Ann Caro

Principal

Matthew Quirk Deputy Principal

Karin Mawhood Deputy Principal

Nick Dingle Year 12 Advisor

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Part 1: HSC Requirements

Board of Studies Teaching and Educational Standards (BOSTES)

This assessment policy is based on New South Wales Board of Studies, Teaching and Educational Standards (BOSTES) requirements. Detailed information and assistance is available on the Board of Studies website: www.boardofstudies.nsw.edu.au where you will find informative links including:

How your HSC works

HSC Exam Papers

HSC Assessment

HSC Syllabuses

Vocational Education

HSC Exam Timetable

Honesty in HSC Assessment

HSC All My Own Work

Eligibility Requirements for the 2016 HSC

To be eligible for the award of the HSC, students must have:

Completed 12 units of Preliminary Courses, including 2 units of English.

Studied at least 10 units of HSC courses of which six units must be from Board Developed Courses, including English.

Students receive their Higher School Certificate from the Board of Studies (BOSTES) following successful completion of the HSC. This is received in the mail and students can access their results via text message or email. For further details see the BOSTES website

BOSTES Course Requirements

To be eligible for the award of the HSC, the student must have satisfactorily completed each course. Students will be considered to have satisfactorily completed a course leading up to the HSC examination if there is sufficient evidence that the student has:

Followed the course developed or endorsed by BOSTES;

Applied themselves with diligence and sustained effort to the set tasks and experiences provided by the school; and

Achieved some or all of the course outcomes.

Examinations and submitted works

www.boardofstudies.nsw.edu.au/manuals/#advice The examination mark in a course will be based upon performance in the external Higher School Certificate examination. The examination may involve more than one component, such as a written examination, a submitted work or a practical examination. In the following courses, students are required to complete a practical or project component as part of the HSC examination:

Dance, Design and Technology, Drama, English Extension 2, History Extension, Industrial Technology, all modern language, Music, Society and Culture, Textiles and Design, and Visual Arts.

No projects developed for any of these courses may be submitted for assessment or examination in any other HSC course.

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

http://www.boardofstudies.nsw.edu.au/manuals/#advice

http://www.boardofstudies.nsw.edu.au/manuals/#advice

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Students will be notified of dates for completion of projects and practical tasks when these are finalised by BOSTES. Students, who repeat a course where a submitted work or project is required, may not resubmit a work or project entered and marked in a previous year, without the special permission of BOSTES.

Assessment Marks

Schools submit an assessment mark for each student in each course. The assessment mark is adjusted (moderated) by BOSTES to produce the assessment mark that appears on the HSC Record of Achievement. The purpose of moderation is to place the assessment marks awarded by all schools in each course on the same scale. The school groups’ assessment marks are adjusted based on the performance of the group in the HSC examination. The rank order of students as submitted by the school is not changed. The moderation process has no effect on examination marks.

HSC Result

School-based assessment throughout the HSC course contributes 50% of a student’s HSC mark. The school-based assessment mark is reported on the HSC.

Vocational Education and Training (VET) Courses

www.boardofstudies.nsw.edu.au/voc_ed/ Students do not receive an assessment mark for VET courses. VET courses deliver units of competency that are drawn from industry training packages. Instead, students are eligible to receive a record of completed competencies. Work placement is a mandatory requirement of each VET course. For each course, a minimum number of hours are required in the workplace to enable students to progress toward the achievement of industry competencies and to practise skills acquired in the classroom or workshop. This is usually 35 hours in the preliminary course and 35 hours in the HSC course. Failure to complete the mandatory work placement will mean that the student will not satisfy the requirements for the successful completion of the VET course and may jeopardise their eligibility for completion of the HSC if they do not require an ATAR. VET courses have an optional written HSC. Students may withdraw from the optional written HSC examination following the Trial HSC examinations. Schools must provide an estimated examination mark for all students entered for the optional HSC examination. This mark will be an estimate of likely performance in the HSC examination and will be used only in the case of an illness/misadventure appeal.

http://www.boardofstudies.nsw.edu.au/voc_ed/

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All My Own Work

http://amow.boardofstudies.nsw.edu.au/ Students completed the BOSTES program All my own work in year 10 and are reminded of the following guidelines:

All work presented in assessment tasks and external examinations (including submitted works and practical examinations) must be the student’s own or must be acknowledged appropriately. Malpractice, including plagiarism, could lead to a mark of zero and a non - award in the Higher School Certificate. Malpractice includes, but is not limited to:

copying someone else’s work in part or in whole, and presenting it as your own, including using material directly from books, journals, CDs or the internet without reference to the source;

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

buying, stealing or borrowing another person’s work and presenting it as your own;

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

using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement or paying someone to write or prepare material;

breaching school examination rules or using non - approved aides during an assessment task;

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

assisting another student to engage in malpractice.

Honesty in HSC Assessment – the Standard

www.boardofstudies.nsw.edu.au/hsc_assessment_policies/honesty.html The honesty of students in completing assessment tasks, examinations and submitted works, and of teachers and others in guiding students, underpins the integrity of the HSC. Throughout the assessment process, the highest level of honesty is required. Each student's mark will be determined by the quality of the work produced by the student only. To demonstrate honesty, any component of a student's work that has been written, created or developed by others must be acknowledged in accordance with the Board's subject specific documentation. Use or inclusion of material from other sources such as books, journals and electronic sources, including the internet, must be acknowledged. General teaching and learning do not require formal acknowledgement. Dishonest behaviour carried out for the purpose of gaining unfair advantage in the assessment process constitutes malpractice, or cheating. Malpractice in any form, including plagiarism, is unacceptable. The Board of Studies NSW treats allegations of malpractice very seriously and detected malpractice will limit a student's marks and jeopardise their HSC. Should malpractice be suspected, students will be required to demonstrate that all unacknowledged work is entirely their own. Serious and deliberate acts of malpractice amount to corrupt conduct and, where appropriate, students will be placed on the BOSTES malpractice register.

Disability Provisions (for students with medical and learning requirements)

www.boardofstudies.nsw.edu.au/manuals/specialexamprovisions.html Disability provisions are available for a range of medical and learning conditions. For example, students with diabetes or students with conditions that prevent them from reading the examination questions and/or communicating responses. Disability provisions are applied for by the school. Deputy Principals can provide further information.

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

http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/honesty.html

http://www.boardofstudies.nsw.edu.au/manuals/specialexamprovisions.html

http://www.boardofstudies.nsw.edu.au/manuals/specialexamprovisions.html

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HSC Examination Illness/Misadventure appeals

If a student believes that his/her performance in the HSC examination was diminished because of circumstances beyond their control, an Illness/Misadventure Appeal may be lodged. Note that misreading the HSC examination timetable is NOT a valid reason for a misadventure appeal. An appeal may be made for a variation to HSC results if the student was prevented from attending an examination, or performance was affected by illness or misadventure immediately before or during the examination. Appeal forms are available from the Career’s Adviser and Deputy Principal. Students or parents must make contact with the Deputy Principal or Year Advisor on the day of the exam. Further details of appeal procedures are on the appeal form and on the Illness/Misadventure Information Consideration Form in the Appendices section of this booklet. It is your right and responsibility to lodge an appeal. See the BOSTES website for further details.

