HSC Assessment Manual 2012 “an educated woman means there is an educated society” Archbishop John Bede Polding Founder of the Sisters of the Good Samaritan
HSC ASSESSMENT MANUAL
2012 Dear Students and Parents/Carers This document complements your Course Handbook. Students and Parents/Carers should take time to read it carefully as it contains important information of which you should be aware. The document is divided into the following sections: • • • • • • • •
General requirements for HSC The purpose and nature of assessments tasks Your rights regarding school assessment Your responsibility regarding assessment tasks and examinations Plagiarism and Malpractice Protocol for change of Assessment Date College Reporting Specific advice relating to assessment for each subject
The process of assessing a student’s achievement of outcomes at St Mary Star of the Sea College is based on respect for the integrity of each person and on justice and equity for all. We expect that students will approach assessment in good faith; with a desire to demonstrate their best work as honestly as possible. The College will not make any decisions with respect to assessment which do not respect the integrity of all students and teachers or which do not promote justice for all.
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INDEX General requirements for HSC page 4 The purpose and nature of assessment tasks page 6 Your rights regarding school assessment page 7 Right to Appeal page 8 Your responsibility regarding assessment tasks and examinations page 9 Plagiarism and Malpractice page 15 Protocol for change of Assessment Date page 18 College Reporting page 19
Specific advice relating to assessment for each subject: BOARD DEVELOPED COURSES Biology Business Studies Chemistry Community & Family Studies Dance Design & Technology Drama Economics English Standard English Advanced English Extension I English Extension II Food Technology French Continuers Geography History Ancient History Modern History Extension Industrial Technology Italian Continuers
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Legal Studies General Mathematics Mathematics Mathematics Extension I Mathematics Extension II Music I Music 2 PDHPE Physics Society & Culture Studies of Religion I Studies of Religion II Textiles and Design Visual Arts Board of Studies – Sample of Official Warning Letter, Non Completion of a HSC Course Submitted Works and Practical Exams Submission and Certification Conjunctives and Connectives A Glossary of Key Words
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What happens if you are unable to attend school or arrive late on the day to complete or hand in an assessment task ILLNESS
MISADVENTURE
You will be given a zero for the task
no
You must ring the College by 8.45am
You must ring the College by 8.45am
no
You will be given a zero for the task
You will be given a zero for the task
no
You must provide a doctor’s certificate
You must have written evidence to support your appeal
no
You will be given a zero for the task
You must obtain an illness/misadventure form on the day of return and attach the doctor’s certificate
You must obtain an illness/misadventure form on the day of return and attach evidence to support your absence
You will be given a zero for the task
no
no
You will be given a zero for the task
Completed forms must be given to the Academic Care Coordinator within 5 days of return to school
Following review by the Academic Care Coordinator you will be given an estimate or alternate task. Hand in tasks must be submitted to the Academic Care Coordinator on the day of return by 8.45am.
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GENERAL REQUIREMENTS FOR HSC Eligibility To be eligible for the award of the Higher School Certificate you must: • •
have satisfactorily completed your courses sit for and make a serious attempt at the HSC external examination.
Satisfactory completion of a course You will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that you have: • • •
followed the course developed or endorsed by the Board of Studies applied yourself with diligence and sustained effort to the set tasks and experiences provided in the course by the school achieved some or all of the course outcomes.
If you do not complete a course satisfactorily, you receive an “N” (non-completion of course requirements) determination. If at any time you are at risk of being given an “N” determination in any course, you will be interviewed by the Academic Care Coordinator and your parents may be contacted. If the College determines that an “N” Warning is warranted you will receive an official warning letter. The letter will indicate the areas of concern and you will be given some time to show improvement.
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What will put me at risk of an “N” determination? 1. If you do not make a genuine attempt at assessment tasks which contribute more than 50% of the available marks. 2. If, in your teacher’s professional judgment, you are not making a genuine attempt to complete the course requirements. This could occur if you: • • • •
are frequently absent are frequently late to class frequently fail to complete homework or class tasks behave in a manner which does not reflect diligence.
What happens if I get an “N” determination in a course? 1. That course will not appear on your Record of Achievement. It is then likely you will not meet the pattern of study requirements (eg not have enough units) and hence be ineligible for the HSC in that year. 2. You have the right to appeal against an “N” determination. To do this, you must obtain a form from the Assistant Principal – Dean of Studies and follow the procedures outlined.
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PURPOSE AND NATURE OF ASSESSMENT TASKS Purpose of assessment tasks As you are already aware, assessment tasks are a feature of all Preliminary and HSC courses. The reason for these assessment tasks is that the College is required to provide the Board of Studies with an assessment mark for each course you undertake in the HSC Year. Your assessment mark in a course comprises the results of a number of assessment tasks administered throughout the course. As assessment tasks are used for measuring your achievement of outcomes at points during the course, a better indication of overall achievement of the outcomes is obtained rather than by a single examination. Therefore, assessment tasks should give you an incentive to maintain a consistently high level of learning and of study. Nature of assessment tasks Assessment tasks may be administered in any of the following ways: • • • •
written, practical, oral/aural tasks class and/or home assignments including essays, fieldwork and practical tasks individual and collaborative projects (of varying degrees of length and complexity) research task
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YOUR RIGHTS What rights do I have regarding school assessment? The College has developed an assessment program for each course you will undertake. In scheduling assessment tasks, the College is mindful of the demands these tasks will have on you. Hence, every effort has been made to distribute the tasks as evenly as possible throughout your courses. You will be given advice, including: • • • • • • •
the components and their weighting the general nature of each assessment task a calendar of when all of your assessment tasks are planned to take place the percentage value of each task in relation to the total mark for the course details of administrative arrangements associated with task (eg how the College will deal with absence, late submission of tasks, illness during the task, etc) details of the College’s procedures for dealing with suspected malpractice in assessment tasks and examinations how you may appeal against decisions which you feel are unfair in relation to assessment tasks and examinations
You will also receive clear feedback on your performance for every assessment task you do. This advice will: • •
indicate the outcomes you have or have not attained indicate your relative position (rank) within the course.
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You will be given at least two weeks notice in writing of the scheduled date and nature of an assessment task. Furthermore, if changes need to be made to the scheduled date and/or the nature and/or the weighting of an assessment task, you will be informed in writing at least two weeks prior to the scheduled date of the task. You may be granted special provisions if you have special needs. Such provisions may include permission to move, extra time, consume food or drink and use a scribe and/or reader in accordance with Board of Studies regulations.
