Preliminary Assessment Manual 2012
“an educated woman means there is an educated society� Archbishop John Bede Polding Founder of the Sisters of the Good Samaritan
PRELIMINARY 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 Preliminary 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 Preliminary page 5 The purpose and nature of assessment tasks page 7 Your rights regarding school assessment page 8 Your responsibility regarding assessment tasks and examinations page 10 Plagiarism and Malpractice page 16 Protocol for change to assessment date page 19 College Reporting and Assessment Grids page 20 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 1 Food Technology French Continuers Geography History Ancient History Modern Industrial Technology Italian Continuers Legal Studies
page 21 page 22 page 23 page 24 page 25 page 26 page 27 page 28 page 29 page 30 page 31 page 32 page 33 page 34 page 35 page 36 page 37 page 38 page 39
General Mathematics Mathematics Mathematics Extension I Music 1 Music 2 PDHPE Physics Society and Culture Studies of Religion I Studies of Religion II Textiles and Design Visual Arts
BOARD ENDORSED COURSES Exploring Early Childhood Photography, Video and Digital Imagery Sport, Lifestyle and Recreation Board of Studies – Sample of Official Warning Letter, Non Completion of a Preliminary HSC Course Submitted works and Practical Exams Submission and Certification Conjunctives and Connectives A Glossary of Key Words
page 40 page 41 page 42 page 43 page 44 page 45 page 46 page 47 page 48 page 49 page 50 page 51
page 52 page 53 page 54 page 55 page 57 page 58 page 59 page 61
For wording of the course outcomes, visit www.boardofstudies.nsw.edu.au or approach the relevant KLA Coordinator 3 Preliminary HSC Manual 2012
What happens if you are unable to attend school or arrive late on the day to complete or hand in an assessment task
You will be given a zero for the task
You will be given a zero for the task
You will be given a zero for the task
no
no
no
ILLNESS
MISADVENTURE
You must ring the College by 8.45am
You must ring the College by 8.45am
Have all relevant parts of Section A and B of the Illness/Misadventure form completed.
Have all relevant parts of Section A and B of the Illness/Misadventure form completed.
See the Academic Care Coordinator with completed Illness/Misadventure form (including Year Coordinator’s signature) on return to school.
See the Academic Care Coordinator with completed Illness/Misadventure form (including Year Coordinator’s signature) on return to school.
no
You will be given a zero for the task
no
You will be given a zero for the task
no
You will be given a zero for the task
Academic Care Coordinator will give completed forms to the relevant KLA Coordinator for decision.
KLA Coordinator or class teacher will advise student of decision and return Illness/Misadventure form to Academic Care Coordinator for any further action.
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GENERAL REQUIREMENTS FOR PRELIMINARY HSC Eligibility To be eligible for the award of the Higher School Certificate you must:
have satisfactorily completed your Preliminary 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 the following 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. 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. 2.
the administration of the task (eg: timing errors or errors in the task) 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.
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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 between 8.00am and 1.30pm on the due date.
6.
Students must be in attendance on the day of the due assessment task. If it is not handed in by 1.30pm due to illness/misadventure a form must be completed.
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If a student is absent from school and a parent submits a hand-in task after 9.30am an Illness/Misadventure form must be completed. Students who arrive late to the College on the submission due date of an assessment task, and who do not have free periods, must complete an illness/misadventure form. If the cause of lateness or non-submission is not illness or misadventure, a zero may be awarded. 7.
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.
8.
You are not permitted to sit for an assessment task or an examination prior to the date and time it is scheduled.
9.
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.
10. 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. 11. 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. 12. Misreading of the exam timetable is not counted as a valid reason for absence/lateness from an exam. 13. 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.
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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
14. 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? Have all relevant parts of the Illness/Misadventure form completed.
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 can arrange to have your assessment task brought to the College and handed in at the College Student Office by 9.30am. If the assessment task is submitted after 9.30am an Illness/Misadventure form is required to be completed.
