791_2012%20HSC%20Assessment%20Manual

HSC Assessment Manual

2012

“an educated woman means there is an educated society” Archbishop John Bede Polding Founder of the Sisters of the Good Samaritan

HSC Assessment Manual 2012 1

HSC ASSESSMENT MANUAL

2012

Dear Students and Parents/Carers

This document complements your Course Handbook.

Students and Parents/Carers should take time to read it carefully as it contains important information of which you should be

aware.

The document is divided into the following sections:

General requirements for HSC

The purpose and nature of assessments tasks

Your rights regarding school assessment

Your responsibility regarding assessment tasks and examinations

Plagiarism and Malpractice

Protocol for change of Assessment Date

College Reporting

Specific advice relating to assessment for each subject

The process of assessing a student’s achievement of outcomes at St Mary Star of the Sea College is based on respect for the

integrity of each person and on justice and equity for all.

We expect that students will approach assessment in good faith; with a desire to demonstrate their best work as honestly as

possible. The College will not make any decisions with respect to assessment which do not respect the integrity of all students

and teachers or which do not promote justice for all.


INDEX General requirements for HSC page 4

The purpose and nature of assessment tasks page 6

Your rights regarding school assessment page 7

Right to Appeal page 8

Your responsibility regarding assessment tasks and examinations page 9

Plagiarism and Malpractice page 15

Protocol for change of Assessment Date page 18

College Reporting page 19

Specific advice relating to assessment for each subject:

BOARD DEVELOPED COURSES

Biology

page 20

Legal Studies

page 40

Business Studies page 21 General Mathematics page 41

Chemistry page 22 Mathematics page 42

Community & Family Studies page 23 Mathematics Extension I page 43

Dance page 24 Mathematics Extension II page 44

Design & Technology page 25 Music I page 45

Drama

Economics

page 26

page 27

Music 2

PDHPE

page 46

page 47

English Standard page 28 Physics page 48

English Advanced page 29 Society & Culture page 49

English Extension I page 30 Studies of Religion I page 50

English Extension II page 31 Studies of Religion II page 51

Food Technology page 32 Textiles and Design page 52

French Continuers page 33 Visual Arts page 53

Geography

History Ancient

page 34

page 35

Board of Studies – Sample of Official Warning Letter,

Non Completion of a HSC Course

page 54

History Modern page 36 Submitted Works and Practical Exams page 56

History Extension

Industrial Technology

page 37

page 38

Submission and Certification

Conjunctives and Connectives

page 57

page 58

Italian Continuers page 39 A Glossary of Key Words page 60


What happens if you are unable to attend school or arrive late on

the day to complete or hand in an assessment task

ILLNESS

MISADVENTURE

You will be given a

zero for the task no You must ring the College

by 8.45am

You must ring the College

by 8.45am

no You will be given a

zero for the task

You will be given a

zero for the task

no Have all relevant parts of

Section A and B of the

Illness/Misadventure form

completed.

Have all relevant parts of

Section A and B of the


completed.

no

You will be given a

zero for the task

You will be given a

zero for the task

no

See the Academic Care

Coordinator with

completed


(including Year

Coordinator’s signature)

on return to school.

See the Academic Care

Coordinator with

completed


(including Year

Coordinator’s signature)

on return to school.

no

You will be given a

zero for the task

Academic Care Coordinator will give completed forms to the

relevant KLA Coordinator for decision.

KLA Coordinator or class teacher will advise student of decision and

return Illness/Misadventure form to Academic Care Coordinator for

any further action.


GENERAL REQUIREMENTS FOR HSC

Eligibility

To be eligible for the award of the Higher School Certificate you must:

have satisfactorily completed your courses

sit for and make a serious attempt at the HSC external examination.

Satisfactory completion of a course

You will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that you

have:

followed the course developed or endorsed by the Board of Studies

applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school

achieved some or all of the course outcomes.

If you do not complete a course satisfactorily, you receive an “N” (non-completion of course requirements) determination.

If at any time you are at risk of being given an “N” determination in any course, you will be interviewed by the Academic Care

Coordinator and your parents may be contacted. If the College determines that an “N” Warning is warranted you will receive an

official warning letter. The letter will indicate the areas of concern and you will be given some time to show improvement.


What will put me at risk of an “N” determination?

1. If you do not make a genuine attempt at assessment tasks which contribute more than 50% of the available marks.

2. If, in your teacher’s professional judgment, you are not making a genuine attempt to complete the course requirements.

This could occur if you:

are frequently absent

are frequently late to class

frequently fail to complete homework or class tasks

behave in a manner which does not reflect diligence.

What happens if I get an “N” determination in a course?

1. That course will not appear on your Record of Achievement. It is then likely you will not meet the pattern of study requirements

(eg not have enough units) and hence be ineligible for the HSC in that year.

2. You have the right to appeal against an “N” determination. To do this, you must obtain a form from the

Assistant Principal – Dean of Studies and follow the procedures outlined.


PURPOSE AND NATURE OF ASSESSMENT TASKS

Purpose of assessment tasks

As you are already aware, assessment tasks are a feature of all Preliminary and HSC courses.

The reason for these assessment tasks is that the College is required to provide the Board of Studies with an assessment mark for

each course you undertake in the HSC Year.

Your assessment mark in a course comprises the results of a number of assessment tasks administered throughout the course.

As assessment tasks are used for measuring your achievement of outcomes at points during the course, a better indication of

overall achievement of the outcomes is obtained rather than by a single examination.

Therefore, assessment tasks should give you an incentive to maintain a consistently high level of learning and of study.

Nature of assessment tasks

Assessment tasks may be administered in any of the following ways:

written, practical, oral/aural tasks

class and/or home assignments including essays, fieldwork and practical tasks

individual and collaborative projects (of varying degrees of length and complexity)

research task


YOUR RIGHTS

What rights do I have regarding school assessment?

The College has developed an assessment program for each course you will undertake.

In scheduling assessment tasks, the College is mindful of the demands these tasks will have on you. Hence, every effort has been

made to distribute the tasks as evenly as possible throughout your courses.

You will be given advice, including:

the components and their weighting

the general nature of each assessment task

a calendar of when all of your assessment tasks are planned to take place

the percentage value of each task in relation to the total mark for the course

details of administrative arrangements associated with task (eg how the College will deal with absence, late submission of

tasks, illness during the task, etc)

details of the College’s procedures for dealing with suspected malpractice in assessment tasks and examinations

how you may appeal against decisions which you feel are unfair in relation to assessment tasks and examinations

You will also receive clear feedback on your performance for every assessment task you do. This advice will:

indicate the outcomes you have or have not attained

indicate your relative position (rank) within the course.


