SEFTON HIGH SCHOOL
PRELIMINARY COURSE
ASSESSMENT HANDBOOK
2020
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 1
SEFTON HIGH SCHOOL Sincerity, Scholarship, Service
PRELIMINARY ASSESSMENT
HANDBOOK 2020
AIMS The aims of this Handbook are
To inform students and their parents of the New South Wales Education Standards Authority (NESA)
requirements and rules relating to the successful completion of Higher School Certificate Courses.
To inform students and their parents of Higher School Certificate Course policies and rules at Sefton
High School.
VISION STATEMENT Sefton High School aims to continually improve its vision of excellence in education for all of our students.
Sefton High School consistently insists upon high expectations of the whole school community, providing a
structured, disciplined and high quality teaching and learning environment which fosters excellent standards of
academic achievement and student wellbeing. This provides opportunities for students to become as confident,
successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our
society as informed, responsible and productive citizens who display the values of integrity, responsibility and
respect for all.
SCHOOL EMBLEM
ADDRESS Hector Street, Sefton 2162
P O Box 416
Chester Hill NSW 2162
TELEPHONE NUMBER
9644 4800
FACSIMILE
9743 7161
SCHOOL MOTTO
Sincerity, Scholarship, Service
WEBSITE
http://www.seftonhigh.nsw.edu.au
https://www.facebook.com/SeftonHSOfficial/
SCHOOL HOURS
School hours are as follows.
Monday, 8.45 am to 2.30 pm
Tuesday, 8.45 am to 2.20 pm
Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 2
INDEX
Page
INFORMATION RELATING TO THE PRELIMINARY COURSE 3
ASSESSMENT FOR PRELIMINARY COURSE 4
SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR PRELIMINARY
COURSES 5
COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 11 11
Ancient History 12
Biology 13
Business Studies 14
Chemistry 15
Community and Family Studies 16
Design and Technology 17
Economics 18
English Advanced 19
English Extension 20
English Standard 21
Hospitality VET Course 22
Information Processes and Technology 24
Japanese Beginners 25
Legal Studies 26
Mathematics Advanced 27
Mathematics Extension 1 28
Mathematics Standard 29
Modern History 30
Personal Development, Health and Physical Education 31
Physics 32
Studies of Religion 1 33
Visual Arts 34
Visual Design 35
CHARGES FOR THE PRELIMINARY COURSE 2020 36
ATTENDANCE AND PUNCTUALITY 37
ELIGIBILITY FOR THE AWARD OF AN HSC 39
APPENDICES 40
1. Sefton High School Early Leave Parental Permission Note 41
2. Cocurricular Information for School References 42
3. Approved Calculators for Assessment Tasks and Examinations 43
4. Writing a Bibliography 44
5. Glossary of Key Words 49
6. Sefton High School Failure to Attend/Submit Assessment Task on Medical Grounds 51
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 3
INFORMATION RELATING TO THE PRELIMINARY
COURSE
NSW EDUCATION STANDARDS AUTHORITY REQUIREMENTS
AND RULES RELATING TO THE COMPLETION OF THE
PRELIMINARY COURSE The NSW Education Standards Authority is a Statutory Authority which has the authority
to determine whether you have completed the Preliminary Course. To do this, you must
comply with the entry requirements, course restrictions and the rules and regulations set down
by NESA.
SATISFACTORY COMPLETION OF THE PRELIMINARY COURSE
It is required that you
maintain a satisfactory attendance and conduct record.
apply yourself with diligence and sustained effort to the set tasks and experiences
provided in the course by the school.
study appropriate courses as approved by the NESA (see below).
complete the requirements of each course including any necessary oral, practical or
project work.
perform the tasks required as part of the assessment program in each course.
sit for any examination set as part of the course.
MINIMUM STUDY PROGRAMS
For the purpose of the completion of the Preliminary course, you must have completed
the Year 10 course and you are required to follow a program of study involving a
minimum of
at least 12 units of which at least 6 units must be NESA Developed Courses.
at least two units must be a NESA Developed course in English.
at least three courses must be of two units value or greater (either NESA Developed
or NESA Endorsed courses).
at least four subjects.
No more than 6 units of Science.
Attend and participate in Sport on a regular basis. Failure to have satisfactory
participation in sport will result in a student continuing sport during the HSC course
time.
Satisfactorily complete the Life Ready program. Failure to attend and participate in
activities related to Crossroads will result in students completing this program during
sport time whilst studying the HSC Course.
Satisfactorily complete the NSW Education Standards Authority course on Ethical
Scholarship – HSC: All My Own Work. Note that the requirements for satisfactory
completion are those listed above for other NSW Education Standards Authority
courses.
PRELIMINARY COURSE GRADES
The NSW Education Standards Authority requires that grades be awarded and
submitted for all courses.
These will be based on your assessment results.
The descriptors for grades are printed below.
Included in this booklet are also the HSC Band Descriptors to give you an idea of what
the expectations for HSC bands will be.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 4
COMMON GRADES SCALE FOR PRELIMINARY COURSES
The common Grade Scale describes performance at each of five grade levels.
A. The student demonstrates extensive knowledge of content and understanding of
course concepts, and applies highly developed skills and processes in a wide variety
of contexts. In addition the student demonstrates creative and critical thinking skills
using perceptive analysis and evaluation. The student effectively communicates
complex ideas and information.
B. The student demonstrates thorough knowledge of content and understanding of
course concepts, and applies well-developed skills and processes in a variety of
contexts. In addition the student demonstrates creative and critical thinking skills
using analysis and evaluation. The student clearly communicates complex ideas and
information.
C. The student demonstrates sound knowledge of content and understanding of course
concepts, and applies skills and processes in a range of familiar contexts. In addition
the student demonstrates skills in selective and integrating information and
communicates relevant ideas in an appropriate manner.
D. The student demonstrates sound knowledge of content and understanding of course
concepts, and applies skills and processes in a range of familiar contexts. In addition
the student demonstrates skills in selecting and integrating information and
communicates relevant ideas in an appropriate manner.
E. The student demonstrates a basic knowledge of content and understanding of course
concepts, and applies some skills and processes with guidance. In addition the
student demonstrates elementary skills in recounting information and
communicating ideas.
AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)
Entry into tertiary courses in NSW and the ACT depends on your Australian
Tertiary Admission Rank (ATAR). The Universities calculate the ATAR for every
student who completes the necessary pattern of studies.
The ATAR is reported on a scale of 0 to 100 with increments of 0.05.
To be eligible for the ATAR, a student must:
Study at least 10 units of NESA Developed courses including at least two units
of English.
NESA Developed courses must include at least three courses of two units or
greater.
Study in at least four subjects.
No more than two units of Category B courses may be used in determining an ATAR.
ASSESSMENT FOR PRELIMINARY COURSE
The NSW Education Standards Authority, which determines syllabuses and certification,
provides guidelines for schools to draw up an Assessment Program in each course.
Assessment Programs in any course will differ from school to school in terms of how the
assessment is being carried out, but are the same in every school in terms of the areas of the
syllabus that are being assessed and the weight placed on each component.
It is now a NESA requirement that there be 3 assessment tasks only.
Teachers are free to choose whichever tasks that they feel are the best for assessing the various
components and for discriminating between candidates. Assessment programs can include
formal examinations, assignments, tests, oral work, field work, laboratory work, projects and
so on.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 5
SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR
PRELIMINARY COURSES
GENERAL GUIDELINES
All issues regarding assessment tasks must be referred to the relevant Head Teacher.
You must attend every timetabled period on the day that a hand in task is due or on
the day of an assessment task, including examinations. Failure to do so will result in
a mark of zero.
Failure to do or hand in an assessment task at the stipulated time without a medical
certificate will result in a mark of zero. No emailed tasks will be accepted.
Only approved calculators can be used for assessment tasks and examinations. See
Appendix 3 for the list. The recommended calculators for the school are the CASIO fx-
82 AU PLUS II and the CASIO FX -100 AU PLUS.
Malpractice is unacceptable at all times as it is contrary to ethical scholarship. An
Assignment/Assessment Task Cover Sheet containing a declaration of originality must be completed and attached to any assignments or assessment tasks done outside
of class. Malpractice will result in a mark of zero with no opportunity to redo the
task. If plagiarism is of another student’s work, a decision will be made by the Head
Teacher, after investigation into the degree of complicity, as to whether the other student
will also be penalised.
Definitions of malpractice and plagiarism follow.
MALPRACTICE Malpractice is any activity undertaken by a student with the intention of using it to unfairly
advantage him/herself. It includes, but is not limited to
taking notes into a test or examination.
copying from another student.
communicating with other students during a test or examination.
copying someone else’s work in part or in whole, and presenting it as your own.
using material directly from books, journals, CDs or the internet without reference to
the source.
building on the ideas of another person without reference to the source.
buying, stealing or borrowing another person’s work and presenting it as 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.
changing an answer after the paper has been returned or changing a mark.
paying someone to write or prepare material.
breaching school examination rules.
taking non-approved aids into an assessment task/examination.
contriving false explanations to explain work not handed in by the due date.
assisting another student to engage in malpractice.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 6
PLAGIARISM Plagiarism is copying another person's work, implying that it is your own, without
acknowledgment. This includes words and text from books and websites, drawings, maps,
graphics and art, as well as ideas and thoughts.
Plagiarism is cheating. It is a serious breach of the school's Code of Conduct and it will
result in the student receiving a zero for the task.
A student’s work may be cited for plagiarism if he/she, without acknowledgement of the
source,
makes a direct copy of one or more sentences and/or paragraphs from a source
document.
copies sentences and/or paragraphs, though he/she has changed their order.
makes cosmetic changes to sentences and/or paragraphs. This may include changing
the tense, placing in some synonyms, changing the order of adjectives and nouns or
deliberately adding grammar and/or spelling mistakes.
deletes information that was in brackets or a list of examples from sentences and/or
paragraphs in the source.
changes the order of phrases in the sentence.
uses information from a source that is not included in the bibliography.
Students need to be aware that summarizing and paraphrasing can also be considered
plagiarism. Acceptable paraphrasing means that the student expresses the ideas using
original language and sentence structure. If you keep even short phrases from the original
source document, you must cite the source. You must take care to use only a limited
amount of citing in your work.
This Information Handbook for Students and Parents contains a section about referencing
quotes and preparing a bibliography (Appendix 4).
Students who would like to learn more about acceptable paraphrasing and the use of
quotes can access the following web sites.
http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?searc
h_query=plagiarism
https://wts.indiana.edu/writing-guides/plagiarism.html
www.hamilton.edu/writing/style/plagiarism/plagiarism.html
To further assist you in understanding what a task requires a Glossary of Key Words
(Appendix 5) used in HSC tasks is included.
ASSESSMENT TASK PROCEDURES
The following procedures are designed to ensure that there is consistency in the
implementation of the school’s assessment practices and therefore equity for all students.
As far as possible, the majority of assessment tasks are to be completed under
teacher supervision. However some syllabus requirements necessitate that work be
completed out of class, for example, research activities.
You will be informed in writing of the assessment requirements for each course at the
commencement of the course in this Assessment Handbook.
You will be advised to record assessment tasks in your SHS Student Planner and
to refer regularly to your copy of the Information Handbook for Students and Parents.
There is also a Personal Assessment Task Calendar in your Work Planner for you to
use.
You will be given adequate written notice of the nature and timing of assessment
tasks. The Assessment Task Notification must be provided a minimum of four school
weeks before the date of the assessment task and include
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 7
the nature of the task (or the task itself if this is to be completed at home), including
equipment required.
syllabus outcomes to be assessed.
the weighting of the task if applicable.
the assessment criteria (optional for examinations or in exceptional circumstances).
the date of the task or, for a hand-in task, the due date and time. Tasks for students
in Years 11 and 12 which are to be handed in must state before 8.30 am as the hand-
in time.
If you are absent from class on the day that the Assessment Task Notification is
issued, it is your responsibility to see the teacher to receive the notification. You
will know during which weeks a task is due /scheduled from the Information
Handbook for Students and Parents.
There is a Personal Assessment Task Calendar in your SHS Work Planner which
you can complete so that you can plan your work schedule well ahead of due dates.
IF YOU KNOW THAT YOU ARE GOING TO BE AWAY ON THE DAY
OF AN ASSESSMENT TASK
You must advise the Head Teacher in writing prior to the day of the assessment
task and provide supporting evidence. This includes any student who intends to go
overseas. One of the following decisions will then be made.