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Part 2: Lithgow High School Assessment Policies and Procedures

The assessment program has been prepared in accordance with each BOSTES syllabus which specifies the components of the course to be assessed and their weightings. Assessment tasks are designed to measure knowledge, skills and understanding in relation to a wide range of outcomes. They include tests, written assignments, practical activities, fieldwork and projects. Students must make a genuine attempt at assessment tasks that total more than 50% of the available school assessment marks for that course. Students can best meet these course requirements if they:

Attend all timetabled lessons and minimise absences from class for any reason. Absences quickly accumulate, for example if a student misses a double period of a subject, they will have missed one half of the timetabled lessons for that subject in one week;

Complete all activities set during class time;

Complete homework set by the teacher;

Regularly revise all work and implement a regular study timetable;

Complete past Higher School Certificate papers; and

Complete all Assessment Tasks to maximise the Higher School Certificate result.

Lithgow High School Examinations

Students in Year 12 have Mid-Course Examinations at the end of Term 1, which include tests for most courses and a Trial HSC Examination in Term 3. Students will be given an updated copy of the Examination / Assessment Task Rules and procedures with the timetable for the examinations. A copy is attached in the Appendix.

Assessment Marks

At the end of the Higher School Certificate course, the school will submit a school based assessment mark to the BOSTES for each student for each course. The mark will be based on the student’s performance in the set tasks in the assessment program, including the school examinations.

Assessment Schedules

Students will be issued with assessment schedules for all courses (except Vocational Education & Training courses). These schedules can be accessed on Millennium.

Students will be given written notification of each assessment task.

Students will be given a minimum of two weeks’ notice of the due date of an assessment task.

Students may have more than one assessment task due at the same time and should schedule adequate time to complete each task.

If an assessment schedule needs to be altered, students will be advised in writing by the Head Teacher.

There will be no tasks set in the week before school examinations.

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Student Organisation

It is a student’s responsibility to organise study and preparation time to ensure that assessments tasks are submitted by the due date. Lithgow High School provides all HSC students with this HSC Assessment Booklet. In addition, it is strongly recommended that all HSC students use a diary to assist students in planning homework and study requirements, as well as recording the due dates of all assessment tasks and other obligations and events in the year. Students should start tasks early, break them into a series of small steps and set deadlines for completing each step. Students should back up all work prepared on computer as the failure of technology is not generally an acceptable excuse for the late submission of work. Students are advised to keep a copy of all written work they submit.

How to Submit Assessment Tasks

In class assessment tasks - these tasks are supervised by the class teacher and collected by the teacher at the end of the lesson. Major projects - these items are submitted directly to the teacher. Projects are stored in an appropriate faculty location to minimise the risk of damage. Performances / Practical tasks - are marked in class on the scheduled assessment day.

Applications for Extension of Time and Illness/Misadventure consideration

If a student is absent on the day of a school examination or test, the student will be required to complete an application for illness/misadventure consideration. Depending on the circumstances the student will either re-sit the test at a negotiated time, or an estimate will be given, or an alternate task issued, if the application is accepted. Students may apply for an extension of time for illness or unavoidable misadventure (see Appendices of this booklet for the form). Independent documentation (e.g. doctor’s certificate) must be provided; a parent note is not acceptable for HSC tasks. If students know they will be absent from school on the date of an assessment task is due (eg representing the school in sport, performing arts, school excursion, work placement, etc), they must submit the task before the due date unless there are exceptional circumstances requiring the submission of an extension application form. If students know that they will be absent from school on the date an exam or assessment task will be held (eg representing the school in sport, performing arts, school excursion etc), they must reschedule the exam / assessment task on a date approved by the Deputy Principal.

Late submission of Assessment Tasks

Assessment work submitted late without written application (See Appendices for form) and approval will be recorded as a zero mark and not count towards the HSC assessment mark. The task must still be submitted to ensure that the student meets course requirements.

Vocational Education and Training (VET) Courses

Students who study a VET framework course will be provided with their assessment schedule for

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the course within the class. Lithgow High School is a part of the Wagga Wagga Registered Training Organisation (RTO) and uses standard assessment compiled for all schools across the region. As the course is competency based, students will gain competencies as they achieve and demonstrate their skills. Students will be given multiple opportunities to complete competencies. All students at Lithgow High School will need to sit for the Trial HSC exam for their VET course. This Trial HSC exam mark will be used by teachers to create students estimated exam mark for their BOSTES records.

N Determination

An N Determination Warning Letter is issued to students who fail to complete assessment tasks or who fail to show diligence and sustained effort which may be a result of poor attendance. Parents will be contacted by phone regarding N Determination Warning Letters by the course teacher. Students are given a set time to complete the work or demonstrate competencies. Once the work has been competed or the competencies demonstrated the warning is cleared. If the student does not subsequently meet course requirements as detailed in the N Determination Warning Letter(s), then an N Award may be given for the course by the Principal. This means that the student will receive no results in that course. For students to be deemed unsatisfactory, they will be given a minimum of two official N Determination Warning Letters. Until a student receives results in 12 Preliminary units and 10 HSC units, he/she will not be eligible for the award of a Higher School Certificate.

Zero Marks Awarded A student may be given a zero mark if the student:

has not made a serious attempt to do the task, including work that is trivial, frivolous or offensive;

is absent from a task without a valid reason (see above);

has been involved in malpractice or submits plagiarised work (see All My Own Work above)

Malpractice Lithgow High School is required to maintain a register of all instances where a student is found to have engaged in malpractice in a school-based assessment task / examination, the subject concerned, the nature of the offence and the penalty applied. This information is registered with BOSTES. School based penalties will apply for any case of malpractice and could lead to a non-award for the Higher School Certificate.

Appeals

Students have the right to appeal if they feel that the process used does not comply with the set rules (see Appendices of this booklet for form). Appeal forms must be lodged within one calendar week of the return of the task. Students should note that an appeal cannot be considered if it is based on the actual marks obtained. A student can only appeal on the basis of process. Appeals should be lodged with the Deputy Principal.

School Reports

School reports will be issued following the Mid - Course Examination and after the Trial Higher School Certificate Examination.