You will be given at least two weeks notice in writing of the scheduled date and nature of an assessment task.

Furthermore, if changes need to be made to the scheduled date and/or the nature and/or the weighting of an assessment task,

you will be informed in writing at least two weeks prior to the scheduled date of the task.

You may be granted special provisions if you have special needs. Such provisions may include permission to move, extra time,

consume food or drink and use a scribe and/or reader in accordance with Board of Studies regulations.

Right to Appeal

You have the right to appeal to the College if you feel that you have been disadvantaged in an assessment task. The appeal

must be in writing addressed to the Assistant Principal – Dean of Studies.

The only matters that the school will consider for appeals are in regards to:

1. the administration of the task (eg: timing errors or errors in the task)

2. computational errors in determining the mark

It will be at the discretion of the Assistant Principal – Dean of Studies whether individual assessment tasks will be remarked.

What rights do I have to appeal against my final HSC rank in a subject?

You may seek a school review of your rank, which may result in your appealing to the Board of Studies. This appeal should be

lodged by the last day of the HSC at the College.


YOUR RESPONSIBILITY

The following information is designed to help you know what procedures you must follow regarding assessment tasks and

examinations.

This section also explains possible outcomes if you do not follow these procedures.

General information

1. You must provide certification for any absence on the day of an assessment task. Notes from parents/carers regarding illness

will not be accepted.

2. Your parent/carer must ring the College by 8.45am if you are absent on the day of an assessment task.

3. All work submitted, either as an assessment task or in an examination, must be your own work.

4. You must be punctual for assessment tasks and examinations. If you are late for an assessment task or an examination you will

not be given extra time unless you can document illness or misadventure.

5. If an assessment task is to be handed in, it is to be submitted to the College by 1.30pm on the due date. If it is not handed in by

1.30pm due to illness/misadventure a form must be completed. If the cause of lateness or non-submission is not illness or

misadventure, a zero may be awarded.

6. Dental and medical appointments or holidays may not be regarded as appropriate reasons for absence from assessment

tasks and examinations and a zero award may be awarded.

7. You are not permitted to sit for an assessment task or an examination prior to the date and time it is scheduled.

8. As assessment tasks must measure your actual performance, not your potential performance, the assessment marks you

obtain cannot be modified to take into account possible effects of illness or misadventure situations.


9. If you are absent on the day that information relating to an assessment task is distributed to the class, it is your responsibility to

inform your teacher and obtain such information from her/him. Extra time may not be granted.

10. All work submitted must be on hard copy. Disks alone will not be accepted. Technology failure will not be considered a valid

reason for appeal. For Technology courses all software projects submitted must be stored as files on the student’s folder or on

a disk as indicated in the assessment notification.

11. Misreading of the exam timetable is not counted as a valid reason for absence/lateness from an exam.

12. Should a task be deemed invalid, the College may use a variety of methods to ensure a fair and just outcome for all students

involved. The methods may include reducing the weighting assigned to the task and an additional task or a replacement

task may be organized.

This will be at the discretion of the Principal. In the event of an invalid task the following may not be used as grounds for

appeal:-

any marks associated with this task

the task has been re-administered

13. The Principal has the discretion to make rulings in special cases or exceptional circumstances regarding assessment.


What if I am unable to come to school or arrive late on the day of an assessment task examination?

1. You or your parent/carer must ring the College by 8.45am on the day of the task/exam and advise the College of your

reason for not attending.

2. On the morning of your return to school, before 8.45am, you must:

obtain the signature of the Year Coordinator on a completed Illness/Misadventure form.

return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator

within 2 days of your return to school or you may be given a zero award.

What if I am unable to come to school or arrive late on the day of an assessment task hand-in?

1. You or your parent/carer must arrange to have your assessment task brought to the College and handed in at the College

reception by 9.30am.

2. If it is impossible to carry out step 1, then on the morning of your return to school, you must:

submit the assessment task to the Academic Care Coordinator before 8.45am.

obtain the signature of the Year coordinator on a completed Illness/Misadventure form.

return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator

within 2 days of your return to school or you may be given a zero award.

What if I know in advance I will be absent on the day of an assessment task or an examination, or on the day an assessment task

is due?

1. Prior to the day in question, you must seek permission in writing from the College Principal. Only in exceptional circumstances

will this leave be granted.

2. Documentary evidence detailing your absence must accompany your application.


CAN I APPEAL A PENALTY OR ZERO AWARD?

You have 7 days to appeal a penalty or zero award. Appeal forms can be obtained from the Academic Care Coordinator.

APPLYING FOR LEAVE

All leave must be approved by the Principal. If you wish to apply for leave you must detail all assessment tasks that will be affected

by that leave. It is your responsibility to obtain this information from all appropriate Subject Coordinators. The Principal will

determine whether the assessments missed will be awarded an estimate or zero depending on the reason for leave.

Can I apply for an extension of time to complete an assessment task?

You may apply for an extension of time to complete an assessment task if you have had a prolonged absence from school or

have other valid reasons. Prior to the day your assessment task is due, you must discuss your circumstances with the Academic

Care Coordinator and complete an Illness/Misadventure form. Documentary evidence detailing your reason for requesting an

extension of time must accompany your application.

An Illness misadventure appeal may be used when a student considers their performance has been affected by illness or

misadventure immediately prior (no more than 5 days) before an examination.


What happens after I have submitted an Illness/Misadventure form?

1. The Academic Care Coordinator and the Subject Coordinator will then decide whether the reason for you not completing or

not submitting the assessment task is valid. In certain circumstances, appeals will be reviewed by the Illness/Misadventure

Review Committee chaired by the Dean of Studies.

2. If your reason is considered valid you may:

sit for an alternate task as soon as feasibly possible, or

be granted an extension of time, or

be given an estimate at the end of the course based on your overall achievement in that course.

3. If your reason is not considered valid:

the Academic Care Coordinator will discuss the matter with you

you will receive a zero mark for that assessment task

a letter will be sent to your parents/carers informing them of the College’s decision to award you a zero mark

all documentation relevant to your appeal will be kept by the Academic Care Coordinator.

What happens if I receive an estimate for an assessment task or an examination?