Right to Appeal You have the right to appeal to the College if you feel that you have been disadvantaged in an assessment task. The appeal must be in writing addressed to the Assistant Principal – Dean of Studies. The only matters that the school will consider for appeals are in regards to: 1. the administration of the task (eg: timing errors or errors in the task) 2. computational errors in determining the mark It will be at the discretion of the Assistant Principal – Dean of Studies whether individual assessment tasks will be remarked. What rights do I have to appeal against my final HSC rank in a subject? You may seek a school review of your rank, which may result in your appealing to the Board of Studies. This appeal should be lodged by the last day of the HSC at the College.
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YOUR RESPONSIBILITY The following information is designed to help you know what procedures you must follow regarding assessment tasks and examinations. This section also explains possible outcomes if you do not follow these procedures. General information 1. You must provide certification for any absence on the day of an assessment task. Notes from parents/carers regarding illness will not be accepted. 2. Your parent/carer must ring the College by 8.45am if you are absent on the day of an assessment task. 3. All work submitted, either as an assessment task or in an examination, must be your own work. 4. You must be punctual for assessment tasks and examinations. If you are late for an assessment task or an examination you will not be given extra time unless you can document illness or misadventure. 5. If an assessment task is to be handed in, it is to be submitted to the College by 8.45am on the due date. If it is not handed in by 8.45am due to illness/misadventure a form must be completed. If the cause of lateness or non-submission is not illness or misadventure, a zero may be awarded. 6. Dental and medical appointments or holidays may not be regarded as appropriate reasons for absence from assessment tasks and examinations and a zero award may be awarded. 7. You are not permitted to sit for an assessment task or an examination prior to the date and time it is scheduled. 8. As assessment tasks must measure your actual performance, not your potential performance. The assessment marks you obtain cannot be modified to take into account possible effects of illness or misadventure situations. HSC Assessment Manual 2012
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9.
If you are absent on the day that information relating to an assessment task is distributed to the class, it is your responsibility to inform your teacher and obtain such information from her/him. Extra time may not be granted.
10. All work submitted must be on hard copy. Disks alone will not be accepted. Technology failure will not be considered a valid reason for appeal. For Technology courses all software projects submitted must be stored as files on the student’s folder or on a disk as indicated in the assessment notification. 11. Misreading of the exam timetable is not counted as a valid reason for absence/lateness from an exam. 12. Should a task be deemed invalid, the College may use a variety of methods to ensure a fair and just outcome for all students involved. The methods may include reducing the weighting assigned to the task and an additional task or a replacement task may be organized. This will be at the discretion of the Principal. In the event of an invalid task the following may not be used as grounds for appeal:• •
any marks associated with this task the task has been re-administered
13. The Principal has the discretion to make rulings in special cases or exceptional circumstances regarding assessment.
What if I am unable to come to school or arrive late on the day of an assessment task examination? HSC Assessment Manual 2012
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1.
You or your parent/carer must ring the College by 8.45am on the day of the task/exam and advise the College of your reason for not attending.
2.
On the morning of your return to school, before 8.45am, you must: • • •
obtain an Illness/Misadventure form which is available from the Academic Care Coordinator or student office provide documentary evidence (a doctor’s certificate or a letter from a suitably qualified person) giving details of your non-attendance return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator within 5 days of your return to school or you will be given a zero award.
What if I am unable to come to school or arrive late on the day of an assessment task hand-in? 1. You or your parent/carer must arrange to have your assessment task brought to the College and handed in at the College reception by 8.45am 2.
If it is impossible to carry out step 1, then on the morning of your return to school, you must: • obtain an Illness/Misadventure form which is available from the Academic Care Coordinator or student office and hand in your assessment task to the Academic Care Coordinator prior to 8.45am. • provide documentary evidence (a doctor’s certificate or a letter from a suitably qualified person) giving details of your non-attendance • return the completed Illness/Misadventure form and the documentary evidence to the Academic Care Coordinator within 5 days of your return to school or you will be given a zero award.
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What if I know in advance I will be absent on the day of an assessment task or an examination, or on the day an assessment task is due? 1.
Prior to the day in question, you must seek permission in writing from the College Principal. Only in exceptional circumstances will this leave be granted.
2.
Documentary evidence detailing your absence must accompany your application.
CAN I APPEAL A PENALTY OR ZERO AWARD? You have 7 days to appeal a penalty or zero award. Appeal forms can be obtained from the Academic Care Coordinator.
APPLYING FOR LEAVE All leave must be approved by the Principal. If you wish to apply for leave you must detail all assessment tasks that will be affected by that leave. It is your responsibility to obtain this information from all appropriate Subject Coordinators. The Principal will determine whether the assessments missed will be awarded an estimate or zero depending on the reason for leave. Can I apply for an extension of time to complete an assessment task? You may apply for an extension of time to complete an assessment task if you have had a prolonged absence from school or have other valid reasons. Prior to the day your assessment task is due, you must complete an Illness/Misadventure form available from the Academic Care Coordinator. Documentary evidence detailing your reason for requesting an extension of time must accompany your application. An Illness misadventure appeal may be used when a student considers their performance has been affected by illness or misadventure immediately prior (no more than 5 days) before an examination.
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What happens after I have submitted an Illness/Misadventure form? 1. The Academic Care Coordinator and the Subject Coordinator will then decide whether the reason for you not completing or not submitting the assessment task is valid. In certain circumstances, appeals will be reviewed by the Illness/Misadventure Review Committee chaired by the Dean of Studies. 2. If your reason is considered valid you may: • • •
sit for an alternate task as soon as feasibly possible, or be granted an extension of time, or be given an estimate at the end of the course based on your overall achievement in that course.
3. If your reason is not considered valid: • • • •
the Academic Care Coordinator will discuss the matter with you you will receive a zero mark for that assessment task a letter will be sent to your parents/carers informing them of the College’s decision to award you a zero mark all documentation relevant to your appeal will be kept by the Academic Care Coordinator.
What happens if I receive an estimate for an assessment task or an examination? If you receive an estimate for an assessment task or an examination, the estimate you receive will be based on your performance on all other relevant completed tasks. You will not be notified of the rank or the estimated mark for that task.
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Is there any other malpractice for which I may receive a zero mark or a penalty for an assessment task? The following malpractice will cause you to receive a zero mark: • • • •
submitting a task which you or another student may have already submitted for that subject or another subject the College proves that you were dishonest in the preparation or completion of a task. not following College rules regarding examination and assessment procedures. cheating in an examination or assessment task
The following malpractice will cause you to receive a penalty (which may be a zero mark): • your work is plagiarised from either written or electronic source. The penalty imposed will reflect the extent to which the material in the task has been plagiarised. This will be at the discretion of the Assistant Principal – Dean of Studies.