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Part 3: Assessment Schedules for Internal Assessment

Subject: Biology Teacher in Charge: Mr Michael Morgan

Date Task

Assessment

Components

Weighting

%

Additional Task

Information

Outcomes (See Syllabus) Week

Distributed

Week Due

Term 4 Week 8

Term 4 Week 10

Topic Test 1 Formal content exam 10 Done in Class time at end of first unit

H1,3,5,6,7,8

Term 1 Week 6

Mid-Course Examination

Practical Laboratory Task, including data processing

20 Practical work relating to recent course content Carried out at school in a double period time slot

H2,6,11, 13, 14

Term 1 Week 10

Term 2 Week 3

Topic Test 2 Formal content exam 10 Done in Class time at end of second unit

H1,3,5,6,7,8

Term 3 Week 1

Trial HSC Examination

First Hand Practical Task including data processing and problem solving

30 Practical work relating to recent course content Carried out at school in Trial HSC Exam.

H11 to 15

Term 3 Week 5

End of Course Examination

Formal content exam

30 Full 3 hr Trial Exam covering all course work

All: H1 to H15

Subject: Business Studies Teacher in Charge: Mr Tim Lloyd

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 4 Week 6

Term 4 Week 8

Operations Management Writing Task

Extended Response in Class

20 H1, H2, H3, H4, H5, H6, H9

Term 1 Week 6


Test 20 ALL

Term 2 Week 5

Term 2 Week 7

Financial management Topic test

Test 20 H4, H5, H6, H8, H9, H10

Term 2 Week 5

Term 2 Week 10

Research Case Study then Extended Response

Extended Response in Class

20 H1, H2, H3, H4, H5, H6, H7, H8, H9

Term 3 Week 5


Test 20 ALL

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Subject: Chemistry Teacher in Charge: Mrs Judy Hudson

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 4 Week 10

Term 1 Week 3


H1,3,5,6,7,8,10

Term 1 Week 6



20 Practical Carried Out at School.

H2,6,11,13,14

Term 1 Week 10

Term 2 Week 3


H1,3,4, 5,6,7,8,9

Term 3 Week 1

Skills Assessment 2


30 Trial HSC Examination – Practical carried out at school.

H11 to 15

Term 3 Week 5


Formal content exam


All: H1 to H15

Subject: Community and Family Studies Teacher in Charge: Mr Jeff Dean

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 4

Week 7

Term 4

Week 10

In Class Essay Knowledge and

Understanding –

Wellbeing

20 Questions can be prepared

in advance and completed

in class.

H1.1 H5.1

Term 1

Week 1

Term 2

Week 1

Independent Research Project (IRP)

Knowledge and

Understanding –

Research

Methodology

30 IRP Plan is due in Term 1,

Week 3

IRP Project is due Term 2,

Week

H4.1 H4.2

Term 2 Week 6

Term 2

Week 8

In Class Essay Knowledge and

Understand –

Wellbeing

Skills – Management

Processes, Planning

20 Questions can be prepared in advance and completed in class.

H2.2

H3.2

H5.2

Term 3

Week 1


Knowledge and

Understand –

Wellbeing

Skills – Management

Processes, Planning

Knowledge and

Understanding –

Research

Methodology

30 H1.1, H2.1, H2.2, H2.3, H3.1, H3.2, H3.3, H3.4, H4.1, H4.2, H5.1, H5.2, H6.1, H6.2

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Subject: Drama Teacher in Charge: Mr Brett Jeffers

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week

Due

Term 4 Week 6

Term 4 Week 8

Workshop activities and reflection

Making Critically Studying

15 Black Comedy class work and Log Book

1.1, 1.2, 1.3, 3.1, 3.2, 3.3

Term 1 Week 2

Term 1 Week 4

The Pitch Making 10 Independent Project Oral Presentation

1.3, 1.5, 1.7

Term 1 Week 6


Critically Studying 10 3.1, 3.2, 3.3

Term 2 Week 3

Term 2 Week 10

Performance and Reflection

Making Performing

40

Group Devised Initial performance and reflection. This assessment is marked in sections performance and reflection.

1.1, 1.2, 1.3, 1.4, 2.1, 2.2

Term 3 Week 1 Term 3 Week 5


Critically Studying and Performance making

25 Written Practical Performance and Logbook IP Submission, Rationale and Logbook.

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3

Subject: Engineering Studies Teacher in Charge: Mr Chris Goodsell

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 4 Week 6

Term 4

Week 8

Civil Engineering Report

Knowledge of

engineering

principles and

Management and

problem solving Communication skills

15 Research, design and

construct a model of a

truss bridge. Test the

structure and analyse the

testing of the structure.

H2.1 H2.2 H5.1 H5.2

Term 1 Week 6


Knowledge of

engineering

principles and The

application of

engineering

methodology

20 H2.1 H2.2 H6.1 H6.2

Term 2

Week 7

Term 2

Week 9

Aeronautical Engineering Report

Scope of the

profession and

Knowledge of

engineering

principles and

Communication skills

25 Students are to compose an Engineering report based on information given by a guest Aeronautical engineer and other references.

H1.1, H1.2 H2.1, H2.2 H3.1, H3.2 H3.3

Term 3

Week 5


Knowledge of

engineering Principles

and Communication

skills

40 H2.1, H2.2 H3.1, H3.2 H3.3 H4.1

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Subject: English - Advanced Teacher in Charge: Mr Brett Jeffers

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week

Due

Term 4 Week 3

Term 4 Week 8

Portfolio Area of Study 20 1, 5, 7, 8, 11, 12

Term 1 Week 6


Area of Study 10 Paper 1 Exam format 1, 2, 5, 7, 8, 11, 12

Term 1 Week 5

Term 1 Week 7

Listening/ Response Task

Module B 15 2, 7, 10, 13

Term 2 Week 2

Term 2 Week 9

Extended Responses

Module A Module C

30 This task has multiple parts 2, 5, 6, 7, 9, 11, 13

Term 3 Weeks 1 and 5


Area of Study Module A Module B Module C

25 Paper 1 and Paper 2 Exam format

1, 2, 4, 6, 7, 10

Subject: English – Non ATAR Teacher in Charge: Mr Brett Jeffers

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week

Due

Term 4 Week 7

Term 4 Week 9

Powerpoint Presentation

English and the Experience of Travel

25 1.1, 1.2, 2.1

Term 1 Week 7

Term 1 Week 9

Powerpoint Presentation

We are Australians 25 1.4, 2.3

Term 2 Week 7

Term 2 Week 9

Web Page Digital Worlds 25 1.1, 4.1

Term 3 Week 7

Term 3 Week 9

Media Composition

English and the Media 25 1.2, 1.3, 2.2, 3.1

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Subject: English – Extension 1 Teacher in Charge: Mr Brett Jeffers

Date Task

Assessment

Components

Marks

/50

Additional Task

Information


Distributed

Week

Due

Term 1 Week 6


Science Fiction 10 1, 2

Term 2 Week 3

Term 2 Week 8

Creative Writing and Essay Response

Science Fiction 25 This assessment will have two parts: Part A – Creative Writing and Part B: Essay Response

1, 2, 3, 4

Term 3 Week 1


Science Fiction 15 1, 2, 3

Subject: English – Extension 2 Teacher in Charge: Mr Brett Jeffers Date

Task

Assessment

Components

Marks

/50

Additional Task

Information


Distributed

Week

Due

Term 4 Week 7

Term 4 Week 9

Interview Viva Voce 10 Formal interview addressing the proposal for the major work

1, 1.1

Term 2 Week 4

Term 2 Week 6

Oral Presentation

Research Report 15 Oral presentation on the impact of independent investigation on the development of the major work.

