Assessment Booklet by sondra munro

Assessment Policy for HSC 2012

NEWCASTLE HIGH SCHOOL

ASSESSMENT POLICY FOR HIGHER SCHOOL CERTIFICATE COURSE

YEAR 12 2012

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

CONTENTS HSC Procedures at Newcastle High School Guidelines for Study and Assessment in Your HSC Completing Assessments Flowchart Application for Special Consideration (Misadventure) Sample Board Warning Letter Assessment Schedules For HSC Subjects Attachments -

Legal requirements

Pattern of Study Confirmation

Glossary of Key Verbs

Student rights and responsibilities regarding assessment In HSC assessment, students have the following rights: 

to be informed of the assessment policies of the school and Board of Studies



to receive clear guidelines relating to the requirements of each assessment task



to be told in advance of the due date for each assessment task



to receive feedback that assists them to review their work



to query the mark for an individual task at the time it is returned to them



to request a review of the calculation of the final assessment mark if they believe their final assessment rank is incorrect.

Students have the following responsibilities: 

to become familiar with and follow the school’s assessment policies and the rules in the Rules and Procedures for Higher School Certificate Candidates booklet.



to complete all set tasks on time, or talk to their teachers about what to do if they can’t meet a deadline



not to engage in behaviour which could be considered malpractice, or cheating, including plagiarism, and ensure that all assessment work is their own or acknowledge the contribution of others



to follow up any concerns with tasks at the time they are marked and returned.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

Newcastle High School Statement of the Assessment Policy for the 2012 Higher School Certificate HIGHER SCHOOL CERTIFICATE ASSESSMENT PROCEDURES An overview Purpose of HSC Assessment The purpose of HSC Assessment is to assess student performance over a wide range of outcomes in order to determine student’s relative performance ranking. Student marks obtained in individual assessment tasks are used to determine course rankings and the final assessment mark submitted to the Board of Studies. Purpose of this Booklet The purpose of this booklet is to inform Year 12 students and their parents of the HSC assessment guidelines, requirements and assessment schedules for each course. Marks placed on the HSC The 2012 HSC will record two marks for each Board Developed Course (BDC) studied: an examination mark; and a scaled school based assessment mark. The examination mark will be decided by the individual’s performance in the HSC examination, held in October/November. Some subjects will also involve examinable components such as major works, performance and written submissions. Vocational Education courses, which are competency based, may also include practical examinations. The assessment mark will be based on tasks set by the school during Term 4, 2011 and Terms 1, 2 and 3, 2012. The school records marks for each assessment task and prepares a final assessment mark when all tasks are completed. The assessment mark for each subject is submitted to the Board of Studies. Assessment marks for 2 unit subjects are recorded as a mark out of 100. 1 unit courses are recorded as a mark out of 50. Students are placed in rank order depending on their assessment mark within the group. The assessments marks prepared by the school are moderated by comparing them in course groups with the students’ HSC examination marks and adjusting them as necessary to eliminate inequities. Students retain the rank order submitted by the school. If students apply for a Australian Tertiary Assessment Ranking (ATAR), both the examination mark and the moderated assessment mark are added together to determine the mark for each subject. The University Admissions Centre will send this index to students. For Board Endorsed Courses (BEC) the HSC will record a single mark provided by the school at the conclusion of the course. This mark is not moderated. These marks will be determined in a similar way to BDC’s and are not included in the ATAR.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

Guidelines for HSC Study and Assessment at Newcastle High School 1. Eligibility requirements for the 2012 Higher School Certificate

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

have gained the School Certificate or such other qualifications as the Board of Studies considers satisfactory;

(ii)

have attended a government school, an accredited non-government school, an institute TAFE or a school outside NSW recognised by the Board;

(iii)

have satisfactorily completed courses that comprise the pattern of study required by the Board for the award of the Higher School Certificate;

(iv)

have sat for and made a serious attempt at the required Higher School Certificate examination(s).

(v)

Completed the B.O.S. program “All My Own Work” prior to sitting for the HSC examination.

2. Pattern of Study To qualify for the Higher School Certificate you must satisfactorily complete a Preliminary pattern of study comprising at least 12 units and an HSC pattern of study comprising at least 10 units. Both patterns must include:  at least six units of Board Developed Courses;  at least two units of a Board Developed Course in English;  at least three courses of two unit value or greater (either Board Developed or Board Endorsed Courses);  at least four subjects. To satisfy pattern of study requirements for the Higher School Certificate, you may count a maximum of six Preliminary units and six HSC units from courses in Science.

3. The 2011 HSC Each student who sits for the 2012 HSC will receive a HSC portfolio containing the HSC testamur, the Record of Achievement and individual course reports detailing assessment and examination performance. This booklet contains information relating to the assessment component of the 2012 HSC. Assessment is a measure of a student’s achievement over the time the student studies a course. The assessment mark is worth 50% of the course, the same as the HSC examination mark; these two marks are included on the HSC Course Report and combine to give the final mark. Assessment is a major part of the HSC for every student – the information provided in this booklet details the rules which students must follow to gain the best marks in all their courses.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

4. Board of Studies Requirements on the Completion of Assessment tasks. Students are expected to complete all assessment tasks set by the school. Satisfactory Completion of a Course A student will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient evidence that the student has satisfied the following course completion criteria:   

followed the course developed or endorsed by the Board; 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.

While the Board of Studies does not mandate attendance requirements, principals may determine that, as a result of absence, the course completion criteria (see above) may not be met. Students whose attendance is called into question will be required to prove to the principal’s satisfaction, following a review of their performance, that they are meeting the course completion criteria. Principals must give students early written warning of the consequences of absences in terms of course completion criteria. If at any time it appears that a student is at risk of being given an „N‟ determination (non-completion of course requirements) in any course, the principal must warn the student as soon as possible and advise the parent or guardian in writing. This warning should be given in time for the problem to be corrected. If the first warning letter is not effective, a further warning letter(s) should be sent (see the sample letter at the back of the booklet). Students who have not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The Principal will apply the ‘N’ determination. Where a student receives an ‘N’ determination in a course, that course will not appear on the Student’s Record of Achievement. In some cases the student may not then meet the pattern of study requirements and hence be ineligible for the award of the HSC. Students studying the HSC course must make a genuine attempt to complete the course requirements.  Students must make a genuine attempt in assessment tasks, which contribute in excess of 50% of the available marks. The completion of assessment tasks worth exactly 50% is not sufficient; tasks in excess of 50% must be completed;  It is only when this and the fulfilment of the completion criteria are met that a course is listed on the Record of Achievement; and  While a task submitted after the due date may not receive its full value in marks, it might be essential that the student submit the task in order to avoid falling below the level required by this regulation. As with all other HSC courses, students undertaking VET courses may be deemed to have either completed or not completed requirements. The course completion criteria listed above form the basis for this decision. If a student fails to undertake any mandatory work placement component it may be determined that the student has not made a genuine attempt to complete the course requirements and an ‘N’ determination may be made. If at any stage a student appears to be at risk of receiving an ‘N’ determination in a VET course the principal will follow the same procedures for any other HSC course. If a student fails to complete assessment tasks which contribute in excess of 50% of the total Assessment Mark in any Board Determined Course, the Principal must certify that the course has not been satisfactorily studied. In such cases neither an assessment mark nor an examination mark will be included on the result notice. For some candidates this could mean that insufficient units of study have been completed for the award of a Higher School Certificate.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

5. The Assessments For the HSC, assessments compile progressively during Term 4, 2011 and Terms 1, 2 & 3, 2012. The assessments:  enables a wider range of syllabus outcomes to be assessed;  enables measurements and observations to be made throughout the course;  reflects a variety of components to be measured. These components are the skills and knowledge which students are expected to acquire during the course;  reflects the different weightings for each component; and reflects the different value of each task. Continuing assessment provides an opportunity for the student to demonstrate diligence and sustained effort and demonstrate the completion of course outcomes. It also provides opportunities to be assessed through a wider range of tasks as well as preparing for the HSC examination. Measuring achievement at points during the course provides a better indication of student achievement than a single examination. It increases accuracy of the final assessment of each student’s achievement by using multiple measurements. There will be approximately 5 tasks of various types where individual tasks would not normally be worth less than 10%, nor more than 40%, of the total weighted mark.