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PLAGIARISM AND MALPRACTICE We want our students to learn with integrity, and to approach assessment with a clear sense of what is right and wrong. Most of our students have access to a computer at home, and this is very often the first thing they turn to when preparing work for school. In this rapidly changing digital age, the rights and wrongs of preparing for and presenting assessment is less clear, and sometimes students present work which is not entirely their own. They use the words, creations and ideas of others without acknowledging the author. It is so easy to do, but it is also unethical and does not teach our students integrity in their learning. It can also give students an unfair advantage in their assessment. This is called malpractice. When the College measures student learning through assessment, we find that some students do not place as high a value on their own ideas and creations as we would want them to. We are taking steps to teach students quality research skills, as well as the ethics for learning. This covers avoiding plagiarism and copying and using internet resources wisely. What the College will do Our college website contains resources to help students plan their school work better. You will find there is important information about how to use Search Engines (like Google) wisely, and how to take notes in a way that reduces the risks of copying another person’s ideas and creations. We will also present students with resources about copyright and intellectual property, and ways to use other people’s work respectfully. We will teach students how to reference their research and how to present a bibliography which shows the source of the information they have used. This is a feature of all research based school assessment and project work. What if malpractice is suspected? If a student presents work that appears to not be her own, we will speak to her about it and contact you to let you know we are looking into your daughter’s work. If it turns out that some or all of your daughter’s work is the product of malpractice, she will be penalised in proportion to the amount of her work affected by the malpractice. If it is a very substantial amount, this could mean receiving zero for the task.
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Parents will be notified of the outcome of our enquiries in writing. What students must do Students must give credit to the authors and artists whose work they use. For most hand-in assessment task, a bibliography is a requirement. Even if a bibliography is not mentioned in the notification, it is still excellent practice to compile and submit one. Students must work on individual tasks by themselves and present work that is entirely their own. When you receive an assessment… • • • •
Plan your time Break the task into parts Ask your teacher if there are preferred sources for information Compile a set of questions that you need to answer to complete the task
When you are online… • Start your bibliography at www.bibme.org, and enter every site or book you use • Use the questions you asked (above) to structure your searching • Do not go straight to Google. Check the school library website and databases first • Always use a different colour pen or font when you are taking down quotes and use big quote marks around them. Include the source of the quote in your notebook • For images, music and media, use work that is licensed under Creative Commons (www.creativecommons.org). These authors are happy to share, if you acknowledge them.
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When you are writing • Refer back to your assessment instructions often, to check you are on the right track • Trust your own ideas and words • Show quotes as quotes and include the author and the year of the quote in brackets after the quote (or you could use footnotes) • Do not paraphrase (change some words or expressions) as this is still plagiarism. If you must paraphrase, make reference to the author • Do not work too closely with other students, or your work may look the same • Produce an accurate and complete bibliography before you write your final draft • Check the instructions for bibliographies and references in your College diary. We use the Harvard or MLA format • Ask your teacher or Librarian if you are unsure whether you have given adequate credit or produced a good bibliography. OUTSIDE TUTORS Assessment schedules must be submitted to the College at the commencement of the HSC course for the Principal to approve. Results from individual assessment tasks as well as the final HSC Assessment result must be submitted to the College by the outside Tutor. It is the responsibility of the College to submit the final assessment to the Board of Studies for students studying courses with an outside tutor.
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PROTOCOL FOR CHANGE TO ASSESSMENT DATE The Assistant Principal - Dean of Studies is responsible for scheduling all assessment for reporting tasks. Preliminary and HSC assessment dates are published on the term College calendar. Dates and weeks for the scheduling of all assessment tasks are completed by the Assistant Principal - Dean of Studies in consultation with the Subject and Year Coordinators at the beginning of each year. It would be unusual for the date of any assessment task to be changed and any change can only be made by the Assistant Principal - Dean of Studies. 1. Process for Request of a Change of Date Subject/Year Coordinators request a change of date for an assessment task from the Assistant Principal – Dean of Studies. 1.1 1.2
The Assistant Principal - Dean of Studies will assess the request. If approved the students must be notified in writing of the change of date.
Students can appeal a Change of Date for an assessment task if they do not receive the Change of Date written notification with sufficient notice. 2. Process for appeal by students for a Change of Date 2.1 2.2
Students must complete a change of date appeal form which is available from student office. Forms must be submitted to the Dean of Studies.
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COLLEGE REPORTING Reporting is the process of communicating information about student achievement and progress gained from the assessment process. The College uses a range of formal and informal strategies to provide students, parents, teachers and employers with accurate and relevant information about student achievement and progress. The College provides two formal written reports annually to parents/carers. These reports contain information required under the Schools Assistance (Learning Together - Achievement through Choice and Opportunity) Act 2004. There is also opportunity for parents to meet formally with teachers to discuss their daughter’s progress. The first report received by HSC students will include a cumulative mark and rank for each subject studied by the student. The final report includes the student's Trial HSC Mark and final cumulative rank. Note that marks are standardised to a mean of 70%. This enables parents and students to be able to compare their performance across a range of subjects with the same mean. Note that individual subject means are also considered through discussion between the Dean of Studies and relevant KLA Coordinator.