1, 1.1, 1.2, 2.3

Term 2 Week 10

Term 3 Week 2

Draft Draft Major Work 25 Draft of Major Work and reflection statement

2, 2.1, 2.2, 2.3

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Subject: English - Standard Teacher in Charge: Mr Brett Jeffers

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week

Due

Term 4 Week 3

Term 4 Week 8

Portfolio

Area of Study 20

1, 5, 7, 8, 11,

12

Term 1 Week 6


Area of Study 10 Paper 1 Format 1, 2, 5, 7, 8, 11, 12

Term 1 Week 5

Term 1 Week 7

Essay Response

Module B 15 3, 4, 10

Term 2 Week 2

Term 2 Week 9

Extended Responses

Module C Module A

30 2, 5, 6, 7, 9, 11, 12

Term 3 Week 1 and 5


Area of Study Module A Module B Module C

25 Paper 1 and 2 Format 1, 2, 4, 6, 7, 10

Subject: Exploring Early Childhood Teacher in Charge: Mrs Jody Cross

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 4

Week 3

Term 4

Week 5

In Class Test Pregnancy and

Childbirth

15 Open Book Test

completed in Class

1.1 , 1.4

Term 4

Week 6

Term 4

Week 10

Research Assignment

Child Growth and

Development

20 1.3

Term 1 Week 1

Term 1

Week 10

Article Reviews Promoting Positive

Behaviour and Play

and the Developing

Child

30 This task will be completed during class time.

2.2, 2.4, 3.1

Term 2

Week 3

Term 2

Week 6

Development of one week program for Kindergarten class.

Starting School 10 2.2, 6.1

Term 3

Week 1


All Course

Components

25 All Course Outcomes

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Subject: Food Technology Teacher in Charge: Mrs Karin Mawhood Date

Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 4 Week 3

Term 4 Week 7

Research Task Australian Food Industry

15 H1.1,H1.2

Term 1 Week 6


Australian Food Industry Food Manufacture

15 H1.1,H1.2 H1.3,H1.4 H2.1

Term 1 Week 2

Term 1 Week 9

Case Study and Practical Task

Food Manufacture 20 Practical component will be completed at the closest double period to the due date

H1.4,H3.1 H4.2

Term 1 Week 10

Term 2 Week 7

Food Product Development and Practical Task

New Food Product Development Contemporary nutrition Issues

20 Practical component will be completed at the closest double period to the due date

2.1,3.2 4.1,5.1

Term 3 Week 5


All components 30 H1.1,H1.2 H1.3,H1.4 H2.1

Subject: History - Ancient Teacher in Charge: Mr Mark Watchorn

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Week 6 Term 4 Week 8

In Class HSC Style Test

Examination 20 Cities of Vesuvius (Core Topic)

H1.1, H3.5, H2.1, H4.2, H3.1, H3.3, H3.4

Term 1 Week 6


Examination 20 Course Work H1.1, H3.3, H1.2, H4.1, H2.1, H4.2


In Class Essay Research 20 Spartan Society H1.1, H1.2, H2.1, H4.1, H3.1, H4.2


In Class Research Essay

Research 20 Greek World 500-440BC

H1.1, H3.1, H1.2, H3.6, H2.1, H4.2

Term 3 Week 1


Examination 20 Course Work H1.1, H3.2, H1.2, H3.4, H2.1, H4.1

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Subject: History - Extension Teacher in Charge: MS Lyndell Fairleigh

Date Task

Assessment

Components

Weighting

%

Additional Task

Information


Distributed

Week Due

Term 1 Week 6


Case Study and Course Work

10 E1.1, E2.2, E2.3

Term 4 Week 7

Term 2 Week 10

Part 2 – History Project

Major Work – Synopsis Essay

80 This task has multiple check dates.

E1.1, E2.1

Term 3 Week 1


Case Study and What is History Course Work

10 E1.1, E2.2, E2.3

Subject: History - Modern Teacher in Charge: Mr Tim Lloyd

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 7

Term 4 Week 9

World War One Home Front

In Class Essay 20 H1.1, H1.2, H2.1, H3.1, H3.2, H3.4, H3.5, H4.1, H4.2

Term 1 Week 6


Examination 20 H1.1, H1.2, H2.1, H3.2, H3.3, H3.4, H4.1, H4.2

Term 1 Week 8

Term 1 Week 10

Essay – Germany between the wars


Term 2 Week 3

Term 2 Week 5

Leni Reifennstahl

In Class Essay 20 H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5, H4.1, H4.2

Term 3 Week 1



19

Subject: Industrial Technology - Automotive Teacher in Charge: Mr Michael Palmer

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 4

Term 4 Week 8

Design and Planning

Industry Study Major Project Industry related manufacturing technology

15

Students submit the first stages of the work folio which clearly sets out the plans for their major practical project.

H3.1, H3.2 H3.3, H5.1 H5.2

Term 4 Week 9

Term 1 Week 3

Industry Study

Industry Study

10

Students complete a comprehensive study on an industry in their chosen area of study.

H1.1, H1.2, H, 5.2, H7.2

Term 1 Week 6


Industry Study Design and Management Workplace Communication Industry Specific Content and Production

15

H1.1 H2.1 H4.3

Term 2 Week 4

Term 2 Week 10

Major Project and Folio Presentation

Major project Industry related manufacturing technology

40

Students submit their major project for final marking before being submitted for itinerate marking.

H3.1, H3.3, H4.1, H5.1, H5.2, H6.2, H7.1

Term 3 Week 1


Industry Study Industry related manufacturing technologies

20

H1.1 H1.3 H4.3

20

Subject: Industrial Technology – Timber Products and Furniture Industry Teacher in Charge: Mr Chris Goodsell

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 6

Term 4 Week 8

Design and Planning

Industry Study Major Project Industry related manufacturing technology

15

Students are to attend an industrial site visit

H3.1 H3.2 H3.3 H5.1 H5.2

Term 4 Week 9

Term 1 Week 3

Industry Study

Industry Study

10

Students complete a comprehensive study on an industry in their chosen area of study.

