SEFTON HIGH SCHOOLan examination mark derived from the HSC external examination an HSC mark, which...

SEFTON HIGH SCHOOL

HIGHER SCHOOL CERTIFICATE

ASSESSMENT HANDBOOK

2019 - 2020

HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 - 2020 1

SEFTON HIGH SCHOOL Sincerity, Scholarship, Service

HIGHER SCHOOL CERTIFICATE

ASSESSMENT HANDBOOK FOR

2019 - 2020

AIMS The aims of this Handbook are

To inform students and their parents of the New South Wales Education Standards Authority (NESA)

requirements and rules relating to the successful completion of Higher School Certificate Courses.

To inform students and their parents of Higher School Certificate Course policies and rules at Sefton

High School.

VISION STATEMENT Sefton High School aims to continually improve its vision of excellence in education for all of our students.

Sefton High School consistently insists upon high expectations of the whole school community, providing a

structured, disciplined and high quality teaching and learning environment which fosters excellent standards of

academic achievement and student wellbeing. This provides opportunities for students to become confident,

successful learners ready to engage in lifelong learning and meaningful employment and to contribute to our

society as informed, responsible and productive citizens who display the values of integrity, responsibility and

respect for all.

SCHOOL EMBLEM

ADDRESS Hector Street, Sefton 2162

P O Box 416

Chester Hill NSW 2162

TELEPHONE NUMBER

9644 4800

FACSIMILE

9743 7161

SCHOOL MOTTO

Sincerity, Scholarship, Service

WEBSITE

http://www.seftonhigh.nsw.edu.au

EMAIL

[email protected]

FACEBOOK

https://www.facebook.com/SeftonHSOfficial/

SCHOOL HOURS FOR STUDENTS

School hours are as follows.

Monday, 8.45 am to 2.30 pm

Tuesday, 8.45 am to 2.20 pm

Wednesday, Thursday and Friday, 8.45 am to 3.10 pm.

http://www.seftonhigh.nsw.edu.au/

mailto:[email protected]



INDEX

Page

INFORMATION RELATING TO THE HIGHER SCHOOL CERTIFICATE COURSE 3

ASSESSMENT FOR HIGHER SCHOOL CERTIFICATE COURSE 4

SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR HSC COURSES 6

COURSE DETAILS AND ASSESSMENT TASK INFORMATION FOR YEAR 12 12

Ancient History 13

Biology 14

Business Studies 15

Chemistry 16

Community and Family Studies 17

Design and Technology 18

Economics 19

English: Advanced 20

English Extension 1 21

English Extension 2 22

English: Standard 23

History Extension 24

Hospitality - VET Course 25

Information Processes and Technology 27

Japanese Beginners 28

Legal Studies 29

Mathematics Advanced 30

Mathematics Extension 1 31

Mathematics Extension 2 32

Mathematics Standard 2 33

Modern History 34

Personal Development, Health and Physical Education 35

Physics 36

Studies of Religion 1 37

Visual Arts 38

CHARGES FOR THE HSC COURSE 2019 – 2020 39

ATTENDANCE AND PUNCTUALITY EXPECTATIONS 40

SCHOLARSHIPS, UNIVERSITY COURSE & ACCESS SCHEME APPLICATIONS 42

APPENDICES 43

1. Sefton High School Flexible Leave Parental Permission Note 44

2. Approved Calculators for Assessment Tasks and Examinations 45

3. Writing a Bibliography 46

4. Glossary of Key Words 50

5. Sefton High School Application For Assessment Consideration Due To Illness 52


INFORMATION RELATING TO THE HIGHER

SCHOOL CERTIFICATE COURSE

NSW EDUCATION STANDARDS AUTHORITY REQUIREMENTS

AND RULES RELATING TO THE AWARD OF THE HIGHER

SCHOOL CERTIFICATE COURSE The New South Wales Education Standards Authority (NESA) is a Statutory Board which

has the power to award to students the Higher School Certificate. To be eligible for this

award, students must comply with the entry requirements, course restrictions and the rules

and regulations set down by NESA.

SATISFACTORY COMPLETION OF HIGHER SCHOOL CERTIFICATE

COURSE

It is required that students

demonstrate satisfactory participation in learning. This will include attendance.

apply themselves with diligence and sustained effort to the set tasks and experiences

provided in the course by the school.

study appropriate courses as approved by NESA.

complete the requirements of each course including any necessary oral, practical or

project work.

perform the tasks required as part of the assessment program in each course.

sit for any examination set as part of the course.

Non-Completion of Course Warning letters are issued by faculties where students are at

risk of N Determination. This most commonly occurs when students

are not completing significant portions of classwork and/or missing significant

portions of class instruction.

fail to demonstrate satisfactory progress in learning due to an assessment performance

that is below minimum course performance standards.

receive zero on an assessment due to non-compliance with assessment procedures.

Students who have received a minimum of two official Non-Completion of Course

Warning letters in a single course and have not completed the requirements detailed on

the letter are at risk of receiving an N Determination for that course. Students who have

not satisfactorily attempted assessments to the value of 50% of course assessment in a

single course will receive an N Determination for that course.

MINIMUM STUDY PROGRAMS

For the purpose of the award of a Higher School Certificate, students must have

completed the Preliminary Course and adhere to a program of study involving a

minimum of at least

10 HSC units of which at least 6 units must be NESA Developed Courses.

two units of a NESA Developed course in English.

three courses which must be of two units value or greater (either NESA Developed or

NESA Endorsed courses).

four subjects.

Students in NSW must reach a minimum standard of literacy and numeracy to receive an

HSC. Students have multiple opportunities to demonstrate the standard between Year 10

and when they complete the HSC exams via testing supervised by Sefton High School

staff.


AUSTRALIAN TERTIARY ADMISSION RANK (ATAR)

Entry into tertiary courses in NSW and the ACT depends on your Australian

Tertiary Admission Rank (ATAR). The Universities calculate the ATAR for every

student who completes the necessary pattern of studies.

