Year 12 Assessment Handbook 2016

2016
HSC
Assessment
Handbook

Distributed on 19th October 2016
De La Salle College Revesby Heights 2016 HSC Assessment Handbook
Introduction

This Assessment Handbook is intended to provide students with information about the Higher School
Certificate assessment system and procedures relating to it. Basic information relating to Assessment Tasks
for each subject is given. The Assessment Calendar specifies precise dates. Students and parents are
advised to read this Handbook closely and keep it for reference.

The Board of Studies, Teaching and Educational Standards (BOSTES) requires that an assessment process be
undertaken for the award of the Higher School Certificate. All schools must follow Board regulations in
arriving at a students final HSC Assessment Mark and Rank in a subject.

The College aims to conduct the assessment program in an open and equitable manner. We encourage
students to view their assessment as a positive process one which opens the way to steady academic
improvement if the student is willing to take responsibility for their learning and approach their work in a
systematic and disciplined manner.
The Principal may use his discretion in not awarding passes in HSC courses where a student has failed to
meet one or more of the following requirements:

a. attendance meeting the required number of hours;
b. participation in the required learning experiences and assessment tasks;
c. meeting requirements in terms of application and achievement; non serious attempts at tasks;
d. satisfactorily attaining the course goals.

If any student or parent/carer requires further information regarding HSC studies and assessment
procedures they are welcome to contact the relevant KLA Coordinator or the Curriculum Coordinator.

Finally, I thank all members of the staff for their contributions to this HSC Assessment Handbook and we
collectively wish all students every success in their final year of secondary studies.

Charles Milazzo
Curriculum Coordinator
Table of Contents

Introduction ............................................................................................................................................... i
Assessment Information and Procedures .................................................................................................. 1
Why have a School HSC Course Assessment Policy? ..................................................................................... 1
Credentials .................................................................................................................................................... 1
What is Assessment? .................................................................................................................................... 1
What is Standards Referenced Assessment? ................................................................................................ 1
The nature of HSC Course Assessment ......................................................................................................... 2
Frequency and scheduling of Assessment Tasks .......................................................................................... 2
Changes to Assessment Schedules and Calendars ........................................................................................ 2
Submission of Assessment Tasks .................................................................................................................. 3
Procedures to follow if a student is absent from an assessment task due to illness/misadventure ............ 3
Procedures to follow if a student is absent from a task due to severe personal or family hardship ............ 4
Procedures to follow if a student is absent from a task due to approved leave
(including holidays, work placement and representative sport) ................................................................... 4
Late submission of assessment task without acceptable reason .................................................................. 5
Completion of Assessment Tasks N Determination ................................................................................... 5
Procedures to be followed for the awarding of an extension ...................................................................... 6
Procedures to be followed due to illness during an in-class assessment task .............................................. 6
Procedures to follow for the endorsement of special leave ......................................................................... 6
Assessment Feedback ................................................................................................................................... 7
Procedures for dealing with student appeals after an assessment task ....................................................... 7
Special Provisions .......................................................................................................................................... 8
The use of Technology and ICT ..................................................................................................................... 8
Oral Presentations ........................................................................................................................................ 8
Parallel Classes .............................................................................................................................................. 8
Assessment in Vocational Education Courses ............................................................................................... 8
Academic Integrity ...................................................................................................................................... 10
HSC Assessment and Reporting .................................................................................................................. 11

Surviving the HSC .................................................................................................................................... 13
Commencing the HSC Course Tips for students ....................................................................................... 13
Top 40 Study Strategies ............................................................................................................................... 13
Living with a HSC Student ............................................................................................................................ 14
Stress Management Tips for Students ........................................................................................................ 15
Welfare and Counseling for Anxious Parents .............................................................................................. 17

Glossary of Key Terms ............................................................................................................................. 18

ii
2016 HSC Assessment Grids ..................................................................................................................... 19

2 Unit Ancient History ................................................................................................................................. 20
2 Unit Business Studies ............................................................................................................................... 21
1 Unit Catholic Studies ................................................................................................................................ 22
2 Unit Chemistry .......................................................................................................................................... 23
2 Unit Construction VET .............................................................................................................................. 24
2 Unit Economics ......................................................................................................................................... 25
2 Unit Standard English ............................................................................................................................... 26
2 Unit Advanced English .............................................................................................................................. 27
2 Unit English Studies .................................................................................................................................. 28
1 Unit Extension 1 English ........................................................................................................................... 29
2 Unit Hospitality VET .................................................................................................................................. 30
2 Unit Industrial Technology: Timber Furnishings ....................................................................................... 31
2 Unit Information & Digital Tecahnology VET ............................................................................................ 32
2 Unit Information Processes & Technology ............................................................................................... 33
2 Unit Italian Continuers ............................................................................................................................. 34
2 Unit Legal Studies ..................................................................................................................................... 35
2 Unit Mathematics General 1 (Non ATAR) ................................................................................................. 36
2 Unit Mathematics General 2 .................................................................................................................... 37
2 Unit Mathematics ..................................................................................................................................... 38
1 Unit Extension Mathematics .................................................................................................................... 39
Extension 2 Mathematics ............................................................................................................................ 40
2 Unit Modern History ................................................................................................................................ 41
2 Unit Music 1 ............................................................................................................................................. 42
2 Unit Personal Development, Health and Physical Education ................................................................... 43
2 Unit Physics .............................................................................................................................................. 44
2 Unit Senior Science ................................................................................................................................... 45
2 Unit Sport Coaching VET (Non ATAR) ....................................................................................................... 46
1 Unit Studies of Religion ............................................................................................................................ 47
2 Unit Visual Arts ......................................................................................................................................... 48
Appendix ....................................................................................................................................................
Warning Letter: Non-completion of a HSC Course ...................................................................................... 50
Application for Leave in Exceptional Circumstances ................................................................................... 52

iii
Assessment Information and Procedures

Why have a School HSC Course Assessment Policy?

a. The School HSC Assessment Policy, which is contained in this Handbook, has been designed so that no
student can be unfairly advantaged or disadvantaged by the Colleges system of assessment for the
Higher School Certificate. Assessment at De La Salle Revesby College encourages progressive
development of skills and knowledge while ensuring:

consistency across subjects and courses;

fairness in marking and reporting;
co-ordination of the assessment program to ease the load on students.
b. The College Assessment Policy reflects the concern of the community with justice and the dignity of
each person.
Credentials

The Board of Studies, Teaching and Educational Standards (BOSTES) issues the HSC Record of Achievement
at the end of each year to any student who undertakes HSC Courses. It will contain a statement indicating
whether or not the student has met all HSC Course requirements.

The Board does require schools to submit assessment marks for students. Assessment tasks completed
during the HSC Course will only count towards 50% HSC mark and 50% will come from the HSC exam itself.
A process of moderation will take place by the BOSTES also to align these two marks so that there is
consistency across schools.

What is Assessment?

a.
It is a process of gathering information about your achievement at various stages in the HSC course.
The final assessment mark in a subject is intended to reflect your achievement relative to that of
your peers at the end of the course.
b.
The variety of tasks set assesses a wide range of syllabus objectives and outcomes. Many tasks are
in assignment form; others are in examination form.
c.
Details of each Assessment Task, relating to the nature of the task, will be given to you at least two
calendar weeks before the task is due.
d.
Preparing yourself for all aspects of an Assessment Task is your responsibility and part of the
learning process. When you return to school after an absence, be sure to check with your teachers
to see whether an Assessment Task was handed out.
Standards-Referenced Assessment

A standards-referenced approach to assessment and reporting means that the achievements of a student
are assessed and reported against specific standards that are established for each course.

In the Higher School Certificate these standards are:
the knowledge, skills and understanding expected to be learned by students as a result of studying the
course the syllabus standards.
the levels of achievement of the knowledge, skills and understanding (reporting in six bands) the
performance standards.

Together, they specify what is to be learned and how well it is to be achieved.

The nature of HSC Course Assessment

The Boards Subject Manuals indicate the mandatory components for HSC Course Assessment and the
weightings to be attached to those components. That information is contained in this booklet under each
subject heading. Each subject teacher, in conjunction with his or her KLA Coordinator, has determined the
assessment schedules. These contain details on the:
type of tasks
components of the course
weightings to be allocated to each task
outcomes within each task to be assessed,
Week, Month and Term of each task.

Generally there will be a heavier weighting for tasks towards the latter part of the year, in particular the
final HSC Trial Course exams will form a significant component of the final mark. The HSC Course
Assessment will provide:
evidence of achievement of course outcomes
a measure of each students overall performance in the form of a mark.
Your final assessment mark (at the end of all HSC assessments) will be forwarded to the Board of Studies,
Teaching and Educational Standards (BOSTES) and will be reported on the HSC Course Report. The mark
will reflect the rank order and relative differences in student achievement. It is imperative therefore that
you are thoroughly prepared for each task and that you attempt to perform to your potential.

Frequency and Scheduling of Assessment Tasks

Period of Assessment
Formal assessment will begin in Term 4 of Year 11 (where HSC study begins) and will conclude usually with
the Trial HSC exams in Term 3 of Year 12.

Non Assessment Periods

In general, no tasks will be scheduled in the week prior to any major exam block and two weeks prior to the
Trial HSC examination block.

Maximum/Minimum Number of Tasks

The BOSTES recommends 3-5 assessment tasks (e.g. formal examinations, practical tests, research tasks
and oral tests etc) are generally sufficient to assess the components of a 2 unit course.

Notification of Assessment Tasks

The school will publish a HSC Assessment Handbook at the commencement of the course each year. It will
contain assessment schedules for each course offered giving a broad timeframe in which the task will be
due.

An Assessment Calendar will be published towards the beginning of Term 4 and distributed to all students
and parents. This will be also be made available electronically on the College website.

Procedures to be followed for students absent from school when assessment information is given out.
Students are responsible for checking, upon their return to school, if any assessment notifications have
been issued. Failure to do so will not be grounds for an appeal.

Changes to Assessment Schedules and Calendars

The date of an Assessment Task can be changed if school circumstances make it advisable. In such cases
you will still be given at least ten school days written notice of the alteration. The KLA Coordinator is
responsible for informing all students in writing and this re-scheduling will be subject to the approval of the
Curriculum Co-ordinator.

Submission of Assessment Tasks

Hand in tasks must be handed personally to your class teacher at the beginning of the appropriate subject
period on the specified day. (In the case of Design and Technology, Industrial Technology and Visual Arts,
the major projects must be submitted by 9.00am.) If no period for the subject is timetabled for that day,
the assessment task must be given to your teacher by 3.00pm. If your teacher is absent, hand the
assignment to the relevant KLA Coordinator by 3.00pm. It your responsibility to keep a copy of the
assignment and ask your teacher to sign their assessment submission register (found in your diary),
confirming the submission of the task.