2.
Students who arrive late to the College on the submission due date of an assessment task, and who do not have free periods, must complete an Illness/Misadventure form.
3.
If it is impossible to carry out step 1, then on the morning of your return to school, you must:
Hand in your assessment task to the Academic Care Coordinator prior to 8.45am. Hand in Illness/Misadventure form (Part B and all shaded sections of Part A completed) to Academic Care Coordinator within 2 days of return to school. You will be notified of the decision made by the relevant KLA Coordinator or class teacher.
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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:
3.
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.
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. 16 Preliminary HSC Manual 2012
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 final report received by Preliminary HSC students will include a cumulative mark and rank for each subject studied by the student. 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.
ASSESSMENT GRIDS The following pages contain the assessment grids for each of the courses offered during the Preliminary year. The grids provide information on the number of tasks, the weighting requirements for each of the assessment components, the weightings of individual tasks and the outcomes that will be assessed. In some cases, there may be changes to the outcomes that are to be assessed in a particular task. Students will be notified of this change through their assessment task notifications.
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COURSE: BIOLOGY KLA: SCIENCE Component
Task 1
Task 2
Task 3
Task 4
Open ended investigation Term 1, 2nd half
Theory Processing Exam Term 2, 2nd half
Practical
Final Exam
Term 3, 1st half
Term 3, 2nd half
P1 – P5,
P1 – P15
P1 – P5,
P1 – P15
P11 – P15
Skills in First Hand Investigations, gathering, processing first hand data and secondary sources
Skills in Scientific Thinking, Problem Solving and Communication Percentage
P11 – P15
15
Knowledge and Understanding
Weighting
25
40
5
5
15
5
30
5
10
5
10
30
10
30
20
40
100
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COURSE: BUSINESS STUDIES KLA: HSIE Component
Task 1
Task 2
Task 3
Task 4
Weighting
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3
Topic Test
Research and In-class Response
Business Plan Hand-in
Preliminary Examination
P1, P2, P3, P6, P8
P4, P5, P6, P7, P8, P9
P1, P3, P4, P6, P7, P8, P9, P10
P1, P2, P3, P4, P5, P6, P9, P10
Knowledge and understanding of course content
10
10
5
15
40
Stimulus based skills
10
10
20
Inquiry and research
5
15
Communication of business information, ideas and issues in appropriate forms
5
10
5
20
20
30
30
100
Percentage
20
20
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COURSE: CHEMISTRY KLA: SCIENCE Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 2, 1st half
Term 3, 2nd half
Open ended investigation
Theory/ Processing Exam
Practical
Final Exam
P1 – P5,
P1 – P15
P1 – P5,
P1 – P15
P11 – P15
Skills in First Hand Investigations, gathering, processing first hand data and secondary sources
Skills in Scientific Thinking, Problem Solving and Communication Percentage
P11 – P15
15