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COURSE: BIOLOGY KLA: SCIENCE
Outcomes
H6, H7, H8, H9, H10
H11, H12, H13, H14, H15
H11, H12, H13, H14, H15
Components
Knowledge and Understanding
Skills in First Hand Investigations, gathering, processing first hand data and secondary sources
Skills in Scientific Thinking, Problem Solving and Communication Percentage
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2011
nd
Term 1, 2 half 2012
nd
Term 3, 2nd half 2012
Open ended investigation
Exam
40
Term 2, 2
half 2012
Practical Task
15
Trial Exam
25
30
5
5
15
5
30
5
10
5
10
100
10
30
20
40
Outcomes H1, H2, H3, H4, H5 are embedded in all tasks
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COURSE: BUSINESS STUDIES KLA: HSIE Outcomes
H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H3.3, H4.1, H4.2
Components
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 2nd half
Term 3
Multiple choice Short response
Multiple choice Short response
Case study report
Trial examination
Knowledge and understanding of course content
40
10
10
20
Stimulus based skills
20
5
5
10
Inquiry and research
20
H5.4
H5.1, H5.2 20
H5.3 Communication of business information, ideas and issues in appropriate forms Percentage
HSC Assessment Manual 2012
20
5
5
10
100
20
20
30
30
22
COURSE: CHEMISTRY KLA: SCIENCE Task 1 Outcomes
H6, H7, H8, H9, H10
H11, H12, H13, H14, H15
H11, H12, H13, H14, H15
Components
Knowledge and Understanding Skills in First Hand Investigations, gathering, processing first hand data and secondary sources
Skills in Scientific Thinking, Problem Solving and Communication Percentage
Weighting
Task 2
Task 3
Task 4
nd
nd
Term 3, 2nd half 2012
Term 4, 2011
Term 1, 2 half 2012
Open ended investigation
Exam
40
Term 2, 2
half 2012
Practical Task
15
30
5
30
100
Trial Exam
25
5
15
5
5
10
5
10
10
30
20
40
Outcomes H1, H2, H3, H4, H5 are embedded in all tasks
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COURSE: COMMUNITY & FAMILY STUDIES KLA: PDHPE Outcomes
Components
Weighting
Task 1 End of Term 1 Research Handin and in-class presentation
Groups in Context
H.1.1, H2.2, H2.3, H.3.1, H3.2, H3,3 H.3.4
H5.1, H5.2, H6.1, H6.2
H4.1, H4.2
Knowledge and understanding of how the following impact on wellbeing: - Resource management - Positive relationships - Range of societal factors Skills in: - Applying management processes to meet the needs of individuals, groups, families and communities - Planning to take responsible action to promote wellbeing Knowledge and understanding about research methodology and skills in researching critical thinking, analysing and communicating
Percentage
HSC Assessment Manual 2012
Task 2 Plan: Term 4,Week 4 IRP: Term 1 1/3/12 Independent Research Project 1. Project Plan 2. Project Diary 3. The Product Research Methods
Task 3 First Half Term 3 In Class Task: Short Answers and Extended Response
Task 4 Term 3 Trial HSC
Parenting and Caring Individuals and Work
All Modules
40
5
5
10
20
25
5
5
10
5
35
10
10
5
10
100
20
20
25
35
24
COURSE: DANCE KLA: PERFORMING ARTS Outcomes
H1, H1.2, H1.3, H2.1, H2.2, H2.3
Components
Weighting
Core Performance Practical
20
H1.1, H1.2, H1.3, H3.1, H3.2, H3.3, H3.4
Core Composition Practical
20
H1.1, H1.2, H1.3, H4.1, H4.2, H4.3, H4.4, H4.5
Core Appreciation Theory
H1.1, H1.2, H1.3, H2.1, H2.2, H2.3 H3.1, H3.2, H3.4
Major Study Options Performance - Composition - Appreciation - Dance & Technology (Theory & Prac) Percentage
HSC Assessment Manual 2012
Task 1
Task 2
Task 3
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 2, 2nd half
Term 3
Performance
Composition
Appreciation
Major Study
Trial Exam
15
10
10
15
40
15
Task 5
5
20
100
Task 4
10
15
5
20
20
20
40
25
COURSE: DESIGN & TECHNOLOGY KLA: TAS Task 2
Task 3
Task 4
Task 5
Term 1, 1st half
Term 2, 2nd half
Term 3, 1st half
Term 3
Design Proposal Hand-in
Case Study Innovation and Emerging Technology Hand-in
Design Development Hand-in
Design Realisation and Marketing In-class
Trial Exam
Outcomes
Components
H1.1, H1.2, H2.1, H2.2, H3.1, H3.2, H6.1, H6.2
Knowledge and skills in Innovation and Emerging Technologies
H4.1, H4.2, H4.3, H5.1, H5.2
Designing and Producing
60
20
Percentage
100
20
HSC Assessment Manual 2012
Weighting
Task 1 Term 4, 2nd half
40
20
20
20
20
20
20
20
20
26
COURSE: DRAMA KLA: CREATIVE ARTS
Outcomes
H1.1, H1.2, H1. 3, H1. 4, H1. 5, H1. 6, H1. 7 H2.1, H2.2, H2.3 H3.1, H3.2, H3.3
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4, 2nd half
Term 1, 1st half
Term 2, 1st half
Term 2, 2nd half
Trials Period
Weighting
Australian Drama: workshopped performance and written reflections
Drama and Theatre: Workshopped performance and written reflections
Individual Project: Process monitoring presentation plus log book
Group performance: Process monitoring presentation
Trial HSC incorporating Individual Project and Group Performance presentations, log books and written examination
Making
40
10
10
5
5
10
Performing
30
5
5
5
5
10
Critically Studying
30
5
5
Components
HSC Assessment Manual 2012
20
27
Percentage
HSC Assessment Manual 2012
100
20
20
10
10
40
28
COURSE: ECONOMICS KLA: HSIE Outcomes
H1 to H8
Components
Knowledge and understanding of course content
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 2nd half
Term 3
Globalisation case study
Exam
Economic policies, management issues
Trial examination
40
20
20
H9, H11 Stimulus based skills H9, H10, H11
H10, H12
20
10
Inquiry and research
20
10
Communication of economic information, ideas and issues in appropriate forms
20
10
5
5
Percentage
100
20
25
25
HSC Assessment Manual 2012
10
10
30
29
COURSE: STANDARD ENGLISH KLA: ENGLISH
Outcomes
H1, H2, H3, H6, H8, H9, H10, H11, H12 H1, H5, H7
H7, H8, H10, H12, H13
Components
Weighting
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 2, 2nd half
Term 3
A.O.S Listening Task
Briar Rose essay
Educating Rita Hand in task
Sea change speech
Trial exam Paper 1 & Paper 2
5
5
Writing
30
5
Listening
15
15
Speaking
15
Representing and Viewing
15
Reading
25
Percentage
100
15
15
H5, H6, H9
H1, H2, H3, H4
15
20
10
10
15
15
5 15
35
Weighting of Content Area of Study = 40% Texts and Society = 20% Close Study of Text = 20% Experience through Language = 20% HSC Assessment Manual 2012
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COURSE: ENGLISH ADVANCED KLA: ENGLISH
Outcomes H1, H2, H3, H6, H8, H9, H10, H11, H12 H4, H5, H7
H7, H8, H10, H12, H13 H5, H6, H9, H11
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 2, 2nd half
Term 3
A.O.S Exam Listening
Hamlet essay
Virginia Wolfe Hand in task
Cedars speech
Trial exam Paper 1 & Paper 2
5
10
Components
Weighting
Writing
30
5
Listening
15
15
Speaking
15
Representing and Viewing
15
Reading
25
Percentage
100
10
15
10
5
H1, H2, H3, 5 20
15
15
20 15
35
Weighting of Content Area of Study = 40% Comparative Study of Texts and Context = 20% Critical Study of texts = 20% Representation and text = 20% HSC Assessment Manual 2012