The ATAR is reported on a scale of 0 to 99.5 with increments of 0.05.

To be eligible for the ATAR, a student must study:

at least 10 units of NESA Developed courses including at least two units of

English.

NESA Developed courses that include at least three courses of two units or greater.

at least four subjects.

No more than two units of Category B courses may be used in determining an ATAR.

NSW EDUCATION STANDARDS AUTHORITY SYLLABUSES These may be accessed on the NSW Education Standards Authority website at

http://educationstandards.nsw.edu.au/wps/portal/nesa/home/

NSW STUDENTS ONLINE This is a NSW Education Standards Authority study website which students can

access using his/her student number and PIN. It contains many resources.

https://studentsonline.nesa.nsw.edu.au/

ASSESSMENT FOR HIGHER SCHOOL CERTIFICATE

COURSE

The NSW Education Standards Authority, which awards the Higher School Certificate, provides

guidelines for schools to draw up an Assessment Program in each course. Assessment programs

in any course will differ from school to school in terms of how the assessment is being carried

out.

Faculties are free to choose whichever tasks that they feel are best for assessing the various

components and for discriminating between candidates. Assessment programs can include

formal examinations, assignments, tests, oral work, field work, laboratory work, projects and so

on.

WHAT IS FORMAL ASSESSMENT?

Formal assessment tasks are those which students undertake as part of the school-based

assessment program, reflecting specific course requirements, components and weightings.

The school-based assessment program provides opportunities to gather evidence about

student achievement of syllabus outcomes. Evidence gathered through formal assessment

assists teachers to report on student achievement at a point in time, and is often used for

grading or ranking purposes.

It is vital that students are familiar with the course requirements and school policies and

procedures for formal assessment outlined in this document.

HOW DOES THE FORMAL ASSESSMENT PROGRAM CONTRIBUTE TO THE

HSC CREDENTIAL?

At the conclusion of the Year 12 course, the school will submit an assessment mark to NESA

for each student’s performance in a course. This mark is based on the formal school-based

assessment program. The mark is adjusted (moderated) by NESA after all HSC examinations

are completed to produce the assessment mark that appears on HSC results. For each course,

the final HSC mark is a 50:50 combination of the HSC examination and the moderated school

based assessment mark.

http://educationstandards.nsw.edu.au/wps/portal/nesa/home/

https://studentsonline.nesa.nsw.edu.au/


WHAT CREDENTIAL WILL STUDENTS RECEIVE ON COMPLETION OF

STAGE 6?

If a student completes the HSC program, including course and assessment requirements,

he/she will receive the Higher School Certificate. Typically, each course report contains:

an assessment mark derived after moderation from the mark and ranking submitted by

the school and produced in accordance with NESA requirements for the school-based

assessment program

an examination mark derived from the HSC external examination

an HSC mark, which is the average of the moderated assessment mark and the

examination mark

a performance band, determined by the HSC mark.

SOME ADVICE ON SUCCESSFUL COMPLETION OF THE HSC

At times, students will find the demands of the HSC and staying on track challenging. We

strongly encourage students to build partnerships with staff and fellow students to support

and guide this journey. Each teacher has successfully completed the HSC and University

themselves. Many of the staff have extensive experiences teaching and guiding multiple HSC

cohorts. Their advice, based on experience, needs to be sought. We encourage students to

maintain a healthy, balanced lifestyle, build resilience and manage time effectively.

Resilience is an important personal attribute and skill that students will need throughout the

HSC and future endeavours.

Students are expected to:

know the syllabus – it is the only thing that can be assessed;

plan ahead and work through assessments progressively;

complete all tasks on time;

ask for clarification about a task or the feedback he/she receives on a completed task and

how he/she could improve your performance;

maintain printed and electronic copies of tasks, including backing up work in progress;

read the HSC: Rules and Procedures, published annually by NESA;

seek assistance and advice from teachers and other support people when needed;

complete study notes as the course progresses;

ensure that they fully understand the directive verbs used in HSC questions. The list of

these and their associated meanings are set out in Appendix 4 on Page 50.


SEFTON HIGH SCHOOL ASSESSMENT POLICY FOR

HIGHER SCHOOL CERTIFICATE COURSES

GENERAL GUIDELINES It is the responsibility of students and parents to be familiar with and comply with all

elements of this policy and procedural framework.

As far as possible, assessment tasks are to be completed under teacher supervision.

However some syllabus requirements necessitate that work be completed out of class, for

example, research activities.

Malpractice (see below) is unacceptable at all times as it is contrary to ethical scholarship.

An Assessment Task Cover Sheet containing a declaration of originality must be

completed and attached to any assignments or assessment tasks done outside of class.

Malpractice will result in a mark of zero and the issuing of a Course Warning letter.

Students will be required to resubmit / resit the task in order to meet the course

outcome requirements but the zero mark will remain. If plagiarism is of another

student’s work, a decision will be made by the Appeals Committee, after investigation

into the degree of complicity, as to whether the other student will also be penalised. NESA

requires schools to report students who have committed malpractice and these students

names are maintained on the NESA malpractice register.

Only approved calculators can be used for assessment tasks and examinations. See

Appendix 2 for the list.

The following procedures are designed to ensure consistency in the implementation of the

school’s assessment practices and therefore equity amongst students.

Students will be informed in writing of the assessment requirements for each subject at

the commencement of the course in the HSC Assessment Handbook.

Students are advised to record assessment tasks in their SHS Student Planner and to

refer regularly to his/her copy of the HSC Assessment Handbook. There is also a

Personal Assessment Task Calendar in the SHS Student Planner for student use.

Students will be given written notice of the nature and timing of assessment tasks.