Knowledge and Understanding
Weighting
25
40
5
5
15
5
30
5
10
5
10
30
10
30
20
40
100
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COURSE: COMMUNITY & FAMILY STUDIES KLA: PDHPE Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half Interviews
Term 2, Mid Case Study Handin
Term 3, 1st half In-class/ Research Based
Term 3, 2nd half Final Exam
Resource Management
Individuals and Groups
Families and Communities
P1.1, P1.2, P3.2, P4.1, P4.2, P5.1, P6.1
P1.2, P2.1, P2.3, P3.2, P4.1, P4.2, P6.1, P6.2
P1.1, P1.2, P2.2, P2.4, P3.1, P3.2, P4.1, P4.2, P6.1, P6.2
P1.1, P1.2, P2.1, P2.2, P2.3, P2.4, P3.1, P3.2, P4.1, P4.2, P5.1, P6.1, P6.2
5
10
10
15
40
5
10
5
5
25
Knowledge and understanding about research methodology and skills in researching critical thinking, analysing and communicating
5
5
10
15
35
Percentage
15
25
25
35
100
Knowledge and understanding of how the following impact on wellbeing: - Resource management - Positive relationships - Range of Societal Factors - Nature of groups, families and communities Skills in: - Applying management processes to meet the needs of individuals, groups, families and communities - Planning to take responsible action to promote wellbeing
Weighting
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COURSE: DANCE KLA: CREATIVE ARTS Component
Core Performance
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Term 3, 2nd half
Practical & Diary Performance
Diary & Composition
Preliminary Exam Research Assignment and Performance
Preliminary Exam Theory Paper
P1.1 – P1.3,
P1.1 – P1.4,
P1.1 – P1.3,
P1.1 – P1.4,
P2.1 – P2.6
P3.1 – P3.7
P2.1 – P2.6
P4.1 – P4.5
20
30
30
Core Appreciation Percentage
50
30
Core Composition
20
30
Weighting
30
20
20
20
100
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COURSE: DESIGN & TECHNOLOGY KLA: TAS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3 1st half
Term 3, 2nd half
Design Analysis/Case Study Handin
Design Project 1 Handin
Design Project 2 Handin
Final Exam
P1.1, P3.1, P4.3, P5.2, P5.3
P1.1, P2.1, P3.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.1
P1.1, P2.1, P3.1, P4.1, P4.2, P4.3, P5.1, P5.2, P5.3, P6.1
P1.1, P2.1, P2.2, P5.2
Design projects
15
15
20
50
Presentation of Research
5
10
10
25
Examination
Percentage
20
25
30
Weighting
25
25
25
100
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COURSE: DRAMA KLA: CREATIVE ARTS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Duologue with written reflection
Monologue preparation from script and presentation
Elements of design project from script
Issues-based playbuilt performance with written reflection
P1.1, P1.2, P1.4, P1.5, P1.6, P2.1, P2.3, P2.4, P3.1, P3.2, P3.3
P1.3, P1.5, P1.6, P2.1, P2.3, P3.3
P1.4, P1.5, P2.2, P2.4, P2.6, P3.1, P3.2, P3.3
P1.1, P1.2, P1.5, P2.3, P2.4, P3.2, P3.3
Making
10
10
10
10
40
Performing
5
10
15
30
Critically Studying
5
5
15
5
30
20
25
25
30
100
Percentage
Weighting
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COURSE: ECONOMICS KLA: HSIE Component
Knowledge and understanding of course content Stimulus based skills Inquiry and research
Task 1
Task 2
Task 3
Task 4
Term 2, 1st half
Term 3, 1st half
Term 3, 2nd half
Term 3
Group Work and test
Essay – Labour Markets
Budget Report
Preliminary examination
P1, P2, P4, P5, P7, P8, P9, P10, P12