You will be permitted to do the task at the first opportunity before the set time
or when you return. If the task is a hand-in task, you must submit the task /
assignment to your teacher before the due date, or make arrangements for
someone to deliver it to the Head Teacher before 8.45 am on the date due.
You will be given a substitute task.
You will be given an estimate based on your performance in similar tasks only
in exceptional circumstances.
The reason for absence will be deemed invalid. A zero mark will be awarded if
you are absent on the day of the task.
If a student is required to hand in or complete an assessment task in class on a day
which falls during a period when the student is on suspension, it is the responsibility
of the student to draw this to the attention of the Principal during the disciplinary
interview. The Principal will make arrangements to enable the student to comply with
the school’s assessment requirements.
ASSESSMENT TASKS WHICH ARE DUE ON A PARTICULAR DATE
These tasks are to be completed and submitted to a teacher in the faculty before
8.30 am on the due date. A signed Assignment/Assessment Task Cover Sheet must
be submitted at this time.
An assessment task must be handed to a teacher. Assessment tasks must not be
emailed. Emailed tasks will receive zero.
If you are absent for any part or all of the day on which an assessment task /
assignment is due, you must make arrangements for the task to be delivered to the
Head Teacher before 8.30 am on the due date.
If you do not submit an assessment task before 8.30 am on the due date, you must
have a medical certificate for the absence and a completed Failure to
Attend/Submit Assessment Task on Medical Grounds Form (Appendix 6). Both
documents must be submitted to the Head Teacher of the faculty before 8.30 am on the
first school day not covered by the medical certificate. Copies of the form are
included in this Information Handbook for Students and Parents. Additional forms are
available from the Deputy Principals. The Head Teacher will determine the validity of
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 8
the reasons. You may receive a zero mark if the Head Teacher determines the reason is
invalid.
When your absence is for medical reasons, you must have visited the doctor on or prior
to the date of the assessment task. The medical certificate must indicate the day/s you
are unfit for school.
Problems with technology will not be accepted as a reason for the late submission of a
task.
ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND
EXAMINATIONS
These must be completed at the scheduled time.
If you miss an in-class assessment or examination task through absence from school
you must submit a medical certificate before school on the first school day not
covered by the Medical Certificate together with a completed (Appendix 6)
Failure to Attend/Submit Assessment Task on Medical Grounds form. The
Head Teacher will determine the validity of the reason. You may receive a zero
mark if the Head Teacher determines the reason is invalid.
you must have visited the doctor on or prior to the date of the assessment task.
The medical certificate must indicate the day/s you are unfit for school.
the Head Teacher will make arrangements for you to complete the
task/examination. The expectation will be that the task will be completed on that
first day of return, in your own time if necessary.
If you are absent on the day of an assessment task for any periods prior to that in
which the in-class assessment is to be completed, you must submit a medical
certificate and a completed Failure to Attend/Submit Assessment Task on Medical
Grounds form (Appendix 6) immediately on your arrival at school. The Head
Teacher will determine the validity of the reason. You may receive a zero mark if the
Head Teacher determines the reason is invalid.
CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS You must
cease speaking or communicating in any way as you enter the assessment /
examination venue and remain silent while in the assessment / examination room
except if talking to a supervisor.
follow the assessment / examination supervisor’s instructions at all times.
behave in a way that will not be likely to disturb the work of any other student nor
disrupt the conduct of the assessment / examination.
make a serious attempt at all questions in the assessment / examination. Answers
must not contain frivolous or offensive material.
not take food or drink into the assessment / examination room with the exception of
a clear bottle of water with the label removed.
only take permitted equipment into the assessment / examination room. Books,
notes, paper, mobile phones and electronic equipment of any kind are not to be
taken into the assessment / examination room. The area where bags are placed is
not considered to be the assessment / examination room, but any mobile phone left
in a bag in this area must be switched off.
remain in the assessment / examination room until the assessment / examination
time has elapsed and you are dismissed by the supervisor.
behave ethically. No attempt should be made to engage in malpractice, to cheat or
to attempt to cheat.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 9
A penalty, including a zero mark may be applied if you break any of the assessment /
examination rules, with no opportunity to redo the task.
FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with the policy and procedures outlined will result in a zero mark
which will be notified in writing.
APPEALS PURPOSE OF APPEALS
Appeals may only be lodged in relation to decisions made by a Head Teacher
relating to a student’s failure to observe the requirements of the Sefton High
School Assessment Policy.
Students cannot appeal against a mark other than one awarded on the grounds of
procedure, in keeping with NSW Education Standards Authority procedures.
PROCEDURE TO LODGE AN APPEAL BY A STUDENT
The student must lodge a written appeal stating the basis on which he/she is
appealing.
An appeal in relation to a zero mark must be submitted using the Application to
Appeal a Penalty in an Assessment Task. All supporting documentation must be
included. An appeal form must be obtained from the Deputy Principal. The written
appeal must be submitted to the relevant Head Teacher within five days of the date
on the written notification regarding a zero mark.
Only appeals submitted using the Application to Appeal a Penalty in an Assessment
Task form and completed by the student will be considered.
IMPORTANT NOTE
The NSW Education Standards Authority (NESA) awards zero to any script in which
only the multiple choice questions and/or true/false and/or matching etc have been
done.
some or all of the answers appear not to be genuine attempts to really answer the
question/s asked. This may include copying or modifying some or all of the question/s
or leaving a number of blanks.
frivolous or objectionable material has been included.
In Year 12 this will result in a non-award in that course and if the course counts towards
the ten units required to be completed for the award of a Higher School Certificate, the
student will not receive a Higher School Certificate.
This will also result in the student not being awarded an ATAR if this course counts
towards his/her 10 units.
Sefton High School will follow this same rule in all years for school assessment tasks
including examinations. Any such script will be treated as a non-serious attempt and
awarded zero. The task will have to be redone in order to meet course outcome
requirements but the zero mark will remain.
Only black non-erasable pens are to be used in Sefton High School assessment tasks
(including examinations). Queries regarding marked tasks will not be addressed if any part
of the task has been completed with an erasable pen or if correction fluid or tape has been
used in that part of the task being queried.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 10
COURSE DETAILS AND ASSESSMENT TASK
INFORMATION FOR PRELIMINARY COURSES
The following pages include important information about the courses you study. For each course
you will find this information.
Course Description
This is a brief, general summary of each course, provided by the NSW Education Standards
Authority.
Course Outcomes
These are the outcomes you are expected to achieve by studying the course. They are from
the syllabus for each course.
Assessment Task Schedule
The Assessment Task Schedules have been developed to meet syllabus requirements,
according to the syllabus components and weightings recommended by the NSW Education
Standards Authority for each course.
There is a Personal Assessment Task Calendar in your SHS School Planner which you can
complete so that you can plan your work schedule well ahead of due dates.
Your teachers will give you the exact time and date of each assessment task at least two weeks
before you must submit it.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 11
COURSE DETAILS
AND ASSESSMENT
TASK INFORMATION
FOR YEAR 11
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 12
ANCIENT HISTORY Course Description
The Year 11 course is structured to provide students with opportunities to develop and apply their understanding
of methods and issues involved in the investigation of the ancient past. Through the use of archaeological and
written sources, students investigate various aspects of the ancient world, including historical sites, people,
societies, events and developments.
Students are required to complete the study of:
Case Studies such as The Trojan War, Greek Drama and ancient human remains, including the Iceman, Bog
Bodies and mummies, Persepolis, Weapons and Warfare in Ancient Greece and Persia, Power and Image of Mad
Emperors of Ancient Rome.
Objectives Preliminary Course Outcomes
Knowledge and Understanding Students:
● develop knowledge and understanding of a
range of features, people, places, events and
developments of the ancient world in their
historical context
● develop an understanding of continuity and
change over time.
A student:
AH11-1 describes the nature of continuity and change in the
ancient world
AH11-2 proposes ideas about the varying causes and effects
of events and developments
AH11-3 analyses the role of historical features, individuals
and groups in shaping the past
AH11-4 accounts for the different perspectives of individuals
and groups
AH11-5 examines the significance of historical features,
people, places, events and developments of the ancient world
Skills
Students:
● undertake the process of historical inquiry
● use historical concepts and skills to examine
the ancient past
● communicate an understanding of history,
sources and evidence, and historical
interpretations.
AH11-6 analyses and interprets different types of sources for
evidence to support an historical account or argument
AH11-7 discusses and evaluates differing interpretations and
representations of the past
AH11-8 plans and conducts historical investigations and
presents reasoned conclusions, using relevant evidence from a
range of sources
AH11-9 communicates historical understanding, using
historical knowledge, concepts and terms, in appropriate and
well-structured forms
AH11-10 discusses contemporary methods and issues
involved in the investigation of ancient history
Ancient History NESA Developed course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Historical skills in the analysis and evaluation of sources and interpretations 20%
Historical inquiry and research 20%
Communication of historical understanding in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Historical Investigation
2. Mid Course Assessment
3. Final Examination
Term 1 Week 8
Mid Course Assessment period
Examination Period
30%
30%
40%
Total 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 13
BIOLOGY Course Description
The Biology course explores the diversity of life from a molecular to a biological systems level. The course examines the
interactions between living things and the environments in which they live. It explores the application of biology and its
significance in finding solutions to health and sustainability issues in a changing world.
Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-
solving and critical thinking skills in order to understand and support the natural environment. When Working Scientifically,
students are provided with opportunities to design and conduct biological investigations both individually and collaboratively.
OBJECTIVES YEAR 11 COURSE OUTCOMES
Skills
Students develop skills in applying
the processes of Working
Scientifically
A student:
Questioning and predicting BIO11-1 develops and evaluates questions and hypotheses for scientific investigation
Planning investigations
BIO11-2 designs and evaluates investigations in order to obtain primary and secondary
data and information
Conducting investigations
BIO11-3 conducts investigations to collect valid and reliable primary and secondary data
and information
Processing data and information
BIO11-4 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media
Analysing data and information BIO11-5 analyses and evaluates primary and secondary data and information
Problem solving
BIO11-6 solves scientific problems using primary and secondary data, critical thinking
skills and scientific processes
Communicating
BIO11-7 communicates scientific understanding using suitable language and terminology
for a specific audience or purpose
Knowledge and Understanding
Students:
A student:
develop knowledge and
understanding of the structure and
function of organisms
BIO11-8 describes single cells as the basis for all life by analysing and explaining cells’
ultrastructure and biochemical processes
BIO11-9 explains the structure and function of multicellular organisms and describes how
the coordinated activities of cells, tissues and organs contribute to macroscopic processes
in organisms
develop knowledge and
understanding of the Earth’s
biodiversity and the effect of
evolution
BIO11-10 describes biological diversity by explaining the relationships between a range of
organisms in terms of specialisation for selected habitats and evolution of species
BIO11-11 analyses ecosystem dynamics and the interrelationships of organisms within the
ecosystem
Values and Attitudes
Students:
develop positive, informed values and attitudes towards biology
recognise the importance and relevance of biology in their lives
recognise the influence of economic, political and societal impacts on the development of scientific knowledge
develop an appreciation of the influence of imagination and creativity in scientific research.
BIOLOGY 2 UNIT NESA Developed Course
Year 11 Biology School-based Assessment Requirements
Skills in working scientifically 60%
Knowledge and understanding of course content 40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Research Task: research open exam Term 1 Week 7 30%
2. Depth Studies: series of investigations/activities Term 2 Assessment period
Weeks 1-2
30%
3. Final Examination: written exam Term 3 Weeks 8-9 40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 14
BUSINESS STUDIES Course Description
Business Studies is a feature for everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects
of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the
management of operations, marketing, finance and human resource in large businesses.
Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for
students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral
development by assisting students to think critically about the role of business and its ethical responsibilities to society.