6. Subject Assessment Schedules Each faculty has prepared an assessment schedule for each of the courses it offers. These will be distributed by the faculty Head Teacher or the class teacher. These schedules indicate:  the components which will be assessed;  the weightings of the components;  the specific tasks which make up the assessment schedule;  the number of tasks for each subject;  the approximate time when the tasks will be administered; and  the relative values of each task.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

7. Timing of Assessment Tasks Assessment for HSC Courses may commence in Term 4 following the completion of the Preliminary Course examinations. Subject schedules set out the approximate timing for each task. A minimum of ten school days notification will be given by your class teacher in writing as to the precise timing of the assessment task date, the nature of the task, the topic areas to be assessed, outcomes, weightings, (marking scale optional) and criteria (how it is going to be judged). Students will be expected to sign when the task is issued. Variations to dates for assessment tasks must be negotiated when the task is handed out (min. of 10 days notice still applies) In addition there will be a ‘task free zone’ period of 5 school days before the major examination period Week 2 and 3 Term 3 (Trial HSC). It is the student’s responsibility to be alert to the notification of tasks and if absent from school check with the class teacher as the time approaches for tasks as shown on the schedules. Generally, students should only have one task per day to complete at school. Tasks set as assignments or research may form a second task. Students should alert their teachers where there is more than one task scheduled on any one day.

8. Submission of Tasks Assessment tasks due to be handed in on a specific date must be handed to the teacher concerned or Head Teacher if the teacher is not available by 3.00pm. Any later and the task is deemed to be late. In class tasks must be handed in at the conclusion of the time allowed for the task;  completed tasks will not be accepted at 3.00pm on the due date if the student has been absent or partially absent from school on the due date without a valid reason; and 

where a student is absent from a task to be completed at school the student should contact the Head Teacher or class teacher and advise them they will be absent. On the first day of their return to school the student should obtain an Application for Special Consideration (Appendix A) from the School Moodle or A copy of the form issued with this booklet. Students must complete the form and attach relevant supporting documentation eg:a medical certificate or parental note and return the form to the Head Teacher or class teacher. A zero mark will be awarded if this process is not followed. The HT will consider the Application for Special Consideration and make a recommendation to the Principal. If the HT recommends that the student should do the original task or a substitute task, the student can be required to sit for the task immediately.

9. Completion of Tasks    

 

Students who complete all aspects of the task and submit it on or before the due date are eligible for the full mark allocated to the task; students who attend an assessment task which is to be completed at school are eligible for the full mark allocated to the task; students who fail to submit an assessment task by the due date must be given zero if they have no valid reason; students who fail to attend an assessment task which is to be completed at school, but who have a valid reason must be given an opportunity to do the task or an equivalent task at a later date. In exceptional circumstances an estimate may be given. These students are eligible for the full mark; students who submit an incomplete task on or before the due date are eligible for a proportion of the mark based on weightings of the components; and students who submit an absolutely non-serious attempt must be given a zero mark.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

10. Missed or Late Assessment Tasks  

If an assessment test is missed, a zero mark will be awarded automatically. If a task is not presented by the due date, a zero mark will be awarded.

11. Applications for Special Consideration Students who have missed an assessment task or failed to submit a task on the due date may submit an Application for Special Consideration against a zero or reduced mark. The pro-forma for this applcation is included in this booklet. Grounds for such an application against a zero or reduced mark must be serious and substantiated – students must be able to prove the reasons for absence or late submission. Serious: the reason for absence / lateness was of a serious nature eg. Illness or misadventure which would reasonably be expected to prevent a student from completing the test or task as required. Substantiated: independent documentation supporting the reasons for absence / lateness must be provided with your Application for Special Consideration eg. medical certificate for illness or accident, note on letterhead to confirm a significant appointment. If at all possible, the assessment task (or an equivalent) may be done while the decision on Special Consideration is pending. Similarly any assessment task which is already late must be submitted while the decision on Special Consideration is pending.

Note:  an Application for Special Consideration must be handed to the class teacher within 3 days of a student returning to school after an absence.  any Application for Special Consideration lodged more than 3 days after absence will not be considered without serious reasons for lateness being provided.

12. Extensions Students who fail to submit an assessment task by the due date, but who have a valid reason should be allocated an extension of time. These students may be eligible for the full mark and must submit an a Application for Special Consideration; and Where a student knows they will be absent from a task or their work is affected by illness or misadventure the student should obtain an Application for Special Consideration, complete it, attach supporting documentation and return it to the Head Teacher or class teacher. The Head Teacher will consider the Application for Special Consideration form and make a recommendation to the Principal.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

13. Student Absences Legitimate Absences Where students are absent because of genuine ill health or misadventure they will not be disadvantaged as a result of these procedures. The policies outlined are designed to prevent students from gaining an unfair advantage over others by late submission of work. While illness may be acceptable on occasions as a reason for late completion of an assessment task it cannot be used as a reason for non-completion of tasks. Teachers will mark the roll when tasks are given out or undertaken or collected.   

A student’s absence due to other school activities will be regarded as a legitimate absence and re-tests will apply. If a student is guilty of fractional truancy (truants the lesson of an assessment task) the zero mark will stand. In the case of an habitual test-evader, a letter will be sent to parents advising them that after two tests / tasks have been deliberately missed, no further consideration will be given to any future missed test. There will be no re-tests and zero marks will be awarded.

The Appeals Committee comprises the Year Adviser, a Deputy Principal and the Head Teacher of the subject department concerned. The decision of the appeals committee will be final and will involve a statement as to the action to be taken.

14. Technological Failure Computer failure is not an automatic excuse for inability to complete tasks on the due date. It is the student’s responsibility to back-up any work in progress, and keep hard copies of text. Extensions will be given only with teacher agreement and if the student can provide proof of work completed. The draft work must by submitted on the due date if any consideration is to be given by the teacher.

15. Cheating and malpractice Students who are deemed to have cheated in any way, gained an unfair advantage, make a nonserious attempt, or truant for an assessment task (eg. truant to prepare for or finalise an assessment task) will score a zero mark. This includes plagiarism. In addition, the task will be recorded as a non-attempt in terms of the requirement that students complete tasks, which must total more than 50% of the available marks. Where cheating has been proven to the satisfaction of the Appeals Committee for any particular task a zero score will be recorded. Plagiarism includes use of material taken largely from the work of a person other than the student enrolled in the course. It includes work taken electronically or digitally using various technologies.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

16. Courses conducted by TAFE Principals of TAFE Colleges are responsible for the issuing of assessment procedures for any courses conducted by their respective colleges. Students from NHS who undertake courses at any TAFE College as part of their HSC preparation will be advised of all of their assessment tasks and commitments by the colleges which they attend.

17. Courses studied at other schools Students are responsible for obtaining the assessment policy booklet from the delivering school for the subject in which they are enrolled in 2011/12. It is your responsibility to completely follow the policy procedures of the particular school and the tasks pertaining to the subject being studied. Where tasks are not completed, the delivering school will send out warning letters to students. Copies of these warning letters will also be sent to the home school. Board of Studies requirements are the same for all students in all schools.

18. Higher School Certificate Reviews After the last HSC examination at your centre, you may request from your principal a sheet showing your rank order for assessment in each course. If you feel that your placement in any course is not correct, you can apply to the principal for a review/appeal. There is no provision for a review of marks awarded for individual assessment tasks. Reviews are limited to the assessment process. The only matters which the school will consider are whether or not:

(iii)

(a)

the weightings specified by the school in its assessment program conform with the Boardâ&#x20AC;&#x2122;s requirements as detailed in the relevant syllabus; and/or

(b)

the procedures used by the school for determining the final assessment mark conform with its stated assessment program; and/or

(c)

computational or other clerical errors have been made in the determination of the assessment mark.

You must apply for a review shortly after the completion of the HSC examinations. The school will advise you and, if necessary the Board of the outcome of its review.

(iv)

If you are dissatisfied with the outcome of the school review, you should advise your principal that you wish the appeal to be sent to the Board of Studies. There can be no appeal against the marks awarded for individual assessment tasks. The Board will consider only whether: a) the school review process was adequate for determining items (a), (b) and (c) above; b) the conduct of the review was proper in all respects.