P1, P2, P3, P8, P10
P1, P2, P6, P8, P9, P10, P12
P1, P2, P3, P4, P5, P6, P7, P8, P10, P11
10
10
10
10
40
15
20
5 10
Communication of economic information, ideas and issues in appropriate forms Percentage
25
10
Weighting
20
10
5
5
20
20
25
30
100
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COURSE: ENGLISH - STANDARD KLA: ENGLISH Component
C1 Listening
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3, 2nd half
Listening Task A.O.S
Speaking Task
Hand in Task
Final Exam Paper 1 & 2
P1, P2, P4, P7, P10
P1, P2, P3, P4, P7, P8
P5, P6, P7, P8, P9, P10, P11
P1, P2, P3, P4, P5, P6, P7, P8, P10
15
Weighting
15
C2 Speaking
15
C3 Reading
5
10
10
25
5
5
15
30
10
5
15
25
Paper 1 – 20% Paper 2 – 10% Total 30%
100
C4 Writing
5
C5 Viewing and Representing Percentage
20
25
15
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COURSE: ENGLISH - ADVANCED KLA: ENGLISH Component
C1 Listening
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3, 2nd half
Listening Task A.O.S
Speaking task
Hand in Task
Final exam paper 1 & 2 Trial
P1, P3, P4, P6, P7, P8
P1, P3, P6, P7, P8, P11
P2, P5, P8, P9, P10, P12A
P1, P2, P3, P4, P5, P6, P7, P8, P10, P11, P12A
15
Weighting
15
C2 Speaking
15
C3 Reading
5
10
10
25
5
5
15
30
10
5
15
25
Paper 1 – 20% Paper 2 – 10% Total 30%
100
C4 Writing
5
C5 Viewing and Representing Percentage
20
25
15
30 Preliminary HSC Manual 2012
COURSE: PRELIMINARY ENGLISH EXTENSION KLA: ENGLISH Component
Task 1
Task 2
Task 3
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
In Class Essay
Speech
Final Exam
P1, P3
P1, P2, P3
P1, P2, P3
10
C1 Speaking/ Listening 15
C2 Reading/ Writing
C3 Viewing/ Representing Mark
15
Weighting
10
5
10
30
5
5
10
20
15
50
31 Preliminary HSC Manual 2012
COURSE: FOOD TECHNOLOGY KLA: TAS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Term 3, 2nd half
Food Availability and Selection Handin
Food Quality Handin and In Class Practical
Nutrition Handin and In Class Practical
Final Exam
P1.1, P1.2, P3.2, P4.2
P2.2, P3.2, P4.1, P4.4
P2.1, P3.1, P3.2, P4.3, P5.1
P1.1, P2.1, P3.1, P4.1, P4.2, P4.3, P4.4, P5.1
5
10
Weighting
Knowledge and Understanding
5
Skills in researching, analysing and communicating food issues
10
15
5
Skills in experimenting with and preparing food by applying theoretical concepts
5
15
5
5
30
10
10
20
25
25
100
Skills in designing, implementing and evaluating solutions to food situations
Percentage
20
30
20
30
32 Preliminary HSC Manual 2012
COURSE: FRENCH CONTINUERS KLA: LANGUAGES Component
Task 1
Task 2
Task 3
Task 4
Task 5
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3
Term 3
Writing Task and Listening Task
Speaking Task
Reading and Responding Task
Final Exam Speaking
Final Exam
P2.1, P2.2, P2.3, P4.1, P4.2, P4.3
P1.1, P1.2, P1.3, P1.4
P3.1, P3.2, P3.3, P3.4, P3.5, P3.6
P1.1, P1.2, P1.3, P1.4
10
Speaking
25
Reading &
P1.1 - P1.4, P2.1 – P2.3 P3.1 – P3.6 P4.1 – P4.3
10
15
Listening & Responding
Weighting
20
15
30
15
40
5
10
35
100
Responding 5
Writing Percentage
20
10
25
10
33 Preliminary HSC Manual 2012
COURSE: GEOGRAPHY KLA: HSIE Component
Task 1 Term 1, 2nd half
Task 2 Term 2,
2nd
Task 3 half
Term 3,
1st
half
Task 4
Weighting
Term 3
Field work report and skills exercise
Senior Geography Project
Essay – Global Challenges. Population.