The Assessment Task Notification will be provided a minimum of two weeks before

the date of the assessment task and include

the nature of the task (or the task itself if this is to be completed at home), including

equipment required.

syllabus outcomes to be assessed.

the weighting of the task.

the assessment criteria (optional for examinations or in exceptional circumstances).

the date of the task or, for a hand-in task, the due date and time.

Tasks which are to be handed in will state before 8.30 am as the hand-in time.

All issues regarding assessment tasks must in the first instance be addressed with the

class teacher by the student before the matter is referred to the relevant Head Teacher.

If a student is absent from class on the day that the Assessment Task Notification is

issued, it is the student’s responsibility to see the teacher to receive the notification.

Students will know during which weeks a task is due/scheduled from the HSC

Assessment Handbook.

Students must attend every timetabled period on the school day prior to the

scheduled date of any assessment task including an examination. Failure to do so will

result in zero unless an Application for Assessment Consideration Due to Illness Form


(Appendix 5) is submitted and substantiated in accordance with this policy. There is also

a copy of this form available on the school website.

https://sefton-h.schools.nsw.gov.au/assessment-handbooks.html

Students must attend every timetabled period on the scheduled date of any

assessment task up to and including the conclusion of the assessment task. Failure to do

so will result in zero unless an Application for Assessment Consideration Due to Illness

Form is submitted and substantiated in accordance with this policy.

Other than in exceptional circumstances and only where this is pre-arranged with the

relevant Deputy Principal or Principal, no emailed tasks will be accepted.

In the event of a situation arising that has not been foreseen in this policy and procedural

framework a decision shall be made by the appeals committee. The appeals committee

may consult on such matters as it sees fit prior to any determination.

Decisions made by the Appeals Committee are final.

ASSESSMENT TASKS SCHEDULED DURING SCHOOL TIME AND

EXAMINATIONS

These must be completed at the scheduled time.

If a student misses an in-class assessment or examination task through absence from

school

the student must submit a doctor’s certificate before 8.30 am on the first school

day not covered by the Doctor’s Certificate together with a completed Application

For Assessment Consideration Due to Illness Form (Appendix 5). The Head

Teacher will determine the validity of the reason. The student may receive a zero

mark if the Head Teacher determines the reason is invalid.

the student must have visited the doctor on or prior to the date of the assessment

task. The doctor’s certificate must indicate the day/s the student is unfit for school.

the subject Head Teacher will make arrangements for the student to complete

the task/examination. The expectation is that the student is ready to undertake that

task on their first day of return. The exact time and date will be determined by the

relevant Head Teacher and may well be in the student’s own time if necessary.

If a student is late to or absent from school on either or both of the day of an assessment

task or the day prior to an assessment task, for either the whole day and/or for any

periods prior to that in which the in-class assessment is to be completed, the student

must submit a doctor’s certificate and a completed Application For Assessment

Consideration Due to Illness Form (Appendix 5) immediately on the student’s arrival

at school. The Head Teacher will determine the validity of the reason. Unless validated

by the Head Teacher the student will receive a zero mark and be issued a Course

Warning letter if he/she is not in attendance in the periods prior to an in-class assessment,

as it will be deemed the student is gaining an unfair advantage over other students.

ASSESSMENT TASKS WHICH ARE DUE FOR SUBMISSION ON A

PARTICULAR DATE

These tasks are to be completed and submitted to a teacher in the faculty before

8.30 am on the due date. A signed Assessment Task Cover Sheet must be submitted

at this time.

An assessment task must be handed to a teacher. Other than in exceptional

circumstances assessment tasks must not be emailed. Any approval to email a task

must be pre-arranged with and approved by the relevant Deputy Principal or Principal.

https://sefton-h.schools.nsw.gov.au/assessment-handbooks.html


Failure to adhere to this will result in a zero score.

If a student does not submit an assessment task before 8.30 am on the due date, the

student must have a doctor’s certificate for the absence and submit and have

substantiated an Application For Assessment Consideration Due to Illness Form

(Appendix 5). Both documents, together with the completed task, must be submitted to

the Head Teacher of the faculty before 8.30 am on the first school day not covered by

the doctor’s certificate. Copies of the form are included in this Assessment Handbook.

Additional forms are available from the school website. The Head Teacher will

determine the validity of the reasons. The student may receive a zero mark if the Head

Teacher determines the reason is invalid. The student must have visited a doctor on or

prior to the date of the assessment task. The doctor’s certificate must indicate the day/s

the student is unfit for school inclusive of the date of the assessment task.

Problems with technology are not grounds for any assessment consideration.

IF A STUDENT KNOWS THAT HE/SHE IS GOING TO BE AWAY ON

THE DAY OF AN ASSESSMENT TASK The student must advise the relevant Deputy Principal in writing prior to the day

of the assessment task and provide supporting evidence. This includes any student

who has been granted Extended Leave - Travel. One of the following decisions will

then be made.

The student may be permitted to do the task at the first opportunity when he/she

returns. If the task is a hand-in task, the student must submit the task/assignment

to his/her teacher before the due date, or make arrangements for someone to

deliver it to the Head Teacher before 8.30 am on the date due.

The student may be given a substitute task.

The reason for absence may be deemed invalid and a zero mark awarded. The

student will still be required to complete the task to achieve outcomes.

The student may be given an estimate based on his/her performance in completed

course assessment tasks, but only in exceptional circumstances.

If a student is required to hand in or complete an assessment task in class on a day

which falls during a period when the student is on suspension, the Principal or Deputy

Principal will make arrangements to enable the student to comply with the school’s

assessment requirements.

APPEALS PURPOSE OF APPEALS

Appeals may only be lodged in relation to decisions made by a Head Teacher

relating to a student’s non-compliance with the requirements of the Sefton High

School Assessment Policy.

Students cannot appeal against a mark awarded other than on the grounds of

procedure, in keeping with NSW Education Standards Authority procedures.