H1.1, H1.2, H, 5.2, H7.2

Term 1 Week 6


Industry Study Design and Management Workplace Communication Industry Specific Content and Production

15

H1.1 H2.1 H4.3

Term 2 Week 4

Term 2 Week 10

Major Project and Folio Presentation

Major project Industry related manufacturing technology

40

Students submit their major project for final marking before being submitted for itinerate marking.

H3.1, H3.3, H4.1, H5.1, H5.2, H6.2, H7.1

Term 3 Week 1


Industry Study Industry related manufacturing technologies

20

21

Subject: Legal Studies Teacher in Charge: Mr Tim Lloyd Date

Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 3

Term 4 Week 7

Crime Research + Writing Task

In class extended response

20 H1, H4, H6, H7, H8, H9, H10

Term 1 Week 6


Test 15 ALL

Term 2 Week 6

Term 2 Week 8

Family Law Writing Task


17.5 H1, H2, H3, H4, H5, H6, H7, H8, H9, H10

Term 3 Week 1

Term 3 Week 3

Consumer Law Writing Task


17.5 H1, H2, H3, H4, H5, H6, H7, H8, H9, H10

Term 3 Week 5


Test 30 ALL

Subject: Mathematics Teacher in Charge: Mr Ray Stoneley

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week

Due

Term 4 Week 7

Term 4 Week 11

Topic Assessment

Parabola and Locus Series, Geometric Applications of Calculus

15

In class assessment

H1, 2, 3

Term 1 Week 6


Preliminary Coursework Geometric Applications of Calculus, Series Applications

15

Examination H2, 3, 4

Term 2 Week 2

Term 2 Week 4

Summary Skills Assessment

Integration, Logarithmic and Exponential Functions

25

In class assessment

H1, 2, 3, 4

Term 2 Week 8

Term 2 Week 10

Prepared Answers Assessment

Trigonometric Functions and Applications of Calculus to the Physical World

15

In class assessment

H5, 6

Term 3 Week 5


All of the Above 30

Examination HSC format

H1, 2, 3, 4, 5, 6

22

Subject: Mathematics - General - Course 1 Non-Atar Teacher in Charge: TBA

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week

Due

Term 4

Week 7

Term 4

Week 11

Task 1: Mathematics and Design Focus Study Task

Mathematics and Design

25

In class

assessment

MG1H-1, 3,4, 5, 9, 10

Term 1

Week 4

Term 1

Week 6

Task 2: Mathematics and Household Finance Focus Study Task

Mathematics and Household Finance

25

In class

assessment

MG1H-1, 2, 3, 4, 5, 6, 9, 10

Term 2

Week 4

Term 2

Week 6

Task 3: Mathematics and The Human Body Focus Study Task

Mathematics and The Human Body

25

In class

assessment

MG1H-1, 2, , 4, 5, 8, 9, 10

Term 3 Week 3

Term 3

Week 6

Task 4: Mathematics and Personal Resource Usage Focus Study Task

Personal Resource and Tourism

25

In class

assessment

MG1H-1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Subject: Mathematics - General - Course 2 Atar Teacher in Charge: Mrs Kathy Barlow Date

Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week

Due

Term 4 Week 7

Term 4 Week 11

Topic Assessment

Financial Mathematics

15

In class assessment

H1, 2, 3, 5, 8

Term 1 Week 6


Data Analysis Measurement

15

In class assessment

H1, 2,3, 5, 8

Term 2 Week 2

Term 2 Week 4

Summary Skills Assessment

As above plus Algebraic Modelling Probability

25

Examination

H1, 2, 3, 4, 5, 6, 7, 8

Term 2 Week 8

Term 2 Week 10

Prepared Answers Assessment

Applications of Trigonometry

15

In class assessment

H1, 2, 6, 7, 11

Term 3 Week 3

Term 3 Week 5


As above plus Applications of Measurement, Spherical Geometry

30

Examination HSC format

H1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

23

Subject: Mathematics – Extension 1 Teacher in Charge: Mr Ray Stoneley

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week

Due

Term 1

Week 6


Preliminary Coursework Quadratic Functions, Further Locus, Permutations Binomial Theorem

35 Examination E2, 3, 4

Term 2

Week 3

Term 2

Week 5

Task 3: Summary Skills / Prepared Answers Assessment

Binomial Probability, Inverse Functions

25 In Class Assessment

E2, 3, 4

Term 3

Week 5


All of the above plus

further applications of

calculus and

integration

40 Examination HSC

Format

E1, 2, 3, 4, 5, 6

Subject: Mathematics – Extension 2 Teacher in Charge: Mr Ray Stoneley

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week

Due

Term 1

Week 6


Graphs, Complezx Numbers, Conics, Polynomials

35 Examination E2, 3, 4, 6

Term 2

Week 8

Term 2

Week 10

Task 4: Prepared Answers / Summary Skills Assessment

Integration

Volume

Mechanics

Harder 3 Unit

25 In Class Assessment

E2, 5, 7, 8

Term 3

Week 5


All of the above 40 Examination HSC

Format

E2, 3, 4, 5, 6, 7, 8

24

Subject: Music Teacher in Charge: Mr Michael George

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4

Week 7

Term 4

Week 10

Elective Task 1 Aural and Performance or Musicology

Assessment on

Aural, Performance

and Musicology in

relation to topic of

study

15 N/A H3, H5, H7, H8, H9, H10

Term 1

Week 6

Mid-Course Examination Aural, Composition, Practical or Musicology

Assessment on Aural,

Performance and

Musicology in


study

20 N/A H2, H4, H6, H9, H10

Term 2

Week 1

Term 2

Week 3

Elective Task 2 Aural Performance or Musicology

Assessment on Aural,

Performance and

Musicology in


study

15 N/A H3, H5, H7, H6, H11

Term 2

Week 6

Term 2

Week 8

Elective Task 3 Aural, Performance and Musicology

Assessment on

Aural, Performance

and Musicology in


study

15 N/A H1, H2, H4, H9

Term 3 Week 1

Core Aural, Musicology, Performance or Composition

Assessment on Aural, Performance and Musicology in relation to topic of study

35 N/A H1, H3, H4, H5, H7, H8, H9

25

Subject: PDHPE Teacher in Charge: Mr Shane Conroy Date

Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4

Week 7

Term 4

Week 9

Research Task Health Priorities in

Australia (Core 1)

20 Research task to

be completed in

class. Research

can be conducted

in own time.

H1, H2, H3

Term 1

Week 6


Health Priorities in

Australia (Core 1),

Factors Affecting

Performance

25 H1, H2, H3, H4, H5, H7, H9, H15, H16

Term 2 Week 4

Term 2

Week 6

Training Program Factors Affecting

Performance (Core

2), Improving

Performance (Option

4)

25 Training Program to be completed in class. Research and information can be brought into class to complete.

H8, H10, H11, H16,

H17

Term 3

Week 1

HSC Trial Examination

All Topics 30 H1, H2, H3, H4, H5, H6, H7, H8, H9, H10, H11, H12, H13, H14, H15, H16, H17

26

Subject: Photography, Video and Digital Imaging Teacher in Charge: Mrs Sandi Brownlow

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4

Week 1

Term 4

Week 10

Making Task 1: Calendar / Port Folio

Making 20 This task is

completed in

scheduled

periods.