Tasks cannot be submitted on USB drives (known also as thumb drives) or via e-mail, unless the teacher
gives specific instructions, in writing, to this effect.

It is your responsibility to submit an assessment task on time.

Procedures to follow if a student is absent from an assessment task due to illness/

misadventure
If you are too ill to attend school, you MUST supply a medical certificate, or a penalty applies. A note from a
parent or a carer is NOT sufficient.

Other reasons justifying absence or inadvertent late submission may include the following:
(i) Misadventure such as public transport delays or car breakdowns (in this case, you may be asked to
provide proof of the circumstances leading to the delay)
(ii) Accident meaning some injury which physically or emotionally prevents you from completing the
task, exam or test (again you may be asked to provide proof of the circumstances leading to the delay).

In each case, the onus of proof is on the student.

If you have a prolonged absence through no fault of your own, there are set procedures for the school to
follow. It is your responsibility to keep your Year Coordinator informed of the reason and anticipated period
of absence.

All tasks must still be submitted regardless of penalties to ensure student attainment of outcomes.
Hand-in Tasks
In all such cases a telephone call to your class teacher or the relevant KLA Coordinator is appreciated. If
the Assessment Task can still be delivered to the class teacher on time by a parent or other person acting
on your behalf, that too is appropriate and helpful and should be brought to the College office where it will
be passed onto the class teacher or KLA Coordinator.

If the assessment task cannot be delivered on time the first day that you return to school after illness, you
must complete the Absence/Illness/Misadventure/Extension Form, and attach this form to a medical
certificate. The Assessment Absence/Illness/Misadventure/Extension Form and the task, must be given to
the subject teacher or the KLA Coordinator before the end of Recess, ie commencement of period 3.

The subject teacher must show the KLA Coordinator the late task, Absence/Illness/ Misadventure/Extension
Form and medical certificate. Then, the KLA Coordinator makes a judgement as to whether correct
procedure has been followed, and, after that, he/she files the paperwork.

Penalties: If the medical certificate covers all dates, on which the student was absent, and if he has
followed all of the abovementioned requirements, no penalty is applied. However, a zero mark will be
awarded if it is determined that correct procedure has not been followed by the student.

Example: A student who has been absent submits his task during Lunch to the subject teacher on the first
day that he returns to school. This would result in the imposition of a zero mark because he should have
done this before the commencement of Period 3.
In-class Tasks
On the first day that a student returns to school, the student must complete the Absence/Illness/
Misadventure/ Extension Form and he must attach this form to his medical certificate. The Absence/Illness/
Misadventure/ Extension Form must be given to the subject teacher or the KLA Coordinator.

For in-class tasks, the teacher consults the KLA Coordinator, who decides from the following options,
providing that the student has followed correct procedure:
1. Issuing the student with an estimate, which would be calculated at the end of the course (requires
consultation with Curriculum Coordinator). The estimate would be based on the students performance
and rank in other assessment tasks in the subject. This option is recommended if a significant amount
of time has passed from the original assessment date and the student is not able to complete the task
in the short term (for example- due to extended illness or leave).
2. Allowing the student to sit an alternative task (sat as soon as possible after the student returns to
school). This is the recommended option. The alternative task should reflect the same level of difficulty
as the original task (KLA Coordinators and class teachers judgement). In this case the assessment mark
achieved in this task would be recorded and count towards the students final course mark and rank.
No deliberate adjustment of the students assessment mark or rank will take place.
3. Allowing the student to sit the original task. NOTE: This occurs only if the KLA Coordinator is convinced
that no advantage can be gained by the student, over other students. This depends on the nature of
the task and the time that has passed from the original date.

Penalties: If the medical certificate covers all dates, on which the student was absent, and if he has
followed all of the abovementioned requirements, no penalty is applied. However, a zero mark will be
awarded if it is determined that correct procedure has not been followed by the student.

If a KLA Coordinator believes that there is reason to apply discretion, he/she discusses this immediately
with the Curriculum Coordinator.

Procedures to follow if a student is absent from a task due to severe personal or

family hardship
In such cases, the subject teacher and the KLA Coordinator clarify the situation with the relevant Year
Coordinator and the Curriculum Coordinator. Every effort is then made to ensure that no student is
disadvantaged in such a case.

On the first day the student returns to school, he completes the Absence/Illness/ Misadventure/ Extension
Form, attaches a letter (signed by a parent or a carer), explaining the nature of his absence, and submits
this paperwork to the subject teacher or the KLA Coordinator before the commencement of period 3.

Procedures to follow if a student is absent from a task due to approved leave

(including holidays, work placement and representative sport)

If an absence is anticipated on the day of an Assessment Task, the student must provide notice of this
absence and seek approval to complete the task at an alternate time. The student will need to provide
appropriate documentation in advance in order to receive special consideration of this kind.

If leave has been approved, the subject teacher, in consultation with the KLA Coordinator, has the following
options:
Have the student complete the hand-in task prior to the leave commencing.
Have the student complete the examination before (but on the scheduled day) the rest of his class /
cohort.
Grant an extension (for hand-in tasks).
Have the student complete an alternative task (particularly for in-class tasks).
Issue the student with an estimate (requires consultation with Curriculum Coordinator).
NOTE: Leave, which is taken without approval, results in penalties being applied, if an assessment task is
affected.
Late submission of Assessment Task without acceptable reason

For any late submission of an Assessment Task without an acceptable reason (in the form of the
documents already mentioned) you will receive a mark of zero.
You are reminded that you are expected to submit all Assessment Tasks, even in cases where the mark
recorded will be zero. Consistent failure to submit Assessment Tasks could result in failure to satisfy board
requirements and a subsequent Unsatisfactory determination for the subject/s.

If you are scheduled to complete an in class task or submit a task after first Period on a particular day and
do not arrive at school until that period, you will receive a mark of zero unless a Medical Certificate is
submitted to the KLA Coordinator on your arrival.

Any form of dishonesty in completing an Assessment Task, such as cheating, assisting someone to cheat or
plagiarising (using other peoples work without acknowledgement) will result in a zero mark. Seeking to
gain an unfair advantage in any way is dishonesty.

Completion of Assessment Tasks - N Determination

The school expects each student to do their best in each assessment task and complete all courses
undertaken. Satisfactory completion of a course requires evidence that the student has:
a. followed the course developed or endorsed by the Board.
b. applied themselves with diligence and sustained effort to the set tasks and experiences provided in the
course by the College; and
c. achieved some or all of the course outcomes.

A student will be deemed to have failed to complete an assessment task and will be awarded zero if he:
Has not submitted a task on the date due and within the specified period, where no approval has been
given for an extension.
Is absent from a task with no valid excuse.
Is found to have cheated or aided another student to cheat or plagiarised other works.
Does not make a serious attempt to answer questions or complete the task. Non-serious attempts will
be viewed as those that are frivolous, use obscene language or attempt to demean particular
individuals or groups.
If a students work is awarded a zero mark the parents of the student will be informed via a warning letter
and a formal detention will be issued.

Absences will be regarded seriously by the Principal who may determine that as a result of continual
absence the course completion criteria may not have been met. In general, successful completion of Stage
5 courses is a prerequisite for entry into the Preliminary Course. Similarly, completion of the Preliminary
Course is a prerequisite for entry into the corresponding HSC Course.

If it appears that a student in years 9-12 is at risk of not meeting the internal assessment requirements in a
course, a warning letter is issued.

The Principal:
i) advises the student in writing, in time for the problem to be corrected, specifying details of action
required by the student and alerting the student to the possible consequences of an N determination;
ii) advises the parent or guardian in writing when the student is under 18;
iii) requests from the student and/or parent a written acknowledgement of the warning;
iv) issues follow-up warning letters if the student remains at risk;
v) retains copies of warning notices and other relevant documentation.
A student who is given an N determination in a mandatory course in Year 10 will not be eligible for a
Record of School Achievement (RoSA) in that year if they leave school at the end of Year 10 and may be
ineligible to enter Preliminary (Year 11) courses.

For the award of a HSC, the Board of Studies, Teaching and Educational Standards (BOSTES) requires each
candidate to have satisfactorily completed assessment tasks contributing in excess of 50% of the available
marks. If a Stage 6 (year 11 or 12) student is given an N determination in a course, the Principal advises
the student of the determination, its consequences and the students right to a College review and
subsequent appeal to the Board. The College will calculate an assessment mark using the marks for those
tasks submitted and a zero for each task not submitted. The information is made available in the case of an
appeal to the Board. A student who does not comply with the assessment requirements in a course will
have neither an assessment mark nor an examination mark awarded for that course. In the case of
Extension courses, students who fail to meet the assessment requirements for the co-requisite 2 unit
course will not receive a result in either course.

It is the expectation of the BOSTES that students attempt all prescribed assessment tasks, even if they are
to be awarded a zero mark for a given task.

Procedures to be followed for the awarding of an extension

Extensions are likely to be rare occurrences and can only be issued by KLA Coordinators. Extensions of time
should only be awarded in such cases as endorsed leave or illness of longer than two days duration (proven
with a medical certificate) or family hardship.

Students should apply for extensions at least one day before the due date, except in exceptional
circumstances. Application forms are green and can be found in the front office.

In most cases, an extension will not be granted for student error or for technological difficulties.

Procedures to follow due to illness during an in-class Assessment Task

In the case of a student becoming ill during an examination or in-class Assessment Task, the student should
inform the teacher who is supervising, even if they are able to complete the task. At the earliest possible
opportunity they should consult the KLA Coordinator and request consideration. The mark may be varied
at the end of the Assessment period and a record will be kept.
All requests for special consideration must be completed on the College Misadventure/Illness Form along
with relevant paperwork.

Procedures to follow for the endorsement of Special Leave

Special Leave is leave of absence granted to students, who for acceptable reasons need to be absent for
more than three (3) school days in order to attend such things as family holidays (which cannot otherwise
be taken during normal vacation time); non-school related sporting or other such commitments (eg work
placement and work experience); or some other event not covered by illness or misadventure provisions.
Only the School Principal, on receipt of written application, may grant Special Leave. A Letter of Application
requesting special leave and giving a specific reason(s) must be submitted to the School Principal not less
than one week in advance of the first day for which Special Leave is being requested.

The procedure for seeking special leave is:

1. The student will collect a Student Application for Special Leave form from their Year Coordinator.
2. The student will complete both sides of the form. This includes listing all subjects and teachers,
including the Roll Call Teacher, listing the dates of all assessment tasks that will be missed and the
negotiated alternative arrangement. The student must show this application to each teacher and have
them sign opposite their name.
3. Once the form has been completed the student will make an appointment with the Curriculum
Coordinator, to discuss their application.
4. The Curriculum Coordinator will Recommend / Conditionally Recommend / Not Recommend the
granting of Special Leave, sign the application and give it to the student to hand to the Principals
Secretary, who will forward it to the Principal. The Principals decision is final.
5. The Principal shall return the form to the students Year Coordinator who will make copies for the
student, the students file, the Curriculum Coordinator and each subject teacher.