PROCEDURE TO LODGE AN APPEAL BY A STUDENT

Only appeals submitted using the Application to Appeal a Penalty in an Assessment

Task form and completed by the student will be considered. This appeal form can

be accessed from a Deputy Principal.

The student must lodge a written appeal to the relevant Head Teacher stating the

basis on which he/she is appealing.


An appeal in relation to a zero mark must be submitted using the Application to

Appeal a Penalty in an Assessment Task. All supporting documentation must be

included. An appeal form must be obtained from the Deputy Principal. The written

appeal must be submitted to the relevant Head Teacher within ten days of the date

on the written notification regarding a zero mark.

CONDUCT DURING EXAMINATIONS, TESTS OR ASSESSMENTS Students must

cease speaking or communicating in any way as he/she enters the

assessment/examination venue and remain silent while in the

assessment/examination room except if talking to a supervisor.

follow the assessment/examination supervisor’s instructions at all times.

behave in a way that will not disturb the work of any other student nor disrupt the

conduct of the assessment/examination.

make a serious attempt at all questions in the assessment/examination. Answers

must not contain frivolous or offensive material.

not take food into the assessment/examination room other than for a known,

verifiable medical condition.

only take permitted equipment into the assessment/examination room. Books,

notes, paper, mobile phones, smart watches and electronic equipment of any

kind are not to be taken into the assessment/examination room. The area where

bags are placed is not considered to be the assessment/examination room, but any

mobile phone left in a bag in this area must be switched off.

remain in the assessment/examination room until the assessment/examination time

has elapsed and he/she is dismissed by the supervisor.

behave ethically. No attempt should be made to engage in malpractice, to cheat or

to attempt to cheat.

not take an examination paper or writing booklet out of the examination room.

use clear see-through plastic bags only as pencil cases.

use clear see-through plastic drink bottles without a label that contains water only.

FAILURE TO COMPLY WITH SCHOOL POLICY Failure to comply with school policy and procedures outlined will result in a zero

mark which will be notified in writing through the issuing of a Course Warning letter.

MALPRACTICE Malpractice is cheating. It will result in the student receiving a zero for the task.

Malpractice is any activity undertaken by a student with the intention of using it to

unfairly advantage him/herself. It includes, but is not limited to

taking notes into a test or examination.

copying from another student.

communicating with other students during a test or examination.

copying someone else’s work in part or in whole, and presenting it as his/her own.

using material directly from books, journals, CDs or the internet without reference to

the source.

building on the ideas of another person without reference to the source.

buying, stealing or borrowing another person’s work and presenting it as his/her own.

submitting work to which another person such as a parent, coach or subject expert has

contributed substantially.

using words, ideas, designs or the work of others in practical and performance tasks


without appropriate acknowledgement.

changing an answer after the paper has been returned or changing a mark.

paying someone to write or prepare material.

breaching school examination rules.

taking non-approved aids into an assessment task/examination.

contriving false explanations to justify work not handed in by the due date.

assisting another student to engage in malpractice.

PLAGIARISM Plagiarism occurs when a student copies another person's work, and then states or

implies that it is his/her own, without acknowledgment. This includes words and text

from books and websites, drawings, maps, graphics and art, as well as ideas and

thoughts.

Plagiarism is cheating. It will result in the student receiving a zero for the task.

A student’s work may be cited for plagiarism if he/she, without acknowledgement of

the source,

makes a direct copy of one or more sentences and/or paragraphs from a source

document.

copies sentences and/or paragraphs, though he/she has changed their order.

makes cosmetic changes to sentences and/or paragraphs. This may include changing

the tense, placing in some synonyms, changing the order of adjectives and nouns or

deliberately adding grammar and/or spelling mistakes.

deletes information that was in brackets or a list of examples from sentences and/or

paragraphs in the source.

changes the order of phrases in the sentence.

uses information from a source that is not included in the bibliography.

Students need to be aware that summarising and paraphrasing can also be considered

plagiarism. Acceptable paraphrasing means that the student expresses the ideas using

original language and sentence structure. If the student keeps even short phrases from

the original source document, he/she must cite the source. Students must take care to

use only a limited amount of citing in their work.

This HSC Assessment Handbook contains a section on writing a bibliography and

referencing quotes (Appendix 3).

Students who would like to learn more about acceptable paraphrasing and the use of

quotes can access the following web sites.

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?searc

h_query=plagiarism

https://wts.indiana.edu/writing-guides/plagiarism.html

www.hamilton.edu/writing/style/plagiarism/plagiarism.html

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

http://educationstandards.nsw.edu.au/wps/portal/nesa/Advanced%20Search?search_query=plagiarism

https://wts.indiana.edu/writing-guides/plagiarism.html

http://www.hamilton.edu/writing/style/plagiarism/plagiarism.html


IMPORTANT NOTE

In the external HSC examination, the NSW Education Standards Authority (NESA) awards

zero to any script in which

only the multiple choice questions and/or true/false and/or matching questions have been

done.

some or all of the answers appear not to be genuine attempts to really answer the question/s

asked. This may include copying or modifying some or all of the question/s or leaving a

number of blanks.

frivolous or objectionable material has been included.

In Year 12 this will result in a non-award in that course and if the course counts towards the ten

units required to be completed for the award of a Higher School Certificate, the student will not

receive a Higher School Certificate.

This will also result in the student not being awarded an ATAR if this course counts towards

his/her 10 units.

Sefton High School will follow this same rule in all years for school assessment tasks

including examinations. Any such script will be treated as a non-serious attempt and awarded

zero. The task will have to be redone in order to meet course outcome requirements but the zero

mark will remain.

Only black non-erasable pens are to be used in Sefton High School assessment tasks

(including examinations). Queries regarding marked tasks will not be addressed if any part of the

task has been completed with an erasable pen or if correction fluid or tape has been used in that

part of the task being queried.