M1, M2, M3, M4, M5, M6

Term 1 Week 1

Term 1

Week 9

Part A: making Task 2 – Video Production Part B: making Task 2: Video Post-Production

Making 35 This task is completed in scheduled periods. This assessment has two parts that will be marked on separate dates indicted on the notification.

M1, M2, M3, M4,

M5, M6

Term 2 Week 1

Term 2

Week 5

Video Research Task

Critical and Historical

Studies

20 This task is completed outside of scheduled periods.

CH1, CH2, CH3, CH4,

CH5

Term 3

Week 1


Critical and Historical

Studies

10 This task is

completed during

the Trial Exam

period.

CH1, CH2, CH3, CH4, CH5

Term 3

Week 1

Term 3

Week 6

Making Task 4: Website and Folio / Diary

Making 15 This task is

completed in

scheduled

periods.

M1, M2, M3, M4, M5, M6

27

Subject: Physics Teacher in Charge: Mrs Lee Middleton

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 8

Term 4 Week 10


H1,3,4,5,6,7,9,10

Term 1 Week 6




H2 and H11 to 15

Term 1 Week 10

Term 2 Week 2


H1,3,4,5,7,8,9

Term 3 Week 1




H2 and H11 to 15

Term 3 Week 5


Formal content exam


All: H1 to H15

28

Subject: Senior Science Teacher in Charge: Mr Ross Guihot

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 8

Term 4 Week 10


H1,3,5,6,7,8,9,10

Term 1 Week 6

Mid – Course Examination



H2,6,11,1314

Term 1 Week 10

Term 2 Week 3


H1,3,5,6,7,8,9,10

Term 3 Week 1




H11 to 15

Term 3 Week 5


Formal content exam


All: H1 to H15

Subject: Society and Culture Teacher in Charge: Mr Tim Galloway

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4 Week 4

Term 4 Week 6

Oral Presentation Oral Presentation 20 H1, H2, H4, H7, H8, H11

Term 1 Week 6


Examination 20 H1, H2, H3, H4, H5, H7, H10, H11

Term 2 Week 7

Term 2 Week 9

Application of Methodologies

Methodologies and PIP Check

20 H6, H8, H9, H10, H11

Term 3 Week 2

Term 3 Week 3

Class Essay on Popular Culture

Test / Secondary Research

20 H1, H2, H3, H5, H7, H8

Term 3 Week 5


Examination 20 H1, H2, H3, H4, H5, H7, H10, H11

29

Subject: Software Design and Development Teacher in Charge: Mr Nicholas Dingle

Date Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4

Week 1

Term 1

Week 2 Mini Project

Software

development 20 Group task H3.2, H4.2, H5.3

Term 1

Week 6

Mid-course Examination

Formal content

exam 20

H1.1, H1.2, H1.3, H2.1, H2.2, H3.1

Term 3

Week 1 Trial HSC examination

Formal content

exam 20

H1.1, H1.2, H1.3, H2.1, H2.2, H3.1

Term 4

Week 1

Term 3

Week 6 Major Project

Software

development 40 Solo task

H3.2, H.1, H4.2, H4.3, H5.1, H5.2, H5.3, H6.1, H6.2, H6.3, H6.4

Subject: Sport, Lifestyle and Recreation Teacher in Charge: Ms Ali Waistell Date

Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4

Week 7

Term 4

Week 9

Topic Test Social Perspective of

Games and Sports

20 1.4 2.4 3.7

Term 4 Week 4

Term 1

Week 8

Practical Assessment

Games and Sports

Applications 2

20 3.1

4.4

Term 1

Week 7

Term 1

Week 9

Sports Coaching Program

Sports Coaching and

Training

20 2.1 3.2

Term 2

Week 7

Term 2

Week 9

Topic Test Healthy Lifestyle 20 1.5 3.5 4.3

Term 2

Week 4

Term 3

Week 7

Practical Assessment

Games and Sports

Applications 2

20 3.1 4.4

30

Subject: Visual Arts Teacher in Charge: Mr John Bawden Date

Task

Assessment

Components

Weighting

%

Additional

Task

Information


Distributed

Week Due

Term 4

Week 2

Term 4

Week 9

Structural Frame Art Criticism and Art

History

10 H9

Term 1

Week 6


Art Criticism and Art

History

15 H7, H8

Term 3

Week 1


Art Criticism and Art

History

25 H7, H8, H9, H10

Term 3

Week 5

Term 3

Week 7

Body of Work 40 BOSTES H1, H2, H3, H4, H5, H6

Term 3

Week 6

Term 3

Week 8

Diary 10 BOSTES H4

31

Part 4 Appendices

Student Assessment Planner Lithgow High School Higher School Certificate 2015-2016

Term Week Dates

2015 T

erm

4

Term

begin

s 6 O

ctober 2

015

1 6/10-910 Labour Day Public Holiday

2 12/10-16/10

3 19/10-23/10

4 26/10-30/10

5 2/11-6/11 EEC

6 9/11-13/11 S&C

7 16/11-20/11 FT, LS

8 23/11-27/11 IT-A, IT-T, AH, EngSt, Drama, EnglishAdv, EnglishStd, BusinessSt

9 30/11-4/12 PDHPE, SLR, ModernHist, English, EnglishExt2, VisualArts

10 7/12-11/12 EEC, Bio, Phy, SS, PVDI, CAFS, Music

11 14/12-16/12 Maths, MathGen1, MathsGen2 2 Staff Development Days(17/12, 18/12)

2016 T

erm

1

Term

begin

s 28 J

anuary

2016

1 28/1-29/1 Staff Development Day; students return Wed 29/1

2 1/2-5/2 SDD

3 8/2-12/2 Chem, IT-A, IT-T

4 15/2-19/2 Drama

5 22/2-26/2 Assessment Free Week/NO excursions

6 29/2-4/3 Mid – Course Exams

7 7/3-11/3 English Adv, EnglishStd

8 14/3-18/3 SLR

9 21/3-24/3 SLR, FT, AH, PVDI, English (Good Friday 25/3)

10 29/3-1/4 EEC ModernHistory (Easter Monday 28/3)

11 4/4-8/4

2016 T

erm

2

Term

begin

s 27 A

pril

2016

1 27/4-29/4 CAFS Staff Development Day; Students return 27/4

2 2/5-6/5 Phy

3 9/5-13/5 Bio, Chem, SS, Music

4 16/5-20/5 Maths, MathsGen2

5 23/5-27/5 ModernHist, MathsExt1, PVDI

6 30/5-3/6 PDHPE, EEC, MathsGen1, EnglishExt2

7 6/6-10/6 BusinessSt, FT

8 14/6-17/6 CAFS, Music, LS, EnglishExt1 (Queens Bday Public Holiday)