Failure to follow these procedures may result in an assessment task receiving ZERO.

Assessment Feedback

The College is committed to providing students with appropriate and prompt feedback on all assessment
tasks. As a general rule, tasks are to be marked and returned to students with constructive feedback within
two weeks of completion. As an absolute minimum, all students in year 7-10 are entitled to a mark and a
written qualitative comment for each task completed. Teachers of years 11 and 12 are required to provide
students with individual feedback about their performance in an assessment task at the time when they are
returned to the students. This would generally include information on an individuals marks or grades, his
rank, marking schemes and preferred responses, descriptive and directive comments. A students mark,
rank and cumulative rank are reported to students and their parents after major examinations.

Procedures for dealing with student appeals after an Assessment Task

Concerns may arise from time to time about aspects of a course. It may be about resources, facilities,
another person, an assessment task or an assessment result. A grievance is any type of problem, and may
be about an act, omission, situation or decision, you feel is unfair, discriminatory or unjustified. Students
have 2 school days which includes the day they receive a task back in which to lodge an Assessment Appeal
Form if they are unhappy about their result. Any requests made after this will not be accepted.

You are able to query a mark for an Assessment Task only at the time the Task is returned. A clerical error
or error of computation made in calculating the total assessment mark must be brought to the attention of
the class teacher before the end of the lesson in which the assessment task is handed back, eg if you think
there is an error in the adding up of marks then this must be brought to your teachers attention prior to
leaving the classroom.

Students should be encouraged to always try to resolve any concerns over marks with their teacher or the
teacher responsible for marking that task, remembering the teachers professional decision to award a
particular mark cannot be grounds for variation, ie appeals cannot be made because a student disagrees
with a mark awarded. If that is not possible, the student should consult the relevant KLA Coordinator.

The following procedure should be followed:
(a)
Attempt to clarify the situation with the class teacher involved.
(b)
If the situation is unresolved, then you are to see the relevant KLA Coordinator.
(c)
If the situation is unresolved, then you are to see the Curriculum Coordinator and present your
appeal in writing, including as much detail as possible.
e)
The Curriculum Coordinator will present the appeal to the Review Committee. This committee
consists of the Assistant Principal, Curriculum Coordinator and relevant KLA Coordinator.
f)
If a satisfactory resolution cannot be achieved, then the Principal will be contacted in bringing
about a resolution. All procedures are consistent with the Board of Studies, Teaching and
Educational Standards (BOSTES) requirements.

Special Provisions

Special Provisions are concessions made by the Board of Studies, Teaching and Educational Standards
(BOSTES) in the conditions under which certain students who suffer from a disability sit for exams and
Assessment Tasks. Those students whose condition is covered by the Disabilities Discrimination Act
(Commonwealth) and the Anti-Discrimination Act (NSW) may apply. The purpose of the provision is to
assist students who may otherwise be unfairly disadvantaged by the conditions of the exam.

In accordance with the guidelines laid down by the BOSTES, students who have documentation to support
their eligibility are assisted to apply for Special Provisions for external examination and internal Assessment
Tasks (via the Special Needs Department). These applications are submitted to the Board where a
determination is made as to whether to grant Special Provisions to the particular student or not. A right of
appeal to the Board of Studies is available to those students whose applications are unsuccessful.

Special Provisions apply to internal assessment, so an early determination of the needs and status of the
students is advantageous.

The use of Technology and ICT

The use of technology (e.g. computers and printers) is the students responsibility. No allowances will be
made for problems related to technical malfunctions etc. It is the students responsibility for work that
has been completed on a computer to be saved on both the hard disk and a disk. In addition, all draft work
completed on a computer should be printed out and kept by the student. Any submission of an assignment
on a disc or via an attachment to email must be accompanied by a hard copy of this assignment as
verification of its completion.

Failure to comply with the procedures as listed above will result in a zero mark being awarded.

Oral Presentations

Written components of oral task presentations will be collected on the assessment date due for all students
and reissued to each student when he/she performs their oral presentation. No new material will be
allowed to be introduced into a students work after the assessment date. Students will be randomly
selected to complete their presentation at the beginning of the process. The day a student is asked to do
their task is their assessment date. Failure to do the task will result in a zero mark.

Parallel Classes

Revision/preparation
Where revision is undertaken before a task involving a number of groups, common procedures will be
established. For example, where a revision sheet is to be issued, students in all groups will receive a copy.

Administering a Task
Where a common task is being set across groups, a time will be organised when all students can sit for the
task simultaneously or in consecutive periods (not either side of a break).

Assessment in Vocational Education Courses

Vocational Education courses which follow an industry curriculum framework are competency based
courses. The Board of Studies and the Australian Skills Quality Authority (ASQA) require that a competency
based approach to assessment be used. This process of assessment will be for the purposes of awarding a
VET qualification and credit towards a qualification under the Australian Qualifications Framework and for
the award of the Higher School Certificate. De La Salle College Revesby Heights currently offers
Construction (VET), Hospitality (VET), Information and Digital Technology (VET) and Sports Coaching (VET).

Assessment of competencies is criterion referenced. This means that a participants performance is judged
against a prescribed standard. A student is judged either as competent or not yet competent. This
judgement is made on the basis of evidence, which may be in a variety of forms- through observation on
the completion of projects, class presentations, examinations and activities performed on Work Placement.

Competency based assessment is based on the requirements of workplace. The Competency Record Book
forms a permanent record of all units and elements of competency demonstrated by the students
undertaking courses within the framework VET courses. Achievement of elements of competency will be
progressively recorded in the students log book.

What will happen if Work Placement is not completed by a student?
Students undertaking vocational courses should note that Work Placement is compulsory. Failure to
complete the work placement component of their VET courses will result in the student not satisfactorily
completing the course. The students HSC may then be in jeopardy.

How will Work Placements be organised?
Sydney CEO has engaged Canterbury Bankstown Career Network (CBCN) to coordinate Work Placements
for our students. Students must use Work Placements approved by the Curriculum Coordinator. Employers
participating in this program have been briefed about the program and are aware of their obligations
regarding Child Protection legislation, Workplace Health and Safety and insurance details.

How will an appropriate time for Work Placement be arranged?
The College submits preferred dates to CBCN for Work Placement. CBCN endeavours to organise Work
Placement during these nominated dates, however they are subject to the availability of employers.

Being on Work Placement is not an excuse for missing an assessment task or for late submission of a task.
Should a Work Placement clash with an assessment task it is the students responsibility to approach his
teacher(s) of any subject(s) that are affected. The student must negotiate alternative arrangements for the
completion of any disrupted task(s). Options for the teacher to consider include:

i) an extension, an alternative task or having the student complete the task prior to the Work Placement
commencing
ii) a zero mark will be awarded for tasks not completed due to failure to follow appropriate Work
Placement procedures.

Students must complete and submit all paperwork regarding Work Placement to confirm their place and
avoid losing the placement to another student or school. It is the students responsibility to follow the
procedures for Work Placement as outlined in the Work Placement Booklet.

Can VET courses be included in an ATAR?
Students who wish to include their industry curriculum framework courses in the calculation of their ATAR
must:
complete a 240 hour course; and
undertake a two hour external written examination.

Only one 240 hour VET course may contribute to the students ATAR. Student achievement in the external
examination will be reported against a performance scale.
Academic Integrity

Inculcating strong values and ideals, in each student and enabling them to grow as good Christians and honest
citizens is fundamental to the evangelising mission of De La Salle College Revesby Heights. This emphasis on
developing integrity, which encompasses honesty, truthfulness, responsibility and reliability, permeates all
aspects of College life, including academic pursuits. The accuracy, reliability and validity of assessment and
reporting practices relies upon students conducting themselves in an ethical manner in demonstrating their own
academic ability.

Academic Integrity is a term used to describe honest and ethical behaviour in relation to academic work (student
homework, assessments, performance tasks and conduct in exams or in-class tasks).

Academic misconduct is a term used to describe any act by a student that fails to meet the accepted standards of
academic integrity.

Plagiarism is presenting someone elses words, ideas, thoughts, opinions, data or images as ones own. Plagiarism
includes, but is not limited to:
copying someone elses work in part or in whole, and presenting it as their own
using material directly from books, journals, CDs or the Internet without reference to the source
building on the ideas of another person without reference to the source
using words, ideas, designs or the workmanship of others in practical and performance tasks without
appropriate acknowledgement
buying, stealing or borrowing another persons work and presenting it as their own
submitting work to which another person such as a parent, coach or subject expert has contributed
substantially
paying someone to write or prepare material
working jointly with others and then presenting it as your own
submitting work that has been done in whole or part by another student
providing your own work to another student
other actions that may contradict the principles of academic integrity.

Malpractice
Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others.

All instances of proven academic misconduct or malpractice in HSC assessment tasks or exams must be entered
into the BOSTES- Register of Malpractice.

Types of malpractice in HSC assessment tasks may include, but are not limited to:
Being in possession of unauthorised notes or electronic devices during a test or examination;
Using the words, ideas, designs or workmanship of others without acknowledgement;
Copying from another student;
Paying someone to write or prepare an assessment task.

Late submission of assessment tasks may be malpractice where it is proven to be a deliberate mechanism to gain
advantage over other students.

Submitted work may be classified as a non-serious attempt where it is frivolous or offensive. Where the College
applies a penalty for a frivolous or offensive response, the issue will be recorded on the malpractice register.

Principles
At De La Salle College Revesby Heights we believe that:

1. Students have an obligation to be honest, truthful and just when undertaking academic activities.
2. Ethical conduct contributes to creating and sustaining a climate of fairness and equity amongst all students.
3. Academic integrity enhances the authenticity, reliability and validity of assessment tasks, thus allowing a more
accurate assessment of a students achievement in relation to a set of standards referenced criteria.
10
4. A culture of academic integrity is fostered and promoted when it is:

a. viewed from a whole school perspective
b. accepted as the responsibility of all teachers, students and administrative personnel
c. explicitly addressed, taught, modeled, discussed and reinforced.
d. Supported by clear expectations of students and common practices adopted throughout the whole school.
6. Academic misconduct is a serious matter and that there should be appropriate guidelines to deal with
allegations of academic misconduct.