OBJECTIVES PRELIMINARY COURSE OUTCOMES
The student develops knowledge and understanding about: The student:
The nature, role and structure of business P1 discusses the nature of business, its role in society and types of business
structure
Internal and external influences on business
P2 explains the internal and external influences on businesses
P3 describes the factors contributing to the success or failure of small to
medium enterprises
The functions and processes of business activity
P4 assess the processes and interdependence of key business functions
Management strategies and their effectiveness P5 examines the application of management theories and strategies
P6 analyses the responsibilities of business to internal and external
stakeholders
Students will develop skills to A student
investigate, synthesise and evaluate contemporary business issues
and hypothetical and actual business situations
P7 plans and conducts investigations into contemporary business issues
P8 evaluates information for actual and hypothetical business situations
communicate business information and issues using appropriate
formats
P9 communicates business information and issues in appropriate formats
apply mathematical concepts appropriate to business situations
P10 applies mathematical concepts appropriately in business situations
Students will develop values and attitudes about:
responsible participation in business activity
ethical business behavior
corporate social responsibility
BUSINESS STUDIES 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS Knowledge and understanding of course content 40%
Stimulus-based skills 20%
Inquiry and research 20%
Communication of business information, ideas and issues in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
Task 1 Business Knowledge and Communication Test
Task 2 Business Inquiry and Research
Task 3 Final Examination
Term 2 Weeks 1-2
Term 3 Week 3
Term 3 Weeks 8- 9
30%
30%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 15
CHEMISTRY
Course Description
The Chemistry course explores the structure, composition and reactions of and between all elements, compounds and
mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and
compounds in the environment, and an understanding of industrial processes and their applications to life processes are
central to human progress and our ability to develop future industries and sustainability.
An understanding of chemistry is developed through the application of Working Scientifically skills. It focuses on the
exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly
dissimilar phenomena.
OBJECTIVES YEAR 11 COURSE OUTCOMES
Skills
Students develop skills in applying the
processes of Working Scientifically
A student:
Questioning and predicting
CH11-1 develops and evaluates questions and hypotheses for scientific
investigation
Planning investigations
CH11-2 designs and evaluates investigations in order to obtain primary and
secondary data and information
Conducting investigations
CH11-3 conducts investigations to collect valid and reliable primary and
secondary data and information
Processing data and information
CH11-4 selects and processes appropriate qualitative and quantitative data and
information using a range of appropriate media
Analysing data and information
CH11-5 analyses and evaluates primary and secondary data and information
Problem solving
CH11-6 solves scientific problems using primary and secondary data, critical
thinking skills and scientific processes
Communicating
CH11-7 communicates scientific understanding using suitable language and
terminology for a specific audience or purpose
Knowledge and Understanding
Students:
A student:
develop knowledge and understanding
of the fundamentals of chemistry CH11-8 explores the properties and trends in the physical, structural and
chemical aspects of matter
CH11-9 describes, applies and quantitatively analyses the mole concept and
stoichiometric relationships
develop knowledge and understanding
of the trends and driving forces in
chemical interactions
CH11-10 explores the many different types of chemical reactions, in particular
the reactivity of metals, and the factors that affect the rate of chemical reactions
CH11-11 analyses the energy considerations in the driving force for chemical
reactions
Values and Attitudes
Students:
develop positive, informed values and attitudes towards chemistry
recognise the importance and relevance of chemistry in their lives
recognise the influence of economic, political and societal impacts on the development of scientific knowledge
develop an appreciation of the influence of imagination and creativity in scientific research.
CHEMISTRY 2 UNIT NESA Developed course
Year 11 Chemistry School-based Assessment Requirements
Skills in working scientifically 60%
Knowledge and understanding of course content 40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Research Task: research open exam Term 1 Week 8 30%
2. Depth Studies: series of investigations/activities Ongoing: Term 2 Weeks 7-8 30%
3. Final Examination: written exam Term 3 Weeks 8-9 40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 16
COMMUNITY AND FAMILY STUDIES Course Description
Community and Family Studies Stage 6 aims to develop in each student an ability to manage resources and take action to
support the needs of individuals, groups, families and communities in Australian society.
OBJECTIVES PRELIMINARY COURSE OUTCOMES
Students will develop A student:
1. knowledge and understanding about
resource management and its role
in ensuring individual, group,
family and community wellbeing
P1.1 describes the contribution an individual’s experiences, values, attitudes and
beliefs make to the development of goals
P1.2 proposes effective solutions to resource problems
2. knowledge and understanding about
the contribution positive
relationships make to individual,
group, family and community
wellbeing
P2.1 accounts for the roles and relationships that individuals adopt within groups
P2.2 describes the role of the family and other groups in the socialisation of
individuals
P2.3 examines the role of leadership and group dynamics in contributing to positive
interpersonal relationships and achievement
P2.4 analyses the interrelationships between internal and external factors and their
impact on family functioning
3. knowledge and understanding about
the influence of a range of societal
factors on individuals and the
nature of groups, families and
communities
P3.1 explains the changing nature of families and communities in contemporary
society
P3.2 analyses the significance of gender in defining roles and relationships
4. knowledge and understanding about
research methodology and skills in
researching, analysing and
communicating
P4.1 utilises research methodology appropriate to the study of social issues
P4.2 presents information in written, oral and graphic form
5. skills in the application of
management processes to meet the
needs of individuals, groups,
families and communities
P5.1 applies management processes to maximise the efficient use of resources
6. skills in critical thinking and the
ability to take responsible action to
promote wellbeing
P6.1 distinguishes those actions that enhance wellbeing
P6.2 uses critical thinking skills to enhance decision making
7. an appreciation of the diversity and
interdependence of individuals,
families, groups and communities
7.1 appreciates differences among individuals, groups and families within
communities and values their contributions to society
7.2 develops a sense of responsibility for the wellbeing of themselves and others
7.3 appreciates the value of resource management in response to change
7.4 values the place of management in coping with a variety of role expectations
Community and Family Studies NESA Developed Course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Skills in critical thinking, research methodology, analysing and communicating 60%
ASSESSMENT TASK DESCRIPTION DATE WEIGHTING
Task 1- Short Answer response Assessment Assessment period Term 2 30%
Task 2- Research Stimulus Assessment Week 1 Term 3 30%
Task 3- End of Course Examination Exam period Term 3 40%
TOTAL 100%
COURSE STRUCTURE Resource Management- Indicative course time: 20%
• Basic concepts of resource management.
Individuals and Groups- Indicative course time: 40%
• The individual’s roles, relationships and tasks within and between groups.
Families and Communities- Indicative course time: 40%
• Family structures and functions, and the interaction between family and community.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 17
DESIGN AND TECHNOLOGY Course Description
The Preliminary course involves the study of both designing and producing. This is explored through areas such as design theory
and practice, design processes, environmental and social issues, communication, research, technologies, and the manipulation of
materials, tools and techniques. The course involves hands-on practical activities which develop knowledge and skills in designing
and producing. The Preliminary course includes the completion of at least two design projects. These projects involve the design,
production and evaluation of a product, system or environment and include evidence of the design process recorded in a design
folio. The design folio can take a variety of different forms.
The HSC course applies the knowledge and understanding of designing and producing from the Preliminary course. It involves
the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and
emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60%
of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a
product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students
to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact
on Australian society.
OBJECTIVES OUTCOMES
Students will develop A student
1. knowledge and understanding about design theory and design
processes in a range of contexts
P1.1 examines design theory and practice, and considers the factors
affecting designing and producing in design projects
2. knowledge, understanding and appreciation of the
interrelationship of design, technology, society and the
environment
P2.1
P2.2
identifies design and production processes in domestic,
community, industrial and commercial settings
explains the impact of a range of design and technology activities
on the individual, society and the environment through the
development of projects
3. creativity and an understanding of innovation and
entrepreneurial activity in a range of contexts
P3.1 investigates and experiments with techniques in creative and
collaborative approaches in designing and producing
4. skills in the application of design processes to design, produce
and evaluate quality design projects that satisfy identified needs
and opportunities
P4.1
P4.2
P4.3
uses design processes in the development and production of
design solutions to meet identified needs and opportunities
uses resources effectively and safely in the development and
production of design solution
evaluates the processes and outcomes of designing and
producing
5. skills in research, communication and management in design
and production
P5.1
P5.2
P5.3
uses a variety of management techniques and tools to develop
design projects
communicates ideas and solutions using a range of techniques
uses a variety of research methods to inform the development
and modification of design ideas
6. knowledge and understanding about current and emerging
technologies in a variety of settings
P6.1
P6.2
investigates a range of manufacturing and production processes
and relates these to aspects of design projects
evaluates and uses computer-based technologies in designing
and producing
DESIGN AND TECHNOLOGY 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Knowledge and skills in designing, managing,
producing and evaluating design projects 60%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Designer Case Study (hand in)
2. Design Project and Portfolio (hand in)
3. Final Examination – 1 ½ hrs + 5 min reading time
Term 1 Week 8
Term 3 Week 5
Term 3 Weeks 8-9
30 %
40 %
30 %
TOTAL 100 %
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 18
ECONOMICS Course Description
Economics provides an understanding for students about many aspects of the economy and its operation that are frequently reported in the
media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on individuals in society.
Economics develops students’ knowledge and understanding of the operation of the global and Australian economy. It develops the analytical,
problem-solving and communication skills of students. There is a strong emphasis on the problems and issues in a contemporary Australian
economic context within the course.
OBJECTIVES PRELIMINARY COURSE OUTCOMES
A student will develop knowledge and
understanding about
A student
the economic behaviour of individuals,
firms, institutions and governments
P1 demonstrates understanding of economic terms, concepts and relationships
P2 explains the economic role of individuals, firms and government in an economy
the function and operation of markets
P3 describes, explains and evaluates the role and operation of markets
the operation and management of
economies P4 compares and contrasts aspects of different economies
P5 analyses the relationship between individuals, firms, institutions and government in
the Australian economy
P6 P6 explains the role of government in the Australian economy
contemporary economic problems and
issues facing individuals, firms and
governments
P7 identifies the nature and causes of economic problems and issues for individuals,
firms and governments
A student will develop skills to A student
P8 applies appropriate terminology, concepts and theories in economic contexts
investigate and engage in effective
analysis, synthesis and evaluation of
economic information from a variety of
sources
P9 selects and organises information from a variety of sources for relevance and
reliability
P10 communicates economic information, ideas and issues in appropriate forms
P11 applies mathematical concepts in economic contexts
communicate economic information,
ideas and issues in appropriate forms
P12 works independently and in groups to achieve appropriate goals in set timelines
Students will develop values and attitudes about:
informed participation in economic
debate and decision-making
responsible approaches towards
people, societies and environments
ECONOMICS 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Stimulus-based skills 20%
Inquiry and research 20%
Communication of economic information, ideas and issues inappropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
Task 1 Knowledge and Understanding Test
Task 2 Inquiry and Research
Task 3 Final Examination
Term 2 Weeks 1-2
Term 3 Week 2
Term 3 Weeks 8-9
30%
30%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 19
ENGLISH ADVANCED Course Description
The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy and reflect
on the English language and make meaning in ways that are imaginative, creative, interpretive, critical and powerful. Students
value the English language in its various textual forms to become thoughtful and effective communicators in a diverse global
world.
The English Advanced course is designed for students who have a particular interest and ability in the subject and who desire to
engage with challenging learning experiences that will enrich their personal, intellectual, academic, social and vocational lives.
These students apply critical and creative skills in their composition of and response to texts in order to develop their academic
achievement through understanding the nature and function of complex texts. The English Advanced course provides students
with the opportunity to appreciate, analyse and respond imaginatively and critically to literary texts drawn from a range of
personal, social, historical and cultural contexts, including literature from the past and present and from Australian and other
cultures. They study challenging written, spoken, visual, multimodal and digital texts that represent and reflect a changing
global world.