Final examination
P1, P3, P9, P12
P6, P7, P8, P9
P4, P5, P8, P12
P1 – P6 P8 – P12
10
15
15
40
20
20
Knowledge and understanding of course content
Geographical tools and skills
10
10
20
Geographical field work, inquiry and research
10
10
20
Percentage
20
30
Communication
15
35
100
34 Preliminary HSC Manual 2012
COURSE: HISTORY ANCIENT KLA: HSIE Component
Task 1 Term 1,
Knowledge and understanding of course content
Source based skills. Analysis, synthesis and evaluation
2nd
Task 3
Task 4
Half
Term 2, 2nd half
Term 3, 1st half
Term 3
Source based task on Part 1: Introduction
Communicati on and research into an Ancient Society
Communicati on and research: Historical Investigation
Preliminary Examination
P1, P2.1, P3.2, P3.3
P1, P2.1, P3.1 – P3.4, P3.6, P4.1, P4.2
P1, P2.1, P3.1, P3.2, P3.4, P3.6, P4.1, P4.2
P1.1, P2.1, P3.3, P4.1, P4.2
10
5
10
Historical inquiry and research including mandatory historical investigation Communication of historical understanding in appropriate forms Percentage
Task 2
20
Weighting
25
40
10
20
10
10
20
5
15
20
20
25
35
100 35
Preliminary HSC Manual 2012
COURSE: HISTORY MODERN KLA: HSIE Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3
Depth Study One
Depth Study Two
Depth Study Three Historical Investigation
Preliminary Examination
P3.2, P3.5, P4.1, P4.2
P1.1, P1.2, P2.1, P3.3, P3.4
P1.1, P1.2, P2.1, P3.2, P3.5, P4.2
P3.3, P3.4, P4.1, P4.2
10
10
20
40
10
20
Knowledge and understanding of course content
Weighting
Source based skills. Analysis, synthesis and evaluation
5
5
Historical inquiry and research including mandatory historical investigation
10
10
20
Communication of historical understanding in appropriate forms
5
10
5
20
Percentage
20
20
30
30
100
36 Preliminary HSC Manual 2012
COURSE: INDUSTRIAL TECHNOLOGY - MULTIMEDIA KLA: TAS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Term 3, 2nd half
Minor Design Project, Graphics and Animation
Industry Study
Minor Project Web Page
Final Exam
P3.1, P3.2, P3.3, P4.1, P4.2, P4.3
P1.1, P1.2, P2.1, P3.2, P4.1, P4.2, P5.1, P7.1
P1.1, P1.2, P2.1, P2.2, P3.1, P3.2, P3.3, P4.1, P4.2, P4.3, P5.1, P5.2, P6.1, P6.2
P1.1, P1.2, P2.1, P5.1, P5.2, P6.1, P6.2, P7.1, P7.2
20
10
10
40
20
20
60
30
30
100
Knowledge and understanding of the organization and management of, and manufacturing processes and techniques used by, the focus area industry Knowledge, skills and understanding in designing, managing, problemsolving, communicating and the safe use of manufacturing processes and techniques through the design and production of a quality major project
20
Percentage
20
20
Weighting
37 Preliminary HSC Manual 2012
COURSE: ITALIAN CONTINUERS KLA: LANGUAGES Component
Task 1
Task 2
Task 3
Task 4
Task 5
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3
Term 3
Writing Task and Listening Task
Speaking Task
Reading and Responding Task
Final Exam Speaking
Final Exam
P2.1, P2.2, P2.3, P4.1, P4.2, P4.3
P1.1, P1.2, P1.3, P1.4
P3.1, P3.2, P3.3, P3.4, P3.5, P3.6
P1.1, P1.2, P1.3, P1.4
10
Speaking
25
Reading &
P1.1 - P1.4, P2.1 – P2.3 P3.1 – P3.6 P4.1 – P4.3
10
15
Listening & Responding
Weighting
20
15
30
15
40
5
10
35
100
Responding 5
Writing Percentage
20
10
25
10
38 Preliminary HSC Manual 2012
COURSE: LEGAL STUDIES KLA: HSIE Component
Task 1 Term 1,
2nd
Task 2 half
Court Report P1, P2, P6, P9
Knowledge and understanding
5
Term 2, 2nd half
Exam P1, P2, P3, P5, P6, P9
20
Task 3 Term 3,
1st
half
Report
Task 4 Term 3,
2nd
Weighting half