Guidelines
1. The College will establish clearly defined practices and procedures to guide the academic integrity process for
each stage and course.
2. The Curriculum Coordinator is responsible for liaising with the KLA Coordinators in determining the processes
to be used in educating staff, students and parents about academic integrity.
3. Allegations of academic misconduct will be investigated by the teacher, the KLA Coordinator and the
Curriculum Coordinator.
4. Parents will be advised of allegations of academic misconduct, the investigative process and the actions taken
should the allegation be substantiated.
5. Actions following academic misconduct will be determined, taking into account:
a) The year of the student
b) The nature of the task or activity
c) The nature and extent of the dishonesty
6. Serious academic misconduct will result in a zero mark for the assessment, and may also incur other
disciplinary action.
7. Other options for dealing with academic misconduct include one or more of the following actions being taken:
a) Counselling or training on proper referencing technique;
b) Attempt the assessment again without loss of marks;
c) Attempt the assessment again with a capped mark;
d) Completion of an alternate task with a capped mark;
e) Award a mark appropriate to the work completed, excluding any parts resulting from dishonest practices;
f) Award a zero mark for the assessment and reattempt the same task;
g) Award a zero mark for the assessment and the completion of an alternate task.
8. Appeals may be lodged in writing to the Principal within 7 days of the decision. The decision of the Principal on
the appeal is final.

Responsibilities of students
1.
2.
3.
4.
5.
Encourage and support academic integrity as a characteristic of a holistic person.

Do your own work and make every effort to prevent the occurrence of academic misconduct.
Set an example for other students by modelling good academic conduct and integrity.
Refrain from assisting other students in any attempts to violate the academic integrity policy.
Consider ways to minimise acts or intentions of academic misconduct.

HSC Assessment and Reporting
The HSC reports provide detailed descriptions of the knowledge, skills and understanding attained in each
subject.
The HSC reports provide a description of your achievements.
School-based assessment tasks will contribute to 50% of your HSC mark. Your school assessment mark will be
based on your performance in assessment tasks you have undertaken during the course.
The other 50% will come from the HSC examination.
Your HSC mark for 2 unit courses will be reported on a scale of 0 to 100. A mark of 50 will represent the
minimum standard expected. If you achieve the minimum standard expected in a course you will receive a
mark of 50. There will be five performance bands above 50 that correspond to different levels of
achievement in knowledge, skills and understanding. The band from 90-100 will correspond to the highest
level of achievement.

11
On satisfactory completion of your HSC you will receive a portfolio containing:

- The HSC Testamur (The official certificate confirming your achievement of all requirements for the award);
- The Record of Achievement (This document lists the courses you have studied and reports the marks and
bands you have achieved);
- A Course report for each course you have studied.

Course Reports
For every HSC Board Developed Course you will receive a Course Report showing your marks, the Performance
Scale and the band descriptions for that course. A graph showing the statewide distribution of marks in the
course is also shown.
From the Board of Studies, Teaching and Educational Standards (BOSTES)

Reporting Student Achievement:
A students Record of Achievement presents a profile showing the standards they achieved in the courses they
studied. On the other hand, a students ATAR is a number indicating their overall academic achievement, not
against a standard, but against other students. The ATAR allows the comparison of students who have completed
different combinations of courses.

A students Record of Achievement and their ATAR are used for different purposes. The former shows their
strengths and weaknesses across the courses they have studied, the latter shows only their overall position in
relation to other students. As such, it is used by universities as one way, but not the only way, of selecting
entrants for their courses.
12
Surviving the HSC

Commencing the HSC Course: Tips for students

IT IS YOUR RESPONSIBILITY to follow the assessment rules as outlined in this HSC Assessment Handbook. Failure
to do so may jeopardise your assessment mark for a particular task and possibly your HSC (in the worst of cases).

At the commencement of the HSC course, you are encouraged to ask your teachers for:
All relevant pages from the HSC section of the syllabus including an overview page of the HSC course.
The Scope & Sequence for each subject (ie Information on the approximate duration of each topic).
Clear guidelines on the format of the HSC paper from the relevant syllabus (NOTE: The HSC Specimen Paper
for your subject is the best indicator of how the HSC paper will look).

During the teaching of the HSC Course, you are encouraged to ask your teachers for:
An explanation of which Key Words (from the BOS Glossary of Key Words) are most relevant to your subjects
HSC paper. (What do they mean? How should questions containing these Key Words be answered? Etc).
Assistance in developing a Glossary list for each topic.
Assistance with keeping track of completed sections of the syllabus (NOTE: All parts of a HSC topic need to be
covered. Good idea to tick them off as you go).
Practice questions to assist you to prepare for each section of the HSC paper.
Leading into exam periods, you are encouraged to ask your teachers for:
Guidelines on what you should revise.
Useful tips on how you should revise (revision techniques most suitable for that subject & suitable revision
questions).
Advice on the details of the exam such as: length, number of sections, type of questions (e.g. multiple choice,
short answer etc).

Leading into assessment tasks, you are encouraged to ask your teachers for:
An explanation of the task.
A set of marking guidelines showing how the task will be assessed.
At least 10 days notice of the specific details of an assessment task (Note: Students are notified of dates of
tasks well in advance via the Assessment Calendar).

After examinations and assessment tasks, you are encouraged to ask your teachers for:
Feedback on strengths / areas for improvement.
Sample answers (where possible).
Top 40 Study Strategies

Time Management
1. Start to manage your time at the beginning of the semester.

2. Organize your semester by plotting the following on a large calendar: due dates for assignments, midterms
exams, and other important dates.
3. Set some goals for yourself, such as the grades you would like to receive in your courses and what you expect
to learn from each course. Think about how much time it will take to accomplish these goals.
4. Break tasks into smaller, more manageable jobs (Example: Week 1 = Essay outline, Week 2 = Research, Week
3 = Rough Draft, Week 4 = Final Draft)
5. Make a weekly schedule to indicate lectures, labs, seminars, study time, etc.
6. Plan time for leisure/recreation.
7. Use "To do" lists when you have a lot to do in a day.
8. Set priorities.
9. Be flexible.
10. Keep at it!
13

Listening and note taking
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Go to class - there's no substitute for the real thing.

Have assigned readings done before each lecture.
Listen actively by anticipating what the lecturer will say.
Screen and evaluate information by comparing with your text and your own knowledge.
Concentrate.
Take notes. Note topics and subtopics. Use brief point form, putting things in your own words.
Use the margin or draw a column to note key terms or questions you have.
Use diagrams where possible, especially to illustrate relationships.
Review your notes before each class, and plan a weekly review which integrates lecture and text notes.
Ask your professor to clarify points you don't understand.
Textbook Reading
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Do required reading on a regular basis. Keep a weekly schedule.

Preview material to get an overview. See how the chapter is organized.
Consider the author's writing style and potential biases.
Use different reading speeds. Pay attention to your attention.
Think of questions to answer as you read through the material.
Reflect on the material as you read. How is it valuable?
Summarize what you have read. Note important points. Integrate with lecture notes or in text margins.
Take breaks. Set targets to work towards and break in-between.
Find a quiet, comfortable place to read. Your bed may not be the best place!
Review your readings on a regular basis.
Review course material weekly to keep material fresh in your memory.
Exam Preparation
1. Study in a quiet, comfortable (but not too comfortable!) location where distractions and interruptions are
minimal.
2. Be organized. Make a study schedule by breaking down what you have to do. Have all your materials with
you.
3. Study in small chunks of time. Two-hour blocks then a 15 minute break works well for many people.
4. Keep a normal schedule. Be sure to eat right, get enough sleep, and take time to exercise and relax.
5. Gather information about the test from the professor and teaching assistant (IE: Will the test be multiple
choice, short answer, or essay? How many questions will be on the test? What material will be covered?)
6. Anticipate exam questions. Do practice questions, including questions from old tests which can be found on
reserve in the library, at the department office, or from students who have taken the course already. Make up
sample questions and answer them.
7. During the test, read the instructions and questions carefully. Budget your time. Organize your answer. Make
up an outline for essay questions if possible.
8. Relax. Be aware of tension build-up. Don't forget to breath!
9. Follow-up. See the professor or the teaching assistant to discuss where you went wrong so that you can
improve next time.

Living with a HSC student

People at school who can help
HSC students and their parents have a number of people within their schools and colleges on whom they can call
for help with any concerns.

Subject teacher
The subject teacher can provide you with information on the specific requirements of the individual subjects that
the student is studying.

14
Year Co-ordinator
The student Year Co-ordinator is also a valuable contact person. The Year Co-ordinator is concerned with the
welfare of students in his or her care. This person is a very experienced teacher. Frequently the Year Co-ordinator
has been in contact with a particular group of students over some or all of their time at high school. If you have
any concerns do not hesitate to contact the Year Co-ordinator.

KLA Co-ordinator
The KLA Co-ordinators are sometimes known as Subject Co-ordinators. The KLA Co-ordinator is concerned with
everything that is taught and assessed within their allocated subjects. This person is a very experienced teacher.
If you have any concerns regarding a particular subject do not hesitate to contact the relevant KLA Co-ordinator.

School counsellor
The school counsellor can be consulted by students or their parents if this kind of help is required. The school
counsellor is aware of groups within the community which may be able to assist with particular problems.

Careers adviser
This person is a valuable contact for information and queries relating to students options regarding course
selections and the choices available after they leave school.
Stress Management Tips for HSC Students

A moderate amount of stress and anxiety acts as the fuel to get you motivated, but high levels of stress hormones
circulating in your body will inhibit memory function, affect your performance and prevent you from achieving
your full potential.
Be aware how stress affects you personally:
- irritability
- headaches
- depression
- feeling nervous and keyed up
- spaced out or switched off
- tense and sore muscles
- disturbed sleep: too much or too little.
A moderate amount of stress and anxiety acts as the fuel to get you motivated, but high levels of stress hormones
circulating in your body will inhibit memory function, affect your performance and prevent you from achieving
your full potential.

Be aware how stress affects you personally:
- irritability
- headaches
- depression
- feeling nervous and keyed up
- spaced out or switched off
- tense and sore muscles
- disturbed sleep: too much or too little.
If you are worried about any of these symptoms, it helps to talk it through. Seek help and support from your
friends, family, the school counsellor or your GP.
Boost your confidence: use positive self talk

Replace Ill never make it with Its my personal best thats important. Ill run my own race. I only have to do
the best I can.
Bust the stress cycle

- Get lots of enjoyable physical activity each day. Go to the gym, kick a ball around, do a brisk 30-minute
walk or do a run with a friend.
- Do simple stretches at your desk as study breaks.
15
Shake your arms and hands.

Flex and relax your finger muscles several times to improve your circulation and prevent writers cramp.
Look after your eyes. Do a palming exercise to avoid strain. Rub your palms together until they are warm
and then place them
over your closed eyes. Focus your eyes into the far distance and enjoy the warmth and the soft darkness.
Repeat this two or three times.
Practise simple relaxation techniques such as this one in the examination room, to avoid memory blocks and
panic.
1. Always keep your breathing rate slow and regular.
2. Breathe with your diaphragm and into the abdomen.
3. As you breathe out slowly, say relax to yourself and feel the tension flowing out of your head, your
arms, hands, your abdomen, legs and feet.
4. Repeat three or four times, letting go of all of the tension, feeling it flow out of your whole body. Feel
your brain focussing more clearly. Take another slow, deep breath and release slowly before returning to
work.
If you are having trouble sleeping, dont panic and stress out.
Quiet rest and relaxation are also very beneficial. Use positive affirmations until you drift back to sleep: for
example

Its OK. ...although its the middle of the night and Im awake ......Ill relax and stay calm .....Ill just rest
peacefully and thats as good as sleep ...I know if I stay relaxed and calm ... I will feel OK tomorrow ... Nothing
matters now, things will work out ... Ill think about that tomorrow ... Relax ... Now. I enjoy the comfort and
will drift off.
Stay motivated and keep up your enthusiasm for study.