31
COURSE: ENGLISH EXTENSION 1 KLA: ENGLISH
Components
Task 1
Task 2
Task 3
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
In Class Essay
Tutorial Presentation
Trial HSC Exam
1,3,4
1,2
1,2,3,4
25
5
10
10
25
10
10
5
50
15
20
15
Weighting
Outcomes Knowledge and understanding of complex texts and of how and why they are valued Skills in • Complex analysis • Sustained composition • Independent investigation Percentage
HSC Assessment Manual 2012
32
COURSE: ENGLISH EXTENSION 2 KLA: ENGLISH
Components Objective 1 Skills in extensive independent investigation Objective 2 Skills in sustained composition Objective 1 Skills in extensive independent investigation Objective 2 Skills in sustained composition Objective 1 Skills in extensive independent investigation Objective 2 Skills in sustained composition Marks
HSC Assessment Manual 2012
Weighting
10
Task 1
Task 2
Task 3
Term 1, 1st half
Term 2, 1st half
Term 3, 1st half
Viva Voce
Report
Draft Major Work and Reflection
10
15
15
25
50
25
10
15
25
33
COURSE: FOOD TECHNOLOGY KLA: TAS
Outcomes
H1,2, H1,1, H1,4, H2.1, H1.3
Components
Weighting
Task 1
Task 2
Task 3
Task 4
End Term 4
Mid, Term 1
Early Term 3
Term 3
Core Food Manufacture Hand-in and Inclass
Core Food Product Development Hand-in and Inclass
Option Nutrition Core Hand-in and In-class
Trial Exam
5
Knowledge and understanding
20
5
Research Analysis and Communication
30
10
Experimentation and Preparation
30
5
Design, Implementation and Evaluation
20
Percentage
100
10
H3.1, H3,2 10
10
10
10
5
10
5
5
25
25
30
H4.2, H4.1
H5.1
HSC Assessment Manual 2012
20
34
COURSE: FRENCH CONTINUERS KLA: LANGUAGES
Outcomes
H1,1, H1.2, H1.3, H1.4, H2.2, H2.3, H4.1
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 3
Reading & Responding Task
Reading & Responding Task & Writing Task
Trial Exam
Components
Weighting
Speaking
20
Speaking Task Listening and Responding Task Speaking 12
25
Listening and Responding 15
H3.1, H3.2 Listening & Responding H1.1, H1.2, H2.3, H3.1, H3.2, H4.2, H4.3 H2.1, H2.2, H2.3, H4.1, H4.3
Reading & Responding
40
Writing
15
Percentage
100
HSC Assessment Manual 2012
Reading and Responding 10
10
27
Speaking 8
Listening and Responding 10 Reading and Responding 14
Reading and Responding 16
Writing 9
Writing 6
23
40
35
COURSE: GEOGRAPHY KLA: HSIE Outcomes
Components
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 3
Stimulus response ecosystems
Field work report
Essay – Urban Places
Trial examination
15
15
H1 to H6
Knowledge and understanding of course content
40
10
H10, H11
Geographical tools and skills
20
5
15
H8, H9, H12
Communication H7, H8, H9, H10
20
Geographical field work, inquiry and research
20
Percentage
100
HSC Assessment Manual 2012
10
10
15
20
20
5
25
35
36
COURSE: ANCIENT HISTORY KLA: HSIE Outcomes
Components
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 3
Source based task on an Ancient Society
Communication and research into an Historical period
Communication and research into a personality
Trial Examination
40
5
5
5
25
20
10
Weighting
H1.1, H2.1 Knowledge and understanding of course content H3.3 to H3.6
H3.1 to H3.6
Source based skills. Analysis, synthesis and evaluation
Historical inquiry and research
20
10
10
10
H4.1, H4.2 Communication of historical understanding in appropriate forms
20
5
5
5
5
Percentage
100
20
20
20
40
HSC Assessment Manual 2012
37
COURSE: MODERN HISTORY KLA: HSIE Outcomes
H1.1, H1.2, H2.1
H3.3, H3.4, H3.5
Components
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 2nd half
Term 3
Core study
National Study
International Study
Trial Examination
10
10
20
Knowledge and understanding of course content
40
Source based skills. Analysis, synthesis and evaluation
20
10
Historical inquiry and research
20
10
Communication of historical understanding in appropriate forms
20
Percentage
100
10
H3.1 to H3.5 5
5
10
10
25
25
H4.1, H4.2
HSC Assessment Manual 2012
20
30
38
COURSE: HISTORY EXTENSION KLA: HSIE Outcomes
Components
Weighting
Task 1
Task 3
Task 4
Term 1, 2nd half
Term 3, 1st half
Term 3
Essay
Essay proposal and process log
Trial examination
E1.1 Knowledge and understanding of significant historiographical ideas and processes E2.1, E2.2, E2.3
Skills in designing, undertaking and communicating historical inquiry – the History project Marks
HSC Assessment Manual 2012
10
5
40
50
5
40
5
40
5
39
COURSE: INDUSTRIAL TECHNOLOGY: Multimedia KLA: TAS Outcomes
Components
H1.1, H1.2, H1.3, H6.1, H7.1, H7.2
Knowledge and understanding of the organisation and management of, and manufacturing processes and techniques used by, the focus area industry
H2.1, H3.1, H3.2, H3.3, H4.1, H4.2, H4.3, H5.2, H5.2, H6.2
Knowledge, skills and understanding in designing, managing, problem solving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality major project. Percentage
HSC Assessment Manual 2012
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 3, Week1
Term 3
Presentation of Major Project Ideas and Development Hand-in
Practical Task related to Industry Study In-class
Display of Major Project and Folio Hand-in
Trial HSC
10
10
10
30
70
20
10
20
20
100
20
20
30
30
40
COURSE: ITALIAN CONTINUERS KLA: LANGUAGES
Outcomes
H1,1, H1.2, H1.3, H1.4, H2.2, H2.3, H4.1 H3.1, H3.2
H1.1, H1.2, H2.3, H3.1, H3.2, H4.2, H4.3 H2.1, H2.2, H2.3, H4.1, H4.3
Components
Weighting
Speaking
20
Listening & Responding
25
Reading &
40
Responding
Writing
15
Percentage
100
HSC Assessment Manual 2012
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 3
Reading & Responding Task
Speaking Task Listening and Responding Task Speaking 12
Reading & Responding Task & Writing Task
Trial Exam
Speaking 8
Listening and Responding 15 Reading and Responding 10
10
27
Listening and Responding 10 Reading and Responding 14
Reading and Responding 16
Writing 9
Writing 6
23
40
41
COURSE: LEGAL STUDIES KLA: HSIE Outcomes
H1.1 to H1.2 H2.1 to H2.3 H3.1 to H3.4 H4.1 to H4.3
Components
Knowledge and understanding
Weighting
60
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 2nd half
Term 2, 2nd half
Term 3
Crime Exam
Crime and Human Rights Research and Exam
Focus Study 1
Trial Examination
10
10
10
30
10
10
(Examinations/Class Tests) H5.1 to 5.4 Research – Investigation
20
H5.3 Communication Percentage
HSC Assessment Manual 2012
20
10
5
5
100
20
25
25
30
42
COURSE: GENERAL MATHEMATICS KLA: MATHEMATICS Task 1 Outcomes
P2, P3, P4, P5, P6, P9, P10 H2, H3, H4, H5, H6, H7, H9, H10, H11
P2, P4, P5, P6, P7, P8, P9, P10, P11 H2, H3, H4, H5, H6, H7, H8, H9, H10, H11
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Prepared Hand-in and Assessment Task
Assessment Task
Assessment Task
Trial Exam
50
5
15
10
20
Reasoning and Communication
50
5
15
10
20
Percentage
100
10
30
20
40
Components
Concepts, skills and techniq ues
Weighting
Term 4, 2nd half 2011
Up to 30% of the internal assessment in General Mathematics Stage 6 may be based on the Preliminary Course.