Final Examination
P1, P4, P6, P7, P8, P9, P10
P1, P2, P3, P5, P6, P7, P8, P9, P10
10
25
60
(Examinations/Class Tests)
Research
Communication Percentage
10
10
20
5
5
5
5
20
20
25
25
30
100
39 Preliminary HSC Manual 2012
COURSE: GENERAL MATHEMATICS KLA: MATHEMATICS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3, 2nd half
Hand-in Investigation
Assessment Task
Assessment Task
Final Exam
P2, P3, P5, P6, P7, P9, P11
P2, P3, P4, P5, P6, P7, P8, P9, P11
P2, P3, P4, P5, P7, P8, P11
P2, P3, P4, P5, P6, P7, P8, P9, P10, P11
Concepts, skills and techniques
5
15
10
20
50
Reasoning and Communication
5
15
10
20
50
10
30
20
40
100
Percentage
Weighting
40 Preliminary HSC Manual 2012
COURSE: MATHEMATICS KLA: MATHEMATICS
Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3, 2nd half
Assessment Task
Assessment Task
Hand-in Task
Final Exam
P2, P3, P4, P5
P2, P4, P5, P6, P7, P8
P2, P3, P4, P5
P2, P3, P4, P5, P6, P7, P8
Concepts, skills and techniques
10
15
5
20
50
Reasoning and Communication
10
15
5
20
50
20
30
10
40
100
Percentage
Weighting
41 Preliminary HSC Manual 2012
COURSE: MATHEMATICS EXTENSION 1 KLA: MATHEMATICS Component
Task 1
Task 2
Task 3
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Assessment Task
Assessment Task
Final Exam
PE2, PE3, PE4
PE2, PE3, PE5, PE6
PE2, PE3, PE4, PE6
Concepts, skills and techniques
7.5
7.5
10
25
Reasoning and Communication
7.5
7.5
10
25
15
15
20
50
Marks
Weighting
42 Preliminary HSC Manual 2012
COURSE: MUSIC I KLA: CREATIVE ARTS Component
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
Aural & Performance
Composition/ Portfolio
Final Exams
P2, P4, P5, P6, P7, P8, P10, P11
P1, P2, P4, P5, P6, P7, P8, P9, P10, P11, P12
P2, P3, P4, P5, P6, P7, P8, P10, P11
P1 – P12
15
C1 Performance
10
15 Composition
C2 Composition
Weighting
25
25
10 Portfolio 10 Viva
C3 Musicology
10
25
15
25
35
100
5 Research 10
C4 Aural Percentage
15
25
25
43 Preliminary HSC Manual 2012
COURSE: MUSIC 2 KLA: CREATIVE ARTS Component
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
Aural & Performance
Composition/ Portfolio handin
Final Exams
P2, P5, P6, P7, P8, P9
P1, P2, P4, P5, P6, P7, P8, P9, P10, P11, P12
P2, P3, P4, P5, P6, P7, P8, P9, P11
P1 – P12
Performance 10
C1 Performance
10
Weighting
25
Sight Singing 5 15 Composition
C2 Composition
25
10 Portfolio 5 Viva
C3 Musicology
10
25
15
25
35
100
10 Essay 10
C4 Aural Percentage
15
25
25
44 Preliminary HSC Manual 2012
COURSE: PDHPE KLA: PDHPE Component
Knowledge and understanding of - Factors that affect health - The Way the body moves
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Term 3
Research Better Health for Individuals
Theory and Practical First Aid
Body in Motion Research
Preliminary Exam
P1 – P6, P15, P16
P6, P12, P15, P16
P7 – P11, P16, P17
P1 – P3, P4 – P6, P10 – P14, P15 – P17
10
20
40
10
Weighting
Skills in: - Influencing personal and community health - Taking action to improve participation and performance in physical activity Skills in critical thinking, research and analysis
5
10
5
10
30
10
5
10
5
30
Percentage
25
15
25
35
100
45 Preliminary HSC Manual 2012
COURSE: PHYSICS KLA: SCIENCE Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3, 2nd half
Open ended investigation
Theory/Proces sing Exam
Practical Task
Final Exam
P1 – P5,
P1 – P15
P1 – P5,
P1 – P15
P11 – P15
Skills in First Hand Investigations, gathering, processing first hand data and secondary sources
Skills in Scientific Thinking, Problem Solving and Communication Percentage