(v) The Board will not revise the assessment marks or rank order. It the appeal is upheld, the Board will direct the school to carry out a further review. Further details about reviews/appeals are on the assessment appeal form which can be obtained from the school. Appeals to the Board must be lodged at the school by the date on the form. No extension will be considered.

Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

19. Invalid or Unreliable Assessment Tasks Where the Head Teacher determines that an assessment task produces an invalid or unreliable (eg. doesn’t differentiate students) an additional task will be set. The marks from the invalid or unreliable task will not be discarded. 20. Notification of Parents/Caregivers Where students have failed to meet procedures parents will be notified in writing. (see Board of Studies Warning Letter attachment). 21. Feedback Feedback will be provided after each assessment task on the assessment mark and ranking. Any discussion regarding feedback, judgement and rank is to occur at the time the task is returned. 22. School Based Application for Special Consideration Process (also applies to VET courses)   

where students are dissatisfied with their assessment mark they should approach the class teacher in the first instance. This should be done immediately after the return of the task; where students are dissatisfied with any aspect of the assessment process or the response of the class teacher they should complete an Application for Special Consideration and submit to the Head Teacher who will make a recommendation to the Principal or relevant Deputy.; and where students are dissatisfied with the decision reached on the Application for Special Consideration they should appeal to the Principal who will convene an appeals committee meeting with the Year Adviser and another Head Teacher. In the case of VET, the District Office’s VET consultant may be included to represent the RTO.

23. Final HSC Assessment Marks & Review Process The Board of Studies requires that these marks remain confidential. It is not possible for students to merely add up the assessment marks sent home, apply the weightings and arrive at the HSC Assessment Mark. This is because the confidential marks the school submits to the Board of Studies are moderated. The school will send the final Assessment Marks to the Board of Studies in September 2011 . The Board will send the school a card for each student detailing the student’s rank in each subject. These cards will be available for students to collect from about late November. However, it is the student’s responsibility to collect the card. Students will be able to request an assessment review. Any review will be based on the rank order placement, the rank order list (if this was made available) and feedback on performance during the course. An assessment review should focus on the school’s procedures for determining the final assessment mark. Students are not entitled to seek a review on the teachers’ judgements of the worth of individual performance in assessment tasks. The marks and grades awarded will not be subject to review as part of the process. Students may also seek a review of an „N‟ determination. Students must apply in writing to the principal by the prescribed date. Further appeals may be made to the Board of Studies. Appeals to the Board of Studies will focus on whether the school review properly and correctly considered the matters before it. Students studying VET courses may appeal to the Registered Training Organisation. Applications for reviews must be in writing to the Principal. The Principal will review the process to ensure the Board’s guidelines have been followed and that no computation or clerical errors have been made and then make a decision. The student will be advised of the outcome of the review and the provision of the appeal process to the Board of Studies. Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

COMPLETING ASSESSMENTS AT NEWCASTLE HIGH SCHOOL

Teaching and Learning Program

NO 2 weeks Written Notice of Task

YES

Board Warning Letter Issued and process NO NO Contact School, Class Teacher or Head Teacher on Day of Task

Task Completed on Due Date

Upon Return

YES

Student obtain Misadventure Form from Moodle or Copy from Assessment Booklet

Must be lodged within 3 days of return

Student complete Misadventure Request and lodge with class teacher.

Task Assessed Based on Criteria Determination made on Misadventure

Feedback Given, Assessment Finalised Task, Estimate or Alternate Completed

Zero Awarded and N Award Warning

Mark Recorded as Component of Assessment and Rank Order Published

All assessment components tallied Dear ________________________________________ to determine final rank. Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

NEWCASTLE HIGH SCHOOL APPLICATION FOR SPECIAL CONSIDERATION (ILLNESS/MISADVENTURE) STUDENT‟S NAME: ………………………………..……………

YEAR 10/ 11 / 12 (CIRCLE ONE)

SUBJECT: …………………………………………….

TEACHER: …………………………

Date of Absence: ………………..…

Date of Task: ………..……………

Date form Issued: …………………..

Issued by: ………………………………… (signature)

NATURE OF ASSIGNMENT/TASK (e.g. examination, class essay, research etc.) ……………………………………………………………………………………………………………………………… ………………………………………………………………

DATE DUE: ………………………..................

PERSON CONTACTED ON DUE DATE OF TASK: ………………………………………………………................... REASONS FOR FAILURE TO MEET REQUIREMENTS LATENESS; give a detailed explanation of why the date for completion could not be met. ABSENCE; explain the nature of your absence, and attach any independent documentary evidence you have to support that absence, e.g. medical certificate. Give as much evidence as possible to support your request. ………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………..… ………………………………………………………………………………………………………………………………..… ………………………………………………………………………………………………………………………………..… ……………………………………………………………………………………………………………………………….… REQUEST: ………………………………………………………………………………………………………………….…………... ……………………………………………………………………………………………………………………………….… STUDENT‟S SIGNATURE: ……………………………………………….. PARENT/GUARDIAN SIGNATURE: ………………………………………….. CLASS TEACHER‟S COMMENT: ………………………………………………………………………………………... ……………………………………………………………………………………………………………………………….… ……………………………………………………………………………………………………………………………….… HEAD TEACHER‟S RECOMMENDATION: …………………………………………………………………………….………….................................................................. ………………………………………………………………………………………………………………….……………… …………………………………………………………………………………………………….…………...…………...…… Newcastle High School

Version 1.1 December 2010

Assessment Policy for HSC 2012

DECISION OF SCHOOL ASSESSMENT APPEAL PANEL STUDENT‟S NAME: ………………………………..……………

YEAR 10/ 11 / 12 (CIRCLE ONE)

SUBJECT: …………………………………………….

TEACHER: …………………………

    

Estimate based on all other Assessment Tasks. Estimate based on substitute Task being set and completed. Extension of time granted until ___________________________ Zero mark to be given. Show as non-attempt: “N” Award Warning to be issued. Other __________________________________________

Signature: __________________________________________ Deputy (Yr 11) / Principal (Yr 12) Date: ______________________________

Principal/Deputy to organize copies via SASS and COPIES TO

    

Principal/Deputy. Faculty Head Teacher. Head Teacher Administration. Student. Student File.

Newcastle High School

Assessment Policy for HSC 2012

SAMPLE WARNING LETTER Dear ________________________________________ PARENT/GUARDIAN

OFFICIAL WARNING Non-completion of an HSC Course I am writing to advise that your son/daughter ________________________________ is in danger of not meeting the Course Completion Criteria for the Higher School Certificate course, ________________________________ COURSE NAME

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‟ determination being made for a course. Course Completion Criteria The satisfactory completion of a course requires principals to have sufficient evidence that the student has: (a) followed the course developed or endorsed by the Board; and (b) applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and (c) achieved some or all of the course outcomes. Where it is determined that a student has not met the Course Completion Criteria, they place themselves at risk of receiving an „N‟ (non-completion of course) determination. An „N‟ determination will mean that the course will not be listed on the student‟s Record of Achievement. 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, __________________________ has not satisfactorily met ________ of the Course Completion Criteria. STUDENT NAME INDICATE (a), (b) OR (c) 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 _______________________________________ to satisfy the Course Completion Criteria, the tasks, requirements or outcomes listed overleaf need to be satisfactorily completed/achieved. Please discuss this matter with _____________________________________ and contact the school if further information or clarification is needed. STUDENT NAME Yours sincerely, _________________ CLASS TEACHER/

Newcastle High School

______________________ HEAD TEACHER

________________________ PRINCIPAL

__________ DATE

Assessment Policy for HSC 2012

To satisfy the Course Completion Criteria, the following tasks, requirements or outcomes need to be satisfactorily completed by _____________________________________. STUDENT NAME

Task Name/Course requirements

Date Task(s) Course requirements initially due

Action Required by student

Date to be completed (if applicable)

✄– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – PLEASE DETACH THIS SECTION AND RETURN TO THE SCHOOL

Requirements for the Satisfactory Completion of a Higher School Certificate Course • I have received the letter dated ________ indicating that __________________________is in danger of not having satisfactorily completed __________________________________ COURSE NAME