9 20/6-24/6 SLR, EngSt, S&C, EnglishAdv, English, EnglishStd

10 27/6-1/7 IT-A, IT-T, BusinessSt, AH, Maths, MathsGen2, MathsExt2, Drama, HistoryExt

2016 T

erm

3

Term

begin

s 19 J

uly

2016

1 19/7-22/7 Trial Exams Group 1 Staff Development Day; students return 19/7

2 25/7-29/7 EnglishExt2

3 1/8-5/8 LS, S&C

4 8/8-12/8 Assessment Free Week/NO excursions

5 15/8-19/8 Trial Exams Group 2

6 22/8-26/8 MathsGen1, PVDI, SDD

7 29/8-2/9 SLR, VisualArts

8 5/9-9/9 VisArts

9 12/9-16/9 English

10 19/9-23/9

Examinations will be conducted under formal examination rules.

32


Examination / Assessment Task Rules

1. During examinations, the year group will be marked as leave. Normal classes will not run. You may use the library or study to prepare and seek assistance from teachers for examinations.

2. Ensure you arrive at least 10 minutes before the scheduled start times for all examinations.

3. Students will not be permitted to take a toilet break during an in-class assessment. Students will need to apply for special provisions for medical issues regarding toileting.

4. In examinations, desks will be labeled and rolls marked. Please sit at the desk that holds your name tag.

5. Bags will be locked in a separate location as directed at the beginning of the examination, so ensure you have everything you need from your bag.

6. Mobile phones, smart watches, any connectible device may NOT be brought into examinations / Assessment Tasks under any circumstances. Possession of a phone is a serious breach of rules and will result in a zero for the task. In the HSC it could result in a non-award of the HSC.

7. It is the student’s responsibility to bring the correct equipment for each task. Pens, pencils, ruler, and a calculator for Mathematics and Science, and geometric instruments for Mathematics. If a calculator is being used in a task, the memory must be empty. This will be checked by a supervisor.

8. No paper may be taken into examinations / assessment tasks.*

9. Unacceptable behaviour by any student will result in the task being cancelled and parents notified.

a. All instructions must be followed

b. Students must sit in their allocated seat

c. Absolute silence must be maintained at all times

d. Communication with any student by any means is serious malpractice and will result in the cancellation of the task.

10. Pencil cases, opaque water bottles, correction fluid or tape and smart watches are all prohibited in the examination room. Analogue or digital watches are permitted, but must be placed on the desk.

11. You may not leave any examination / assessment tasks early.

12. School uniform must be worn to all examinations / assessment tasks. Hats or beanies must be placed on the floor under the desk before the commencement of the task.

13. You must attempt all exams, and a range of questions in each task. If you are seriously unwell you must contact the examination coordinator or Deputy Principal and seek an illness misadventure, providing a medical certificate or other independent documentation. A note from a parent is not sufficient.

*Writing paper will be provided for all examinations / assessment tasks. The cost of this is $4.00 per student which is invoiced with your school fees. Please ensure that you have paid this amount before the end of the assessment period.

33


Student Personal Result Sheet

Student’s Name: This page is included so that the student can keep a record of assessment marks in all Assessment Tasks and Examinations throughout the year.

Assessm

ent

Ta

sk N

o.

Courses Studied (Use one column for each subject including any additional extension courses)

Course: Course: Course: Course: Course: Course: Course:

1

2

3

4

5

Tota

l

Students must note that raw marks are adjusted to take into account the weighting of the task as per the course assessment schedule. Students must also note that school based assessment marks are moderated by the Board of Studies against Higher School Certificate Examination marks for the group and will therefore be different on the Record of Achievement.

34


Application for Extension and Application for Illness/Misadventure Consideration Form

Extension applications MUST be submitted at least one day before the due date of an assessment

task or before sitting for a test or examination.

Illness/Misadventure applications MUST be submitted within one week of the date of the task or examination. This form should be used if you had an illness or a misadventure that prevented you from doing the task or examination, or that impacted on your performance during the task or examination.

Once processed, students will be given copies of the document with originals kept in student’s file

Student name: ________________________ Course name:__________________________

Assessment Task title:____________________________________________________________

Date Assessment is due: _________________ Teacher: _____________________________ Action Requested: (circle one) (i) extension of time until: __________________ (ii) special consideration Reason for application: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Medical certificate attached? (circle one) Yes No Not applicable

Student signature: ______________________________________ Date: _______________

Parent / Carer signature: _________________________________ Date: _______________

Head Teacher comment: ______________________________________________________________________________

______________________________________________________________________________

Head Teacher signature: _________________________________ Date: ______________ Deputy Principal comment: ______________________________________________________________________________

______________________________________________________________________________

Deputy Principal signature: _________________________________ Date: ______________

35


Assessment Task Notice and Cover Sheet Student Number/Name: ....................................................................

Assessment Task No: Due Date: Weighting:

Submission Instructions

Marker: Signature: Date: Grade / Mark: Or etc Comment:

Student Confirmation This is all my own work. I have not plagarised the work of others. (N.B. In placing a tick in the space provided you are indicating, as you would by signing your name, that this is all your own work.) -----------------------------------------------------------------------------------------------------------------------------------

2. SUBMISSION RECEIPT – this portion is to be filled in by the student as far as possible. When the assessment task is submitted, it is signed, torn off by the teacher and returned to the student. The Student must then sign the teacher roll book (Faculty Assessment Submission Book).

(Students Name) ______________________________ has submitted the assessment task (title) ____________________________________________________ on (date) ______________ This task WAS / WAS NOT (delete one) submitted on time.

Teachers Signature: ________________________________________ Date: ______________ -----------------------------------------------------------------------------------------------------------------------------------

1. ACKNOWLEDGMENT OF NOTICE OF ASSESSMENT TASK – this portion is to be filled in by the student, torn off and returned to the teacher immediately after the assessment task has been issued and clarified by the teacher.

I, (students name) _____________________________ have received the notice for assessment task (title) _________________________________ I understand that it is due on (date) _______

Students Signature: ____________________________ Date: ________________

A B C D or E / 100

36

Task Details

Outcomes being Assessed

Cross Curriculum Links

Context for the Task

Task Description

37

4. In order to undertake this task you need to …

Student Evaluation

At the time of submission

Circle a number (1 = strongly agree to 5 = strongly disagree) This is my best work 1 2 3 4 5 I was organized 1 2 3 4 5 I understood the task 1 2 3 4 5 I took notice of the marking guidelines 1 2 3 4 5 I checked the meaning of key words in the Glossary of Terms 1 2 3 4 5 The outcome I feel I have demonstrated best was outcome number … The outcome I found most challenging was outcome number …. This assessment took me 0-1 2-3 4-5 6-7 8+ hours to do. Next time I will ………………………………………………………………………..