HSC Assessment Manual 2012
43
COURSE: MATHEMATICS KLA: MATHEMATICS Outcomes
Components
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half 2011
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Hand-in Assessment Task
Assessment Task
Assessment Task
Trial Exam
50
5
15
10
20
Weighting
P3, P4, P5, P6,P7, H3, H4, H5, H7, H8
Components, skills and techniques
P2, P8 H2, H3, H4, H5, H6, H7, H8, H9
Reasoning and Communication
50
5
15
10
20
Percentage
100
10
30
20
40
No more than 20% of the Mathematics Assessment is to be based on the Preliminary Course.
HSC Assessment Manual 2012
44
COURSE: MATHEMATICS EXTENSION 1 KLA: MATHEMATICS Outcomes
PE3, PE4, PE5 HE2, HE3, HE4, HE5, HE6 PE2, PE6 HE2, HE3, HE4, HE7
Components
Components, skills and techniques Reasoning and Communication Marks
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half 2011
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Hand-in Assessment Task
Assessment Task
Assessment Task
Trial Exam
25 (*50)
2.5
7.5
5
10
25 (*50)
2.5
7.5
5
10
50 (*100)
5 (10)
15 (30)
10 (20)
20 (40)
Weighting
Bracketed figures are Mathematics Extension 1 assessment weightings for * Extension 2 students studying the Extension 1 course School Assessment for the Mathematics Extension 1 HSC course can be based on the whole of the Mathematics Extension 1 Course (Preliminary and HSC Courses)
HSC Assessment Manual 2012
45
COURSE: MATHEMATICS EXTENSION 2 KLA: MATHEMATICS Task 1 Outcomes
E3,E4, E5, E6, E7, E8
E2, E3, E4, E5, E6, E7, E8, E9
Components
Weighting
Term 1, 1st half
Task 2 Term 2, 1st half
Task 3 Term 2, 2nd half
Task 4 Term 3, 1st half
Assessment Task
Assessment Task
In-class Presentation and Hand-in Task
Trial Exam
Components, skills and techniques
50
7.5
15
7.5
20
Reasoning and communication
50
7.5
15
7.5
20
Percentage
100
15
30
15
40
HSC Assessment Manual 2012
46
COURSE: MUSIC I KLA: PERFORMING ARTS Outcomes
H1, H9, H10, H2, H4, H5, H6, H11 H3, H5, H7, H8, , H9, H10, H11, H2, H4, H6, H8, H10, H11
Components syllabus
Weighting syllabus
Performance
10
Composition
10
Musicology
10
Task 1
Task 2
Task 3
Task 4
Task 5
Term 4, 2nd half
Term 1, 2nd half
Term 2, 1st half
Term 2, 2nd half
Term 3, 1st half
Performance Core Topic Viva
Elective (own choice)
Aural Paper
Composition and Portfolio Hand in Elective Topic
Trial Exam Aural, Core Performance and Electives
5
5
10
10
H4, H6 Aural H1-H11
Electives 1,2, & 3 • Performance • Musicology: viva voce and portfolio • Composition: portfolio only Percentage
HSC Assessment Manual 2012
Aural Paper 15
25
45
100
10
20
15
20
25
15
10
40
47
COURSE: MUSIC 2 KLA: PERFORMING ARTS Outcomes
Components syllabus
Weighting syllabus
H1, H2, H6, H7, H10, H12
C1 Performance
25
H3, H4, H5, H8, H9
C2 Composition
25
H2, H7
C3 Musicology
25
C4 Aural
25
H2, H7
Percentage
HSC Assessment Manual 2012
100
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3, 2nd half
Musicology (Essay/Viva)
Aural & Performance
Composition/ Portfolio handin
Final Exams
15
10
25
15
10
10
15
25
15
25
35
48
COURSE: PDHPE KLA: PDHPE
Outcomes
H1, H2, H3, H7, H9,
H4, H5, H10, H11, H13
H14, H15, H16, H17
Components
Knowledge and understanding of the factors that affect health and the way the body moves Skills in influencing personal and community health and taking action to improve participation and performance in physical activity Skills in critical thinking, research and analysis
Percentage
HSC Assessment Manual 2012
Task 1
Task 2
Task 3
Task 4
Term 4, Week 6
Term 1, 2nd half
Term 2, 2nd half
Term 3
Research Task
Research Task
Research Task
Trial HSC Exam
Health Priorities in Australia
Factors affecting Performance
Improving Performance
40
5
10
10
15
30
10
5
5
10
30
5
10
5
10
100
20
25
20
35
Weighting
49
COURSE: PHYSICS KLA: SCIENCE Outcomes
H6, H7, H8, H9, H10
H11, H12, H13, H14, H15
H11, H12, H13, H14, H15
Components
Knowledge and Understanding Skills in First Hand Investigations, gathering, processing first hand data and secondary sources
Skills in Scientific Thinking, Problem Solving and Communication Percentage
Weighting
Task 1
Task 2
Term 4, 2011
nd
Term 1, 2 half 2012
Term 2, 2 half 2012
Term 3, 2nd half 2012
Open ended investigation
Exam
Practical Task
Trial Exam
40
Task 3 nd
15
Task 4
25
30
5
5
15
5
30
5
10
5
10
100
10
30
20
40
Outcomes H1, H2, H3, H4, H5 are embedded in all tasks
HSC Assessment Manual 2012
50
COURSE: SOCIETY & CULTURE KLA: HSIE Outcomes
Components
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 1, 1st half
Term 2, 2nd half
Term 3
Country Case Study
PIP Oral
Depth Study Analysis
Trial Examination
20
20
H1 to H5 Knowledge and understanding of course content
50
Application and evaluation of social and cultural research methodologies
30
Communication of information, ideas and issues in appropriate forms
20
5
Percentage
100
15
10
H6 15
15
H7 to H11
HSC Assessment Manual 2012
15
10
5
30
40
51
COURSE: STUDIES OF RELIGION I KLA: RELIGION