• I am aware that this course may not appear on his/her Higher School Certificate Record of Achievement. • I am also aware that the „N‟ determination may make him/her ineligible for the award of the Higher School Certificate. Parent/Guardian‟s signature:__________________________ Date:____________ Student‟s signature:_________________________________ Date:____________

Newcastle High School

Assessment Policy for HSC 2012

ENGLISH ADVANCED â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Syllabus Weightings

Course

40%

Area of Study

20%

Module A

20%

Module B

20%

Module C

100%

Mode

Task 1 Area of Study

Task 2 Area of Study

Task 3 Module A

Task 4 Module B

Task 5 Module C Part 1

Task 5 Module C Part 2

Task 6 Trial HSC

Week 5 Term 4 2011

Week 8 Term 4 2011

Week 8 Term 1 2012

Week 6 Term 2 2012

Week 4 Term 3 2012

Week 6 Term 3 2012

Week 9 Term 2 2012

10%

15%

Listening (5) Viewing &

Speaking (15)

Representing

Outcomes

Newcastle High School

3, 5, 8,11

2, 4, 7, 10

15%

Listening (5)

Reading (10) & Writing (5)

Reading (5), Writing (5), & Listening (5)

Viewing & Representing (5)

1, 4, 7, 9

2a, 3, 6, 10

5, 12a

(5) Total

Writing (10)

6, 8, 12, 12, 13

Reading (10), Writing (10), Viewing & Representing (5) All except 12, 12a, 13

Assessment Policy for HSC 2012

ENGLISH STANDARD â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011 / 2012

Syllabus Weightings

Course

Task 1 Area of Study

Task 2 Area of Study

Task 3 Module A

Task 4 Module B

Task 5 Module C

Task 6 Trial HSC

Week 5 Term 4 2011

Week 8 Term 4 2011

Week 8 Term 1 2012

Week 6 Term 2 2012

Week 6 Term 3 2012

Week 9 Term 2 2012

10%

15%

40%

Area of Study

20%

Module A

20%

Module B

20%

Module C

100%

Mode

Listening (5), Viewing & Representing (5)

Speaking (15)

Viewing & Represent ing (5), Listening (5) & Writing (5)

Reading (5), Writing (5) Listening (5)

Reading (10), Writing (10

Reading (10), Writing (10), Viewing & Representing (5)

Total

Outcomes

3, 5, 8, 11

2, 4, 7, 10

1, 4, 6

2, 3, 6

9, 12, 13

All except 12 & 13

Newcastle High School

15%

20%

Assessment Policy for HSC 2012

ENGLISH STUDIES HSC COURSE 2011/2012 Syllabus Weightings

Course

20%

On the Road

30%

We Are Australians

30%

Playing the Game

20%

Part of the Family

Mode

100%

Newcastle High School

Outcomes

Task 1 Digital eportfolio

Task 2 Plan and Oral Presentation

Task 3 Editorial

Task 4 HSC Exam

Task 5 Creative Portfolio

Term 4 Week 8 2011

Term 1 Week 8 2012

Term 2 Week 5 2012

Term 2 Week 8/9 2011

Term 3 Week 5 2011

20 Writing using ICT representing

Reading, Speaking, Listening

Reading, Writing

2 (5%), 4 (10%)

1 (5%), 2 (10%), 4 (5%)

1 (10%), 3 (5%), 2 (5%)

Reading, Writing, Viewing, Viewing & Representing Representing 1 (5%), 3 (5%), 2 (5%), 4 (10%), 3 (10%), 2 (5%) 4 (5%)

Assessment Policy for HSC 2012

ENGLISH EXTENSION II HSC COURSE 2011/2012 Component

Formative Task

Task 1

Task 2

Task 3

Weighting

Proposal Term 4 Week 9

Viva Voce Term 1 Week 5

Report Term 1 Week 10

Draft version of Major Work Term 2 Week 6

Objective 1: Skills in extensive independent investigation

N/A

Objective 2: Skills in sustained composition

N/A

Marks

N/A

Information regarding HSC assessment in Extension 2: ď&#x192;&#x2DC; You are required to submit your Major Work Journal at least three key points during the course. The dates for these submissions are: 1. Term 1, Wk 2 2. Term 2, Wk 1 3. Term 2, Wk 10

Newcastle High School

Assessment Policy for HSC 2012

ENGLISH EXTENSION I HSC COURSE 2011/2012

Syllabus Weightings

Task 1 Imaginative/ Textual Link

Task 2 Oral Presentation/ Analytical Response

Term 1

Term 2

Term 2 Wks 9-10

Mode

Reading & Writing (15)

Speaking & Listening (10) Viewing & Representing (5)

Reading & Writing (15) Viewing & Representing (5)

Outcomes

1, 2, 3, 4

Component

Knowledge and understanding of complex texts and how and why they are valued

Task 3 Trial HSC

Skills in:

Newcastle High School

Complex analysis Sustained composition Independent investigation

Assessment Policy for HSC 2012

MATHEMATICS HSC COURSE 2011/2012 Mathematics General Mathematics Mathematics Extension 1

: : :

Mathematics Extension 2

A single mark out of 100 A single mark out of 100 A single mark out of 100 (2 Unit Section) and a single mark out of 50 (Extension 1 Section) A single mark out of 100 (Extension 1 Section) and a single mark out of 100 (Extension 2 Section)

Points to Note for all Courses 1. Dates for Term Tests, Projects and Major Examinations for assessment purposes will be notified two weeks in advance. 2.

Only the tests and examinations specified will form part of the assessment program. Class tests and assignment will, however, still play a very important role in the teaching process, even though they will not contribute to the final assessment.

Extension 1 students will do all 2 Unit work, tests and exams and will be given a 2 Unit assessment as well as a separate Extension 1 assessment. Extension 2 students will do all Extension 1 work, tests and exams and will be given an Extension 1 assessment as well as an Extension 2 assessment.

Up to 20% of the Mathematics (2 Unit) assessment may be based on the Preliminary Course. This does not include lead-in material for a question containing HSC course concepts.

Assessment for the Mathematics (Extension 1) HSC Course can be based on the whole of the Extension 1 course (ie. Preliminary and HSC Courses).

In the Mathematics General Course, up to 30% of assessment may be based on the Preliminary course.

Course outcomes being assessed in each task will be relevant to the topics being examined.

GUIDELINES FOR MATHEMATICS (2 UNIT), EXTENSION 1 AND EXTENSION 2 COURSES: Components: There are two components for these courses, each measuring different aspects of the course. In the assessment of these courses, the appropriate weightings of the 2 components are given below: Components

A B Total Marks

2/3 Unit Common 80 20 100

Weightings 3 Unit 3/4 Unit Additional Common 35 70 15 30 50 100

4 Unit Additional 60 40 100

The assessment program for the HSC should reflect the relative amounts of time spent in teaching the various broad content areas and skills covered. Component A This Component is primarily concerned with the studentâ&#x20AC;&#x2122;s knowledge, understanding and skills developed in each Content Area listed in the syllabus. Component B This Component is primarily concerned with the studentâ&#x20AC;&#x2122;s reasoning, interpretative, explanatory and communicative abilities.

Newcastle High School

Assessment Policy for HSC 2012

ASSESSMENT METHODS In each course Term Tests and Major Examinations will be the sole methods used to assess student progress. These will be as follows:

MATHEMATICS EXTENSION 2 HSC COURSE 2011/2012

Outcomes

Relevant to topics being examined

Components

Weighting

(syllabus)

Task 1

Task 2

Task 3

Task 4

Week 10 Term 4 2011

Week 10 Term 1 2012

Week 9/10 Term 2 2012

Week 5/6 Term 3 2012

Term Exam

Mid Course

Trial HSC

Term Exam

A and B

A (60%) B (40%)

15%

30%

40%

15%

Total

100%

15%

30%

40%

15%

Extension 2 students will complete all Extension 1 assessment tasks as outlined on the following page. Each assessment task is to be constructed so that 60% of the assessment relates to the knowledge, understanding and skills developed in each Content Area and 40% relates to reasoning, interpretative, explanatory and communicative abilities.