If you receive an estimate for an assessment task or an examination, the estimate you receive will be based on your performance

on all other relevant completed tasks. You will not be notified of the rank or the estimated mark for that task.


Is there any other malpractice for which I may receive a zero mark or a penalty for an assessment task?

The following malpractice will cause you to receive a zero mark:

submitting a task which you or another student may have already submitted for that subject or another subject

the College proves that you were dishonest in the preparation or completion of a task.

not following College rules regarding examination and assessment procedures.

cheating in an examination or assessment task

The following malpractice will cause you to receive a penalty (which may be a zero mark):

your work is plagiarised from either written or electronic source. The penalty imposed will reflect the extent to which the

material in the task has been plagiarised. This will be at the discretion of the Assistant Principal – Dean of Studies.


PLAGIARISM AND MALPRACTICE

We want our students to learn with integrity, and to approach assessment with a clear sense of what is right and wrong. Most of

our students have access to a computer at home, and this is very often the first thing they turn to when preparing work for school.

In this rapidly changing digital age, the rights and wrongs of preparing for and presenting assessment is less clear, and sometimes

students present work which is not entirely their own. They use the words, creations and ideas of others without acknowledging

the author. It is so easy to do, but it is also unethical and does not teach our students integrity in their learning. It can also give

students an unfair advantage in their assessment. This is called malpractice.

When the College measures student learning through assessment, we find that some students do not place as high a value on

their own ideas and creations as we would want them to. We are taking steps to teach students quality research skills, as well as

the ethics for learning. This covers avoiding plagiarism and copying and using internet resources wisely.

What the College will do

Our college website contains resources to help students plan their school work better. You will find there is important information

about how to use Search Engines (like Google) wisely, and how to take notes in a way that reduces the risks of copying another

person’s ideas and creations. We will also present students with resources about copyright and intellectual property, and ways to

use other people’s work respectfully.

We will teach students how to reference their research and how to present a bibliography which shows the source of the

information they have used. This is a feature of all research based school assessment and project work.

What if malpractice is suspected?

If a student presents work that appears to not be her own, we will speak to her about it and contact you to let you know we are

looking into your daughter’s work.

If it turns out that some or all of your daughter’s work is the product of malpractice, she will be penalised in proportion to the

amount of her work affected by the malpractice. If it is a very substantial amount, this could mean receiving zero for the task.


Parents will be notified of the outcome of our enquiries in writing.

What students must do

Students must give credit to the authors and artists whose work they use. For most hand-in assessment task, a bibliography is a

requirement. Even if a bibliography is not mentioned in the notification, it is still excellent practice to compile and submit one.

Students must work on individual tasks by themselves and present work that is entirely their own.

When you receive an assessment…

• Plan your time

• Break the task into parts

• Ask your teacher if there are preferred sources for information

• Compile a set of questions that you need to answer to complete the task

When you are online…

• Start your bibliography at www.bibme.org, and enter every site or book you use

• Use the questions you asked (above) to structure your searching

• Do not go straight to Google. Check the school library website and databases first

• Always use a different colour pen or font when you are taking down quotes and use big quote marks around them. Include

the source of the quote in your notebook

• For images, music and media, use work that is licensed under Creative Commons (www.creativecommons.org). These

authors are happy to share, if you acknowledge them.


When you are writing

• Refer back to your assessment instructions often, to check you are on the right track

• Trust your own ideas and words

• Show quotes as quotes and include the author and the year of the quote in brackets after the quote (or you could use

footnotes)

• Do not paraphrase (change some words or expressions) as this is still plagiarism. If you must paraphrase, make reference to

the author

• Do not work too closely with other students, or your work may look the same

• Produce an accurate and complete bibliography before you write your final draft

• Check the instructions for bibliographies and references in your College diary. We use the Harvard or MLA format

• Ask your teacher or Librarian if you are unsure whether you have given adequate credit or produced a good bibliography.

OUTSIDE TUTORS

Assessment schedules must be submitted to the College at the commencement of the HSC course for the Principal to approve.

Results from individual assessment tasks as well as the final HSC Assessment result must be submitted to the College by the outside

Tutor. It is the responsibility of the College to submit the final assessment to the Board of Studies for students studying courses with

an outside tutor.


PROTOCOL FOR CHANGE TO ASSESSMENT DATE

The Assistant Principal - Dean of Studies is responsible for scheduling all assessment for reporting tasks. Preliminary and HSC

assessment dates are published on the term College calendar. Dates and weeks for the scheduling of all assessment tasks are

completed by the Assistant Principal - Dean of Studies in consultation with the Subject and Year Coordinators at the beginning of

each year. It would be unusual for the date of any assessment task to be changed and any change can only be made by the

Assistant Principal - Dean of Studies.

1. Process for Request of a Change of Date

Subject/Year Coordinators request a change of date for an assessment task from the Assistant Principal – Dean of Studies.

1.1 The Assistant Principal - Dean of Studies will assess the request.

1.2 If approved the students must be notified in writing of the change of date.

Students can appeal a Change of Date for an assessment task if they do not receive the Change of Date written notification with

sufficient notice.

2. Process for appeal by students for a Change of Date

2.1 Students must complete a change of date appeal form which is available from student office.

2.2 Forms must be submitted to the Dean of Studies.


COLLEGE REPORTING

Reporting is the process of communicating information about student achievement and progress gained from the assessment

process. The College uses a range of formal and informal strategies to provide students, parents, teachers and employers with

accurate and relevant information about student achievement and progress.

The College provides two formal written reports annually to parents/carers. These reports contain information required under the

Schools Assistance (Learning Together - Achievement through Choice and Opportunity) Act 2004. There is also opportunity for

parents to meet formally with teachers to discuss their daughter’s progress.

The first report received by HSC students will include a cumulative mark and rank for each subject studied by the student. The final

report includes the student's Trial HSC Mark and final cumulative rank. Note that marks are standardised to a mean of 70%. This

enables parents and students to be able to compare their performance across a range of subjects with the same mean. Note

that individual subject means are also considered through discussion between the Dean of Studies and relevant KLA Coordinator.