At the time of review of the task

- I could improve the following skills by:

Skills Method of improvement

I would like to see further clarification or assistance with: Please complete the following section following return of the task:

Student Name: ...................................................................................................................... Student Signature: ............................................................................................................... Parent Signature: ................................................................................................................. Parent comment (optional): .................................................................................................

38


Assessment Mark/Grade Appeal Form

Name:__________________________________ Date: ______________________________ Appeal forms must be lodged with the Deputy Principal within one calendar week of the return of the task. You may seek advice from the Deputy Principal before you complete this form. Students have the right to appeal an assessment mark or grade. Appeals can only be made on the grounds that due process was not followed. An appeal cannot be submitted on the basis of:

The marks or grades given, unless due process was not followed;

Difficulties in preparation or loss of preparation time;

Alleged deficiencies in tuition.

Long term illness;

The same grounds for which disability provisions were received;

Misreading the timetable; or

Other commitments such as sporting, cultural or work commitments.

Course Name: ______________________________

Task Number: _______________ Task Description: ____________________________

Details of your appeal:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Supporting documentation (list the documents that you are attaching to this appeal):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Outcome of Appeal

Student Name: _________________________________

Declined / Upheld Reasons: _______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Approved by: _____________________ Signed: ______________________ Date: _________

39


ALARM KEY TERMS

HSC Key Words

Student – Key Terms Scaffold

Topic Concept:

Essential idea of topic or summation

Judgment on the development process and/or its change of procedures in the process over time.

How are the various features/impacts/effects interrelated?

Clarify Define Identify

List Recall

Recount Summarise

Name and Define:

Components/elements/ steps/stages of the topic process.

Give a name and definition of EACH of these areas.

Identify.

Describe Demonstrate Distinguish

Extract Outline Classify

Describe:

What are the features/characteristics/properties?

Use examples.

Apply Explain Account

What/Why

Explain the Significance:

What is the ... purpose/function? … Cause and effect?

Use examples

Analyse Examine Interpret

Synthesise Predict

How/Why

Analyse:

Explain how and/or why the intentions are carried out, impact

How did it achieve its purpose or intent and / or impact/effect?

What is the relationship between the various components?

Critically Analyse Compare Contrast Discuss

Recommend

Critically Analyse:

Explains the how and the why of the positives/advantages and negatives/disadvantages of this effect.

How and why is it beneficial and /or harmful?

Construct Deduce Evaluate

Extrapolate Investigate

Propose

Evaluate:

To what extent is each component part successful, useful, and achieve its purpose?

To what extent is the impact/effect effective or valuable?

To what extent has it carried out its function or purpose?

Is it successful, in relation to set criteria?

Critically Evaluate Assess Justify

Critically Evaluate:

Come to a final judgement on each component & overall extent

After establishing the extent of the success/effectiveness of each individual feature/purpose, compare and contrast all the areas covered.

To what extent is one more effective than another.

Were all the features/effects/impacts, the whole process, successful or effective?

Appreciate Appreciate:

Why is this understanding of the topic important for life?

40


ALARM Matrix Connotative Example

Text name, type and composer - Definition and Explanation Briefly What is the text about (1-2 sentences)

Criteria for Evaluation What are some of the value judgement type words that can be used to demonstrate that the impact or effect of the aspects or an application of the

topics or process is positive and or negative, beneficial or harmful, advantageous disadvantageous valid invalid?

Name and Identify What are the significant moments in the text?

Define/Describe What language features are used in these moments?

Significance What is the effect of the language features as used in the text? What tone/atmosphere does it create?

Analyse How or why is this effect created using the language features?

Thematic/Moral What thematic or moral implications are raised in this moment, using the effect on the responder?

Critically Analyse How does this effect support the purpose of the significant moment, or the text as a whole? What are the positive and negative aspects of this effect?

Evaluate, Justify, Assess Make a judgment on each moment. Has each feature served its purpose? Are they successful? + vs – which outweighs which.

+ -

+ -

+ -

Evaluate Overall/Critically Evaluate - After all individual moments have been evaluated or justified compare and contrast all areas. To what extent is one

more effective than another? Come to a final judgment. Were all features/processes successful or effective? Was the purpose of the text served? To what extent?

Conceptualise Topic. Essential Idea of the text or change in the text summed up or judged, over time. Includes Interrelationships amongst the areas or

features

Appreciate Topic Concept. Why is this topic process important for life, where is it relevant, Why should it be learned, why is it important to evaluate the

overall situation?

41


ALARM Matrix Logical Example

Text name, type and composer - Definition and Explanation Briefly What is the text about (1-2 sentences)

Criteria for Evaluation What are some of the value judgement type words that can be used to demonstrate that the impact or effect of the aspects or an application of

the topics or process is positive and or negative, beneficial or harmful, advantageous disadvantageous valid invalid?

Name and Identify What are the significant moments in the text?

Define/Describe What language features are used in these moments?

Significance What is the effect of the language features as used in the text? What tone/atmosphere does it create?

Analyse How or why is this effect created using the language features?

Critically Analyse How does this effect support the purpose of the significant moment, or the text as a whole? What are the positive and negative aspects of this effect?

Evaluate, Justify, Assess Make a judgment on each moment. Has each feature served its purpose? Are they successful? + vs – which outweighs which.

+ -

+ -

+ -

Evaluate Overall/Critically Evaluate - After all individual moments have been evaluated or justified compare and contrast all areas. To what extent is one

more effective than another? Come to a final judgment. Were all features/processes successful or effective? Was the purpose of the text served? To what extent?

Conceptualise Topic. Essential Idea of the text or change in the text summed up or judged, over time. Includes Interrelationships amongst the areas or

features

Appreciate Topic Concept. Why is this topic process important for life, where is it relevant, Why should it be learned, why is it important to evaluate the

overall situation?

42

Glossary of Key Words

The syllabus outcomes, objectives, performance bands and examination questions have key

words that state what students are expected to be able to do. A glossary of key words has been

developed to help provide a common language and consistent meaning in the Higher School

Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to

examinations and assessment tasks.

Account Account for: state reasons for, report on.

Give an account of: narrate a series of events or transactions Analyse Identify components and the relationship between them; draw out and relate

implications

Apply Use, utilize, 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 arguments or items

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

Examine Enquire into

Explain Relate cause and effect; make the relationships between things evident

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 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.

Synthesize Putting together various elements to make a whole

Documents

2015 - 2016 HSC Assessment Book2015 - 2016 HSC Assessment Book . 2 2015 -2016 Higher School Certificate (HSC) ... Complete all Assessment Tasks to maximise the Higher School Certificate