English Advanced Objectives English Advanced Outcomes – A student
Objective A
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to communicate
through speaking, listening, reading, writing, viewing and
representing.
responds to, composes and evaluates complex texts for
understanding, interpretation, critical analysis, imaginative
expression and pleasure EA11-1
uses and evaluates processes, skills and knowledge required to
effectively respond to and compose texts in different modes,
media and technologies EA11-2
Objective B
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to use language
to shape and make meaning according to purpose, audience
and context.
analyses and uses language forms, features and structures of
texts considering appropriateness for specific purposes,
audiences and contexts and evaluates their effects on meaning
EA11-3
strategically uses knowledge, skills and understanding of
language concepts and literary devices in new and different
contexts EA11-4
Objective C
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to think in ways
that are imaginative, creative, interpretive and critical.
thinks imaginatively, creatively, interpretively and critically to
respond to, evaluate and compose texts that synthesise
complex information, ideas and arguments EA11-5
investigates and evaluates the relationships between texts
EA11-6
Objective D
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to express
themselves and their relationships with others and their world.
evaluates the diverse ways texts can represent personal and
public worlds and recognises how they are valued EA11-7
explains and evaluates cultural assumptions and values in
texts and their effects on meaning EA11-8
Objective E
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to learn and
reflect on their learning through their study of English.
reflects on, evaluates and monitors own learning and adjusts
individual and collaborative processes to develop as an
independent learner EA11-9
English Advanced NESA Developed Course
NESA ASSESSMENT COMPONENTS Weighting %
Knowledge and understanding of course content 50
Skills in responding to texts and communication of ideas appropriate to audience, purpose and
context across all modes 50
100
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Common Module – Reading to Write: Writing Task
2. Multimodal Task
3. Final Examination
Term 2 Weeks 1-2
Term 2 Week 9
Term 3 Weeks 8-9
40%
20%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 20
ENGLISH EXTENSION Course Description
The English Extension 1 course provides students who undertake Advanced English and are accomplished in their use of
English with the opportunity to extend their use of language and self-expression in creative and critical ways. Through
engaging with increasingly complex concepts through a broad range of literature, from a range of contexts, they refine their
understanding and appreciation of the cultural roles and the significance of texts.
Students have the opportunity to pursue areas of interest with increased independence and to theorise about the processes of
responding to and composing texts. Students learn about research methodology to enable them to undertake extensive
investigation used to develop extended compositions. Throughout the course students explore and evaluate multiple meanings
and relative values of texts. They explore a range of conceptual frameworks for the reading and composition of texts and
examine a range of reading practices to develop awareness of the assumptions that guide interpretation and evaluation. They
engage with complex texts that intellectually challenge them to think creatively and critically about the way that literature
shapes and reflects the global world.
The course is designed for students with an interest in literature and a desire to pursue specialised study of English.
English Extension 1 Objectives English Extension 1 Outcomes – A student
Objective A
Through responding to and composing a wide range of texts
and through the critical study of texts, students will develop
knowledge, understanding and skills in order to articulate
understanding through speaking, listening, reading, writing,
viewing and representing.
demonstrates and applies considered understanding of the
dynamic relationship between text, purpose, audience and
context, across a range of modes, media and technologies
EE11-1
Objective B
Through responding to and composing a wide range of texts
and through the critical study of texts, students will develop
knowledge, understanding and skills in order to craft language
to shape meaning and express imaginative, creative,
interpretive and critical responses to a range of texts.
analyses and experiments with language forms, features and
structures of complex texts, evaluating their effects on
meaning in familiar and new contexts EE11-2
Objective C
Through responding to and composing a wide range of texts
and through the critical study of texts, students will develop
knowledge, understanding and skills in order to express
imaginative, creative, interpretive and critical ideas based on
sophisticated analysis and theorising about complex texts and
values.
thinks deeply, broadly and flexibly in imaginative, creative,
interpretive and critical ways to respond to, compose and
explore the relationships between sophisticated texts EE11 3
develops skills in research methodology to undertake effective
independent investigation EE11-4
Objective D
Through responding to and composing a wide range of texts
and through the critical study of texts, students will develop
knowledge, understanding and skills in order to express
understanding of how cultural, historical and social contexts
are represented in critical and creative texts.
articulates understanding of how and why texts are echoed,
appropriated and valued in a range of contexts EE11-5
Objective E
Through responding to and composing a wide range of texts
and through the critical study of texts, students will develop
knowledge, understanding and skills in order to reflect on and
evaluate their own processes of learning and creativity.
reflects on and assesses the development of independent
learning gained through the processes of research, writing and
creativity EE11-6
English Extension 1 NESA Developed Course
NESA ASSESSMENT COMPONENTS Weighting %
Knowledge and understanding of complex texts and of how and why they are valued 50
Skills in complex analysis, sustained composition and independent investigation 50
100
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Writing Task
2. Multimodal Task incorporating Independent Research Project
3. Final Examination
Term 2 Weeks 1-2
Term 3 Week 5
Term 3 Weeks 8-9
20%
40%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 21
ENGLISH STANDARD Course Description
The study of English in Stage 6 enables students to understand and use language effectively. They appreciate, enjoy
and reflect on the English language and make meaning in ways that are imaginative, creative, interpretive, critical
and powerful. Students value the English language in its various textual forms to become thoughtful and effective
communicators in a diverse global world.
English Standard is designed for all students to increase their expertise in English and consolidate their English
literacy skills in order to enhance their personal, social, educational and vocational lives. The students learn to
respond to and compose a wide variety of texts in a range of situations in order to be effective, creative and
confident communicators. The English Standard course provides students, who have a diverse range of literacy
skills, with the opportunity to analyse, study and enjoy a breadth and variety of English texts to become confident
and effective communicators. English Standard offers a rich language experience that is reflected through the
integrated modes of reading, writing, speaking, listening, viewing and representing.
English Standard Objectives English Standard Outcomes – A student
Objective A
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to communicate
through speaking, listening, reading, writing, viewing and
representing.
responds to and composes increasingly complex
texts for understanding, interpretation, analysis,
imaginative expression and pleasure EN11-1
uses and evaluates processes, skills and knowledge
required to effectively respond to and compose
texts in different modes, media and technologies
EN11-2
Objective B
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to use language
to shape and make meaning according to purpose, audience
and context.
analyses and uses language forms, features and
structures of texts, considers appropriateness for
purpose, audience and context and explains effects
on meaning EN11-3
applies knowledge, skills and understanding of
language concepts and literary devices into new and
different contexts EN11-4
Objective C
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to think in ways
that are imaginative, creative, interpretive and critical.
thinks imaginatively, creatively, interpretively and
analytically to respond to and compose texts that
include considered and detailed information, ideas
and arguments EN11-5
investigates and explains the relationships between
texts EN11-6
Objective D
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to express
themselves and their relationships with others and their
world.
understands and explains the diverse ways texts can
represent personal and public worlds EN11-7
identifies and explains cultural assumptions in texts
and their effects on meaning EN11-8
Objective E
Through responding to and composing a wide range of texts
and through the close study of texts, students will develop
knowledge, understanding and skills in order to learn and
reflect on their learning through their study of English.
reflects on, assesses and monitors own learning and
develops individual and collaborative processes to
become an independent learner EN11-9
English Standard NESA Developed Course
NESA ASSESSMENT COMPONENTS Weighting %
Knowledge and understanding of course content 50
Skills in responding to texts and communication of ideas appropriate to
audience, purpose and context across all modes 50
100
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Common Module – Reading to Write: Writing
Task
2. Multimodal Task
3. Final Examination
Term 2 Weeks 1-2
Term 2 Week 9
Term 3 Weeks 8-9
40%
20%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 22
VOCATIONAL EDUCATION AND TRAINING (VET) COURSES Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate
(HSC) or Record of School Achievement (RoSA). VET courses are designed to deliver workplace-
specific skills and knowledge and cover a wide range of careers and industries. VET courses for
secondary students are developed by NSW Educational Standards Authority (NESA) and are based
on national training packages.
VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or
a statement of attainment recognised throughout Australian as part of the Australian Qualification
Framework (AQF). These qualifications are widely recognised by industry, employers and tertiary
training providers and universities and will assist students to progress to various education and
training sectors and employment.
Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver
and assess VET qualifications to secondary students.
It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI).
Students will require a form of identification for the creation of the USI. Examples include a
Medicare Card, Australian Birth Certificate, Driver’s License or a valid Passport.
Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute
to the calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional
HSC examination. Students wishing to include a VET course in the ATAR calculation must sit the
HSC examination after they have completed a minimum of 4 Preliminary and/or HSC units.
Board Developed VET courses have specified workplace requirements and include 70 hours of
industry specific mandatory work placement or simulated workplace hours as determined by NESA.
Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations
therefore can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory
or recommended industry specific work placement.
Assessment in all VET courses is competency based. The student is assessed on what they can do
(the skills) and what they know (the knowledge) that will equip them in the workplace. Students who
have successfully achieved competency will have the skills and knowledge to complete workplace
activities in a range of different situations and environments, to an industry standard of performance
expected in the workplace.
Competency-based assessment materials are designed to ensure each learner has achieved all the
outcomes (skills and knowledge) to the level of the qualification. Competency-based training is based
on performance standards that have been set by industry.
Students will receive documentation showing any competencies achieved for the VET course
undertaken.
Due to the specific requirements of a VET course it is recommended students speak to the VET
Coordinator or Careers Adviser before choosing the course to ensure they are fully aware of the
requirements and the course is suitable for their individual needs, knowledge and skills.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 23
Public Schools NSW, Ultimo Registered Training Organisation 90072 VOCATIONAL EDUCATION and TRAINING
2020 HOSPITALITY KITCHEN OPERATIONS COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.
Notification of variations will be made in due time.
Course: Hospitality - Kitchen Operations 2 or 4 Preliminary and/or HSC units in total Board Developed Course Category B for Australian Tertiary Admission Rank (ATAR)
This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational training. This is known as dual accreditation.
SIT20416 Certificate II in Kitchen Operations Based on SIT Tourism, Travel and Hospitality training package (version 1.2) Units of Competency Core BSBWOR203 Work effectively with others SITHCCC001 Use food preparation equipment SITHCCC005 Prepare dishes using basic methods of cookery SITHCCC011 Use cookery skills effectively SITHKOP001 Clean kitchen premises and equipment SITXFSA001 Use hygienic practices for food safety SITXINV002 Maintain the quality of perishable items SITXWHS001 Participate in safe work practice
Electives SITHCCC002 Prepare and present simple dishes SITHCCC003 Prepare and present sandwiches SITHCCC006 Prepare appetisers and salads BSBSUS201 Participate in environmentally sustainable work practices SITXFSA002 Participate in safe food handling practices SITHIND002 Source and use information on the hospitality industry
Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.
Recommended Entry Requirements Students selecting this course should be interested in working in a kitchen preparing food. They should be able to lift and carry equipment, use hand held and larger commercial kitchen equipment. Students will be required to attend events and functions out of school hours. There will be out of class homework, research activities and assignments.
Examples of occupations in the hospitality industry trainee chef short order fast food cook breakfast cook
Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70 hours work placement.Students who do not meet these requirements will be `N` determined as required by NESA.
External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Hospitality Kitchen is only available after completion of 240 indicative hours and will involve a written examination consisting of multiple-choice items, short answers and extended response items. The examination is independent of the competency-based assessment undertaken during the course and has no impact on the eligibility of a student to receive a vocational qualification.
Competency-Based Assessment Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for performance and knowledge of the units/s of competency. Appeals and Complaints
Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.
Course Costs: Resources $0 Consumables $140 Other $80 (Uniform) Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance
A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/
Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 24
INFORMATION PROCESSES AND TECHNOLOGY Course Description
Information Processes and Technology is the study of information-based systems. It focuses on information processes performed
by these systems and the information technology that allows them to take place. Social, ethical and non-computer procedures
resulting from the processes are considered. Different types of information systems are studied. Through project management,
students will create their own spreadsheet, database and web based information systems to meet an identified need.
OBJECTIVES PRELIMINARY OUTCOMES
Students will develop A student
1. knowledge and understanding of the nature
and function of information systems
P1.1 describes the nature of information processes and information
technology
P1.2 classifies the functions and operations of information processes and
information technology
2. knowledge and understanding of inter-
relationships among information processes
P2.1 identifies the information processes within an information system
P2.2 recognises the interdependence between each of the information
processes
3. an understanding and appreciation of social
and ethical issues pertaining to information
systems, technologies and processes
P3.1 identifies social and ethical issues
4. an understanding and appreciation of the
emerging nature of information systems,
technologies and processes within a historical
context
P4.1 describes the historical development of information systems and
relates these to current and emerging technologies
5. skills in the discriminatory selection and
ethical use of appropriate resources and tools
to support information systems
P5.1 selects and ethically uses computer based and non-computer based
resources and tools to process information
6. skills and techniques to creatively and
methodically plan, design and implement
information systems to address needs
P6.1 analyses and describes an identified need
P6.2 generates ideas, considers alternatives and develops solutions for a
defined need
7. skills in management, communication and
teamwork in relation to individual and group
activities
P7.1 recognises, applies and explains management and communication
techniques used in individual and team-based project work
P7.2 uses and justifies technology to support individual and teams
INFORMATION PROCESSES AND TECHNOLOGY 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS Knowledge and understanding of course content 60%
Knowledge and skills in the design and development
of information systems 40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Project – Database System and documentation Term 1 Week 9 30%
2. Project – Spreadsheet System and documentation Term 3 Week 1 30%
3. Final Examination 2 hrs + 5 mins reading time Term 3 Weeks 8-9 40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 25
JAPANESE BEGINNERS Course Description In the Preliminary course, students will develop the linguistic and intercultural knowledge and understanding, and the speaking,
listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent perspectives, The
personal world and Japanese-speaking communication, provide contexts in which students develop their communication skills
in Japanese and their knowledge and understanding of language and culture.
Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and text types,
which reflect the topics. Students will also gain an insight into the cultural and language of Japanese-speaking communities
through the study of a range of texts.
Objectives Preliminary Course Outcomes
A student:
Interacting 1.1 established and maintain communication in Japanese
1.2 manipulates linguistic structures to express ideas effectively in Japanese
1.3 sequences ideas and information
1.4 applies knowledge of the culture of Japanese-speaking communities to interact
appropriately
Understanding texts 2.1 understands and interprets information in texts using a range of strategies
2.2 conveys the gist of and identifies specific information in texts
2.3 summarises the main points of a text
2.4 draws conclusions from or justifies an opinion about a text
2.5 identifies the purpose, context and audience of a text
2.6 identifies and explains aspects of the culture of Japanese-speaking communities in texts
Producing texts 3.1 produces texts appropriate to audience, purpose and context
3.2 structures and sequences ideas and information
3.3 applies knowledge of diverse linguistic structures to convey information and express
ideas in Japan
3.4 applies knowledge of the culture of Japanese-speaking communities to the production of
texts
JAPANESE BEGINNERS 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Listening
Objective 1: Interacting
Objective 2: Understanding Texts 30%
Reading
Objective 1: Interacting
Objective 2: Understanding Texts 30%
Writing
Objective 1: Interacting
Objective 2: Producing Texts 20%
Speaking
Objective 1: Interacting
Objective 2: Producing Texts 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Speaking Task (20%) / Listening task (10%)
2. Mid Course Assessment
Reading (20%)
Writing (10%)
3. Final examination
Reading (10%)
Listening (20%)
Writing (10%)
Term 1 Week 10
Term 2 Assessment Period
Examination Period
30%
30%
40%
Total 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 26
LEGAL STUDIES Course Description The course develops students’ knowledge and understanding of the nature and functions of law and law-making, the development
of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and
responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students
have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating,
analysing and synthesising legal information and investigating legal issues from a variety of perspectives.
The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider how
changes in societies influence law reform.
OBJECTIVES PRELIMINARY COURSE OUTCOMES
A student develops knowledge and
understanding about:
A student:
1. the nature and institutions of domestic and
international law
P1. identifies and applies legal concepts and terminology
P2. describes the key features of Australian and international law
2. the operation of Australian and international
legal systems and the significance of the rule
of law
P3. describes the operation of domestic and international legal systems
P4. discusses the effectiveness of the legal system in addressing issues
3. the interrelationship between law, justice and
society and the changing nature of the law
P5. describes the role of law in encouraging cooperation and resolving
conflict, as well as initiating and responding to change
P6. explains the nature of the interrelationship between the legal system and
society.
P7. evaluates the effectiveness of the law in achieving justice
A student develops skills in:
4. investigating, analysing and communicating
relevant legal information and issues
A student:
P8 locates, selects and organises legal information from a variety of
sources including legislation, cases, media, international instruments
and documents
P9. communicates legal information using well-structured responses
P10. accounts for differing perspectives and interpretations of legal
information and issues
A student will develop interest in, and
information and responsible values and
attitudes in regard to
5. legal functions, practices and institutions
LEGAL STUDIES 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 60%
Inquiry and research 20%
Communication of Legal Studies information, issues and ideas in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
Task 1 Knowledge and Understanding Test.
Task 2 Inquiry and Research Essay
Task 3 Final Examination
Term 2 Weeks 1-2
Term 3 Week 1
Term 3 Weeks 8-9
30%
30%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 27
MATHEMATICS ADVANCED
Course Description
The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as
a unique and powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality.
The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics
Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.
All students studying the Mathematics Advanced course will sit for an HSC examination.
The study of Mathematics Advanced in Stage 6:
enables students to develop their knowledge, understanding and skills in working mathematically and in communicating
concisely and precisely
provides opportunities for students to consider various applications of mathematics in a broad range of contemporary
contexts through the use of mathematical modelling and use these models to solve problems related to their present and
future needs
provides opportunities for students to develop ways of thinking in which problems are explored through observation,
reflection and reasoning
provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking
mathematically have an important role
provides an appropriate mathematical background for students whose future pathways may involve mathematics and its
applications in a range of disciplines at the tertiary level.
OBJECTIVES OUTCOMES
Students will develop the ability to: A student:
Students:
develop knowledge, understanding and skills about
efficient strategies for pattern recognition,
generalisation and modelling techniques
develop the ability to use mathematical concepts and
skills and apply complex techniques to the
modelling and solution of problems in algebra and
functions, measurement, financial mathematics,
calculus, data, statistics and probability
develop the ability to use advanced mathematical
models and techniques, aided by appropriate
technology, to organise information, investigate,
model and solve problems and interpret a variety of
practical situations
develop the ability to interpret and communicate
mathematics logically and concisely in a variety of
forms.
MA11-1 uses algebraic and graphical techniques to solve, and
where appropriate, compare alternative solutions to
problems
MA11-2 uses the concepts of functions and relations to model,
analyse and solve practical problems
MA11-3 uses the concepts and techniques of trigonometry in the
solution of equations and problems involving geometric
shapes
MA11-4 uses the concepts and techniques of periodic functions in
the solutions of trigonometric equations or proof of
trigonometric identities
MA11-5 interprets the meaning of the derivative, determines the
derivative of functions and applies these to solve simple
practical problems
MA11-6 manipulates and solves expressions using the logarithmic
and index laws, and uses logarithms and exponential
functions to solve practical problems
MA11-7 ses concepts and techniques from probability to present
and interpret data and solve problems in a variety of
contexts, including the use of probability distributions
MA11-8 uses appropriate technology to investigate, organise,
model and interpret information in a range of contexts
MA11-9 provides reasoning to support conclusions which are
appropriate to the context
VALUES AND ATTITUDES
Students will value and appreciate:
mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response
to human needs by societies all around the globe
the importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking
responsibility for their own learning and evaluation of their mathematical development.
MATHEMATICS ADVANCED 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem solving, reasoning and justification 50%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1
2. Assessment Task 2
3. Assessment Task 3
Term 2 Week 1 - 3
Term 3 Week 1
Term 3 Week 8 - 9
35%
25%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 28
MATHEMATICS EXTENSION 1 Course Description
The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics
Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course.
The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the
Mathematics Advanced Year 12 course.
All students studying the Mathematics Extension 1 course will sit for an HSC examination.
The study of Mathematics Extension 1 in Stage 6:
enables students to develop thorough knowledge, understanding and skills in working mathematically and in
communicating concisely and precisely
provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical
models extensively
provides opportunities for students to develop their awareness of the interconnected nature of mathematics, its beauty and
its functionality
provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital
role at a tertiary level
provides an appropriate mathematical background for students whose future pathways may involve mathematics and its
applications in such areas as science, engineering, finance and economics.
OBJECTIVES OUTCOMES
Students will develop the ability to: A student:
develop efficient strategies to solve problems
using pattern recognition, generalisation, proof
and modelling techniques
develop the ability to use concepts and skills and
apply complex techniques to the solution of
problems and modelling in the areas of
trigonometry, functions, calculus, proof, vectors
and statistical analysis
use technology effectively and apply critical
thinking to recognise appropriate times for such
use
develop the ability to interpret, justify and
communicate mathematics in a variety of forms
ME11-1 uses algebraic and graphical concepts in the modelling and
solving of problems involving functions and their inverses
ME11-2 manipulates algebraic expressions and graphical functions to
solve problems
ME11-3 applies concepts and techniques of inverse trigonometric
functions and simplifying expressions involving compound
angles in the solution of problems
ME11-4 applies understanding of the concept of a derivative in the
solution of problems, including rates of change, exponential
growth and decay and related rates of change
ME11-5 uses concepts of permutations and combinations to solve
problems involving counting or ordering
ME11-6 uses appropriate technology to investigate, organise and
interpret information to solve problems in a range of contexts
ME11-7 communicates making comprehensive use of mathematical
language, notation, diagrams and graphs
VALUES AND ATTITUDES
Students will value and appreciate:
mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response to
human needs by societies all around the globe
the importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking
responsibility for their own learning and evaluation of their mathematical development.
MATHEMATICS EXTENSION 3 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem solving, reasoning and justification 50%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1
2. Assessment Task 2
3. Assessment Task 3
Term 2 Week 1-3
Term 3 Week 2
Term 3 Week 8-9
35%
25%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 29
MATHEMATICS STANDARD Course Description
The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In
Year 12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12
course.
All students studying the Mathematics Standard 2 course will sit for an HSC examination.
All students studying the Mathematics Standard course in Stage 6 will have the opportunity to enhance their numeracy skills
and capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework.
The study of Mathematics Standard 2 in Stage 6:
enables students to develop their knowledge, understanding and skills in working mathematically and in communicating
concisely and precisely
provides opportunities for student to consider various applications of mathematics in a broad range of contemporary contexts
through the use of mathematical modelling and use these models to solve problems related to their present and future needs
provides opportunities for students to develop an understanding of and skills in further aspects of mathematics for concurrent
HSC studies
provides an appropriate mathematical background for students entering the workforce or undertaking further tertiary training.
OBJECTIVES OUTCOMES
Students will develop the ability to: A student:
apply reasoning, and the use of appropriate language, in the
evaluation and construction of arguments and the
interpretation and use of models based on mathematical
and statistical concepts.
MS11-1 uses algebraic and graphical techniques to compare
alternative solutions to contextual problems
MS11-2 represents information in symbolic, graphical and
tabular form
use concepts and apply techniques to the solution of
problems in algebra and modelling, measurement,
financial mathematics, data and statistics, probability and
networks
MS11-3 solves problems involving quantity measurement,
including accuracy and the choice of relevant units MS11-4 performs calculations in relation to two-dimensional
figures MS11-5 models relevant financial situations using appropriate
tools MS11-6 makes predictions about everyday situations based on
simple mathematical models MS11-7 develops and carries out simple statistical processes to
answer questions posed MS11-8 solves probability problems involving multistage
events. use mathematical skills and techniques, aided by
appropriate technology, to organise information and
interpret practical situations.
MS11-9 uses appropriate technology to investigate, organise
and interpret information in a range of contexts
interpret and communicate mathematics in a variety of
written and verbal forms, including diagrams and graphs.
MS11-10 justifies a response to a given problem using
appropriate mathematical terminology and/or
calculations
VALUES AND ATTITUDES
Students will value and appreciate:
Mathematics as an essential and relevant part of life, recognizing that its development and use have been largely in
response to human needs by societies all around the globe.
The importance of resilience in undertaking mathematical challenges, taking responsibility for their own learning and
evaluating their mathematical development.
MATHEMATICS STANDARD 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Understanding, fluency and communication 50%
Problem solving, reasoning and justification 50%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Assessment Task 1
2. Assessment Task 2
3. Assessment Task 3
Term 2 Week 1-3
Term 3 Week 1
Term 3 Week 8-9
35%
25%
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 30
MODERN HISTORY Course Description The study of Modern History engages students in an investigation of the forces that have shaped the modern word.
Students are able to trace the historical background of contemporary issues and explore the significance of
individuals, events and ideas. Modern History provides students with opportunities to explore historical problems,
to pose questions and to consider problems of evidence whilst developing reasoned and evidence based
arguments.
Students complete a study of the following course studies such as the Holocaust, The Romanovs, Meiji Japan,
Death of the Samurai with the Meiji Restoration, World War 1 and forces and ideas that shaped the Modern
World.
Objectives Preliminary Course Outcomes
Knowledge and Understanding
Students:
develop knowledge and understanding of a
range of features, people, places, events and
developments of the ancient world in their
historical context
develop an understanding of continuity and
change over time.