Newcastle High School

Assessment Policy for HSC 2012

MATHEMATICS EXTENSION 1 HSC COURSE 2011/2012

Outcomes

Relevant to topics being examined

Components

Weighting

(syllabus)

Task 1

Task 2

Task 3

Task 4

Week 9 Term 4 2011

Week 9 Term 1 2012

Week 9/10 Term 2 2012

Week 5/6 Term 3 2012

Term Exam

Mid Course

Trial HSC

Term Exam

A and B

A (70%) B (30%)

15%

30%

40%

15%

Total

100%

15%

30%

40%

15%

Extension 1 students will complete all 2 unit assessment tasks as outlined on the following page. Each assessment task is to be constructed so that 70% of the assessment relates to the knowledge, understanding and skills developed in each Content Area and 30% relates to reasoning, interpretative, explanatory and communicative abilities.

Newcastle High School

Assessment Policy for HSC 2012

MATHEMATICS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Relevant to topics being examined

Components

Weighting

(syllabus)

Task 1

Task 2

Task 3

Task 4

Week 9 Term 4 2011

Week 8/9 Term 1 2012

Week 9/10 Term 3 2012

Week 5/6 Term 3 2012

Term Exam

Mid Course

Trial HSC

Term Exam

A and B

A (80%) B (20%)

15%

30%

40%

15%

Total

100%

15%

30%

40%

15%

Each assessment task is to be constructed so that 80% of the assessment relates to the knowledge, understanding and skills developed in each Content Area and 20% relates to reasoning, interpretative, explanatory and communicative abilities.

Newcastle High School

Assessment Policy for HSC 2012

GENERAL MATHEMATICS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Relevant to topics being examined

Components

Weighting

(syllabus)

Task 1

Task 2

Task 3

Task 4

Week 9 Term 4 2011

Week 9/10 Term 1 2012

Week 9/10 Term 3 2012

Week 5/6 Term 3 2012

Term Exam

Mid Course

Trial HSC

Term Exam

A and B

A (40%) B (60%)

15%

30%

40%

15%

Total

100%

15%

30%

40%

15%

GUIDELINES FOR MATHEMATICS GENERAL (2 UNIT) Components There are two components for this course. These comprise: Component A: Knowledge and skills : 40% of assessment Component B: Applications : 60% of assessment

Newcastle High School

Assessment Policy for HSC 2012

APPLIED MATHEMATICS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Relevant to topics being examined

Components

Weighting

(syllabus)

Task 1

Task 2

Task 3

Task 4

Due Week 9 Term 4 2011

Week 8 Term 1 2012

Week 9/10 Term 3 2012

Due Week 6 Term 3 2012

Term Assignment

Mid Course Examination

Final Examination

Term Assignment

A and B

A (20%) B (80%)

20%

40%

20%

Total

100%

20%

40%

20%

GUIDELINES FOR MATHEMATICS APPLIED (2 UNIT) Components There are two components for this course. These comprise: Component A: Knowledge and skills : 20% of assessment Component B: Applications : 80% of assessment

Newcastle High School

Assessment Policy for HSC 2012

BIOLOGY HSC COURSE 2011/2012

Components

Weighting

(syllabus)

Knowledge & Understanding

40%

Skills in planning and conducting first-hand investigations and in communicating information and understanding based on these investigations

Skills in scientific thinking, problem solving, and in communicating understanding and conclusions

Total

Task 1

Task 2

Task 3

Task 4

Task 5

Week 6 Term 4 2011 First Hand Investigation

Week 4 Term 1 2012 Hâ&#x20AC;&#x201C;Y Exam

Week 5 Term 2 2012 Model

Week 9/10 Term 2 2012 Trial Exam

Week 4 Term 3 2012 Research Task

20%

30%

15%

30%

100%

20%

15%

20%

25%

15%

To be satisfactory in the HSC Course, a student must complete a minimum of 35hours of practical experiences. To meet this requirement, students must be present and participate in the practical experiences and submit satisfactory written reports of these experiences when required. It is a mandatory course requirement that each student completes at least one open-ended investigation.

Newcastle High School

Assessment Policy for HSC 2012

CHEMISTRY HSC COURSE 2011/2012

Components

Weighting

(syllabus)

Knowledge & Understanding

Skills in planning and conducting first-hand investigations and in communicating information and understanding based on these investigations

Skills in scientific thinking, problem solving, and communicating understanding and conclusions

Total

Task 1

Task 2

Task 3

Task 4

Task 5

Week 9 Term 4 2011 First Hand Investigation

Week 5 Term 1 2012

Week 9/10 Term 2 2012 Trial HSC

Week Term 3 2012

H-Y Exam

Week 2 Term 2 2012 Research Task

10%

40%

30%

15%

30%

100%

15%

First Hand Investigation

20%

15%

25%

10%

15%

30%

Newcastle High School

Assessment Policy for HSC 2012

PHYSICS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Components

Weighting

(syllabus)

Knowledge & Understanding

40%

Skills in planning and conducting firsthand investigations and in communicating information and understanding based on these investigations

Skills in scientific thinking, problem solving, and in communicating understanding and conclusions

Total

30%

Task 1

Task 2

Task 3

Task 4

Task 5

Week 8 Term 4 2011 First Hand Investigation Task

Week 3 Term 1 2012 Hâ&#x20AC;&#x201C;Y Exam

Week 8 Term 1 2012 Skills and Secondary Data Task

Week 9/10 Term 2 2012 Trial Examination

Week 3 Term 3 2012 Research/ Communicati on Task

15%

20%

30%

100%

20%

25%

10%

20%

30%

10%

To be satisfactory in the HSC Course, a student must complete the practical experiences stated in the syllabus. To meet this requirement, students must be present and participate in the practical experiences and submit satisfactory written reports of these experiences when required.

Newcastle High School

Assessment Policy for HSC 2012

SENIOR SCIENCE â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Components

Weighting

(syllabus)

Knowledge & Understanding

Skills in planning and conducting first-hand investigations and in communicating information and understanding based on these investigations

Skills in scientific thinking, problem solving, and in communicating understanding and conclusions

Total

Task 1

Task 2

Task 3

Task 4

Task 5

Week 7 Term 4 2011

Week 4 Term 1 2012

Week 10 Term 1 2012

Week 9/10 Term 2 2012

Week 3 Term 3 2012

First Hand Investigation

Half Yearly Exam

Oral / Research

Trial Exam

First Hand Investigation /Second Hand Data

10%

20%

40%

30%

20%

30%

100%

20%

10%

15%

20%

30%

15%

Newcastle High School

Assessment Policy for HSC 2012

ANCIENT HISTORY â&#x20AC;&#x201C; 2 Unit HSC COURSE 2011/2012 Task 1 Cities of Vesuvius: Sourcebased research

Task 2 Historical Period: Greece: Research â&#x20AC;&#x201C; based inclass essay

Task 3 Personality: Agrippina: two responses using key sources

Task 4 Trial HSC Exam

Task 5 Spartan Society: Four or five sourcebased questions

Week 9 Term 4 2011

Week 9 Term 1 2012

Week 6 Term 2 2012

Week 9/10 Term 2 2012

Week 5 Term 3 2012

H3.1, H3.3, H3.6, H4.1

H1.1, H2.1, H3.1, H3.2, H3.3, H3.6, H4.2

H1.1, H2.1, H3.1, H3.3, H3.6, H3.4, H4.1, H4.2

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

40%

25%

Source-based skills

20%

Historical inquiry and research

20%

Communication of historical understanding in appropriate forms

20%

Total

100%

Components

Weighting

(syllabus)

Knowledge and understanding of course content

Newcastle High School

15%

H1.1, H3.1, H3.2, H3.5, H4.2

10%

15%

30%

25%

Assessment Policy for HSC 2012

MODERN HISTORY â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012 Task 1 Core Study