- Make your study area quiet and appealing. Burning oils, such as basil, lavender and rosemary can enhance
memory.
- Soothing baroque music in the background has been shown to release tension and enhance learning.
- Write positive affirmations for success on a small card. Put them on your desk or mirror, or carry them in
your pocket. Repeat
- them to yourself often, e.g.Self confidence is the key to my real success.
- Plan your time effectively. Set priorities, use time sheets and learn how to pace yourself.
- Balance study and your personal life. Take time-out periods for fun and friends.
- When studying, take regular short breaks about every 30 to 40 minutes.
- Sometimes it can be useful to study with a motivated friend.
Stay fit and well.
- To boost energy levels and concentration, make sure you eat a varied diet of whole-grain foods, such as
cereals and pasta, plenty
- of fresh fruit and vegetables, meat and fish and a little dairy food.
- Dont fog your brain with junk food. Limit foods with excess sugar, fat and salt.
- Steer clear of stimulants such as coffee, Coca Cola, alcohol and chocolates as they can trigger anxiety and
panic symptoms in
- some people.
Dont misplace your sense of humour.

Keep things in perspective.
Laughter is a great stress release!
16
Welfare and Counseling for Anxious Parents

Sometimes parents need help and support dealing with their children. Coping with adolescent children is not easy
at the best of times. When adolescents are under pressure because of assessment and examination demands it
can be difficult and taxing for you as a parent.

Teachers, the year adviser and the school counsellor can help with parents concerns about their children. They
can also offer suggestions about other experts in the wider community who may be useful contacts.

Keeping things in perspective
The HSC is a public examination that takes place each year in NSW. Often for those directly involved it can
become a great focus of attention. It is important for both students and parents to have a realistic approach to
the demands which this examination year can place on students.

While the HSC can be seen as a gateway to future education and career prospects, it is important to remember
that there are a number of possible pathways to achieve ones aspirations.

Like a marathon run, work for the HSC should ideally be done at a steady pace. This is not always easy because of
assessment task periods, practical work and the general demands of courses. However, regular homework and
study habits are helpful and breaks from the demands of work are essential.

It is important for students to set goals, but it is equally important to be realistic about these targets. As a parent
it is important that you encourage your child to work to achieve his or her own potential. Unhealthy anxieties can
stem from expectations to achieve as well as or better than friends, siblings or the children of parents friends.

Study days
Your child may feel that he or she would benefit from some additional support while studying. Universities and
private providers offer a range of study days and lectures aimed to enhance HSC studies. These are often
advertised in daily newspapers and in flyers sent to schools. Courses frequently run over weekends or during
school holidays.

It may be wise to check the credentials of the people presenting the lectures to ensure they are familiar with the
syllabus and focus of the particular HSC course.
17
Glossary of Key Terms
Apply
Account for: state reasons for, report on.

Give an account of: narrate a series of events or transactions
Identify components and the relationship between them; draw out and relate
implications.
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
Critically
(analyse/evaluate)
Deduce
Show how things are different or opposite

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

Recognise or note/indicate as being distinct or different from; to note differences
between
Make a judgment based on criteria; determine the value of
Account
Analyse
Distinguish
Evaluate
Extract
Inquire into
Relate cause and effect; make the relationship between things evident; provide why
and/or how
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support and 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 (eg 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
Examine
Explain
18

2016
HSC
Assessment Grids

19
HSC 2 Unit Ancient History Assessment Grid 2016

Board Mandatory Requirements
No more than 40% weighting may be allocated to tests and examinations.
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Source-based Research Task
Half Yearly Examination
Research and related in class

extended response
Trial HSC Examination
Task Date
Week 10 Term 4 2015

Week 9-10 Term 1

Week 9 Term 2

Week 3-4 Term 3

Outcomes
H1.1, H2.1, H3.1, H3.2, H3.5,

H3.6
H1.1, H2.1, H3.2, H3.3, H3.5,

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

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

H3.5, H4.1, H4.2
Knowledge and understanding of

course content (H1.1, H2.1)
10
Source-based skills: analysis, synthesis

and evaluation of historical
information from a variety of sources
(H3.2, H3.3, H3.4)

10

10

Historical inquiry and research (H3.1,

H3.2, H3.3, H3.4, H3.5, H3.6)
Communication of historical
understanding in appropriate forms
(H4.1, H4.2)
10
15

40
20
10
20

10
20
Weighting
HSC 2 Unit Business Studies Assessment Grid 2016

Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
In Class Report
Financial Statement Analysis
Task Date
Week 9 Term 4 2015

Week 9-10 Term 1

Week 8 Term 2

Week 3-4 Term 3

Outcomes
H2, H3, H4, H5, H6, H7, H8,

H9
H1, H3, H4, H5, H6, H8, H9
H5, H8, H9, H10
H1, H2, H3, H4, H5, H6, H8, H9, H10

10

10
15
40
10
20
Inquiry and research (H7, H8)
10

10
20
Communication of business
information, ideas and issues in
appropriate forms (H9)
20
Marks
25
20
25
30
100

course content (H1, H2, H3, H4,
H5, H6)
Stimulus- based skills (H8, H10)
Weighting
21
HSC 1 Unit Catholic Studies Assessment Grid 2016

Task Name
Task 1
Task 2
Task 3
Task Type
In-Class Research Task
In-Class Presentation
Final Exam
Task Date
Week 9 Term 4 2015
Week 9-10 Term 1
Week 3-4 Term 3
Outcomes
H1, H2, H3
H4, H5, H6
H7, H8, H9, H10, H11, H12
Knowledge and understanding of course content
10
20
Source-based skills
10
Investigation and research
10
Communication of information, ideas and issues in

appropriate form
10
15
15
20
50
Marks
Weighting
22
HSC 2 Unit Chemistry Assessment Grid 2016


Task 1
Task 2
Task 3
Task 4
Weighting
Performing a Practical Task
Half Yearly HSC

Examination
Week 7 Term 4 2015
Week 9-10 Term 1
Planning, Performing and

Reporting a First Hand
Investigation
Week 8 Term 2
Weeks 3-4 Term 3
H3, H4, H7, H8, H9, H10,

H11, H12, H13, H14
H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10, H13,
H14
H11, H12, H13, H14, H15
H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10, H13, H14

10

25

40
10

20
30

10

10
30
25
20
25
30
100
Task Name
Task Type
Task Date
Outcomes
Knowledge & Understanding of
The history, nature and practice of Chemistry,
applications and uses of chemistry and their
implications for society and the environment, and
current issues, research and development in
chemistry. (H1, H2, H3, H4, H5)
Atomic structure, the periodic table and bonding,
energy, chemical reactions, carbon chemistry and
stoichiometry (H6, H7, H8, H9, H10)
Skills in:
Planning and conducting first hand investigations
(H11, H12.1)
Gathering and processing first hand data (H12.2)
Gathering and processing relevant information
from secondary sources. (H12.3, H12.4)
Working individually or in a team (H15)
Skills in:
Communicating information and
understanding(H13)
Developing scientific thinking and problem solving
techniques (H14)
Marks
23
HSC 2 Unit Construction VET

Assessment Grid 2016
Construction gives students an opportunity to gain two qualifications:
2 units towards the High School Certificate; and
Certificate II in Construction Pathways (an AQF qualification) or a Statement of Attainment towards this qualification.

Construction is a competency based course, which means students work to develop competency, skills and knowledge in related Units of Competency. To be assessed as
competent a student must demonstrate to a qualified assessor that they can effectively carry out the various tasks to the standard required by industry. There are no marks
awarded in competency based assessment, students are assessed as either competent or not yet competent.

Students may also elect to sit for an optional HSC Examination in Construction, if they are intending to receive an ATAR.
Board Mandatory
Requirements
Component
This is a competency based course and has no mandatory Board weightings. The following is for College based reporting
and HSC Assessment.
Task 1
Task 2
Task Type (Weighting)
Half Yearly Exam (30%)
Trial HSC Exam (70%)
Task Timing (Term & Week)
Week 9-10 Term 1
Week 3-4 Term 3
COMPULSORY
UNITS OF COMPETENCY
CPCCOHS1001A Work safely in the construction industry

CPCCOHS2001A Apply OHS requirements, policies and
procedures in the construction industry
CPCCCM1012A work effectively and sustainably in the
construction industry
CPCCCM1013A plan and organise
CPCCCM1014A conduct workplace communication
CPCCCM1015A carry out measurements and calculations
CPCCCM2001A read and interpret plans and specifications
CPCCCM2002B use carpentry tools and equipment
CPCCCM2005B use construction tools and equipment
CPCCOHS1001A Work safely in the construction industry

CPCCOHS2001A Apply OHS requirements, policies and
procedures in the construction industry
CPCCCM1012A work effectively and sustainably in the
construction industry
CPCCCM1013A plan and organise
CPCCCM1014A conduct workplace communication
CPCCCM1015A carry out measurements and calculations
CPCCCM2001A read and interpret plans and specifications
CPCCCM2002B use carpentry tools and equipment
CPCCCM2005B use construction tools and equipment
The 70 hour compulsory work placement must be completed satisfactorily for the award of this subject as part of the 2016 HSC.
24
HSC 2 Unit Economics Assessment Grid 2016


Weighting
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Research Task- Case Study
Research and Related In-class

Extended Response
Task Date
Week 10 Term 4 2015
Week 9-10 Term 1
Week 6 Term 2
Week 3-4 Term 3
Outcomes
H1, H2, H3, H4, H5, H8, H9, H10,

H12
H1, H2, H3, H4, H5, H6, H7, H8,

H10, H11
H1, H2, H5, H6, H7, H9, H10,

H12,
H1, H2, H3, H4, H5, H6, H7, H8,

H10, H11
10
10
15

40
10
10
20
Inquiry and research (H9, H12)
10
10

20
Communication of economic
information, ideas and issues in
appropriate forms (H10, H12)
20
Marks
25
20
25
30
100

course content (H1, H2, H3, H4,
H5, H6, H7, H8)
Stimulus-based skills (H11)
25
HSC 2 Unit Standard English Assessment Grid 2016
The Area of Study is worth 40% of the total course mark. Modules A, B and C are worth 20% each.