P11 – P15
15
Knowledge and Understanding
Weighting
25
40
5
5
15
5
30
5
10
5
10
30
10
30
20
40
100
46 Preliminary HSC Manual 2012
COURSE: SOCIETY AND CULTURE KLA: HSIE Component
Task 1 Term 1,
2nd
Task 2
Task 3
Task 4
half
Term 2, 2nd half
Term 3, 1st half
Term 3
Methodology Task Hand-in
Methodology Oral Task Hand-in
Methodology Report
Final Examination
P1, P3, P5, P6, P7, P8, P10, P11
P1, P3, P7, P8, P10, P11
P3, P4, P5, P6, P8, P10
P1, P2, P3, P4, P5, P6, P7, P10, P11
10
40
Knowledge and understanding of course content
Weighting
50
Application and evaluation of social and cultural research methodologies
10
5
15
30
Communication of information, ideas and issues in appropriate forms
5
10
5
20
Percentage
15
15
30
40
100
47 Preliminary HSC Manual 2012
COURSE: STUDIES OF RELIGION I KLA: RE Component
Task 1
Task 2
Task 3
Term 1, 2nd half
Term 2, 2nd half
Term 3
Nature of Religion and Beliefs Response
Religious Tradition Depth Study/Response
Preliminary Examination
P1 – P5, P9
P1 – P9
P1 – P6, P8 – P9
Weighting
Source based skills
5
5
10
Knowledge and Understanding of course content
10
10
20
5
10
Communication of information, ideas and issues in appropriate forms
5
Investigation and Research
10
Marks
15
15
10 20
50
48 Preliminary HSC Manual 2012
COURSE: STUDIES OF RELIGION II KLA: RE Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 2nd half
Term 3, 1st half
Term 3
Weighting
Nature of Religion and Beliefs Response
Religious Tradition Depth Study/Respon se
Religious Tradition Depth Studies Response
Preliminary Exam
P1 – P6, P8 – P9
P1 – P9
P1 – P9
P1 – P6, P8 – P9
5
5
5
5
20
Knowledge and Understanding of course content
5
5
15
15
40
Communication of information, ideas and issues in appropriate forms
5
5
10
20
Source based skills
Investigation and Research Percentage
15
10
10
25
30
20 30
100
49 Preliminary HSC Manual 2012
COURSE: TEXTILES AND DESIGN KLA: TAS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 3, 1st half
Term 3, 2nd half
Term 3, 2nd half
Textile Project & Folio 1
Textile Project & Folio 2
Industry Report
Course Examination
P1.1, P1.2, P2.1, P2.2, P2.3
P1.1, P1.2, P2.1, P2.2, P2.3, P3.1, P3.2, P4.1
P5.1, P5.2, P6.1
P1.1, P1.2, P2.1, P2.2, P2.3, P3.1, P3.2, P4.1, P5.1, P5.2, P6.1
Knowledge and understanding of textiles and the textiles industry
10
10
10
20
50
Skills in design, manipulation, experimentation, analysis, manufacture and selection of textiles for specific end purposes using appropriate technology
10
30
10
50
Percentage
20
40
30
100
10
Weighting
50 Preliminary HSC Manual 2012
COURSE:VISUAL ARTS KLA: VISUAL ARTS Component
Task 1
Task 2
Task 3
Task 4
Term 1, 2nd half
Term 2, 1st half
Term 2, 2nd half
Term 3, 2nd half
Artmaking/ Studying
Studying
Artmaking
Final Exam Artmaking/ Studying
P1, P2, P3, P4, P5, P6, P7, P8, P9, P10
P7, P8, P9, P10
P1, P2, P3, P4, P5, P6
P1 – P10
20
20
50
20
50
40
100
Art making
10
Critical study Historical study
10
20
20
20
Percentage
20
Weighting
51 Preliminary HSC Manual 2012
COURSE: EXPLORING EARLY CHILDHOOD KLA: PDHPE Component
Knowledge and understanding about the physical, social-emotional, behavioural, cognitive and language; development of young children Knowledge and understanding about the environmental factors and relationships that have an impact upon young children’s growth and development Skills in: Communication and interaction Research and analysis Evaluation
Percentage
Task 1
Task 2