COURSE DETAILS

AND ASSESSMENT

TASK

INFORMATION FOR

YEAR 12

HIGHER SCHOOL CERTIFICATE ASSESSMENT HANDBOOK 2019 – 2020 13

ANCIENT HISTORY

Course Description

The Year 12 course is structured to provide students with opportunities to apply their understanding of archaeological and

written sources and relevant historiographical issues in the investigation of the ancient past. The course comprises four

sections. Students are required to study all four sections of the course. The four sections are as follows: Core Study: Cities of

Vesuvius – Pompeii and Herculaneum, Ancient Societies, Personalities in their Times and Historical Periods.

Objectives HSC Course Outcomes

Students:

Develop knowledge and understanding of a

range of features, people, places, events and

developments of the ancient world in their

historical context

Develop an understanding of continuity and

change over time.

AH12-1 accounts for the nature of continuity and change in the

ancient world

AH12-2 proposes arguments about the varying causes and effects of

events and developments

AH12-3 evaluates the role of historical features, individuals and

groups in shaping the past

AH12-4 analyses the different perspectives of individuals and groups

in their historical context

AH12-5 assesses the significance of historical features, people, places, events and developments of the ancient world

Students:

Undertake the process of historical inquiry

Use historical concepts and skills to examine

the ancient past

Communicate an understanding of history,

sources and evidence, and historical

interpretations.

AH12-6 analyses and interprets different types of sources for

evidence to support an historical account or argument

AH12-7 discusses and evaluates differing interpretations and

representations of the past

AH12-8 plans and conducts historical investigations and presents

reasoned conclusions, using relevant evidence from a range of

sources

AH12-9 communicates historical understanding, using historical

knowledge, concepts and terms, in appropriate and well-structured

forms

AH12-10 analyses issues relating to the ownership, custodianship and

conservation of the ancient past

NESA ASSESSMENT COMPONENTS

Knowledge and understanding of course content 40 %

Historical skills in the analysis and evaluation of sources and interpretations 20 %

Historical inquiry and research 20 %

Communication of historical understanding in appropriate forms 20 %

ASSESSMENT TASK

DESCRIPTION

DUE DATE WEIGHTING

1. Source-based task 2. Mid-course assessment

3. Historical analysis

4. Trial HSC examination

2019 Term 4, Week 10 2020 Term 1 Weeks 10 and 11

2020 Term 2, Week 6

2020 Term 3 Weeks 3-5

15% 30%

25%

30%

TOTAL 100 %


BIOLOGY

Course Description

The Biology course explores the diversity of life from a molecular to a biological systems level. The course examines the

interactions between living things and the environments in which they live. It explores the application of biology and its

significance in finding solutions to health and sustainability issues in a changing world.

Biology uses Working Scientifically processes to develop scientific investigative skills. It focuses on developing problem-

solving and critical thinking skills in order to understand and support the natural environment. When Working

Scientifically, students are provided with opportunities to design and conduct biological investigations both individually

and collaboratively.

OBJECTIVES YEAR 12 COURSE OUTCOMES

Skills

Students develop skills in applying the

processes of Working Scientifically

A student:

Questioning and predicting BIO12-1 develops and evaluates questions and hypotheses for scientific investigation

Planning investigations BIO12-2 designs and evaluates investigations in order to obtain primary and

secondary data and information

Conducting investigations BIO12-3 conducts investigations to collect valid and reliable primary and


Processing data and information BIO12-4 selects and processes appropriate qualitative and quantitative data and

information using a range of appropriate media

Analysing data and information BIO12-5 analyses and evaluates primary and secondary data and information

Problem solving BIO12-6 solves scientific problems using primary and secondary data, critical

thinking skills and scientific processes

Communicating BIO12-7 communicates scientific understanding using suitable language and

terminology for a specific audience or purpose

Knowledge and Understanding

Students:

A student:

develop knowledge and understanding

of heredity and genetic technologies BIO12-12 explains the structures of DNA and analyses the mechanisms of

inheritance and how processes of reproduction ensure continuity of species

BIO12-13 explains natural genetic change and the use of genetic technologies

to induce genetic change


of the effects of disease and disorders BIO12-14 analyses infectious disease in terms of cause, transmission,

management and the organism’s response, including the human immune

system

BIO12-15 explains non-infectious disease and disorders and a range of

technologies and methods used to assist, control, prevent and treat non-

infectious disease

Values and Attitudes

Students:

develop positive, informed values and attitudes towards biology

recognise the importance and relevance of biology in their lives

recognise the influence of economic, political and societal impacts on the development of scientific knowledge

develop an appreciation of the influence of imagination and creativity in scientific research.


Skills in working scientifically

Knowledge and understanding of course content

60%

40%

ASSESSMENT TASK DESCRIPTION DUE DATE WEIGHTING

1. Research Task: research Term 4 Week 8 20%

2. Depth Studies: series of investigations/activities Term 1 Weeks 10 & 11 30%

3. Practical/Skills Task Term 2 Week 5 20%

4. Trial HSC Examination Term 3 Weeks 3-5 30%

TOTAL 100%


BUSINESS STUDIES

Course Description Business activity is a feature of everyone’s life. The Business Studies syllabus encompasses the theoretical and practical aspects

of business in ways students will encounter throughout their lives. It offers learning from the planning of a small business to the

management of operations, marketing, finance and human resource in large businesses.

Contemporary business issues and case studies are embedded in the course to provide a stimulating and relevant framework for

students to apply to problems encountered in the business environment. Business Studies fosters intellectual, social and moral

development by assisting students to think critically about the role of business and its ethical responsibilities to society.