Task Number
Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Task Type
Short answers and

Creative
Speech
Listening
Writing
Representing
Trial HSC
Examination
Task Date
Term 4 Week 8
Term 1 Week 9
Term 1 Week 7
Term 2 Week 6
Term 3 Week 1
Term 3 Weeks 3-4
Outcomes
1, 2, 3, 4, 6, 7, 8,
10, 11
1, 2, 3, 4, 5, 6,
7, 8, 9, 10
1, 3, 4, 5, 8, 10,
12
1, 3, 4, 7, 8, 10
3, 5, 6, 7, 8, 9, 10,
12, 13
1, 2, 3, 4, 6, 7, 8,
10, 11
Area of Study: Discovery
10
15
15
40
Module A: Distinctively Visual
15
20
Module B: Close Study of Text
15
20
Module C: Exploring Transitions
15
20
Marks
10
15
15
15
15
30
100
Listening
15
15
Speaking
15
15
Reading
10
15
25
Writing
15
15
30
Viewing/Representing
15
15
10
15
15
15
15
30
100
Language
Modes
Marks
Weighting
26
HSC 2 Unit Advanced English Assessment Grid 2016

The Area of Study is worth 40% of the total course mark. Modules A, B and C are worth 20% each.

Task Number
Task 1
Task 2
Task 3
Task 4
Task 5
Task 6
Task Type
Short answers and

Creative
Speech
Listening
Writing
Representing
Trial HSC
Examination
Task Date
Term 4 Week 8
Term 1 Week
9
Term 1 Week 7
Term 2 Week 6
Term 3 Week 1
Term 3 Weeks 3-4
Outcomes
1, 2, 3, 4, 6, 7, 8,
10, 11
1, 2, 3, 4, 5, 6,
7, 8, 9, 10
1, 2, 2A, 3, 4, 6, 8,
12
1, 3, 4, 6, 8, 10
3, 5, 6, 7, 8, 9, 10,
12, 12A, 13
1, 2, 2A, 3, 4, 6, 7,
8, 10, 11
Area of Study: Discovery
10
15
15
40
Module A: Intertextual Perspectives
15
20
Module B: Critical Study of Texts
15
20
Module C: Representing People and Politics
15
20
Marks
10
15
15
15
15
30
100
Listening
15
15
Speaking
15
15
Reading
10
15
25
Writing
15
15
30
15
15
10
15
15
15
15
30
100
Language
Modes
Marks
Weighting

27
HSC 2 Unit English Studies Assessment Grid 2016

Mandatory Board Requirements
Knowledge (understanding, ideas, values and language) 30%; Skills (reading, writing, speaking, listening, viewing and representing) 30%;
Knowledge (purpose) 25%; Skills (individual and collaborative learning) 15%.
Task 1
Task 2
Task 3
Task Type
Group Presentation
Listening
Task Date
Term 4 Week 8
Outcomes
Task 4
Task 5
Portfolio of texts
Trial HSC
Examination
Term 1 Week 7
Term 2 Week 6
Term 3 Weeks 3-4
Term 3 Week 6
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3, 4
1, 2, 3
1, 2, 3, 4
Mandatory Module: We are Australians -

English in Citizenship, Community and
Cultural Identity
20
25
Module A: On the Road English and the

Experience of Travel
20
25
Module B: Playing the Game English in

Sport
20
25
Module C: Local Heroes English and

Community Life
20
25
Marks
20
20
20
20
20
100
Knowledge
understanding ideas and
values
10
10
10
30
Skills reading, writing,

listening, representing
10
10
10
30
Knowledge - purpose
10
10
25
Skills individual and

collaborative learning
10
15
20
20
20
20
20
100
Components
Task Number
Marks
Weighting
28
HSC 1 Unit Extension English Assessment Grid 2016

Task Number
Task 1
Task 2
Task 3
Weighting
Task Type
Tutorial Presentation
Portfolio of Work
Task Date
Term 1 Week 10
Term 2 Week 8
Term 3 Weeks 3-4
Outcomes
1, 2, 3, 4
1, 2, 3
1, 2, 3

complex texts and of how and why
they are valued
20
15
15
50
Skills in complex analysis, sustained

composition and independent
investigation
15
20
15
50
Marks
35
35
30
100

29
HSC 2 Unit Hospitality (Kitchen Operations) VET

Board Mandatory Requirements- This is a competency based course and has no mandatory Board Weightings. The following is for College based
reporting only. Qualification- SIT20307 & SIT20312

Hospitality VET gives students an opportunity to gain two qualifications:
2 units towards the High School Certificate; and
Certificate II in Kitchen Operations (an AQF qualification) or a Statement of Attainment towards this qualification.

Hospitality is a competency based course, which means students work to develop competency, skills and knowledge in related Units of
Competency. To be assessed as competent a student must demonstrate to a qualified assessor that they can effectively carry out the various tasks
to the standard required by industry. There are no marks awarded in competency based assessment, students are assessed as either competent or
not yet competent.

Students may also elect to sit for an optional HSC Examination in Hospitality, if they are intending to receive an ATAR.

Task Name

Task 1

Format / Nature of task

Date

Weighting

Units of competency

Task 2


Week 9-10 Term 1

30%

Week 3-4 Term 3
All units of competency

All units of competency
70%
There are a number of other competency based tasks that will be used to assess the ASQA requirements. These tasks will be published and distributed in class
time. The 70 hour compulsory work placement must be completed satisfactorily for the award of this subject as part of the 2016 HSC.
30
HSC 2 Unit Industrial Technology - Timber Products and

Furniture Technologies Assessment Grid 2016
Component

Task 1
Task Type
Project Proposal
Task Date
Week 6 Term 4
2015
Outcomes
Knowledge and
understanding of the
organisation and
management of, and
manufacturing
processes and
techniques used by, the
focus area
Knowledge, skills and
understanding in
designing, managing,
problem-solving,
communicating and the
safe use of
manufacturing
processes and
techniques in the
production of projects
Marks
Industry Study
(P1.1, P1.2, P6.2,
P7.1)

Industry Related
Manufacturing
(P4.3, P7.2)
Design,
Management &
Communication
(P3.1, P3.2, P3.3,
P5.2, P6.1)
Production (P2.1,
P2.2, P4.1, P4.2,
P5.1)
H2.1, H3.1, H3.2,

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

Task 2

Folio (Workshop
Drawing &
Processes) &
Project (Progress)

Week 5 Term 1

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

Task 3

Task 4

Task 5

Task 6
Half-Yearly
Examination
Broad Industry
Study
Major Project &

Folio
Documentation
Trial HSC
Examination
Week 9-10 Term

1
Week 3 Term 2
Week 8 Term 2
Week 3-4 Term 3
To be advised: -
H1.1, H1.2, H1.3,
H2.1, H3.1, H3.2,
H3.3, H4.1, H4.2,
H4.3, H5.1, H5.2,
H6.1, H6.2, H7.1,
H7.2
H1.1, H1.2, H1.3,

H6.2, H7.1, H7.2
H2.1, H3.1, H3.2,

H3.3, H4.1, H4.2,
H4.3, H5.1, H5.2,
H6.1, H6.2
To be advised: -
H1.1, H1.2, H1.3,
H2.1, H3.1, H3.2,
H3.3, H4.1, H4.2,
H4.3, H5.1, H5.2,
H6.1, H6.2, H7.1,
H7.2

10

40
15

10
10
10
10
15
20
15
20
20

Weighting

60
100
31

HSC 2 Unit Information & Digital Technology VET
This is a competency based course and has no mandatory Board weightings. The following is for College based reporting only.
Qualification Entered For
Statement of Attainment towards Certificate III Information, Digital Media and Technology (ICA30111)
Task Name
Task 1
Task 2
Task Type
Exam
Trial HSC Exam
Task Date
Week 9-10 Term 1
Week 3-4 Term 3
Units of Competency
ICAICT202A Work and communicate effectively in an IT

environment
ICAICT203A- Operate application software packages
ICAICT302A Install and optimise operating system software
ICASAS301A Run standard diagnostic tests
BSBWHS304A Participate effectively in WHS
communication and consultative processes
BSBSUS301A Implement and monitor environmentally
Sustainable work practices
ICAWEB303A Produce digital images for the web
ICAWEB302A Produce simple websites using commercial
Programs
ICAWEB201A Use social media tools for collaboration and
engagement

ICAICT202A Work and communicate effectively in an IT

environment
ICAICT203A- Operate application software packages
ICAICT301A Create user documentation
ICAICT302A Install and optimise operating system software
ICAICT308A- Use advanced features of computer applications
ICASAS301A Run standard diagnostic Tests
ICAWEB302A- Build simple websites using commercial programs
ICAWEB201A- Use social media tools for collaboration and
engagement
ICAWEB303A- Produce digital images for the web
BSBWHS304A Participate effectively in WHS communication and
consultative processes
BSBSUS301A- Implement and monitor environmentally sustainable
work practices

32
HSC 2 Unit Information Processes & Technology Assessment

Grid 2016
Component
Task 1
Task 2
Task 3
Task 4
Task 5
Weighting

Task Type
Database Task
Half-Yearly Written
Exam
Website Project
Trial HSC Exam
DSS Research Task

Week 9-10 Term 4
2015

Week 9-10Term 1

Week 8 Term 2
Week 3-4 Term 3

Week 5 Term 3

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

H4.1, H5.2, H6.1, H6.2,
H7.1
H2.1, H5.1, H6.1, H7.1,

H7.2
All Outcomes
H1.1, H3.1, H4.1
10
10

Project Management
Information Systems and Databases
Option
Strands
Communication Systems
Marks
Multimedia
Decision Support Systems
10

10
10
15

20
25
20
20
20
15
30
15
20
40
20
100

33
HSC 2 Unit Italian Continuers Assessment Grid 2016

Board Mandatory
Requirements
Task Name

Task 1

Task 2

Task 3

Task 4
Task Type
Speaking
Listening & Responding

Reading & Responding
Writing
Reading & Responding
Speaking
Task Date

Week 9 Term 4 2015

Week 9-10 Term 1

Week 3 Term 2

Week 9 Term 2

Week 3-4 Term 3
1.1, 1.2, 1.3, 1.4, 4.1
1.1, 1.2, 1.3, 1.4, 2.1, 2.2,

2.3, 3.1, 3.2, 3.3, 3.4, 3.5,
3.6, 4.1
1.1, 1.2, 1.3, 1.4, 3.1, 3.2,

3.3, 3.4, 3.5
1.1, 1.2, 1.3, 1.4, 4.1
1.1, 1.2, 1.3, 1.4, 2.1,

2.2, 2.3, 3.1, 3.2, 3.3,
3.4, 3.5, 3.6, 4.1
10
15

15
40
10
10
20
Listening and Responding (3.1,

3.2, 3.3, 3.4, 3.5, 3.6)
10

15
25
Writing (2.1, 2.2, 2.3, 4.1)

10
15
10
25
15
10
40
100
Outcomes
Reading and Responding (1.1,
1.2, 1.3, 1.4, 3.1, 3.2, 3.3, 3.4,
3.5, 3.6)
Speaking (1.1, 1.2, 1.3, 1.4,
4.1)
Marks