A Student:
MH11-1 describes the nature of continuity and change in the
ancient world
MH11-2 proposes ideas about the varying causes and effects
of events and developments
MH11-3 analyses the role of historical features, individuals
and groups in shaping the past
MH11-4 accounts for the different perspectives of individuals
and groups
MH11-5 examines the significance of historical features,
people, places, events and developments of the modern world
Skills
Students:
undertake the process of historical inquiry
use historical concepts and skills to examine
the ancient past
communicate an understanding of history,
sources and evidence, and historical
interpretations.
MH11-6 analyses and interprets different types of sources for
evidence to support an historical account or argument
MH11-7 discusses and evaluates differing interpretations and
representations of the past
MH11-8 plans and conducts historical investigations and
presents reasoned conclusions, using relevant evidence from a
range of sources
MH11-9 communicates historical understanding, using
historical knowledge, concepts and terms, in appropriate and
well-structured forms
MH11-10 discusses contemporary methods and issues
involved in the investigation of ancient history
Modern History NESA Developed Course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content 40%
Historical skills in the analysis and evaluation of sources and interpretations 20%
Historical inquiry and research 20%
Communication of historical understanding in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Historical Investigation
2. Mid Course assessment
3. Final Examination
Term 1 Week 10
Mid Course Assessment Period
Examination Period
30%
30%
40%
Total 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 31
PERSONAL DEVELOPMENT, HEALTH AND
PHYSICAL EDUCATION Course Description
The Preliminary course examines a range of areas that underpin health and physical activity. This includes how people think about health and
physical activity, the management of personal health and the basis for how the body moves. Students have the opportunity to select from a
range of practical options in areas such as first aid, outdoor recreation, composition and performance and fitness choices.
In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical performance.
They undertake optional study from a range of choices. This includes investigating the health of young people or of groups experiencing health
inequities. In other options, students focus on improved performance and safe participation by learning about advances approaches to training
or sports medicine concepts. There is also an opportunity to think critically about the factors that impact on sport and physical activity in
Australian society.
Objectives Preliminary Course Outcomes
A student develops: A student:
values and attitudes that promote healthy active
lifestyles and communities
demonstrates a commitment to social justice through valuing diversity,
equity and supportive environments
shows responsibility and a willingness to act for personal and community
health
shows a willingness to question issues that impact on health and
performance
values the technical and aesthetic qualities of and participation in physical
activity
knowledge and understanding of the factors that affect
health
P1 identifies and examines why people give different meanings to health
P2 explains how a range of health behaviours affect an individual’s health
P3 describes how an individual’s health is determined by a range of factors
a capacity to exercise influence over personal and
community health outcomes
P4 evaluates aspects of health over which individuals can exert some control
P5 describes factors that contribute to effective health promotion
P6 proposed actions that can improve and maintain an individual’s health
knowledge and understanding about the way the body
moves
P7 explains how body systems influence the way the body moves
P8 describes the components of physical fitness and explains how they are
monitored
P9 describes biomechanical factors that influence the efficiency of the body in
motion
an ability to take action to improve participation and
performance in physical activity
P10 plans for participation in physical activity to satisfy a range of individual
needs
P11 assesses and monitors physical fitness levels and physical activity patterns
P12 demonstrates strategies for the assessment, management and prevention of
injuries in first aid settings (option 1)
P13 develops, refines and performs movement compositions in order to achieve
a specific purpose (option 2)
P14 demonstrates the technical and interpersonal skills necessary to participate
safely in challenging outdoor recreation activities (option 4)
an ability to apply the skills of critical thinking,
research and analysis
P15 forms opinions about health-promoting actions based on a critical
examination of relevant information
P16 utilises a range of sources to draw conclusions about health and physical
activity concepts
P17 analyses factors influencing movement and patterns of participation
PD/H/PE 2 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS
Knowledge and understanding of course content.
Skills in critical thinking, research, analysis and communicating.
40%
60%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
Task 1 Profile Analysis / Extended Response
Task 2 Extended Response
Task 3 Final Examination
Term 2 Weeks 1-2 Assessment period
Term 2 Term 2 Week 9
Term 3 Examination period
30%
30%
40%
Total 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 32
PHYSICS Course Description
The Physics course involves the study of matter and its motion through space and time, along with related concepts that
include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear
particles and their interactions up to the size and age of the Universe.
The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the
exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of
seemingly dissimilar phenomena.
OBJECTIVES YEAR 11 COURSE OUTCOMES
Skills
Students develop skills in applying the processes of
Working Scientifically
A student:
Questioning and predicting
PH11-1 develops and evaluates questions and hypotheses for
scientific investigation
Planning investigations
PH11-2 designs and evaluates investigations in order to obtain
primary and secondary data and information
Conducting investigations
PH11-3 conducts investigations to collect valid and reliable
primary and secondary data and information
Processing data and information
PH11-4 selects and processes appropriate qualitative and
quantitative data and information using a range of appropriate
media
Analysing data and information
PH11-5 analyses and evaluates primary and secondary data and
information
Problem solving
PH11-6 solves scientific problems using primary and secondary
data, critical thinking skills and scientific processes
Communicating
PH11-7 communicates scientific understanding using suitable
language and terminology for a specific audience or purpose
Knowledge and Understanding
Students:
A student:
develop knowledge and understanding of
fundamental mechanics PH11-8 describes and analyses motion in terms of scalar and
vector quantities in two dimensions and makes quantitative
measurements and calculations for distance, displacement, speed
velocity and acceleration
PH11-9 describes and explains events in terms of Newton’s Laws
of Motion, the law of conservation of momentum and the law of
conservation of energy
develop knowledge and understanding of energy PH11-10 explains and analyses waves and the transfer of energy
by sound, light and thermodynamic principles
PH11-11 explains and quantitatively analyses electric fields,
circuitry and magnetism
Values and Attitudes
Students:
develop positive, informed values and attitudes towards physics
recognise the importance and relevance of physics in their lives
recognise the influence of economic, political and societal impacts on the development of scientific knowledge
develop an appreciation of the influence of imagination and creativity in scientific research.
PHYSICS 2 UNIT NESA Developed course
Year 11 Physics School-based Assessment Requirements
Skills in working scientifically
Knowledge and understanding of course content
60%
40%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Skills Task open exam Term 1 Week 7 30%
2. Depth Studies: series of investigations/activities Ongoing: Term 2 Week 8 30%
3. Final Examination: written exam Term 3 Weeks 8-9 40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 33
STUDIES OF RELIGION 1 Course Description
Studies of Religion promotes an understanding and critical awareness of the nature of religion and the influence of belief systems
and religious traditions on individuals, and within society.
The Depth Studies undertaken are Christianity and Islam.
Objectives Preliminary Course Outcomes
A student will develop knowledge, understanding and skills
about:
A student:
1. the nature of religion and belief systems in local
and global contexts
P1 describes the characteristics of religion and belief systems
P2 identifies the influence of religion and belief systems on individuals and
society
2. the influence and expression of religion and belief
systems in Australia
P3 investigates religious traditions and belief systems
3. religious traditions and their adherents P4 examines significant aspects of religious traditions
P5 describes the influence of religious traditions in the life of
adherents
4. effective gathering, analysing and synthesising of
information about religion
P6 selects and uses relevant information about religion from a variety
of sources
5. effective evaluation and application of findings
from research about religion
P7 undertakes effective research about religion, making appropriate
use of time and resources
6. communication of complex information, ideas
and issues in appropriate forms to different
audiences and in different contexts
P8 uses appropriate terminology related to religion and belief systems
P9 effectively communicates information, ideas and issues using
appropriate written, oral and graphic forms
Students will value and appreciate:
ethical and socially responsible behaviours which
are brought about through empathy for, and
acceptance of, religious diversity
fundamental rights of religious believers, and
rules and laws that promote fairness, justice and
equality in society.
STUDIES OF RELIGION 1 UNIT NESA Developed Course
NESA ASSESSMENT COMPONENTS Knowledge and understanding of course content 40%
Source-based skills 20%
Investigation and research 20%
Communication of information, ideas and issues in appropriate forms 20%
ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING
1. Research task
2. Mid Course Assessment
3. Final examination
Term 1 Week 7
Mid Course Assessment period
Examination Period
30%
30%
40%
Total 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 34
VISUAL ARTS Course Description
Visual Arts is designed to enable students to gain increasing intellectual autonomy in their abilities to aesthetically represent ideas
in the visual arts. Students engage in critical and historical study of the art world to investigate artists, artworks, worlds and
audiences from a range of cultural, political, historical and social perspectives and use these to inform their own artmaking practices.
Objectives Preliminary Course Outcomes
Students will develop
knowledge, skills and understanding of how they
may represent their interpretations of the world in
artmaking as an informed point of view.
knowledge, skills and understanding of how they
may represent an informed point of view about the
visual arts in their critical and historical accounts.
A student
P1 explores the conventions of practice in artmaking.
P2 explores the roles and relationships between the concepts of artist,
artwork, world and audience.
P3 identifies the frames as the basis of understanding expressive
representation through the making of art.
P4 investigates subject matter and forms as representations in artmaking.
P5 investigates ways of developing coherence and layers of meaning in
the making of art.
P6 explores a range of material techniques in ways that support artistic
intentions.
P7 explores the conventions of practice in art criticism and art history.
P8 explores the roles and relationships between concepts of artist,
artwork, world and audience through critical and historical
investigations of art.
P9 identifies the frames as the basis of exploring different orientations to
critical and historical investigations of art.
P10 explores ways in which significant art histories, critical narratives
and other documentary accounts of the visual arts can be constructed.
VISUAL ARTS NESA Developed Course
NESA ASSESSMENT COMPONENTS
Art Making 50%
Art Criticism and Art History 50%
ASSESSMENT TASK DESCRIPTION DATE WEIGHTING
Task 1 Body of Work and VAPD / Research Task Week 8 Term 1 30%
Task 2 BOW and VAPD Week 5 Term 3 30%
Task 3 Final Examination 1 ½ hours + 5 min reading time Examination period
Weeks 8 & 9 Term 3
40%
TOTAL 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 35
VISUAL DESIGN Course Description
Visual Design Stage 6 builds on related studies in Visual Arts 7-10. This course provides for a more extensive and in-depth study
in keeping with the central role of design applications in the community. As a 1 or 2 unit course in Year 11 or 12, it provides a
basic introduction to visual design which can complement student in the visual arts and other learning areas and develop knowledge
and skills which can be applied in a wide range of situations. Visual Design also allows students to enhance their study of the
Higher School Certificate courses in Visual Arts and Design and Technology.
Objectives Preliminary Course Outcomes
Students will develop: A student:
Note:
DM Designing and Making
CH Critical and Historical Studies
Knowledge, skills and understanding through the
making of workds in desing that lead to and
demonstrate conceptual and technical
accomplishment.
DM1 generates a characteristic style that is increasingly self-reflective
in their design practice
DM2 explores concepts of artist. Designer, kinds of designed works,
interpretations of the world and audience/consumer response in
their making of designed works
DM3 investigates different points of view in the making of designed
works
DM5 develops different techniques suited to artistic and design
intentions in the making of a range of works
DM6 takes into account issues of Work Health and Safety in the
making of a range of works
Knowledge, skills and understanding that lead to
increasingly accomplished critical and historical
investigations of design.
CH1 generates in their critical and historical practice ways to interpret
and explain design
CH2 investigates the roles and relationships among the concepts of
artist/designer, work, world and audience/consumer in critical and
historical investigations
CH3 distinguishes between different points of view, using the frames in
their critical and historical investigations
CH4 explores ways in which histories, narratives and other accounts can
be built to explain practices and interests in the fields of design
Visual Design 1 Unit Content Endorsed Course
Assessment Components
Designing and Making 70%
Critical and Historical Studies 30%
Assessment Task Description Due Date Weighting
Task 1 Design Project and Journal Term 1 Week 9 35%
Task 2 Design Project and Journal Term 3 Week 5 35%
Task 3 Final Examination Term 3 Weeks 8-9 30%
Total 100%
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 36
CHARGES FOR THE PRELIMINARY COURSE 2020
GENERAL SERVICE CHARGE
This charge of $110 contributes to the cost of text books, teaching equipment and resources,
library books and materials that are used to provide high quality teaching and learning for
your child. It is also used to assist with the cost of PDHPE and sporting equipment and
Careers resources are given to students from Year 7 onwards.