COURSE: BIOLOGY KLA: SCIENCE

Outcomes

Components

Weighting

Task 1 Task 2 Task 3 Task 4

Term 4, 2011 Term 1, 2nd half 2012 Term 2, 2nd half 2012 Term 3, 2nd half 2012

Open ended

investigation

Exam Practical Task Trial Exam

H6, H7, H8, H9,

H10

Knowledge and

Understanding

40

15

25

H11, H12, H13,

H14, H15

Skills in

First Hand

Investigations,

gathering, processing

first hand data and

secondary sources

30

5

5

15

5

H11, H12, H13,

H14, H15

Skills in Scientific

Thinking, Problem

Solving and

Communication

30

5

10

5

10

Percentage 100 10 30 20 40

Outcomes H1, H2, H3, H4, H5 are embedded in all tasks


COURSE: BUSINESS STUDIES

KLA: HSIE

Outcomes

Components

Weighting


Term 4, 2nd half Term 1, 2nd half Term 2, 2nd half Term 3

Multiple choice

Short response

Multiple choice

Short response

Case study report Trial examination

H1.1, H1.2,

H2.1, H2.2,

H3.1, H3.2,

H3.3, H4.1,

H4.2

Knowledge and

understanding of

course content

40

10

10

20

H5.4

Stimulus based skills

20

5

5

10

H5.1, H5.2

Inquiry and research

20

20

H5.3

Communication of

business information,

ideas and issues in

appropriate forms

20

5

5

10

Percentage 100 20 20 30 30


COURSE: CHEMISTRY

KLA: SCIENCE

Outcomes

Components

Weighting


Term 4, 2011 Term 1, 2nd half 2012 Term 2, 2nd half 2012 Term 3, 2nd half 2012

Open ended

investigation Exam Practical Task Trial Exam

H6, H7, H8,

H9, H10

Knowledge and

Understanding

40

15

25

H11, H12,

H13, H14, H15

Skills in

First Hand

Investigations,

gathering, processing

first hand data and

secondary sources

30

5

5

15

5

H11, H12,

H13, H14, H15


Thinking, Problem

Solving and

Communication

30

5

10

5

10

Percentage 100 10 30 20 40



COURSE: COMMUNITY & FAMILY STUDIES

KLA: PDHPE

Outcomes

Components

Weighting


End of Term 1 Plan: Term 4,Week 4

IRP: Term 1 1/3/12

First Half Term 3 Term 3

Research Hand-

in and in-class

presentation

Independent

Research Project

1. Project Plan

2. Project Diary

3. The Product

In Class Task:

Short Answers

and Extended

Response

Trial HSC

Groups in

Context

Research Methods Parenting and

Caring

Individuals and

Work

All Modules

H.1.1, H2.2,

H2.3, H.3.1,

H3.2, H3,3

H.3.4

Knowledge and understanding

of how the following impact on

wellbeing:

- Resource management

- Positive relationships

- Range of societal factors

40

5

5

10

20

H5.1, H5.2,

H6.1, H6.2

Skills in:

- Applying management

processes to meet the needs of

individuals, groups, families and

communities

- Planning to take responsible

action to promote wellbeing

25

5

5

10

5

H4.1, H4.2 Knowledge and understanding

about research methodology

and skills in researching critical

thinking, analysing and

communicating

35

10

10

5

10

Percentage 100 20 20 25 35


COURSE: DANCE

KLA: PERFORMING ARTS

Outcomes Components

Weighting

Task 1 Task 2 Task 3 Task 4 Task 5

Term 4, 2nd half Term 1, 2nd half Term 2, 1st half Term 2, 2nd half Term 3

Performance Composition Appreciation Major Study Trial Exam

H1, H1.2,

H1.3, H2.1,

H2.2, H2.3

Core Performance

Practical

20

15

5

H1.1, H1.2,

H1.3, H3.1,

H3.2, H3.3,

H3.4

Core Composition

Practical

20

10

10

H1.1, H1.2,

H1.3, H4.1,

H4.2, H4.3,

H4.4, H4.5

Core Appreciation

Theory

20

15

5

H1.1, H1.2,

H1.3, H2.1,

H2.2, H2.3

H3.1, H3.2,

H3.4

Major Study

Options

Performance

- Composition

- Appreciation

- Dance &

Technology

(Theory & Prac)

40

20

20

Percentage 100 15 10 15 20 40


COURSE: DESIGN & TECHNOLOGY

KLA: TAS

Outcomes

Components

Weighting


Term 4, 2nd half Term 1, 1st half Term 2, 2nd half Term 3, 1st half Term 3

Design

Proposal

Hand-in

Case Study

Innovation and

Emerging

Technology

Hand-in

Design

Development

Hand-in

Design

Realisation and

Marketing

In-class

Trial Exam

H1.1, H1.2,

H2.1, H2.2,

H3.1, H3.2,

H6.1, H6.2

Knowledge and

skills in Innovation

and Emerging

Technologies

40

20

20

H4.1, H4.2,

H4.3, H5.1,

H5.2

Designing and

Producing

60

20

20

20

Percentage 100 20 20 20 20 20


COURSE: DRAMA

KLA: CREATIVE ARTS


Term 4, 2nd half Term 1, 1st half Term 2, 1st half Term 2, 2nd half Trials Period

Outcomes

Components

Weighting Australian Drama:

workshopped

performance

and written

reflections

Drama and

Theatre:

Workshopped

performance

and written

reflections

Individual Project:

Process

monitoring

presentation plus

log book

Group

performance:

Process

monitoring

presentation

Trial HSC

incorporating

Individual Project

and Group

Performance

presentations, log

books and

written

examination

H1.1, H1.2,

H1.3, H1.4,

H1.5, H1.6,

H1.7

Making 40 10 10 5 5 10

H2.1, H2.2,

H2.3

Performing 30 5 5 5 5 10

H3.1, H3.2,

H3.3

Critically

Studying

30 5 5 20

Percentage 100 20 20 10 10 40


COURSE: ECONOMICS

KLA: HSIE

Outcomes

Components

Weighting



Globalisation

case study

Exam Economic

policies,

management

issues

Trial examination

H1 to H8

Knowledge and

understanding of

course content

40

20

20

H9, H11

Stimulus based skills

20

10

10

H9, H10, H11 Inquiry and

research

20

10

10

H10, H12 Communication of

economic

information, ideas

and issues in

appropriate forms

20

10

5

5

Percentage 100 20 25 25 30


COURSE: STANDARD ENGLISH KLA: ENGLISH

Outcomes

Components

Weighting



A.O.S Listening

Task

Briar Rose

essay

Educating Rita

Hand in task

Sea change

speech

Trial exam

Paper 1 &

Paper 2

H1, H2, H3,

H6, H8, H9,

H10, H11, H12

Writing

30

5

5

5

15

H1, H5, H7

Listening

15

15

H7, H8, H10,

H12, H13

Speaking

15

15

H5, H6, H9

Representing

and Viewing

15

15

H1, H2, H3,

H4

Reading

25

10

10

5

Percentage 100 20 15 15 15 35

Weighting of Content

Area of Study = 40%

Texts and Society = 20%

Close Study of Text = 20%

Experience through Language = 20%


COURSE: ENGLISH ADVANCED

KLA: ENGLISH

Outcomes

Components

Weighting



A.O.S Exam

Listening

Hamlet essay Virginia Wolfe

Hand in task

Cedars

speech

Trial exam

Paper 1 &

Paper 2

H1, H2, H3,

H6, H8, H9,

H10, H11,

H12

Writing

30

5

5

10

10

H4, H5, H7

Listening

15

15

H7, H8, H10,

H12, H13

Speaking

15

15

H5, H6, H9,

H11

Representing

and Viewing

15

10

5

H1, H2, H3,

Reading

25

5

20

Percentage 100 20 15 15 15 35

Weighting of Content

Area of Study = 40%

Comparative Study of Texts and Context = 20%

Critical Study of texts = 20%

Representation and text = 20%


COURSE: ENGLISH EXTENSION 1

KLA: ENGLISH

Components

Weighting

Task 1 Task 2 Task 3

Term 1, 2nd half Term 2, 2nd half Term 3, 2nd half

In Class Essay Tutorial Presentation Trial HSC Exam

Outcomes 1,3,4 1,2 1,2,3,4

Knowledge and

understanding of complex

texts and of how and why

they are valued

25

5

10

10

Skills in

Complex analysis

Sustained

composition

Independent

investigation

25

10

10

5

Percentage 50 15 20 15


COURSE: ENGLISH EXTENSION 2

KLA: ENGLISH

Components

Weighting


Term 1, 1st half Term 2, 1st half Term 3, 1st half

Viva Voce Report Draft Major Work and

Reflection

Objective 1

Skills in extensive

independent investigation

Objective 2

Skills in sustained

composition

10

10

Objective 1

Skills in extensive


Objective 2

Skills in sustained

composition

15

15

Objective 1

Skills in extensive


Objective 2

Skills in sustained

composition

25

25

Marks 50 10 15 25


COURSE: FOOD TECHNOLOGY

KLA: TAS

Outcomes

Components

Weighting


End Term 4 Mid, Term 1 Early Term 3 Term 3

Core Food

Manufacture

Hand-in and In-

class

Core Food Product

Development

Hand-in and In-

class

Option Nutrition

Core Hand-in and

In-class

Trial Exam

H1,2, H1,1,

H1,4, H2.1,

H1.3

Knowledge and

understanding

20

5

5

10

H3.1, H3,2

Research

Analysis and

Communication

30

10

10

10

H4.2, H4.1

Experimentation

and Preparation

30

5

10

10

5

H5.1

Design,

Implementation

and Evaluation

20

10

5

5

Percentage 100 20 25 25 30


COURSE: FRENCH CONTINUERS

KLA: LANGUAGES

Outcomes

Components

Weighting


Term 4, 2nd half Term 1, 2nd half Term 2, 1st half Term 3

Reading &

Responding Task

Speaking Task

Listening and

Responding Task

Reading &

Responding Task &

Writing Task

Trial Exam

H1,1, H1.2,

H1.3, H1.4,

H2.2, H2.3,

H4.1

Speaking

20

Speaking

12

Speaking

8

H3.1, H3.2

Listening &

Responding

25

Listening and

Responding

15

Listening and

Responding

10

H1.1, H1.2,

H2.3, H3.1,

H3.2, H4.2,

H4.3

Reading & Responding

40

Reading and

Responding

10

Reading and

Responding

14

Reading and

Responding

16

H2.1, H2.2,

H2.3, H4.1,

H4.3

Writing

15

Writing

9

Writing

6

Percentage 100 10 27 23 40


COURSE: GEOGRAPHY

KLA: HSIE

Outcomes

Components

Weighting



Stimulus

response -

ecosystems

Field work

report

Essay – Urban

Places

Trial

examination

H1 to H6

Knowledge and understanding of

course content

40

10

15

15

H10, H11

Geographical tools and skills

20

5

15

H8, H9, H12

Communication

20

10

10

H7, H8, H9,

H10

Geographical field work, inquiry

and research

20

15

5

Percentage 100 20 20 25 35


COURSE: ANCIENT HISTORY

KLA: HSIE

Outcomes

Components

Weighting



Source based

task on an

Ancient Society

Communication

and research into

an Historical

period

Communication

and research

into a

personality

Trial

Examination

H1.1, H2.1


course content

40

5

5

5

25

H3.3 to

H3.6

Source based skills. Analysis,

synthesis and evaluation

20

10

10

H3.1 to

H3.6

Historical inquiry and research

20

10

10

H4.1, H4.2

Communication of historical

understanding in appropriate

forms

20

5

5

5

5

Percentage 100 20 20 20 40


COURSE: MODERN HISTORY KLA: HSIE

Outcomes

Components

Weighting



Core study

National Study

International

Study

Trial Examination

H1.1, H1.2,

H2.1

Knowledge and

understanding of course

content

40

10

10

20

H3.3, H3.4,

H3.5

Source based skills.

Analysis, synthesis and

evaluation

20

10

10

H3.1 to H3.5

Historical inquiry and

research

20

10

5

5

H4.1, H4.2

Communication of

historical understanding in

appropriate forms

20

10

10

Percentage 100 20 25 25 30


COURSE: HISTORY EXTENSION

KLA: HSIE

Outcomes

Components

Weighting


Term 1, 2nd half Term 3, 1st half Term 3

Essay Essay proposal and

process log

Trial examination

E1.1

Knowledge and

understanding of

significant

historiographical

ideas and

processes

10

5

5

E2.1, E2.2,

E2.3

Skills in designing,

undertaking and

communicating

historical inquiry –

the History project

40

40

Marks 50 5 40 5


COURSE: INDUSTRIAL TECHNOLOGY: Multimedia

KLA: TAS

Outcomes

Components

Weighting


Term 4, 2nd half Term 1, 2nd half Term 3, Week1 Term 3

Presentation of

Major Project

Ideas and

Development

Hand-in

Practical Task

related to

Industry Study

In-class

Display of

Major Project

and Folio

Hand-in

Trial HSC

H1.1, H1.2,

H1.3, H6.1,

H7.1, H7.2


the organisation and

management of, and

manufacturing processes and

techniques used by, the focus

area industry

30

10

10

10

H2.1, H3.1,

H3.2, H3.3,

H4.1, H4.2,

H4.3, H5.2,

H5.2, H6.2

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.