Outcomes H1, H2, H3, H5, H7, H8, H9 H1, H2, H3, H4, H5
Components
Weighting
Task 1
Task 2
Task 3
Term 1, 2nd half
Term 2, 2nd half
Term 3
Post 1945 Response based on source
Depth Study/Research Task
Trial Examination
Source-Based Skills
10
5
Knowledge and Understanding of course content
20
5
Communication of information ideas and issues in appropriate forms
Investigation and Research
5
5
10
10
5
5
10
10
H6, H8, H9
H6, H7, H9
Mark
HSC Assessment Manual 2012
50
10
20
20
52
COURSE: STUDIES OF RELIGION II KLA: RELIGION
Outcomes H1, H2, H3, H5, H7, H8, H9 H1, H2, H3, H4, H5
Components
Source-Based Skills
Knowledge and Understanding of course content
Weighting
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 1st half
Term 2, 2nd half
Term 3
Post 1945 Response based on source
Judaism Response
Depth Study/Research Task
Trial Examination
20
10
40
5
10
10
5
20
5
5
10
H6, H8, H9 Communication of information, ideas and issues in appropriate forms
20
H6, H7, H9 Investigation and Research
20
Percentage
100
HSC Assessment Manual 2012
20
15
15
30
40
53
COURSE: TEXTILES AND DESIGN KLA: TAS
Outcomes
Components
H1.3, H2.1, H3.1, Knowledge and H3.2, H5.1,H5.2, understanding of textiles H6.1 and the textiles industry
H1.1, H1.2, H2.1, Skills in design, H2.2, H2.3, H4.1, manipulation, H4.2, H6.1 experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technology Percentage
HSC Assessment Manual 2012
Weighting
Task 1
Task 2
Task 3
Task 4
Term 4, 2nd half
Term 2, 1st half
Term 3, 1st half
Term 3
MTP presentation Inclass presentation
Investigation and Experimentatio n Hand-in
MTP Diary Outcomes Hand-in
50
5
20
50
15
10
25
100
20
30
25
Trial HSC Exam
25
25
54
COURSE: VISUAL ARTS KLA: CREATIVE ARTS Outcomes
H1,H2,H3,H4,H5 H6
Components
Weighting
Task 1
Task 2
Term 4, 2nd half
Term 1, 1st half
Historical Research Hand-in
Artmaking Hand-in
Art Making
50
Critical Study
25
Historical Study
25
15
Percentage
100
15
Task 3 Term 2, 1st half
Critical In Class Exam
10
Task 4
Task 5
Term 2, 2nd half
Term 3
Artmaking Hand-in
Trial Exam
20
20
H7, H8, H9,H10 15
10
H7, H8, H9,H10
HSC Assessment Manual 2012
10
10
15
20
40
55
WARNING LETTER
Dear [Parent/Carer name], Re : OFFICIAL WARNING – Non-completion of a Higher School Certificate Course Your daughter [name] has received a zero for [ course name]. As a result, I am writing to advise that she is in danger of not meeting the Course Completion Criteria for this Higher School Certificate course. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the [eg 1 st, 4th] official warning we have issued concerning [course name] . A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non-completion of course) determination being made for a course. Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the student has : a) b) c)
followed the course developed or endorsed by the Board; and applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and achieved some or all of the course outcomes
Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an ‘N’ determination. An ‘N’ determination will mean that the course will not be listed on the student’s Record of Achievement and may affect the student’s eligibility for the Higher School Certificate. In Year 12, students must make a genuine attempt at assessment tasks that contribute in excess of 50% of available marks. Completion of tasks worth exactly 50% is not sufficient; tasks worth in excess of 50% must be completed. To date, [name] has not satisfactorily met [a, b or c] of the Course Completion Criteria. The table overleaf lists those tasks, requirements or outcomes not yet completed or achieved, and/or for which a genuine attempt has not been made. In order for [name] to satisfy Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed/achieved. Please discuss this matter with [student name] and contact the College if further information or clarification is needed. Yours sincerely, ____________________________ Academic Care Coordinator / / 2012
HSC Assessment Manual 2012
____________________________ Principal / / 2012
56
To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by [student name] . Task Name(s )/ Course Requirement(s) / Course Outcome(s)
Percentage weighting (if applicable)
Original due date (if applicable)
Action required by student
Revised date to be completed by (if applicable)
………………………….………………………………………………………………… Please detach this section and return to the Academic Care Coordinator Requirements for the satisfactory completion of the Higher School Certificate Course •
I have received the letter dated _______________ indicating that _____________________ (student name) is in danger of not having satisfactorily completed _________________________________ (course name)
•
I am aware that this course may not appear on her Higher School Certificate Record of Achievement.
•
I am also aware that the ‘N’ determination may make her ineligible for the award of the Higher School Certificate.