Task 2 National Study

Task 3 Personality

Task 4

Task 5 Peace and Conflict

Week 8 Term 4 2011

Week 9 Term 1 2012

Week 5 Term 2 2012

Week 9 Term 2 2012

Week 5 Term 3 2012

Source Analysis

Research and inclass essay

Perspectives and interpretations

Trial HSC Examination

Research and essay

H3.2, H3.3, H3.4, H4.1

H1.2, H2.1, H4.1, H4.2

H1.1, H1.2, P3.4, H4.1, H4.2

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

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

Knowledge and understanding of content

20%

Source-based skills

10%

Component

Historical inquiry and research

Communication of historical understanding in appropriate forms

Total

Core-WW1 = 25%

Newcastle High School

15%

Weighting

40%

20%

10%

20%

10%

20%

15%

25%

100%

30%

National Study-Germany = 25% Personality-Albert Speer = 25% Peace and Conflict-Indochina = 25%

Assessment Policy for HSC 2012

EXTENSION HISTORY â&#x20AC;&#x201C; 1 UNIT HSC COURSE 2011/2012

Outcomes

Task 1

Task 2

Task 3

Week 8 Term 1 2011

Week 9 Term 2 2012

Week 3 Term 3 2012

What is History

Trial Exam

Major Project

Marks

E1.1

E1.2, E1.3, E1.4, E2.1, E2.2, E2.3, E3.1, E3.2, E4.1, E4.2

Newcastle High School

Assessment Policy for HSC 2012

ECONOMICS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012 Components

Weighting

Task 1 The Global Economy

Task 3 Economic Issues

Trial Exam

Task 4 Economic Policies and Management

Week 7 Term 4 2011

Task 2 Australiaâ&#x20AC;&#x;s place in the Global Economy Week 7 Term 1 2012

Week 7 Term 2 2012

Week 9 Term 2 2012

Case Study

Essay

Stimulus based skills

H3, H4, H9, H10

H3, H4, H12

H1, H2, H8, H11

Week 7 Term 3 2012 Media File and Policy Presentation H5, H6, H7

10%

20%

10%

Knowledge and Understanding of content

40%

Stimulus-based skills

20%

Inquiry and research

20%

10%

100%

10%

20%

Communication of economic information, ideas and issues in appropriate forms

Total

Newcastle High School

15%

20%

30%

20%

Assessment Policy for HSC 2012

LEGAL STUDIES – 2 Unit HSC COURSE 2011/2012 Component

Task 1

Task 2

Crime: Media File & Crime Test

Human Rights: Research & Oral Presentation Term 1 Week 8 2012 H4,H8,H9

Term 7 Week 4 2011 H1, H4, H8 Knowledge And Understanding

Research

Communication

Marks

Newcastle High School

Task 3

Task 4

Task 5

W e i g h t

Option: Consumers – Topic Test

Yearly Exam

Term 2 Week 6 2012 H1, H5

Term 2 Week 9 2012 H1-7, H9

Option: Family – Research & in class essay Term 3 Week 4 2012 H6, H9

100

Assessment Policy for HSC 2012

BUSINESS STUDIES – 2 Unit HSC COURSE 2011/2012

Components of Course

(as per syllabus)

Task 1

Task 2

Task 3

Task 4

Task 5

Week 7 Term 4 2011

Week 7 Term 1 2012

Week 7 Term 2 2012

Week 9 Term 2 2012

Week 7 Term 3 2011

Operations

Marketing

Finance

Topics 1- 3

Human Resources

Exam

Media File and Presentation

Topic (syllabus)

Task Description

Report

Case Study

Stimulus based skills

Outcomes Tested 

Weighting (syllabus)

H1, H2, H4, H9

H3, H5, H7

H4, H6, H8

Knowledge and understanding of course content

40%

20%

10%

Stimulus based skills

20%

Inquiry and research

20%

100%

15%

Communication of business information, ideas and issues in appropriate forms

TOTAL

Newcastle High School

15%

H3, H5, H6

15%

40%

15%

Assessment Policy for HSC 2012

STUDIES OF RELIGION I HSC COURSE 2011/2012 Components

Weighting

Task 1 Religious Expression in Aust. â&#x20AC;&#x201C; 1945-present Week 8 Term 4 2011 Stimulus based short answers

Task 2 Religious Tradition Depth Study 1 & 2 Islam and Christianity Week 10 Term1 2012 Short answer and extended response

H1;H2:H6;H8;H9

H.1;H.2;H.4; H.8;H.9

H.1H.2; H.3;H.4 H.5H.6 H.8,H.9

15%

Outcomes

Task 3 Trial Exam

Term 2 Week 9 2012 Trial HSC Exam

Knowledge and understanding of content

20%

Stimulus-based skills

10%

Inquiry and research

10%

Communication of ideas, information and issues in appropriate format

10%

Total

50%

20%

Newcastle High School

10%

Assessment Policy for HSC 2012

STUDIES IN RELIGION – 2 UNIT HSC COURSE 2011/2012

Components

Knowledge and Understanding of content

Weighting

Task 1 Religious Expression in Aust. – 1945present

Task 2 Religious and Peace

Week 8, Term 4 2011 Stimulus based short answers

Week 8 Term 1 2012

Task 3 Religious Tradition. Depth Study 1 & 2. Islam and Christianity Week 2 Term 2 2012

Task 4 Trial Exam

Task 5 Religious Tradition Depth Study 3 Judaism

Week 9 Term 2 2012

Week 5 Term 3 2012

Stimulus based response

Short Answer and Extended Response.

Trial HSC Examination

Research and oral task

H1, H2, H6, H8, H9.

H1, H2, H6, H7, H8, H9.

H1, H2, H4, H8, H9,

H1, H2, H3, H4, H5, H6 H8, H9.

H1, H5, H6, H7, H8, H9,

40%

10%

20%

Stimulus-based skills

Inquiry and research

Communication of ideas, information and issues in appropriate format.

Total

Newcastle High School

20%

10%

20%

100%

10%

20%

10%

40%

20%

Assessment Policy for HSC 2012

DRAMA â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Workshop H1.2, H1.3, H1.7, H2.1, H2.2

Research H3.1, H3.2, H3.3, H3.4, H3.5

Components

Weighting

(syllabus)

Core Component 1 (Australian Drama & Theatre)

Task 1

Task 2

Task 3

Task 4

Task 5

Task 6

Progressive Term 4 2011

Week 9 Term 4 2011

Progressive Term 1 2012

Week 9 Term 2 2012

Week 4 Term 3 2012

Week4 Term 3 2012

Group Perf. & Rationale +In Class essays

IP Proposal and Prelim Logbook Research

Group Perf. & Rationale + In Class Essays

Written Trial Exam

Group Perf and IP Trial Exam

Submission of Group and IP Logbooks + Rationales

(M)

(CS;M+P)

(P)

(M)

10% (P)

10% (M)

10% (P)

10% (M)

20%

(CS;M+P) 10% (P+M) 25%

5% (CS) 10% (CS) 10% (P+M)

Core Component 2 (Studies in Drama & Theatre)

25%

H1.1, H1.4, H1.2, H1.6, H1.3, H1.8

Development of Group Presentation

20%

H1.2, H1.9, H1.3, H2.1, H1.7, H3.2, H3.5

Development of Individual Project

30%

Total

100%

20%

Performing

30%

Making

40%

Critically Studying

30%

10%

Newcastle High School

5% (CS) 10% (CS)

10% (M)

10%

20%

10%

20%

10%

5% 10%

20% 10%

Assessment Policy for HSC 2012

VISUAL ARTS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Components

Weighting

(syllabus)

H7, H8, H9, H10

H1, H2, H3, H4, H5, H6

Art Criticism and Art History

Art Making

Total

Newcastle High School

50% Case Studies Exam

Task 1

Task 2

Task 3

Task 4

Task 5

Week 2 Term 1 2011

Week 2 Term 2 2012

Week 2 Term 3 2012

Term 3 2012

Case Study

Case Study & BOW

BOW Progress Review & Exam

Case Study

Final BOW

Mentor Artist Case Study 10%

IDENTITY Case Study

Trial Exam

20%

10%

Post Modernism Case Study 10%

BOW Planning/ Ideas & Experiments VAPD 10%

Progress Review & VAPD

30%

50% BOW & VAPD

100%

10%

Final Practical Body of Work 20%

20% 10%

20%

Assessment Policy for HSC 2012

MUSIC 1 â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Components

Weighting

(syllabus)