Task 5
Weighting

34
HSC 2 Unit Legal Studies Assessment Grid 2016

Board Mandatory
Requirements
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Research Task
Research Essay
Task Date
Week 7 Term 4 2015
Week 9-10 Term 1
Week 8 Term 2
Week 3-4 Term 3
Outcomes
H1, H2, H3, H4, H7, H8, H9,

H10
H1, H2, H3, H4, H6, H7, H9
H1, H4, H5, H6, H7, H8, H9,

H10
H1, H2, H3, H4, H5, H6, H7, H9
Knowledge and understanding

of course content (H1, H2, H3,
H4, H5, H6, H7)
20
10
25
60
Inquiry and research

(H8, H10)
10
10
20
Communication of Legal
Studies information, issues
and ideas in appropriate
forms (H9)
20
Marks
20
25
25
30
100

Weighting

35
HSC 2 Unit Mathematics General 1 (Non ATAR) Assessment Grid 2016

Task Name
Task 1
Task 2
Task 3
Task 4
Weighting

Task Type
Topic Test
Half Yearly Exam
Topic Test
Trial HSC Exam

Task Date
Week 9 Term 4 2015
Week 9-10 Term 1
Week 8 Term 2
Week 3-4 Term 3
Outcomes
MG1H-1, MG1H-2, MG1H-3,

MG1H-4, MG1H-5, MG1H-9,
MG1H-10
MG1H-1, MG1H-2, MG1H-3,

MG1H-4, MG1H-5, MG1H7,
MG1H-9, MG1H-10
MG1H-1, MG1H-2, MG1H-3,

MG1H-9, MG1H-10
MG1H-1, MG1H-2, MG1H-3,

MG1H7, MG1H8, MG1H-9,
MG1H-10
Concepts, skills and techniques
15
10
20
50
Reasoning and communication
15
10
20
50
Marks
10
30
20
40
100
36
HSC 2 Unit Mathematics General 2 Assessment Grid 2016

Board Mandatory
Requirements
Task Name
Task 1
Task 2
Task 3
Task 4
Weighting

Task Type
Topic Test
Half Yearly Exam
Topic Test
Trial HSC Exam

Task Date
Week 8 Term 4 2015
Week 9-10 Term 1
Week 8 Term 2
Week 3-4 Term 3
Outcomes
MG2H-4, MG2H-5, MG2H10
MG2H-1, MG2H-2, MG2H-3,

MG2H-4, MG2H-5, MG2H-7,
MG2H-8, MG2H-10, MG2H-9,
MG2H-6
MG2H-1, MG2H-2, MG2H-5,

MG2H-7, MG2H-9, MG2H-10
MG2H-1, MG2H-2, MG2H-3,

MG2H-4, MG2H-5, MG2H-6,
MG2H-7, MG2H-8, MG2H-9,
MG2H-10
Concepts, skills and

techniques
15
10
20
50%
Reasoning and
communication
15
10
20
50%
Marks
10
30
20
40
100%
37
HSC 2 Unit Mathematics Assessment Grid 2016

Board Mandatory
Requirements
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Topic Test
Half Yearly Exam
Topic Test
Trial HSC Exam
Task Date
Week 9 Term 4 2015
Week 9-10 Term 1
Week 8 Term 2
Week 3-4 Term 3
Outcomes
H1, H2, H4, H5, H6, H7, H8, H9
P1-P8, H1, H2, H3, H4, H5, H6, H7,

H8, H9
H1, H4, H5, H9
P1-P8, H1, H2, H3, H4, H5, H6,

H7, H8, H9

techniques
10
10
10
20
50%
Reasoning and
communication
15
10
20
50%
Marks
15
25
20
40
100%
Weighting
38
HSC Mathematics (Extension 1) Assessment Grid 2016

Board Mandatory
Requirements
Task Name
Task 1
Task 2
Task3
Task 4
Task Type
Topic Test
Half Yearly Exam
Topic Test
Trial HSC Exam
Task Date
Week 7 Term 4 2015
Week 9-10 Term 1
Week 9 Term 2
Week 3-4 Term 3
Outcomes
PE1, PE3, PE4, PE6
H1-H9, PE1-PE6, HE1, HE4, HE6,

HE7
HE1, HE3, HE5, HE7
H1-H9, PE1-PE6, HE1, HE2, HE3,

HE4, HE5, HE6, HE7

techniques
10
10
10
20
50%
Reasoning and
communication
15
10
20
50%
Marks
15
25
20
40
100%
Weighting
39
HSC Mathematics (Extension 2) Assessment Grid 2016

Board Mandatory
Requirements
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Topic Test
Half Yearly Exam
Topic Test
Trial HSC Exam
Task Date
Week 10 Term 4 2015
Week 9-10 Term 1
Week 9 Term 2
Week 3-4 Term 3
Outcomes
E1, E2, E3, E4, E9
E1, E2, E3, E4, E6, E9
E1, E2, E7, E8, E9
HE1-HE7, E1, E2, E3, E4, E6, E7, E8,

E9

techniques
10
15
10
15
50
Reasoning and
communication
10
15
10
15
50
Marks
20
30
20
30
100
Weighting
40
HSC 2 Unit Modern History Assessment Grid 2016

Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Source-based Research Task
Research Task
Task Date

Week 8 Term 4 2015

Week 9-10 Term 1

Week 6 Term 2

Week 3-4 Term 3

Outcomes
H1.1, H1.2, H3.1, H3.2, H3.3,

H3.4, H3.5, H4.1, H4.2
H1.1, H1.2, H2.1, H3.2, H3.3,

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

H3.4, H3.5, H4.1, H4.2
H1.1, H1.2, H2.1, H3.2, H3.3,

H3.4, H4.1, H4.2

course content (H1.1, H1.2, H2.1)
Communication of historical
understanding in appropriate forms
(H4.1, H4.2)
Marks
10
15
20
15
20
20
30
15
30
25
100

10
Historical inquiry and research (H3.1,

H3.2, H3.3, H3.4, H3.5)

40
10
Source-based skills: analysis, synthesis

and evaluation of historical
information from a variety of sources
(H3.1, H3.3, H3.4)
Weighting
.
41
HSC 2 Unit Music 1 Assessment Grid 2016

Board Mandatory
Requirements
Task Name
Task 1
Task 2
Task 3
Task 4
Task 5
Weighting
Task Type

Viva Voce

Performance Core (10%)
and Aural (15%)

Composition Core

Elective 1
HSC Trial (40% total)

Composition Core (0%)
Elective 1 (0%)
Elective 2 (15%)
Elective 3 (15%)
Aural Core (10%)
Task Date
Term 4
Week 9
Term 1
Week 9/10
Term 2
Week 7
Term 2
Week 8
Term 3
Week 3-4
Outcomes
H5,H6,H7,H8
H1,H2,H3,H4,H5,H6,H7,H
8,H9
H3, H5, H7
H2, H3, H5, H7, H8
H1,H2,H3,H4,H5,H6,H7,H8,H9,
H10,H11
15
30
45
Elective/s
Performance
10
10
Composition

10
10
Musicology
10
10
Aural
15

Marks

10

25

10

15
10
25
40

100

42
HSC 2 Unit Personal Development, Health and Physical

Education Assessment Grid 2016
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
In Class Task & Practical Task
Half Yearly Exam
Research Report
Trial HSC Exam
Week 7 Term 4 2015
Week 9-10 Term 1
Week 9 Term 2
Week 3-4 Term 3
H8, H13, H16, H17
H1, H2, H3, H4, H5, H8, H14,

H15, H16, H17
H9, H11, H16, H17
H1, H2, H3, H4, H5, H7, H8, H9

H10, H11, H13, H14, H15, H16,
H17
10
10
10
10
40
10
10
30
10
10
30
20
20
30
30
100
Task Date
Outcomes
factors that affect health
(H1, H2, H3)
the way the body moves (H7,
H8, H9)
Skills in:
influencing personal and
community health (H4, H5)
taking action to improve
participation and
performance in physical
activity.
(H10, H11, H13)
Skills in critical thinking, research
and analysis
(H14, H15, H16, H17)
Marks
Weighting

43
HSC 2 Unit Physics Assessment Grid 2016

Task Name
Task 1
Task 2
Task 3
Task 4
Task Type
Planning, Performing and

Reporting a First Hand
Investigation
Half Yearly HSC

Examination
Performing and Reporting a

Practical Task
Task Date
Week 9 Term 4 2015
Week 9-10 Term 4
Week 7 Term 2
Week 3-4 Term 3
Outcomes
H7, H9, H11, H12, H13, H14
H1, H2, H3, H4, H5, H6, H7,

H9, H13, H14
H11, H12, H13, H14, H15
H1, H2, H3, H4, H5, H6,

H7, H8, H9, H10, H13, H14
15
20
40
10
20

30

10
10
30
25
20
25
30
100

The history, nature and practice of Physics,
applications and uses of physics and their
physics. (H1, H2, H3, H4, H5)
Kinematics and dynamics, energy, waves, fields and
matter (H6, H7, H8, H9, H10)
Skills in:
(H11, H12.1)
Gathering and processing first hand data (H12.2)
Gathering and processing relevant information from
secondary sources. (H12.3, H12.4)

Skills in:
Communicating information and understanding
(H13)
techniques (H14)

Marks
Weighting
44
HSC 2 Unit Senior Science Assessment Grid 2016

Task name
Task type
Task date
Outcomes
Task 1

Planning, Performing
and Reporting a First
Hand Investigation

Week 6 Term 4 2015

No more than 50% weighting may be allocated to examinations and topic tests.