Parent/Carer signature : __________________________________ Date : ____________________
HSC Assessment Manual 2012
57
Submitted Works and Practical Exams In the following courses students are required to complete a practical component as part of the HSC examination: Dance, Design and Technology, Drama, English Extension 2, Industrial Technology, Music, Society and Culture, Textiles and Design and Visual Arts (ACE Section 9.3.1) Important OHS Consideration Regarding Major Works In respect to issues of health and safety, the development and selection of student projects, major works, exhibitions and performances should: •
Recognise and reflect relevant State and National legislation, regulations and standards including those relating to health and safety, animal welfare, dangerous goods, hazardous substances and weapons. For further details regarding exclusions – refers to ACE Section 9.3.1.1)
NB: Any HSC project that might be considered dangerous to health or safety may not be marked. Students should discuss with their class teacher regarding the suitability of their major work unsure of should consult their teacher. Before Commencement Students are not permitted to commence the Major Work until the following requirements have been satisfied: • • • • •
Have received a written copy of the course guidelines for the project component (as outlines syllabus documents) Been informed of the OHS guidelines regarding major works Have received a written copy of the Board of Studies publication – HSC Assessments and Submitted Works: Advice to Students Submitted the Practical Project Record of Progress proforma to the class teacher containing an outline of the major work Received written consent for the project to commence from the classroom teacher
During Development During the development phase for the major works, teachers will regularly monitor and assess the student’s progress. Students will need to ensure that process diaries, logbooks, body of work, journals are kept up to date. Students will also be informed about the requirements regarding outside assistance and that they discuss any proposed outside assistance with the class teacher before it is undertaken and that outside assistance is correctly and accurately acknowledged in the major work documentation.
HSC Assessment Manual 2012
58
Submission and Certification The submission Dates for completion and hand-in to school for major work projects are determined by the Board of Studies and are published in the Higher School Certificate Practical Examination Important Dates Schedule. Students will need to complete a declaration for the submitted works on which they must certify that the submitted item of performance is their own work. The class teacher and principal are both required to certify that the major work of performance was developed under the teacher’s supervision, was the student’s own work and was completed by the due date (ACE 9.3.4). If either the teacher of the principal is unable to certify and major work or performance, a non-certification report form is to be forwarded (with the major work) to the Board of Studies. The Board will make final determinations on all cases of non-certification and advice both the school and the student at the time of the release of the HSC results. (ACE 9.3.4)
HSC Assessment Manual 2012
59
Conjunctives and Connectives Conjunctives are used to provide different types of relationships between clauses within sentences and between different sentences. These relationships can be: Temporal conjunctions and connectives used to show a sequence first (second, third etc) firstly (secondly etc.) here now at this point meanwhile after a while
finally subsequently on another occasion lastly at this moment next time at once
then after that before that hitherto until then soon
when next previously afterwards in the end as a result
Casual/conditional conjunctions and connectives used to show cause and effect so consequently an effect of otherwise yet despite this all the same by
then hence accordingly although though however an upshot of as
therefore because if since so as even though moreover
as a consequence of under the circumstances a repercussion of an outcome of as a result of nevertheless
Ways to write about cause and effect caused by produced by points towards created influenced by provoked sprang from a source of engendered allowed
stemmed from due to an upshot of inaugurated inspired brought about gave rise to fostered shaped by encouraged
led to influenced resulted in initiated generated arose out of grew out of derived from shaped
in that case produced an outcome of gave scope to culminated in contributed to conditions for unfolded from ramification of
Comparative conjunctions and connectives used to show contrast however in spite of this whereas rather elsewhere
nevertheless differs from on the contrary in that respect but
instead on the other hand also in other respects
as if as though alternatively as
Additional conjunctions (ways to show the addition of an idea or point) also furthermore moreover but in fact
as well and not only while for one thing
HSC Assessment Manual 2012
besides additionally nor whereas
in addition besides without neither
60
Conjunctions and connectives which exemplify and show results for example these include such as so, as
for instance as a result consequently since
for one thing as exemplified by therefore furthermore
including accordingly through according to
Ways to introduce another viewpoint although even though nevertheless however one side of the issue in spite of this differs from at the same time However, the basis issue is…….. More to the point is the fact that …………… To argue …..is insufficient (not enough)…….
on the other hand on the opposite side sometimes one may in contrast to on the other side not withstanding despite this at a deeper level Ultimately we must realise, however …… More importantly (significantly) however…… It is necessary to consider
Ways to sum up There are many reasons…………. I recommend……….. Consequently it seems better to ……………. On balance it would seem that …………… Thus, in summary ………..
It can seem that ……………….. I propose………….. It would seem that ……………… The weight of the evidence would suggest It can be seen …….
Ways to introduce recommendations My point of view is …………… My opinion is ……………… My decision is ………….. In spite of ………………… Although there are
After looking at both sides ………… Therefore, after examining all the arguments…. It would appear reasonable to conclude then…. My recommendation after looking at both sides….
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many benefits problems a number of reasons The reasons on the other side are clearer are more convincing are more convincing suggest that Ways to write about the significance of something discloses shows up expresses shows evidence of
reveals means mirrors manifests
indicates represents exemplifies is an extension of
shows symbolises reflects is rooted in
Ways to open the introductory paragraph The current debate regarding ………….. There are both advantages and disadvantages Before deciding whether …………. In discussing whether or not ………….. It is often argued that ……………… There have been some discussion about whether There are many reasons for both sides of the issue about why …………….. There are many suitable reasons to support both sides as to whether ………………. There has been much debate about …………………
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A GLOSSARY OF KEY WORDS Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents. Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks. Account Account for: state reasons for, report on. Give an account of: narrate a series of events or transactions Analyse Identify components and the relations between them; draw out and relate implications Apply Use, utilise, employ in a particular situation Appreciate Make a judgement about the value of Assess Make a judgement of value, quality, outcomes, results or size Calculate Ascertain/determine from given facts, figures or information Clarify Make clear or plain Classify Arrange or include in classes/categories Compare Show how things are similar or different Construct Make: build; put together items or arguments Contrast Show how things are different or opposite Critically Add a degree or level of accuracy depth, knowledge and (analyse/evaluate) understanding, logic, questioning, reflection and quality to (analysis/evaluation) Deduce Draw conclusions Define State meaning and identify essential qualities Demonstrate Show by example Describe Provide characteristics and features Discuss Identify issues and provide points for and/or against Distinguish Recognise or note/indicate as being distinct or different from: to note differences between Evaluate Make a judgement based on criteria; determine the value of Examine Inquire into Explain Relate cause and effect; make the relationships between things evident; provide why and/or how Extract Choose relevant and/or appropriate details Extrapolate Infer from what is known Identify Recognise and name Interpret Draw meaning from Investigate Plan, inquiry into and draw conclusions about Justify Support an argument or conclusion Outline Sketch in general terms; indicate the main features of Predict Suggest what may happen based on available information Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action Recall Present remembered ideas, facts or experiences Recommend Provide reasons in favour Recount Retell a series of events Summarise Express, concisely, the relevant details Synthesise Putting together various elements to make a whole
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