The student develops knowledge and

understanding about The student

1. The nature, role and structure of business

H1 critically analyses the role of business in Australia

2. Internal and external influences on business H2 evaluates management strategies in response to changes in internal and

external influences

H3 discusses the social and ethical responsibilities of management

3. The functions and processes of business

activity H4 analyses business functions and processes in large and global businesses

4. Management strategies and their

effectiveness H5 explains management strategies and their impact on businesses

H6 evaluates the effectiveness of management in the performance of

businesses The student develops skills to

1. investigate, synthesise and evaluate

contemporary business issues and

hypothetical and actual business situations

H7 plans and conducts investigations into contemporary business issues

H8 organises and evaluates information for actual and hypothetical business

situations

2. communicate business information and

issues using appropriate formats

H9 communicates business information, issues, and concepts in appropriate

formats

3. apply mathematical concepts appropriate to

business situations.

H10 applies mathematical concepts appropriately in business situations


Knowledge and understanding of course content 40%

Stimulus-based skills 20%

Inquiry and research 20%

Communication of business information, ideas and issues in appropriate forms 20%


1. Business Knowledge and Communication

2. Mid Course Assessment

3. Inquiry and Research

4. Trial HSC Examination

2019 Term 4, Week 9

2020 Term 1, Weeks 10-11

2020 Term 2, Week 7


20%

30%

20%

30%

TOTAL 100%


CHEMISTRY

Course Description

The Chemistry course explores the structure, composition and reactions of and between all elements, compounds and

mixtures that exist in the Universe. The discovery and synthesis of new compounds, the monitoring of elements and

compounds in the environment, and an understanding of industrial processes and their applications to life processes are

central to human progress and our ability to develop future industries and sustainability.

An understanding of chemistry is developed through the application of Working Scientifically skills. It focuses on the

exploration of models, understanding of theories and laws, and examination of the interconnectedness between seemingly

dissimilar phenomena.


Skills



A student:

Questioning and predicting CH12-1 develops and evaluates questions and hypotheses for scientific

investigation

Planning investigations CH12-2 designs and evaluates investigations in order to obtain primary and


Conducting investigations CH12-3 conducts investigations to collect valid and reliable primary and


Processing data and information CH12-4 selects and processes appropriate qualitative and quantitative data and

information using a range of appropriate media

Analysing data and information CH12-5 analyses and evaluates primary and secondary data and information

Problem solving CH12-6 solves scientific problems using primary and secondary data, critical

thinking skills and scientific processes

Communicating CH12-7 communicates scientific understanding using suitable language and

terminology for a specific audience or purpose

KNOWLEDGE AND

UNDERSTANDING

Students:

A student:


of equilibrium and acid reactions in

chemistry

CH12-12 explains the characteristics of equilibrium systems, and the

factors that affect these systems

CH12-13 describes, explains and quantitatively analyses acids and bases

using contemporary models


of the applications of chemistry CH12-14 analyses the structure of, and predicts reactions involving, carbon

compounds

CH12-15 describes and evaluates chemical systems used to design and analyse

chemical processes

VALUES AND ATTITUDES

Students:

develop positive, informed values and attitudes towards chemistry

recognise the importance and relevance of chemistry in their lives




Skills in working scientifically 60%



1. Research Task: research Term 4 Week 9 20%

2. Depth Studies: series of investigations/activities Term 1 Weeks 10 & 11 30%

3. Practical/Skills Task Term 2 Week 7 20%

4. Trial HSC Examination Term 3 Weeks 3-5 30%

TOTAL 100%


COMMUNITY AND FAMILY STUDIES Course Description

Community and Family Studies is designed to develop in each student an understanding of the diverse nature and interdependence of families

and communities within Australian society. The course enables students to plan and manage resources effectively in order to address issues

facing families and communities.

Aim

Community and Family Studies aims to develop in each student an ability to manage resources and take action to support the needs of

individual, groups, families and communities in Australian societies.

Objectives HSC Outcomes

Students will develop: A student:

1. knowledge and understanding about resource

management and its role in ensuring individual,

group, family and community wellbeing

H1.1 analyses the effect of resource management on the wellbeing of individuals,

groups, families and communities

2. knowledge and understanding about the

contribution positive relationships make to

individual, group, family and community

wellbeing

H2.1 analyses different approaches to parenting and caring relationships

H2.2 evaluates strategies to contribute to positive relationships and the wellbeing

of individuals, groups, families and communities

H2.3 critically examines how individual rights and responsibilities in various

environments contribute to wellbeing

3. knowledge and understanding about the

influence of a range of societal factors on

individuals and the nature of groups, families and

communities

H3.1 analyses the sociocultural factors that lead to special needs of individuals in

groups

H3.2 evaluates networks available to individuals, groups and families within

communities

H3.3 critically analyses the role of policy and community structures in supporting

diversity

H3.4 critically evaluates the impact of social, legal and technological change on

individuals, groups, families and communities

4. knowledge and understanding about research

methodology and skills in researching, analysing

and communicating

H4.1 justifies and applies appropriate research methodologies

H4.2 communicates ideas, debates issues and justifies opinions

5. skills in the application of management processes

to meet the needs of individuals, groups, families

and communities

H5.1 proposes management strategies to enable individuals and groups to satisfy

their specific needs and to ensure equitable access to resources

H5.2 develops strategies for managing multiple roles and demands of family,

work and other environments

6. skills in critical thinking and the ability to take

responsible action to promote wellbeing

H6.1 analyses how the empowerment of women and men influences the way they

function within society

H6.2 formulates strategic plans that preserve rights, promote responsibilities and

establish roles leading to the creation of positive social environments

7. an appreciation of the diversity and

interdependence of individuals, families, groups

and communities

7.1 appreciates differences among individuals, groups and families within

communities and values their contributions to society

7.2 develops a sense of responsibility for the wellbeing of themselves and others

7.3 appreciates the value of resource management in response to change

7.4 values the place of management in coping with a variety of role expectations



Skills in critical thinking, research methodology, analysing and communicating 60%


Task 1 – Groups in context

Task 2 – Parenting and Caring

Task 3 - Research methodology

Task 4 – Trial HSC Examination

2012 Term 4 Week 8

2020 Term 1 Week 6

2020 Term 2 Week 5


25%

25%

20%

30%

TOTAL 100%


DESIGN AND TECHNOLOGY Course Description

The HSC course applies the knowledge and understanding of designing and producing from the preliminary course. It involves

the development and realisation of a Major Design Project, a case study of an innovation, along with the study of innovation and

emerging technologies. The study of the course content is integrated with the development of a Major Design Project, worth 60%

of the HSC mark. This project requires students to select and apply appropriate design, production and evaluation skills to a

product, system or environment that satisfies an identified need or opportunity. The case study of an innovation requires students

to identify the factors underlying the success of the innovation selected, analyse associated ethical issues and discuss its impact

on Australian society.