It also assists with the cost of providing information to you and your child which requires
photocopying and, at times, postage which is also substantial. Examples of such
communication include excursion information, the Daily Bulletin for students, letters,
reports to parents.
TEXT BOOK DEPOSIT
The Text Book Deposit of $140.00 is a charge for the use of text books. It is refundable at
the end of the HSC Course.
COURSE CHARGES
These are necessary to cover costs of consumables used by students in the following
courses. The payment of course charges is compulsory. Please note that there are courses
available which attract no charges.
Biology $35.00
Chemistry $35.00
Design and Technology $45.00
Hospitality $140.00
Information Processing and Technology $25.00
Physics $35.00
Visual Arts $70.00
Visual Design $35.00
Course charges for the Preliminary Courses must be paid by the end of Week 1 in Term 1,
2020.
INFORMATION TECHNOLOGY ACCESS CHARGE
This charge of $30 is used to improve and maintain the information technology facilities
and resources for our students. Each student will be issued with a secure login password
and 300 megabytes of storage space on the school fileserver.
Payment of this charge will provide a student with a $10 printing allowance. Printing
will be charged at 10c per page.
Students may make additional payments at the administration office to cover the cost of
additional printing once this allowance has been used.
COMPULSORY STUDY SKILLS WORKSHOP
Students will participate in a compulsory study skills workshop run by enhanced
Learning Educational services to further develop their organisational and note-making
skills. The workshop cost is $10.
SCHOOL SHOES – This is an example of a traditional school shoe. School Uniform shoes are
Black leather lace up shoes in the traditional school style with
a defined heel (boots or suede shoes are not acceptable; heels
should be no higher than 3cm and soles should be no thicker
than 2cm for safety). Joggers or other sport type shoes are not
acceptable.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 37
ATTENDANCE AND PUNCTUALITY
REGISTERING ATTENDANCE
Attendance is recorded for the school's attendance register at the start of Period 1 (or
Period 0 whichever is earlier). A class roll is marked in all other periods.
LATE START
If you have an authorised late start (ie after Period 1) you must register your attendance by
signing on at the Administration Office at least 10 minutes before the start of your
first scheduled class. Failure to sign on at the Administration Office will result in a record
of absence for the day.
If you arrive at school before 10.10 am, you must sign in at the Administration Office.
You must then move to the Library and also sign in at the Library before commencing
your private study work.
LATENESS
If you are late you must report to the Principal to register your attendance and obtain
a blue Late Arrival to School form which you must return to her the next day. You should
report to a Deputy Principal if the Principal is unavailable. Do not, however, attend classes
without registering or you will be marked absent for that particular day. Punctuality is
important and any lateness is recorded on your attendance record.
TRUANCY
It is your responsibility to attend each and every lesson. If you do not, the fractional
(period) truancy will be recorded on your attendance record. This includes private study
periods. Note also that you must not leave the school grounds between the time that you
enter the school grounds for the first time and the end of your timetabled periods. This
includes recess and lunchtime. This breaches the duty of care requirements of the DoE and
will be treated as truancy.
EARLY LEAVE
■ Special
You must take a note requesting permission to leave school early to the Principal
before school. Please note that medical and dental appointments and driving tests
should be outside school time.
The Principal will give you a DoE Early Leaver’s Pass to show your teacher when
leaving. You must keep this pass to show to bus drivers or police or anyone else
who has a right to know why you are not in school until 3:10 pm.
Any application for early leave on an excursion must be in writing from a parent
and taken to the Deputy Principal.
■ Completion of Timetabled Periods
If you have an Early Finish you must leave school when you have completed
timetabled classes unless you are working in the Library, in which case you must
sign on in the Library. You must have returned a signed parental permission note
(Appendix 1) to be allowed to leave the school.
Your finishing times are shown on your timetable which can be shown to anyone
who needs to know why you are not at school between 8.45 am and 3.10 pm.
■ Absent Teacher
In period 1 you must wait at the room until the roll has been marked. If a
replacement teacher is not assigned to your class you must then sign on in the
Library.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 38
If your teacher is absent in your final timetabled lesson for the day you may go
home if you have returned a signed parental permission note (Appendix 1) allowing
you to leave the school. Before leaving, students must check with the relevant
Head Teacher that no replacement teacher has been allocated and to collect any
work.
■ Examinations
During a Year 11 examination period, Year 11 attend school only when they have
to sit for an examination unless advised otherwise.
Parents are notified of examinations and students are issued with a timetable which
parents can use for information about their child’s required times at school.
LEAVE OF ABSENCE
When you are absent you must apply for leave within 7 days. It is your responsibility
to do so with a note from a parent or medical certificate on the day of your return to
school, otherwise your Attendance Record will show an unjustified absence. Hand
this note to your Period 1 teacher on the day you return to school.
If you are absent for three continuous days or more, a parent should telephone the
school to explain your absence and you must still hand in a note or medical certificate
to your Period 1 teacher on the day you return to school.
The Department of Education expectation is that it is in a student’s best interests to
attend school every day and not take extended leave eg for holidays or travel during
term time. If your parent is of the view that there is an urgent and/or essential reason
for you to be absent for the purpose of a holiday or travel during term he/she must
apply well in advance to the Principal to request leave beforehand. Your application
must be collected from and handed to the Principal. DoE rules will be used to
determine whether it is approved. The major criterion the Principal is required to
consider is whether the absence will be in the student’s best interests. In most cases it
is not in the student’s best interests to miss any school lessons. If approval is given
you will be given a Certificate of Extended Leave. You will still be marked absent
from school - this is a national policy.
If you take extended leave without approval you may be expelled for non-
participation.
PRIVATE STUDY PERIODS
These are for private study and work. You must be in the Library and a roll is
marked. Absence from the Library during a private study period is truancy.
If you have not returned a signed parental permission note (Appendix 1) you must be
at school for the whole day.
If you have returned a signed parental permission note (Appendix 1) you are to
remain at school at all times between your first and last timetabled lesson. You
are not to leave the school, for example, to go to the corner shop – this is out of
bounds and it will be recorded as truancy if you go there. You will also be issued
with an after school detention. The school is legally required to supervise you during
the period you are timetabled to be at school.
REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY
Your attendance will also be checked each half term and reported to your parents.
A computer printout of your attendance will be attached to your report for potential
employers to read.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 39
You may not gain a Higher School Certificate if your attendance is unsatisfactory
and you have failed to meet NSW Education Standards Authority requirements as a
result.
Unsatisfactory attendance can result in expulsion from school for non-participation.
You will also receive a Merit Certificate for each term that you have perfect
attendance and a Credit Certificate, in addition, if you have perfect attendance all
year. These are valuable assets when seeking employment.
ELIGIBILITY FOR THE AWARD OF AN HSC
In order to be eligible for the award of a Higher School Certificate (HSC) at the end
of the Year 12 course, a student must have achieved a Level 3 or above in the HSC
Minimum Standards Tests in Reading, Writing and Numeracy. Students will sit for
these tests in Term 1 of Year 10.
This is a requirement of the NSW Education Standards Authority (NESA) and the NSW
government.
This standard is set at the Australian Core Skills Framework (ACSF) Level 3, a
nationally agreed standard of functional literacy and numeracy. This is a minimum
standard for literacy and numeracy in everyday life. It is not the standard of literacy
and numeracy necessary for successfully completing the Higher School Certificate. The
Higher School Certificate requires a still higher standard of literacy and numeracy
for successful completion. Considerable thought should be given to this fact by students
and parents. It means students must work hard at literacy and numeracy from the
very start of Year 7 to be able to meet this requirement.
If a student does not meet the HSC Minimum Standards but completes the Higher School
Certificate course he/she will receive only a Record of School Achievement (RoSA)
but not a Higher School Certificate. This is the case no matter how well the student
performs in HSC courses.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 40
APPENDICES
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 41
APPENDIX 1
SEFTON HIGH SCHOOL
HECTOR STREET, SEFTON 2162 Telephone (02) 9644 4800
PO Box 416 Chester Hill 2162 Facsimile (02) 9743 7161
Email [email protected]
Website http://www.seftonhigh.nsw.edu.au 30 January 2020
VARIATION OF NORMAL SCHOOL HOURS
Dear Parents of Year 11 Student
This letter outlines the circumstances under which students may arrive at or leave the school outside the usual hours in Years 11 and 12.
In Year 11
A student who is completing some of his/her units of study for the Preliminary Course by undertaking study external to the school
through the Open High School, Distance Education, Saturday School of Community Languages, or TAFE may complete fewer than
12 units of study at school provided that the overall total is a minimum of 12 units.
Consequently a student in Year 11 may begin school after 8.45 am or may finish timetabled lessons before 3.10 pm (Wednesday,
Thursday, Friday), 2.20 pm (Monday and Tuesday) on some days.
In Year 11 Term 4 and Year 12
A student studying for the HSC course may be undertaking external studies, have elected to complete fewer than 12 units or they may
be studying some of their units outside the usual school hours.
Consequently a student in Year 11 Term 4 or Year 12 may begin school after 8.45 am or may finish timetabled lessons before
3.10 pm (Wednesday, Thursday, Friday), 2.30 pm (Monday) or 12.20 pm (Tuesday) on some days.
You can see when your son/daughter begins and finishes the timetabled lessons on each day by asking to see the personalised timetable
each student is given. Provided students have returned a signed parental permission note, they may leave school at the end of the
timetabled lessons.
In addition, students may leave school in the following circumstances
A student is in the class of a teacher who is absent and the school has been unable to obtain the services of a replacement teacher
in the student’s last lesson for the day.
Sport is cancelled due to wet weather or students have been involved in the sport selection process and no sport has been scheduled
on that afternoon.
Note that students must not leave the school grounds between the time that they enter the school grounds for the first time and
the end of their timetabled periods. This includes recess and lunch time. This breaches the duty of care requirements of the DEC
and will be treated as truancy.
Full details in relation to these matters are in the Attendance and Punctuality section of the Student and Parent Information Handbook.
If students do not have a Period 1 they are required to sign on at the Administration Office at least ten minutes before their first
timetabled period. If students arrive at school during class time, they must go to the Library to study. They must also sign on there.
Students who have an early finish are allowed to sign on in the Library for study if they wish. Otherwise they must leave the school
grounds at the end of their timetabled periods as no supervision will be available.
Below is a tear off slip which must be signed, returned to school and placed in your son/daughter's file if he/she is to be allowed
to arrive after 8.45 am if not timetabled for a lesson and/or to leave school in the circumstances outlined above. If you have any
questions or concerns, please telephone me on 9644-4800.
Yours faithfully
Mr K Humphreys
Principal
------------------------------------------------------------------------------------------------------------------------------------------------------------
SEFTON HIGH SCHOOL
YEARS 11 AND 12 VARIATION OF NORMAL SCHOOL HOURS PERMISSION
I give permission for my son/daughter to arrive after 8.45 am Given Name Family Name
if not timetabled for a class and/or to leave school in the circumstances outlined above.
Signature of Parent Date
I understand the procedures outlined above and agree to abide by them.
Signature of Student Date
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 42
APPENDIX 2
SEFTON HIGH SCHOOL
COCURRICULAR INFORMATION FOR SCHOOL REFERENCE
STUDENT’S NAME ______________________________________________________________ Given Family
PURPOSE
This form is to record your most significant cocurricular participation so that when a reference is
written for you it can include your involvement in the community life of the school.
You should have this form completed each year and returned to your Year Adviser by
Term 4, Week 6 for Year 11 students
Term 3 Week 6 for Year 12 students.
Note that teachers are not required to sign you off except in the year in which you were involved in the
cocurricular activity.