Task 3
Task 4
Task 2

Weighting

Half Yearly HSC

Examination
Performing and Reporting a

Practical Task
Trial HSC
Examination

Week 9-10 Term 1

Week 4 Term 2

Week 3-4 Term 3
H2, H5, H8, H11, H12,

H13, H14, H15
H1, H2 ,H3, H4, H5, H6,

H7, H8, H9, H10, H13,
H14
H11, H12, H13, H14, H15
H1, H2 ,H3, H4, H5, H6

H7, H8, H9, H10, H13, H14
10
25
40
10
20
30
10
10
30
25
20
25
30
100

The history, nature and practice of science,
applications and uses of science and their
science. (H1, H2, H3, H4, H5)
The resources of the Earth, internal and external
environments, chemical changes, organs and
systems of the body and energy.(H6, H7, H8, H9,
H10)
Skills in:
(H 11, H12.1)
Gathering and processing first hand data.(H12.2)
Gathering and processing relevant information
from secondary sources. (H 12.3, H 12.4)
Skills in:
Communicating information and understanding.
(H 13)
techniques (H 14)
Marks
45
HSC 2 Unit Sport Coaching VET

Component
This is a competency based course and has no mandatory Board weightings. The following is for
College based reporting only. Qualification Entered (AQF Code) Certificate II SIS20513
Task 1
Task 2
Task Type (Weighting)
Sport Coordination
Case Study Research and Analysis
Week 9 Term 4 2015
Week 9 Term 1

Units of Competency

Task 3

Developing Fundamental Perceptual Motor
Skills

Week 9 Term 2
SISSSDE201 Communicate effectively with others

in a sport environment
SISXIND211 Develop and update sport,

fitness and recreation industry knowledge
SISXCAI102A Assist in preparing and

conducting sport and recreation sessions
BSBWOR202A Organise and complete daily work

activities
ICAICT203A Operate application software

packages
SISSSPT201A Implement sports injury

prevention
ICPMM263C Access and use the Internet
SISSSCO202 Coach beginner or novice

participants to develop fundamental motor
skills
46
HSC 1 Unit Studies of Religion Assessment Grid 2016

No more than 50% (25 marks) weighting may be allocated to tests and examinations.
Task Name
Task 1
Task 2
Task 3
Task Type
In-Class Stimulus Task
In-Class Research Task
Trial HSC Exam
Task Date
Week 9 Term 4 2015
Week 9-10 Term 1
Weeks 3-4 Term 3
Outcomes
H1, H2, H3, H6, H7, H8, H9
H1, H2, H3, H4, H5, H6, H7, H8, H9
H1, H2, H3, H4, H5, H6, H8, H9
Knowledge and understanding of course

content (H1, H2, H3, H4, H5, H8)
10
20
Source-based skills (H6, H8)
10
Investigation and research (H7)
10
Communication of information, ideas and

issues in appropriate form (H8, H9)
10
10
20
20
50
Marks
Weighting
47
HSC 2 Unit Visual Arts Assessment Grid 2016

Nil
Task Name
Task 1
Task 2
Task 3
Task 4
Task Type

In Class Essay
Half Yearly Exam
Body of Work
a) Progressive*
b) Final*
Task Date

Week 9 Term 4

Week 9-10 Term 1

a) Week 4 Term 2*
b) Week 6 Term 3*

Week 3-4 Term 3

Outcomes
H7, H8, H9, H10
H7, H8, H9, H10
H1, H2, H3, H4, H5, H6
H7, H8, H9, H10

a) 20
b) 30

Weighting

Trial HSC Exam
Artmaking
50
Art criticism and Art history

10

10
30
50
Marks
10
10
50
30
100
Pre BOW Assessments for Task 3(A) and 3(B).

These are non assessable tasks and do not contribute towards HSC marks, however, formal feedback will be given to students as a result of this task to facilitate in the
completion of their Body of Work.
* Task 3(A) Pre Assessment will be in Week 1 Term 2.
* Task 3(B) Pre Assessment will be in Week 2 Term 3.
48

Appendix

45
De La Salle College
Revesby Heights
9 Ferndale Road
Revesby Heights NSW 2212
Telephone: (02) 9773 7755
Facsimile: (02) 9771 6010
Warning Letter: Non-Completion of a HSC Course

Official documentation in cases of a non-submission of an assessment task or the submission of an unsatisfactorily attempted
task or in cases of unsatisfactory attendance.
Students Name:

Date:
Dear

I am writing to advise that _________________ is in danger of not meeting the Course Completion Criteria for the
________________________________ HSC course.
The Board of Studies requires schools to issue students with official warnings in order to give them the opportunity to
correct the problem. Please regard this letter as the ___________ official warning we have issued concerning
______________________.

A minimum of two course-specific warnings must be issued prior to a final N (non-completion) determination being
made for a course.

Course Completion Criteria

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 students Record of Achievement. It may also mean that ___________ is unable to proceed to the
attainment of the HSC.

The following information specifies those areas where _____________ is failing to meet the Board of Studies, Teaching
and Educational Standards course requirements.

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.

____________________
has not to date satisfactorily met area ________________ .
The following list notifies you of those tasks, course requirements or outcomes not yet completed and/or for which
_______________ has not made a genuine attempt. In order for him to satisfy course requirements the following
tasks, requirements or outcomes need to be satisfactorily completed. Please Note that a student must attempt the
assessment task to demonstrate performance outcomes.

Task Name/Course Outcome:

Percent weighting towards Final Assessment:
Date Task Initially Due (if applicable):

Action required by student:
Date to be completed by:

______________________________
______________________________
______________________________
______________________________
______________________________
Please regard this letter as an official warning. The Board of Studies, Teaching and Educational Standards requires
schools to issue students with official warnings in order to give them the opportunity to redeem themselves. Please
discuss this matter with Nour and contact the College if further information or clarification is needed.

The attached form is to be handed to the College office within 24 hours of receipt of this letter. Failure to do so will be
interpreted as an indication of non-compliance of the assessment requirements of the College.

Yours sincerely

KLA Coordinator
Mr C Milazzo Mr T Logue

Principal
46
REQUIREMENTS FOR THE SATISFACTORY COMPLETION OF A HSC COURSE

(To be returned to the Curriculum Co-ordinator)

Students Name:
KLA Coordinator:
Curriculum Coordinator:
Mr C Milazzo

I have received the letter dated ___________________ indicating that ___________________________is in
danger of not having satisfactorily completed the _______________________ HSC course.
I am aware that this course may not appear on his/her Record of Achievement.
I am also aware that the N (non-completion of course) determination may make him/her ineligible to
proceed to the Higher School Certificate course.
I am also aware that the N determination may make him/her ineligible for the award of the Higher School
Certificate.

Parent/Guardians Signature: __________________________ Dated: _____________

Students Signature: __________________________ Dated: _____________

47
Application for Special Leave

Special Leave is leave of absence granted to students, who for acceptable reasons need to be absent for more than
three (3) school days in order to attend such things as: family holidays (which cannot otherwise be taken during normal
vacation time); non-school related sporting or other such commitments; or some other event not covered by illness or
misadventure provisions. Only the School Principal, on receipt of written application, may grant Special Leave. A
Letter of Application requesting special leave and giving a specific reason(s) must be submitted to the School
Principal not less than one week in advance of the first day for which Special Leave is being requested.
De la Salle College Revesby Heights

Student Application for Special Leave
Date of Issue of Application Form
from Year Co-ordinator
_______/_______/_______
Note:
School Use Only:

Principal
Year Coordinator
Roll Call Teacher
Student (via Roll Class)
Year Co-ordinators
Signature
___________________________
*
Both sides of this Application Form are to be completed. On completion
*
The student must make an interview time with the Curriculum Coordinator, Mr. Milazzo, to
discuss the application.
1.
STUDENT
NAME
PASTORAL
CLASS
INCLUSIVE LEAVE DATES

Day
Month
Year
FROM
Day
Month
Year
TO
2.
LETTER OF APPLICATION FOR SPECIAL LEAVE TO COLLEGE PRINCIPAL
Dear Mr Logue
(Section over page must be completed)

PARENT/GUARDIAN SIGNATURE
___________________________________________________________
Contact Phone No(s). __________________________________________________Date _______/_______/______

PRINCIPALS COMMENT
APPROVED
NOT APPROVED
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
SIGNATURE
Date
48
3.
List all of your SUBJECTS and TEACHERS, including your Roll Call Teacher. You must show this
application to each teacher and have them sign opposite their name.
SUBJECT
Roll Class:
4.
TEACHERS SIGNATURE
Roll Teacher:
List these and the specific dates on which there will be an Assessment Task, test or exam whilst absent on leave.
Students should check their Assessment Calendar and double check with the relevant subject teacher(s).
In the case of absence for Assessment Tasks, etc., you must negotiate alternative arrangements with the relevant
Subject Teacher(s). or Subject Coordinator(s) and have the new dates entered and initialled by your teachers in the
appropriate column below. Failure to do so may result in a Zero Notification being issued. If there are no Tasks, etc,
during your leave, simply write NO TASKS diagonally across the table below
SUBJECT
(Print)
5.
TEACHERS NAME
ASSESSMENT TASK
(Print brief description
e.g. test, oral, essay, exam)
DUE or
SET DATE
ALTERNATIVE ARRANGEMENT
(Subject Teacher or Co-ordinator to
indicate and initial)
(Print)
Once all the above has been completed you must make an appointment with the Curriculum Coordinator, to
discuss your application.
The Curriculum Coordinator will Recommend / Conditionally Recommend / Not Recommend the granting of Special
Leave, sign the application and give it to you to hand to the Principals Secretary, who will forward it to the Principal.
The Principals decision is final.
CURRICULUM COORDINATORS COMMENTS
0
0
0
RECOMMENDED
CONDITIONALLY RECOMMENDED
NOT RECOMMENDED
SIGNATURE
Date:

49

Year 12 Assessment Handbook 2016

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Distributed on 19th October 2016

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

2016 HSC Assessment Grids ..................................................................................................................... 19

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Assessment Information and Procedures

consistency across subjects and courses;

In the Higher School Certificate these standards are:

Together, they specify what is to be learned and how well it is to be achieved.

The nature of HSC Course Assessment

Frequency and Scheduling of Assessment Tasks

Non Assessment Periods

Maximum/Minimum Number of Tasks

Notification of Assessment Tasks

Changes to Assessment Schedules and Calendars

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Submission of Assessment Tasks

Procedures to follow if a student is absent from an assessment task due to illness/

In each case, the onus of proof is on the student.

Procedures to follow if a student is absent from a task due to severe personal or

Procedures to follow if a student is absent from a task due to approved leave

Late submission of Assessment Task without acceptable reason

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Procedures to be followed for the awarding of an extension

Procedures to follow due to illness during an in-class Assessment Task

Procedures to follow for the endorsement of Special Leave

Procedures for dealing with student appeals after an Assessment Task

The use of Technology and ICT

Assessment in Vocational Education Courses

complete a 240 hour course; and

undertake a two hour external written examination.

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

At De La Salle College Revesby Heights we believe that:

4. A culture of academic integrity is fostered and promoted when it is:

Encourage and support academic integrity as a characteristic of a holistic person.

On satisfactory completion of your HSC you will receive a portfolio containing:

From the Board of Studies, Teaching and Educational Standards (BOSTES)

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Surviving the HSC

Top 40 Study Strategies

1. Start to manage your time at the beginning of the semester.

Go to class - there's no substitute for the real thing.

Do required reading on a regular basis. Keep a weekly schedule.

Living with a HSC student

Stress Management Tips for HSC Students

Boost your confidence: use positive self talk

Bust the stress cycle

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Shake your arms and hands.

Stay motivated and keep up your enthusiasm for study.

Dont misplace your sense of humour.

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Welfare and Counseling for Anxious Parents

De La Salle College Revesby Heights 2016 HSC Assessment Handbook

Glossary of Key Terms

Account for: state reasons for, report on.

Make a judgement about the value of

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

Ascertain/determine from given facts, figures or information

Make clear or plain

Arrange or include in classes/categories