Task 3
Term 1, 2nd half
Term 2, 2nd half
Term 3, 2nd half
Oral Presentation Pregnancy and Childbirth
Research Hand in Child Growth and Development Learning experiences for young children
Final Exam
P1.1, P1.4, P2.1, P5.1, P6.1, P6.2
P1.2, P1.3, P1.4, P1.5, P2.1, P2.2, P2.3, P2.4, P4.1, P4.2, P5.1
P1.1 – P1.5, P2.1 – P2.5, P3.1 - P6.2
6.5
3.5
10
20
5
15
20
6.5
3.5
13
12
Weighting
10
25
50
NB: Each task is equally divided into 50% knowledge and understanding and 50% skills
52 Preliminary HSC Manual 2012
COURSE: PHOTOGRAPHY, VIDEO & DIGITAL IMAGERY (120hrs) KLA: CREATIVE ARTS Component
Task 1 Term1, 2nd half Artmaking Hand-in
Task 2 Term 2 Study Hand-in
Task 3 Term 3, 2nd half Artmaking Hand-in
M1, M2, M3, M4, M5, M6
CH1, CH2, CH3, CH4, CH5, CH6
M1, M2, M3, M4, M5, M6
15
Making
15
Critical and Historical Studies Mark
20
15
15
Weighting
35 15
20
50
53 Preliminary HSC Manual 2012
COURSE: SPORT LIFESTYLE AND RECREATION KLA: PDHPE Component
Knowledge and understanding about the factors that influence health and participation in physical activity. Knowledge and understanding about the principles and processes impacting on the realization of movement potential. Skills in: - ability to analyse and implement strategies to promote health, physical activity and enhanced performance - capacity to influence the participation of self and others - lifelong commitment to an active lifestyle and achievement of movement potential.
Percentage
Task 1 Term 1, 2nd half Practical Skills Task Sports Administration
Task 2 Term 2, 2nd half Research and Practical Presentation Resistance Training
Task 3 Term 3, 2nd half Practical Task and Presentation Sports Coaching
Weighting
P1.1, P1.3, P1.6, P2.4, P3.2, P4.2, P4.5
P1.2, P1.3, P2.1, P2.2, P2.3, P2.5, P3.2, P3.3, P4.4
P1.1, P1.3, P2.1, P2.2, P3.1, P3.2, P4.2, P4.5
4
2
6.5
12.5
2
10.5
12.5
9
8
8
25
13
12
25
50
54 Preliminary HSC Manual 2012
WARNING LETTER
Dear [Parent/Carer name], Re : OFFICIAL WARNING – Non-completion of a Preliminary 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 Preliminary Higher School Certificate course. The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please regard this letter as the [eg 1st, 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
____________________________ Principal / / 2012
55 Preliminary HSC Manual 2012
To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by [student name] .
Task Name(s )/ Course Requirement(s) / Course Outcome(s)
Percentage weighting (if applicable)
Original due date (if applicable)
Action required by student
Revised date to be completed by (if applicable)
………………………….………………………………………………………………… Please detach this section and return to the Academic Care Coordinator Requirements for the satisfactory completion of the Preliminary 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 : ____________________ 56 Preliminary HSC Manual 2012
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. 57 Preliminary HSC Manual 2012
Submission and Certification The submission dates for completion and hand-in to school for HSC 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)
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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
besides additionally nor whereas
in addition besides without neither
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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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