70

20

10

20

20

Percentage 100 20 20 30 30


COURSE: ITALIAN CONTINUERS

KLA: LANGUAGES

Outcomes

Components

Weighting



Reading &

Responding Task

Speaking Task

Listening and

Responding Task

Reading &

Responding Task &

Writing Task

Trial Exam

H1,1, H1.2,

H1.3, H1.4,

H2.2, H2.3,

H4.1

Speaking

20

Speaking

12

Speaking

8

H3.1, H3.2

Listening &

Responding

25

Listening and

Responding

15

Listening and

Responding

10

H1.1, H1.2,

H2.3, H3.1,

H3.2, H4.2,

H4.3

Reading & Responding

40

Reading and

Responding

10

Reading and

Responding

14

Reading and

Responding

16

H2.1, H2.2,

H2.3, H4.1,

H4.3

Writing

15

Writing

9

Writing

6

Percentage 100 10 27 23 40


COURSE: LEGAL STUDIES

KLA: HSIE

Outcomes

Components

Weighting



Crime Exam Crime and

Human Rights

Research and

Exam

Focus Study 1 Trial Examination

H1.1 to H1.2

H2.1 to H2.3

H3.1 to H3.4

H4.1 to H4.3

Knowledge and

understanding

(Examinations/Class

Tests)

60

10

10

10

30

H5.1 to 5.4

Research –

Investigation

20

10

10

H5.3

Communication

20

10

5

5

Percentage 100 20 25 25 30


COURSE: GENERAL MATHEMATICS

KLA: MATHEMATICS

Outcomes

Components

Weighting


Term 4, 2nd half 2011

Term 1, 2nd half Term 2, 2nd half Term 3, 1st half

Prepared Hand-in

and Assessment Task

Assessment Task Assessment Task Trial Exam

P2, P3, P4,

P5, P6, P9, P10

H2, H3, H4, H5,

H6, H7,

H9, H10, H11

Concepts, skills

and techniques

50

5

15

10

20

P2, P4, P5,

P6, P7, P8, P9,

P10, P11

H2, H3, H4, H5,

H6, H7, H8, H9,

H10, H11

Reasoning and

Communication

50

5

15

10

20

Percentage 100 10 30 20 40

Up to 30% of the internal assessment in General Mathematics Stage 6 may be based on the Preliminary Course.


COURSE: MATHEMATICS

KLA: MATHEMATICS

Outcomes

Components

Weighting


Term 4, 2nd half 2011

Term 1, 2nd half Term 2, 2nd half Term 3, 1st half

Hand-in Assessment

Task


P3, P4, P5,

P6,P7,

H3, H4, H5, H7,

H8

Components,

skills and

techniques

50

5

15

10

20

P2, P8

H2, H3, H4, H5,

H6, H7, H8, H9

Reasoning and

Communication

50

5

15

10

20

Percentage 100 10 30 20 40

No more than 20% of the Mathematics Assessment is to be based on the Preliminary Course.


COURSE: MATHEMATICS EXTENSION 1

KLA: MATHEMATICS

Outcomes

Components

Weighting


Term 4, 2nd half 2011 Term 1, 2nd half Term 2, 2nd half Term 3, 1st half

Hand-in

Assessment Task


PE3, PE4, PE5

HE2, HE3,

HE4,

HE5, HE6

Components,

skills and

techniques

25 (*50)

2.5

7.5

5

10

PE2, PE6

HE2, HE3,

HE4, HE7

Reasoning and

Communication

25 (*50)

2.5

7.5

5

10

Marks 50 (*100) 5 (10) 15 (30) 10 (20) 20 (40)

Bracketed figures are Mathematics Extension 1 assessment weightings for * Extension 2 students studying the Extension 1 course

School Assessment for the Mathematics Extension 1 HSC course can be based on the whole of the Mathematics Extension 1 Course (Preliminary and HSC

Courses)


COURSE: MATHEMATICS EXTENSION 2

KLA: MATHEMATICS

Outcomes

Components

Weighting


Term 1, 1st half Term 2, 1st half Term 2, 2nd half Term 3, 1st half

Assessment Task Assessment Task In-class

Presentation and

Hand-in Task

Trial Exam

E3,E4, E5, E6,

E7, E8

Components, skills

and techniques

50

7.5

15

7.5

20

E2, E3, E4, E5,

E6, E7, E8, E9

Reasoning and

communication

50

7.5

15

7.5

20

Percentage 100 15 30 15 40


COURSE: MUSIC I KLA: PERFORMING ARTS

Outcomes

Components

syllabus

Weighting

syllabus


Term 4, 2nd half Term 1, 2nd half Term 2, 1st half Term 2, 2nd half Term 3, 1st half

Performance

Core Topic

Viva

Elective

(own choice)

Aural Paper Composition

and Portfolio

Hand in

Elective Topic

Trial Exam

Aural, Core

Performance

and Electives

H1, H9, H10,

H2, H4, H5, H6,

H11

Performance

10

5

5

H3, H5, H7,

H8, , H9, H10,

H11,

Composition

10

10

H2, H4, H6, H8,

H10, H11

Musicology

10

10

H4, H6

Aural

25

Aural Paper

15

10

H1-H11 Electives 1,2, & 3

Performance

Musicology:

viva voce and

portfolio

Composition:

portfolio only

45

20

25

Percentage 100 15 20 15 10 40


COURSE: MUSIC 2 KLA: PERFORMING ARTS

Outcomes

Components

syllabus

Weighting

syllabus


Term 1, 2nd half Term 2, 2nd half Term 3, 1st half Term 3, 2nd half

Musicology

(Essay/Viva)