H4, H6

CORE Aural Skills

25%

H2, H6, H8

CORE Musicology

10%

H3, H5, H7, H8

CORE Composition

10%

H1, H7

CORE Performance

10%

H1, H7

Task 1

Task 2

Task 3

Task 4

Task 5

Week 6 & 8 Term 4 2011 Aural Skills Plus Core Performance

Week 4 Term 1 2012 Core Composition

Week 8 Term 1 2012 Elective 1, 2 & 3

Week 2 Term 2 2012 Musicology and Aural Skills

Trial Exam

Core Performance Elective 1, 2 & 3

Task 6

Term 2 2012 Core Aural

15%

10%

ELECTIVE Performance

H3, H5, H7, H8

Composition

H2, H6, H8

Musicology

Total

Newcastle High School

45%

100%

15%

10%

15%

30%

15%

35%

15%

Assessment Policy for HSC 2012

ENGINEERING STUDIES â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

1.1, 1.2

2.1, 2.2, 4.1

3.1, 3.2, 3.3

4.2, 4.3, 6.1, 6.2

5.1, 5.2

6.1, 6.2

Components

Weighting

(syllabus)

Scope of Profession Knowledge of Engineering Principles Communication Skills

Understanding Impacts of Engineering Management and Problem Solving The application of Engineering Methodology

Total

Newcastle High School

Task 1

Task 2

Task 3

Task 4

Task 5

Week 8 Term 4 2011

Week 7 Term 1 2012

Week 10 Term 1 2012

Week 9 Term 2 2012

Week 2 Term 3 2012

Engineering Report

Research

Test

Trial HSC Exam

Aero Engineering Report

10%

20%

40%

10%

100%

15%

20%

25%

20%

Assessment Policy for HSC 2012

INDUSTRIAL TECHNOLOGY – 2 UNIT HSC COURSE 2011/2012 Timber Products and Furniture Technologies

Outcomes

Components

Weighting

(syllabus)

H1.1, H1.3, H7.1, H7.2

Industry Study

15%

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

Major Project

60%

H1.2, H2.1, H4.2, H4.3, H6.1

Industry Related Manufacturing Technology

Total

Newcastle High School

Task 1

Task 2

Task 3

Task 4

Task 5

Week 8 Term 4 2011

Week 7 Term 1 2012

Week 3 Term 2 2012

Week 9 Term 2 2012

Week 2 Term 3 2012

Design & Planning

 Selection & Justification  Project Progress

Industry Study

Trial HSC Exam

 Major Project  Production Evaluation

10%

15%

25%

100%

20%

25%

15%

25%

20%

10%

25%

Assessment Policy for HSC 2012

COMMUNITY & FAMILY STUDIES â&#x20AC;&#x201C; 2 Unit HSC COURSE 2011/2012 Task 1 OUTCOMES

COMPONENTS

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

Knowledge and understanding of how the following impact on well being: resource management, positive relationships, range of societal factors and nature of groups, families and communities

H2.2, H2.3, H5.1

Skills in: applying management process to meet the needs of individuals, groups, families and communities, and planning to take responsible action to promote wellbeing

H4.1, H4.2

Knowledge and understanding about research methodology and skills in researching, critical thinking, analysing and communicating

Total

Newcastle High School

Task 2

Task 3

Task 4

Task 5

Week 5 Term 1 2012 Research and short answer questions

Week 2 Term 2 2012 Extended Answer

Week 2 Term 2 2012 Trial HSC Exam

Week 4 Term 3 2012 Research and Investigation

40%

15%

10%

25%

10%

25%

15%

WEIGHTING

Project Plan

Diary

IRP

Week 3 Term 4 2011

Week 9 Term 4 2011

Week 10 Term 4 2011

35%

25%

100%

25%

20%

15%

Assessment Policy for HSC 2012

FOOD TECHNOLOGY â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012 ASSESSMENT COMPONENTS

Knowledge & Understanding

SYLLABUS WEIGHTING

Task 1

Task 2

Task 3

Task 4

Week 7 Term 4 2011

Week 5 Term 1 2012

Week 9/10 Term 2 2012

Week 3 Term 3 2012

Outcomes H1.2, H3.1, H1.4

Outcomes H1.1, H4.2

All Outcomes except H3.2, H4.1, H5.1

Outcomes H3.2, H2.1, H5.1, H1.3, H4.1

Australian Food Industry

Food Manufacture

All areas

Trial HSC 15%

20%

Research, Analysis & Communication

30%

Experimentation & Preparation

30%

10%

Design, Implementation Evaluation

20%

10%

Total

100%

25%

30%

Newcastle High School

15%

Food Product Development and Contemporary Nutrition Issues

10%

20%

30%

Assessment Policy for HSC 2012

DESIGN & TECHNOLOGY/TEXTILES – 2 UNIT HSC COURSE 2011/2012

Outcomes

1.1, 1.2, 2.1, 2.2, 3.1, 3.2, 6.1, 6.2

1.1, 1.2, 3.2, 4.1, 4.2, 4.3, 5.1, 5.2, 6.1

Newcastle High School

Components

Weighting

(syllabus)

Innovation & Emerging Technology

40%

Designing and Producing

60%

Total

100%

Task 1

Task 2

Task 3

Task 4

Week 6 Term 4

Week 4 Term 1

Week 9/10 Term 2

Week 2 Term 3

Case Study – Innovations

Oral/ Written Presentation M.D.P

Trial HSC Exam

Project Realisation, Practical & Eval Scaffold

20%

30%

20%

30%

20%

30%

Assessment Policy for HSC 2012

EXPLORING EARLY CHILDHOOD â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Components

Weighting

(syllabus)

Task 1

Task 2

Task 3

Task 4

Week 9 Term 4

Week 6 Term 1

Week 9/10 Term 2

Week 3 Term 3

Outcomes 1.5, 2.3, 6.2

Outcomes 1.3, 1.4, 1.5, 6.1, 6.2

Outcomes All

Outcomes 1.4, 2.1, 4.1, 6.1

Context Area Young Children with Special Needs

Context Area Food and Nutrition

Context Area All Studied

Research / Oral Presentation

Research / Practical

Yearly Exam

Context Area The Children Services Industry Research

20%

Knowledge & Understanding

50%

10%

Skills

50%

20%

Total

100%

30%

Newcastle High School

10% 10%

20%

Assessment Policy for HSC 2012

FRENCH BEGINNERS â&#x20AC;&#x201C; 2 UNIT HSC COURSE 2011/2012

Outcomes

Components

Weighting

(syllabus)

1.1, 1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4

Task 1

Task 2

Task 3

Task 4

Task 5

Date: Term 4 Week 9 2011

Date: Term 1 Week 6 2012

Date: Term 2 Week 3 2012

Date: Term 2 Week 9/10 2012

Date: Term 3 Week 4 2012

Writing Reading

Speaking

Listening

Trial HSC Exam

Speaking

20%

Listening

30%

2.1, 2.2, 2.3, 2.4, 2.5, 2.6

Reading

30%

15%

3.1, 3.2, 3.3, 3.4

Writing

20%

10%

Total

100%

25%

2.1, 2.2, 2.3, 2.4, 2.5, 2.6

Newcastle High School

10%

15%

10%

15%

40%

10%

Assessment Policy for HSC 2012

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION – 2 UNIT HSC COURSE 2011/2012 Task 1 Practical/ Written

Task 2 Practical/ Written

Task 3 Practical/ Written

Task 4 Research/ In Class Test

Option 3 Sports Medicine 16%

Core 2 Factors Affecting Performance

Option 4 Improving Performance

Core 1 Health Priorities in Australia

Week 7, 8 Term 4 2012

Week 10 Term 1 2012

Week 6 Term 2 2012

Week 5 Term 3 2012

H8, H16, H17, H13

H7, H8, H9, H10, H11, H16, H17

H7, H8, H9, H10, H16, H17

H1, H2, H3, H4, H5, H14, H15, H16

40%

10%

30%

10%

30%

100%

20%

TASK

COURSE COMPONENT

DUE DATE

OUTCOMES ASSESSED Assessment Component Knowledge & understanding of the factors that affect health and the way the body moves Skills influencing personal and community health and taking action to improve participation & performance in physical activity