COCURRICULAR AREA YEAR/S
eg 20 __
ACTIVITY AND HIGHEST
ACHIEVEMENT
TEACHER VERIFICATION
NAME SIGNATURE
■ Sporting Achievements
■ Merit Award Scheme awards
■ Leadership Activities eg
Peer Support, Prefects, SRC
■ Service within the School
Community eg SAS,
Fundraising
■ Offices held/ Duties/
Responsibilities
■ Debating, Public Speaking,
Performance
■ Curriculum Competitions eg
Maths, Writing, Chemistry
Quiz
■ Other involvement or awards
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 43
APPENDIX 3
SEFTON HIGH SCHOOL
APPROVED CALCULATORS FOR
ASSESSMENT TASKS AND EXAMINATIONS
2020* *Correct at time of printing
ABACUS SX-II MATRIX a JASTEK JasCS1
ABACUS SX-II MATRIX n JASTEK JasCS EVO
CANON F717SGA RSB FB 350MS
CASIO fx-82AU SCHOLAR DS-82MS
CASIO fx-82 AU PLUS SCHOLAR KD-350MS
CASIO fx-82 AU PLUS II recommended SCHOLAR D1-5
CASIO fx-100AU SCHOLAR SC-150MX
CASIO FX -100 AU PLUS recommended SCHOLAR SC-250MX
HEWLETT-PACKARD HP8S SHARP EL-531THWH
HEWLETT-PACKARD HP10S SHARP EL-531THGR
HEWLETT-PACKARD HP10S+ SHARP EL-531XHBWH
SHARP EL-531XHBPK
Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in
examinations or assessment tasks.
Calculators must have been switched off for entry into examination or assessment tasks.
Features that are NOT permitted include
programmable (any calculator that can have a sequence of operations stored and then executed
automatically is considered programmable and hence not allowed);
capable of storing alphanumeric data input by a user (this does not exclude calculators with memories that
are used to store intermediate numerical results obtained during calculations and required later);
capable of storing, manipulating or graphing functions entered in symbolic form (this includes calculators
with a graphic display capacity);
capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and definite
integration, and the solution of equations;
capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic expressions,
binomial expansion and symbolic differentiation;
‘soft’ or hard-wired QWERTY keyboards;
capable of expressing surds in their simplest form.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 44
APPENDIX 4
WRITING A BIBLIOGRAPHY
WHAT IS IT?
A bibliography is a list of all the resources you have used in writing a text. The text may be an
assignment, a research project, a major work or any other piece or writing that you have composed using
other resources.
A bibliography includes all the sources used in the preparation of a piece of work - not just those that
have been cited in the text of the work. The bibliography is located at the end of the piece of work.
Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient
detail so that others may identify it and consult it.
Your bibliography should appear at the end of your essay/report with entries listed alphabetically.
WHY DO YOU HAVE TO USE ONE?
As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:
demonstrate your academic integrity
support your argument by showing the sources of the information from which you have formed your
own ideas
make it easy for readers to find the sources you have used, to check the information you have used
and to use the sources for further information
fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original
ideas
avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.
Additionally, you should respect the moral rights of the person who created the texts you used. The
creators of texts have the moral right to be named as the author, be protected against false attribution and
to have their work treated with respect and not be misrepresented. To observe the moral rights of an
author you should:
attribute any quote, paraphrase, summary or copy of someone else's work or idea
ensure that works are not falsely attributed to an author
reference appropriately.
SPECIAL NOTES
A list of references contains details only of those works cited in the text. A bibliography includes sources
not cited in the text but which are relevant to the subject, listed alphabetically
There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at
some later stage a teacher asks you for a different format or style.
Each type of resource is cited and referenced in a slightly different way. If you have used sources from
the Internet, these should be listed in your bibliography as well.
There is no universal referencing style and you should ask your teachers which style you should follow.
The four most common referencing styles are:
Harvard (author-date)
American Psychological Association (APA)
Modern Language Association (MLA)
Oxford (documentary-note or footnote referencing).
CORRECT ORDER IN BIBLIOGRAPHIES
FOR A BOOK
The details required in order are:
1. Name/s of author/s, editor/s, compiler/s or the institution responsible
2. Year of publication
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 45
3. Title of publication and subtitle if any (all titles must be underlined or italicised)
4. Series title and individual volume if any
5. Edition, if other than first
6. Publisher
7. Place of publication
8. Page number(s) if applicable
ONE AUTHOR
Example:
Berkman, RI 1994, Find it fast: how to uncover expert information on any subject,
HarperPerennial, New York.
TWO OR MORE AUTHORS
Examples:
Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn, McGraw
Hill, London.
Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st
century, MacMillan Education Australia, South Melbourne.
EDITOR(S)
Examples:
Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.
Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,
Alexandria, Va.
SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION
Example:
Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia,
Barton, A.C.T.
SERIES
Example:
Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics
no.1698, Springer, New York.
EDITION
Example:
Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.
CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE
CONTRIBUTED
Example:
Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering
handbook, CRC Press, Boca Raton.
NO AUTHOR OR EDITOR
Example:
Kempe's engineer's year-book 1992, Morgan-Grampian, London.
FOR AN ARTICLE
The details required, in order, are:
1. Name/s of author/s of the article
2. Year of publication
3. Title of article, in single quotation marks
4. Title of periodical (underlined or italicised)
5. Volume number
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 46
6. Issue (or part) number
7. Page number(s)
JOURNAL ARTICLE
Example:
Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology,
vol. 50, no. 2, pp. 49-52.
CONFERENCE PAPER (PUBLISHED)
Example:
Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual
meeting of the International Society for Child Psychology, International Society for Child
Psychology, Atlanta, Georgia, pp. 44-6.
NEWSPAPER ARTICLE
Example:
Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October,
p. 10.
FOR A NON-BOOK
The details required are the same as for a book, with the form of the item (eg videorecording, tape,
computer file, etc.) indicated after the year.
Example:
Get the facts (and get them organised) 1990, video recording, Appleseed Productions,
Williamstown, Vic.
FOR WEB SITES AND OTHER ELECTRONIC SOURCES
This could include sources from full text compact disk products, electronic journals or other sources
from the Internet. The basic form of the citations follow the principles listed for print sources (see
above)
1. Name/s of author/s
2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).
3. Title of publication (underlined or italicised)
4. Edition, if other than first
5. Type of medium, if necessary
6. Date item viewed
7. Name or site address on internet (if applicable)
Examples:
Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine, viewed
7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>.
ASTEC 1994, The networked nation, Australian Science, Technology and Engineering
Council, Canberra, viewed 7 May 1997, <http://astec.gov.au/astec/net_nation/contents.html>.
If no author is given, the title is used as the first element of a citation.
Example:
Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance, California.
FOR PERSONAL COMMUNICATIONS
Information obtained by interview, telephone call, letter, email, etc. should be documented in the
text.
Examples:
“Details of a personal communication do not need to be included in a reference list” i.e. You
may not need to include personal communications in the list of references at the end of the
essay.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 47
When interviewed on 15 June 1995, Dr Peter Jones explained that …
This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).
REFERENCES IN THE TEXT OF YOUR ESSAY
In an author-date style, a textual citation generally requires only the name of the author(s) and the
year of publication (and specific page(s) if necessary). This may appear at the end of a sentence,
before the full stop.
Examples:
It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).
It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).
Alternatively, the author’s surname may be integrated into the text, followed by the year of
publication in parentheses.
Examples:
Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are
interchangeable.
Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals are
interchangeable.
If two or more works by different authors are cited at the same time, separate them with a semicolon.
Example:
The implications for land degradation have been much debated (Malinowski, Miller & Gupta
1995; Thomson 1999).
If two or more works by the same author are cited at the same time, do not repeat the author's name.
Separate the years of publication by a comma.
Example:
Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).
If there are more than two works by the same author, published in the same year, add the letters 'a',
'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of references
at the end of the essay.
Example:
Public housing remains a neglected area (ACOSS 1997a, 1997b).
If there are more than three authors, list only the first, followed by 'et al.'
Example:
Other researchers have questioned these findings (Larson et al. 1987).
If you cannot establish the year of publication, use 'n.d.' (no date).
Example:
Recent advances have been made in this area (Bolton n.d.).
If there is no author or authoring body, cite the work by title, in italics.
Example:
In military settings, leadership acquires a different significance (Be, know, do: leadership the
Army way, 2004).
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 48
SAMPLE BIBLIOGRAPHY
Burns, George. (1992). Writing for life. In: Morgan, J. (ed.) (1993). How to be a successful
author. Ringwood: Penguin Books.
Dixon, J. (1993). How to be a successful student. Ringwood: Penguin Books.
Doery, K.E. et. al. (1998). Medical terminology. London: Thames & Hudson.
Encarta. [CD ROM]. 1994. Chicago: Funk & Wagnalls.
Fragile Earth. 5. South American wetland. (1982). London : BBC. 17th October, [video: VHS].
Green, C.M., Brown, P. and Smith, A. (1996). Life in Australia. Carlton, Vic.: Pitman.
Hawking, S.W. (1994). A brief history of time: an interactive adventure [CD ROM]. N.Y.;
Crunch Media.
Holland, M. (1996). Harvard System [Internet]. Poole: Bournemouth University. Available
from: [Accessed 6th May, 1998].
Manley, D. and Ree, P. (1998). Finding out. London: Pan Books.
Morgan, J. (ed.) (1993). How to be a successful author. Ringwood: Penguin Books.
Popham, B. (1997). Saving the future. Sydney Morning Herald. 7th February, p.10. Sydney
Morning Herald on CD Rom, 1997.
Popham, B. (1997). Saving the future. Sydney Morning Herald. 7th February, p.10.
The Cambridge Encyclopaedia of Human Evolution. (1992). Cambridge: Cambridge
University Press.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 49
APPENDIX 5
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 have been developed to
help provide a common language and consistent meaning in the Higher School Certificate documents.
Using the glossary will help teachers and students understand what is expected in responses to
examinations and assessment tasks.
Remember these words need to be understood in the context of the subject.
Account Account for; state reasons for, report. Give an account of; narrate a
series of events or transactions.
Analyse Identify components and the relationship between them; draw out and
relate implications.
Apply Use, utilise, employ in a particular situation.
Appreciate Make a judgement of value, quality, outcomes, results or size.
Calculate Ascertain/determine from given facts, figures or information.
Clarify Make clear or plain.
Classify Arrange or include in classes/categories.
Compare Show how things are similar or different.
Construct Make; build; put together items or arguments.
Contrast Show how things are different or opposite.
Critically analyse/ evaluate Add a degree or level of accuracy depth, knowledge and understanding,
logic, questioning, reflection and quality to the analysis/evaluation.
Deduce Draw conclusions.
Define State meaning and identify essential qualities.
Demonstrate Show by example.
Describe Provide characteristics and features.
Discuss Identify issues and provide points for and /or against.
Distinguish Recognise or note/indicate as being distinct or different from; to note
differences between.
Evaluate Make a judgement based on criteria; determine the value of.
Examine Inquire into.
Explain Relate cause and effect; make the relationships between things evident;
provide why and /or how.
Extract Choose relevant and/or appropriate details.
Extrapolate Infer from what is known.
Identify Recognise and name.
Interpret Draw meaning from.
Investigate Plan, inquire into and draw conclusions about.
Justify Support an argument or conclusion.
Outline Sketch in general terms; indicate the main features of.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 50
Predict Suggest what may happen based on available information.
Propose Put forward (for example a point of view, idea, argument, suggestion)
for consideration or action.
Recall Present remembered ideas, facts or experiences.
Recommend Provide reasons in favour.
Recount Retell a series of events.
Synthesise Putting together various elements to make a whole.
PRELIMINARY COURSE ASSESSMENT HANDBOOK 2020 51
APPENDIX 6
SEFTON HIGH SCHOOL
FAILURE TO ATTEND OR BE PRESENT FOR THE WHOLE
DAY OF AN ASSESSMENT TASK/SUBMIT ASSESSMENT TASK
ON MEDICAL GROUNDS
BY A
YEAR 10, 11 OR 12 STUDENT
NSW EDUCATION STANDARDS AUTHORITY (NESA) RULES
A medical certificate may provide a valid reason for missing an assessment task, being absent
from school prior to an assessment task and in certain circumstances for not submitting an
assessment task by the due date. Students who miss an assessment task with a valid reason may
be given an alternate task at a later time. In some circumstances an estimate will be given for the
task.
TO BE COMPLETED BY DOCTOR
______________________________________ has informed me that he/she has
Student’s Name
an assessment task due to be handed in before 8.30 am for _____________________ Course
on ______________________ Date
an in-class assessment in _______________________ on _____________________ Course Date
formal assessment examinations scheduled for the period _________to __________ Date Date
_______________________________ ________________
Doctor’s Signature Date
TO BE COMPLETED BY HEAD TEACHER
Doctor’s Certificate sighted/photocopied.
___________________________ _________________
Head Teacher’s Signature Date