Aural &

Performance

Composition/

Portfolio handin

Final Exams

H1, H2, H6,

H7, H10, H12

C1

Performance

25

15

10

H3, H4, H5,

H8, H9

C2

Composition

25

25

H2, H7

C3

Musicology

25

15

10

H2, H7

C4

Aural

25

10

15

Percentage 100 15 25 25 35


COURSE: PDHPE

KLA: PDHPE

Outcomes

Components

Weighting


Term 4, Week 6 Term 1, 2nd half Term 2, 2nd half Term 3

Research Task

Research Task

Research Task

Trial HSC

Exam

Health Priorities

in Australia

Factors

affecting

Performance

Improving

Performance

H1, H2, H3, H7, H9, Knowledge and

understanding of the factors

that affect health and the

way the body moves

40

5

10

10

15

H4, H5, H10, H11,

H13

Skills in influencing personal

and community health and

taking action to improve

participation and

performance in physical

activity

30

10

5

5

10

H14, H15, H16, H17 Skills in critical thinking,

research and analysis

30

5

10

5

10

Percentage 100 20 25 20 35


COURSE: PHYSICS

KLA: SCIENCE

Outcomes

Components

Weighting


Term 4, 2011 Term 1, 2nd half

2012

Term 2, 2nd half

2012

Term 3, 2nd half

2012

Open ended

investigation

Exam Practical Task Trial Exam

H6, H7, H8, H9,

H10

Knowledge and

Understanding

40

15

25

H11, H12, H13,

H14, H15

Skills in

First Hand

Investigations,

gathering,

processing first

hand data and

secondary sources

30

5

5

15

5

H11, H12, H13,

H14, H15


Thinking, Problem

Solving and

Communication

30

5

10

5

10

Percentage 100 10 30 20 40



COURSE: SOCIETY & CULTURE

KLA: HSIE

Outcomes

Components

Weighting


Term 4, 2nd half Term 1, 1st half Term 2, 2nd half Term 3

Country Case

Study

PIP Oral Depth Study

Analysis

Trial

Examination

H1 to H5

Knowledge and understanding

of course content

50

10

20

20

H6

Application and evaluation of

social and cultural research

methodologies

30

15

15

H7 to H11

Communication of information,

ideas and issues in appropriate

forms

20

5

10

5

Percentage 100 15 15 30 40


COURSE: STUDIES OF RELIGION I KLA: RELIGION

Outcomes

Components

Weighting


Term 1, 2nd half Term 2, 2nd half Term 3

Post 1945 Response

based on source

Depth

Study/Research Task

Trial Examination

H1, H2, H3, H5,

H7, H8, H9

Source-Based Skills

10

5

5

H1, H2, H3, H4,

H5

Knowledge and

Understanding of

course content

20

5

5

10

H6, H8, H9

Communication of

information ideas

and issues in

appropriate forms

10

5

5

H6, H7, H9 Investigation and

Research

10

10

Mark 50 10 20 20


COURSE: STUDIES OF RELIGION II KLA: RELIGION

Outcomes

Components

Weighting


Term 1, 2nd half Term 2, 1st half Term 2, 2nd half Term 3

Post 1945 Response

based on source

Judaism Response Depth

Study/Research

Task

Trial Examination

H1, H2, H3,

H5, H7, H8,

H9

Source-Based

Skills

20

10

10

H1, H2, H3,

H4, H5

Knowledge and

Understanding of

course content

40

5

10

5

20

H6, H8, H9

Communication

of information,

ideas and issues

in appropriate

forms

20

5

5

10

H6, H7, H9

Investigation and

Research

20

20

Percentage 100 15 15 30 40


COURSE: TEXTILES AND DESIGN

KLA: TAS


Outcomes

Components

Weighting

Term 4, 2nd half Term 2, 1st half Term 3, 1st half Term 3

MTP

presentation In-

class

presentation

Investigation

and

Experimentatio

n Hand-in

MTP Diary

Outcomes

Hand-in

Trial HSC Exam

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

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

H6.1

Knowledge and

understanding of textiles

and the textiles industry

50

5

20

25

H1.1, H1.2, H2.1,

H2.2, H2.3, H4.1,

H4.2, H6.1

Skills in design,

manipulation,

experimentation, analysis,

manufacture and

selection of textiles for

specific end purposes

using appropriate

technology

50

15

10

25

Percentage 100 20 30 25 25


COURSE: VISUAL ARTS KLA: CREATIVE ARTS

Outcomes

Components

Weighting

Task 1 Task 2 Task 3 Task 4 Task 5 Term 4, 2nd half Term 1, 2nd half

Term 2, 1st half

Term 2, 2nd half Term 3

Artmaking

Hand-in

Historical

Research

Hand-in

Critical

In Class Exam

Artmaking

Hand-in

Trial Exam

H1,H2,H3,H4,H5

H6

Art Making

55

15

20

20

H7, H8, H9,H10

Critical Study

25

15

10

H7, H8, H9,H10

Historical

Study

20

10

10

Percentage 100 10 15 15 20 40


WARNING LETTER

Dear [Parent/Carer name],

Re : OFFICIAL WARNING – Non-completion of a Higher School Certificate Course

Your daughter [name] has received a zero for [ course name]. As a result, I am writing to advise that

she is in danger of not meeting the Course Completion Criteria for this Higher School Certificate

course.

The Board of Studies requires schools to issue students with official warnings in order to give them

the opportunity to redeem themselves. Please regard this letter as the [eg 1st, 4

th] official warning we

have issued concerning [course name] .

A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion of

course) determination being made for a course.

Course Completion Criteria

The satisfactory completion of a course requires principals to have sufficient evidence that the student

has :

a) followed the course developed or endorsed by the Board; and

b) applied themselves with diligence and sustained effort to the set tasks and

experiences provided in the course by the school; and

c) achieved some or all of the course outcomes

Where it is determined that a student has not met the Course Completion Criteria, they place

themselves at risk of receiving an ‘N’ determination. An ‘N’ determination will mean that the course

will not be listed on the student’s Record of Achievement and may affect the student’s eligibility for

the Higher School Certificate. In Year 12, students must make a genuine attempt at assessment tasks

that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not

sufficient; tasks worth in excess of 50% must be completed.

To date, [name] has not satisfactorily met [a, b or c] of the Course Completion Criteria.

The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or

for which a genuine attempt has not been made. In order for [name] to satisfy Course Completion

Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily

completed/achieved.

Please discuss this matter with [student name] and contact the College if further information or

clarification is needed.

Yours sincerely,

____________________________ ____________________________

Academic Care Coordinator Principal

/ / 2012 / / 2012


To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be

satisfactorily completed by [student name] .

Task Name(s )/ Course

Requirement(s) / Course

Outcome(s)

Percentage

weighting

(if

applicable)

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 Academic Care Coordinator

Requirements for the satisfactory completion of the 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 her Higher School Certificate Record of

Achievement.