Skills in critical thinking, research and analysis

Weighting

Newcastle High School

16%

24%

Task 5 Trial HSC Exam Core1 Core 2 Option 3 Option 4 20%

Term 2 2012

H1–H17

Weighting

20%

10%

20%

Assessment Policy for HSC 2012

SPORT, LIFESTYLE & RECREATION STUDIES Content Endorsed Course HSC COURSE 2 UNIT 2011/2012 Outcomes

1.5, 2.3, 3.5 4.3 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4 1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.4 1.4, 2.4, 3.7, 4.5

Components (Syllabus)

Weighting Syllabus)

Module 9 Healthy Living Module 6 Games and sports Application 1 Module 7 Games and sports Application 11 Module 13 Social Perspectives of Games and Sport

25%

Total

100%

Task 1

Task 2

Task 3

Task 4

Task 5

Task 6

Task 7

Task 8

Week 8 Term 4 2011

Week 8 Term 1 2012

Week 6 Term 2 2012

Week 5 Term 3 2012

Practical Component

Topic Test

Practical Component

Topic Test

Practical Component

Topic Test

Practical Component

Topic Test

13%

12%

13%

12%

13%

12%

13%

12%

13%

12%

25%

13%

12%

13%

12%

13%

The above assessment schedule applies to both Two and One unit courses

Newcastle High School

12%

Assessment Policy for HSC 2012

Legal Requirements Attachment 1

REQUIREMENTS OF THE EDUCATION ACT 1990 IN RELATION TO THE NSW HIGHER SCHOOL CERTIFICATE Higher School Certificate – section 95 Higher School Certificates are to be granted by the Board of Studies to students who: (a) have been granted a School Certificate, or who have attained such other qualifications as the Board considers satisfactory; and (b) have attended a government school, or registered non-government school to which a current certificate of accreditation applies, or school outside New South Wales recognised by the Board, or a TAFE establishment within the meaning of the Technical and Further Education Commission Act 1990; and (c) have participated, to the Board’s satisfaction, in courses of study which have been determined under this Act as appropriate to be undertaken by candidates for the Higher School Certificate; and (d) have been accepted by the Board as having satisfactorily completed those courses of study; and (e) have, to the Board’s satisfaction, undertaken the requisite examinations or other forms of assessment; and (f ) have complied with any requirements prescribed by the regulations or any requirements imposed by the Minister or the Board. The Board may refuse to grant a Higher School Certificate to a student whose attendance or application at school has been of such an unsatisfactory character that the grant of the certificate would not, in the opinion of the Board, be justified. Curriculum for Higher School Certificate candidates – section 12 The curriculum during Year 11 and Year 12 for students who are candidates for the Higher School Certificate must meet the following requirements: (a) courses of study of a general description determined by the Minister on the recommendation of the Board are to be provided for each student in each Year (b) those courses of study are to include a course of study in English (c) those courses of study are to comply with a pattern of study determined by the Minister on the recommendation of the Board (d) those courses of study are to be taught in accordance with a syllabus developed or endorsed by the Board and approved by the Minister. These requirements are articulated in Attachment 2.

Newcastle High School

Assessment Policy for HSC 2012

Attachment 2

PATTERN OF STUDY REQUIREMENTS CHECKLIST FOR THE 2012 HIGHER SCHOOL CERTIFICATE 

Do your students who complete the Higher School Certificate in 2012 meet the following pattern of study requirements? At least 12 units of Preliminary courses and 10 units of HSC courses At least 2 units of a Board Developed Course in English – at both Preliminary and HSC level At least 4 subjects – at both Preliminary and HSC level At least 6 units of Board Developed Courses – at both Preliminary and HSC level At least 3 courses of 2 unit value or greater (Board Developed and/or Board Endorsed Courses) – at both Preliminary and HSC level A maximum of 6 Preliminary units and 6 HSC units from courses in Science [Ref: ACE Manual, Dec. 2005, Section 8.3.1.4, p.88] In the Preliminary study pattern, Senior Science cannot be studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics. In the HSC study pattern, Senior Science can be studied in combination with Biology, Chemistry, Earth and Environmental Science or Physics. Students undertaking Senior Science in the HSC study pattern must have satisfactorily completed the Preliminary course in at least one Science course [Ref: ACE Manual, Dec. 2005, Section 8.3.1.4, p.88] Met eligibility requirements for the English (ESL) course [Ref: ACE Manual, Dec. 2005, Section 8.2.2.1, p.84] Met eligibility requirements for Continuers courses in languages where there are Background Speakers courses [Ref: ACE Manual, Dec. 2005, Section 8.2.2.2, p.84-86] Met eligibility requirements for Beginners courses in languages [Ref: ACE Manual, Dec 2005, Section 8.2.2.3, p.86] Satisfactorily completed the HSC: All my own work program, or its equivalent, if entered for one or more HSC courses with an external examination Board Endorsed Courses have current endorsement Students are not enrolled in any Board Developed Course, Content Endorsed Course, TAFE Delivered VET HSC Course or Board Endorsed Course combinations which are subject to Board exclusions [For exclusions please see ACE Manual, Dec. 2005, Section 8.3, p.87-90, PLUS also check your school BEC decision letters or check for BEC decisions via Schools Online.] REMINDERS Students seeking a ATAR (Australian Tertiary Admissions Ranking) in 2011 must complete at least 10 units of Board Developed Courses for which there are formal examinations conducted by the Board of Studies, including (a) at least 2 units of English, and (b) at least 8 units of Category A courses. Courses completed must include at least three Board Developed Courses of 2 units or greater and at least four subjects. NB: Board Endorsed Courses and Content Endorsed Courses, including vocational Content Endorsed Courses, do not satisfy requirements for a UAI. Schools should note that additional Departmental curriculum requirements (e.g. sport, religious education, 25 hours of PD/H/PE etc) or conditions of enrolment at individual schools are not requirements for Higher School Certificate credentialing as determined by the Board of Studies as the statutory Higher School Certificate credentialing authority. Schools will need to ensure that Board requirements are met in cases of accumulation, acceleration, repeating, recognition of prior learning and in any cases of non-completion of course requirements [please refer to the ACE Manual, Dec. 2005, Section 8 for details]. Students with special education needs can meet the requirements for the award of the Higher School Certificate by undertaking a combination of Board Developed Courses, Board Endorsed Courses and/or Stage 6 Life Skills Courses. Principals will be required to certify on the Preliminary and HSC entry forms that enrolment of a student in any Life Skills Courses for Stage 6 is the result of a planning process that addresses the student’s transition from school to adult life [please refer to the ACE Manual, Dec. 2005 Section 7, p.73-77].

Newcastle High School

Assessment Policy for HSC 2012

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 relationship 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 judgment of value, quality, outcomes, results or size

Calculate

Ascertain /determine from given facts, figures or information

Clarify

Make clear or plain

Classify

Arrange or include in classes/ categories

Compare

Show how things are similar or different

Construct

Make; build; put together items or arguments

Contrast

Show how things are different or opposite

Critically

Add a degree or level of accuracy depth, knowledge and understanding, logic, (analyse/evaluate) questioning, reflection and quality to (analysis/evaluation)

Deduce

Draw conclusions

Define

State meaning and identify essential qualities

Demonstrate Show by example Newcastle High School

Assessment Policy for HSC 2012

Describe

Provide characteristics and features

Discuss

Identify issues and provide points for and/or against

Distinguish

Recognise/note/indicate as being distinct or different from; 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, reasons why

Extract

Choose relevant and/or appropriate details

Identify

Recognise and name

Interpret

Draw meaning from

Investigate

Plan, inquire into and draw conclusions about

Justify

Support an argument or conclusion

Outline

Sketch in general terms; indicate the main features of

Predict

Suggest what may happen based on available information

Propose

Put forward (point of view, idea, argument) 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 Newcastle High School

Assessment Policy for HSC 2012

Newcastle High School

Assessment Policy for HSC 2012

Newcastle High School

Assessment Policy for HSC 2012

Newcastle High School

Assessment Policy for HSC 2012

Newcastle High School