I am also aware that the ‘N’ determination may make her ineligible for the award of the

Higher School Certificate.

Parent/Carer signature : __________________________________ Date : ____________________


Submitted Works and Practical Exams

In the following courses students are required to complete a practical

component as part of the HSC examination: Dance, Design and Technology,

Drama, English Extension 2, Industrial Technology, Music, Society and Culture,

Textiles and Design and Visual Arts (ACE Section 9.3.1)

Important OHS Consideration Regarding Major Works

In respect to issues of health and safety, the development and selection of

student projects, major works, exhibitions and performances should:

Recognise and reflect relevant State and National legislation,

regulations and standards including those relating to health and safety,

animal welfare, dangerous goods, hazardous substances and

weapons. For further details regarding exclusions – refers to ACE Section

9.3.1.1)

NB: Any HSC project that might be considered dangerous to health or safety

may not be marked.

Students should discuss with their class teacher regarding the suitability of their

major work unsure of should consult their teacher.

Before Commencement

Students are not permitted to commence the Major Work until the following

requirements have been satisfied:

Have received a written copy of the course guidelines for the project

component (as outlines syllabus documents)

Been informed of the OHS guidelines regarding major works

Have received a written copy of the Board of Studies publication – HSC

Assessments and Submitted Works: Advice to Students

Submitted the Practical Project Record of Progress proforma to the

class teacher containing an outline of the major work

Received written consent for the project to commence from the

classroom teacher

During Development

During the development phase for the major works, teachers will regularly

monitor and assess the student’s progress. Students will need to ensure that

process diaries, logbooks, body of work, journals are kept up to date. Students

will also be informed about the requirements regarding outside assistance

and that they discuss any proposed outside assistance with the class teacher

before it is undertaken and that outside assistance is correctly and accurately

acknowledged in the major work documentation.


Submission and Certification

The submission Dates for completion and hand-in to school for major work

projects are determined by the Board of Studies and are published in the

Higher School Certificate Practical Examination Important Dates Schedule.

Students will need to complete a declaration for the submitted works on

which they must certify that the submitted item of performance is their own

work. The class teacher and principal are both required to certify that the

major work of performance was developed under the teacher’s supervision,

was the student’s own work and was completed by the due date (ACE 9.3.4).

If either the teacher of the principal is unable to certify and major work or

performance, a non-certification report form is to be forwarded (with the

major work) to the Board of Studies. The Board will make final determinations

on all cases of non-certification and advice both the school and the student

at the time of the release of the HSC results. (ACE 9.3.4)


Conjunctives and Connectives

Conjunctives are used to provide different types of relationships between clauses within

sentences and between different sentences. These relationships can be:

Temporal conjunctions and connectives used to show a sequence

first (second, third etc) finally then when

firstly (secondly etc.) subsequently after that next

here on another occasion before that previously

now lastly hitherto afterwards

at this point at this moment until then in the end

meanwhile next time soon as a result

after a while at once

Casual/conditional conjunctions and connectives used to show cause and effect

so then therefore as a consequence of

consequently hence because under the circumstances

an effect of accordingly if a repercussion of

otherwise although since an outcome of

yet though so as as a result of

despite this however even though nevertheless

all the same an upshot of moreover

by as

Ways to write about cause and effect

caused by stemmed from led to in that case

produced by due to influenced produced

points towards an upshot of resulted in an outcome of

created inaugurated initiated gave scope to

influenced by inspired generated culminated in

provoked brought about arose out of contributed to

sprang from gave rise to grew out of conditions for

a source of fostered derived from unfolded from

engendered shaped by shaped ramification of

allowed encouraged

Comparative conjunctions and connectives used to show contrast

however nevertheless instead as if

in spite of this differs from on the other hand as though

whereas on the contrary also alternatively

rather in that respect in other respects as

elsewhere but

Additional conjunctions (ways to show the addition of an idea or point)

also as well besides in addition

furthermore and additionally besides

moreover not only nor without

but while whereas neither

in fact for one thing


Conjunctions and connectives which exemplify and show results

for example for instance for one thing including

these include as a result as exemplified by accordingly

such as consequently therefore through

so, as since furthermore according to

Ways to introduce another viewpoint

although even though on the other hand on the opposite side

nevertheless however sometimes one may in contrast to

one side of the issue in spite of on the other side not withstanding

this differs from at the same time despite this at a deeper level

However, the basis issue is…….. Ultimately we must realise, however ……

More to the point is the fact that …………… More importantly (significantly) however……

To argue …..is insufficient (not enough)……. It is necessary to consider

Ways to sum up

There are many reasons…………. It can seem that ………………..

I recommend……….. I propose…………..

Consequently it seems better to ……………. It would seem that ………………

On balance it would seem that …………… The weight of the evidence would

suggest

Thus, in summary ……….. It can be seen …….

Ways to introduce recommendations

My point of view is …………… After looking at both sides …………

My opinion is ……………… Therefore, after examining all the arguments….

My decision is ………….. It would appear reasonable to conclude then….

In spite of ………………… My recommendation after looking at both sides….

Although there are - many benefits

- problems

- a number of reasons

The reasons on the other side - are clearer

- are more convincing

- are more convincing

- suggest that

Ways to write about the significance of something

discloses reveals indicates shows

shows up means represents symbolises

expresses mirrors exemplifies reflects

shows evidence of manifests is an extension of is rooted in

Ways to open the introductory paragraph

The current debate regarding ………….. There are both advantages and disadvantages

Before deciding whether …………. In discussing whether or not …………..

It is often argued that ……………… There have been some discussion about whether

There are many reasons for both sides of the issue about why ……………..

There are many suitable reasons to support both sides as to whether ……………….

There has been much debate about …………………


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 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 relations between them; draw out

and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of

Assess Make a judgement of value, quality, outcomes, results or size

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make: build; put together items or arguments

Contrast Show how things are different or opposite

Critically

(analyse/evaluate)

Add a degree or level of accuracy depth, knowledge and

understanding, logic, questioning, reflection and quality to

(analysis/evaluation)

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe Provide characteristics and features

Discuss Identify issues and provide points for and/or against

Distinguish Recognise or note/indicate as being distinct or different from: to

note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things

evident; provide why and/or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from

Investigate Plan, inquiry 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

Documents

791_2012%20HSC%20Assessment%20Manual