OBJECTIVES HSC OUTCOMES

Students will develop A student

1. knowledge and understanding about design

theory and design processes in a range of

contexts

H1.1

H1.2

critically analyses the factors affecting design and the development

and success of design projects

relates the practices and processes of designers and producers to

the major design project

2. knowledge, understanding and appreciation of

the interrelationship of design, technology,

society and the environment

H2.1

H2.2

explains the influence of trends in society on design and production

evaluates the impact of design and innovation on society and the

environment

3. creativity and an understanding of innovation

and entrepreneurial activity in a range of

contexts

H3.1

H3.2

analyses the factors that influence innovation and the success of

innovation

uses creative and innovative approaches in designing and

production

4. skills in the application of design processes to

design, produce and evaluate quality design

projects that satisfy identified needs and

opportunities

H4.1

H4.2

H4.3

identifies a need or opportunity and researches and explores ideas

for design development and production of the major design project

selects and uses resources responsibly and safely to realise a

quality major design project

evaluates the processes undertaken and the impacts of the major

design project

5. skills in research, communication and

management in design and production

H5.1

H5.2

manages the development of a quality major design project

selects and uses appropriate research methods and communication

techniques

6. knowledge and understanding about current and

emerging technologies in a variety of settings

H6.1

H6.2

justifies technological activities undertaken in the major design

project through the study of industrial and commercial practices

critically assesses the emergence and impact of new technologies,

and the factors affecting their development


Innovation and emerging technologies 40%

Designing and Producing 60%


1. Oral presentation, Ideas for the MDP

2. Innovation Case Study

3. Management Plan and Report

4. Trial HSC

5. Major Design Project and Portfolio

2019 Term 4, Week 8

2020 Term 1, Week 6

2020 Term 2, Week 9


2020 Term 3 Week 6

25%

25%

25%

25%

Requirement for NESA

TOTAL 100 %


ECONOMICS

Course Description Economics provides an understanding for students about many aspects of the economy and its operation that are frequently reported

in the media. It investigates issues such as why unemployment or inflation rates change and how these changes will impact on

individuals in society. Economics develops students’ knowledge and understanding of the operation of the global and Australian

economy. It develops the analytical, problem-solving and communication skills of students. There is a strong emphasis on the

problems and issues in a contemporary Australian economic context within the course.


A student will develop knowledge and

understanding about

A student

1. The economic behaviour of individuals

firms, institutions and governments

2. the function and operation of markets

3. the operation and management of

economies

4. contemporary economic problems and

issues facing individuals, firms and

governments

H1 demonstrates understanding of economic terms, concepts and

relationships

H2 analyses the economic role of individuals, firms, institutions and

governments

H3 explains the role of markets within the global economy

H4 analyses the impact of global markets on the Australian and global

economies

H5 discusses policy options for dealing with problems and issues in

contemporary and hypothetical contexts

H6 analyses the impact of economic policies in theoretical and

contemporary Australian contexts

H7 evaluates the consequences of contemporary economic problems and

issues on individuals, firms and governments

A student develops skills to A student

5. Investigate and engage in effective

analysis, synthesis and evaluation of

economic information from a variety of

sources

6. Communicate economic information, ideas

and issues in appropriate forms

H8 applies appropriate terminology, concepts and theories in

contemporary and hypothetical economic contexts

H9 selects and organises information from a variety of sources for

relevance and reliability

H10 communicates economic information, ideas and issues in appropriate

forms

H11 applies mathematical concepts in economic contexts

H12 works independently and in groups to achieve appropriate goals in

set timelines



Stimulus-based skills 20%


Communication of economic information, ideas and issues in appropriate forms 20%


1. Globalisation Inquiry and Research

2. Mid Course Assessment – knowledge and

understanding

3. Economic Issues – Stimulus Based Skills


2019 Term 4, Week 8

2020 Term 1, Weeks 10-11

2020 Term 2, Week 8


20%

30%

20%

30%

TOTAL 100%


ENGLISH: ADVANCED Course Description

English Advanced is designed for students to undertake the challenge of higher-order thinking to enhance their personal,

social, educational and vocational lives. These students apply critical and creative skills in their composition of and

response to texts in order to develop their academic achievement through understanding the nature and function of

complex texts.

HSC English Advanced Objectives HSC English Advanced Outcomes

Through responding to and composing a wide

range of texts and through the close study of

texts, students will develop knowledge,

understanding and skills in order to:

A student:

Objective A

communicate through speaking, listening,

reading, writing, viewing and representing

EA12-1

independently responds to, composes and evaluates a range of complex

texts for understanding, interpretation, critical analysis, imaginative

expression and pleasure

EA12-2

uses, evaluates and justifies processes, skills and knowledge required to

effectively respond to and compose texts in different modes, media and

technologies

Objective B

use language to shape and make meaning

according to purpose, audience and context

EA12-3

critically analyses and uses language forms, features and structures of

texts justifying appropriateness for specific purposes, audiences and

contexts and evaluates their effects on meaning

EA12-4

strategically adapts and applies knowledge, skills and understanding of

language concepts and literary devices in new and different contexts

Objective C

think in ways that are imaginative, creative,

interpretive and critical

EA12-5

thinks imaginatively, creatively, interpretively, critically and

discerningly to respond to, evaluate and compose texts that synthesise

complex information, ideas and arguments

EA12-6

investigates and evaluates the relationships between texts

Objective D

express themselves and their relationships

with others and their world

EA12-7

evaluates the diverse ways texts can represent personal and public

worlds and recognises how they are valued

EA12-8

explains and evaluates nuanced cultural assumptions and values in

texts and their effects on meaning

Objective E

learn and reflect on their learning through

their study of English

EA12-9

reflects on, evaluates and monitors own learning and refines individual

and collaborative processes as an independent learner



Skills in responding to texts and communication of 50%

ideas appropriate to audience, purpose and context

across all modes


1. Common Module – Extended Response

Module C - Imaginative Response

2019 Term 4 Week 9 25%

2. Module A – Extended Response

Module C – Discursive Response

2020 Term 1 Weeks 10-11 25%

3. Module B – Multimodal Response 2020 Term 2 Week 8 20%


Paper 1 – Common Module

Paper 2 – Modules A, B and C

2020 Term 3 Weeks 3-5 30%

TOTAL 100%

ENGLISH: EXTENSION 1


Course Description

English Extension is designed for students undertaking English Advanced who choose to study at a more intensive level in

diverse but specific areas. They enjoy engaging with complex levels of conceptualisation and seek the opportunity to work

in increasingly independent ways.

HSC English Extension Objectives HSC English Extension Outcomes

Through responding to and composing a

wide range of texts and through the close

study of texts, students will develop

knowledge, understanding and skills in

order to:

A student:

Objective A

articulate understanding through

speaking, listening, reading, writing,

viewing and representing

EE12-1

demonstrates and applies insightful understanding of the dynamic, often

subtle, relationship between text, purpose, audience and context, across a

range of modes, media and technologies

Objective B

craft language to shape meaning and

express imaginative, creative,

interpretive and critical responses to

a range of texts

EE12-2

analyses and experiments with language forms, features and structures of

complex texts, discerningly evaluating their effects on meaning for different

purposes, audiences and contexts

Objective C


interpretive and critical ideas based

on sophisticated analysis and

theorising about complex texts and

values

EE12-3

independently investigates, interprets and synthesises critical and creative

texts to analyse and evaluate different ways of valuing texts in order to

inform and refine response to and composition of sophisticated texts

Objective D

express understanding of how

cultural, historical and social contexts

are represented in critical and

creative texts

EE12-4

critically evaluates how perspectives, including the cultural assumptions and

values that underpin those perspectives, are represented in texts

Objective E

reflect on and evaluate their own

processes of learning and creativity

EE12-5

reflects on and evaluates the development of their conceptual understanding

and the independent and collaborative writing and creative processes


Knowledge and understanding of complex texts and of how and why they are valued 50%

Skills in complex analysis, sustained composition and independent investigation 50%


1. Creative Response 2020 Term 1 Week 3/4 TBC 30%

2. Critical Response 2020 Term 2 Week 4/5 TBC 40%


Section 1 – Common Module

Section 2 – Elective

2020 Term 3 Weeks 3-5 30%

TOTAL 100%


ENGLISH: EXTENSION 2 Course Description

English Extension is designed for students undertaking English Advanced who choose to study at a more

intensive level in diverse but specific areas. They enjoy engaging with complex levels of conceptualisation

and seek the opportunity to work in increasingly independent ways.

HSC English Extension 2 Objectives HSC English Extension 2 Outcomes

Through responding to and composing a

wide range of texts and through the close

study of texts, students will develop

knowledge, understanding and skills in

order to:

A student:

Objective A

articulate understanding through

speaking, listening, reading, writing,

viewing and representing

EEX12-1

demonstrates a deep understanding of the dynamic relationship

between text, composer, audience and context through the

conceptualisation and execution of an extended composition

using appropriate mode, medium and technology

Objective B

craft language to shape meaning and


interpretive and critical responses to a

range of texts

EEX12-2

strategically and effectively manipulates language forms and

features to create a substantial extended composition for a

specific purpose, audience and context

Objective C


interpretive and critical ideas based on

sophisticated analysis and theorising

about complex texts and values

EEX12-3

applies knowledge, understanding and insight, refined through

analysis, interpretation, criticism and evaluation of strategically

chosen texts, to shape new meaning in an original composition

Objective D

express understanding of how cultural,

historical and social contexts are

represented in critical and creative texts

EEX12-4

undertakes extensive independent investigation to articulate a

personal perspective that explores, challenges, speculates or

evaluates a significant situation, event or idea

Objective E

reflect on and evaluate their own

processes of learning and creativity

EEX12-5

reflects on and evaluates the composition process and the

effectiveness of their own published composition


Skills in extensive independent research 50%

Skills in sustained composition 50%


1. Viva Voce – Addressing the Major Work Written

Proposal

2020 Term 1 Week 4 TBC 30%

2. Literature Review – Research and Reflection Task 2020 Term 2 Week 3 TBC 40%

3. Critique of the Creative Process 2020 Term 2 Week 9 TBC 30%

4. Major Work, Reflection Statement and Journal – to

be submitted to NESA

2020 Term 3 Week 5 (see NESA

calendar)

NESA

Requirement

TOTAL 100%


ENGLISH: STANDARD Course Description

English Standard is designed for all students to increase their expertise in English and consolidate their English literacy

skills in order to enhance their personal, social, educational and vocational lives. The students learn to respond to and

compose a wide variety of texts in a range of situations in order to be effective, creative and confident communicators.

HSC English Standard Objectives HSC English Standard Outcomes

Through responding to and composing a wide

range of texts and through the close study of

texts, students will develop knowledge,

understanding and skills in order to:

A student:

Objective A

communicate through speaking, listening,

reading, writing, viewing and

representing

EN12-1

independently responds to and composes complex texts for

understanding, interpretation, critical analysis, imaginative

expression and pleasure

EN12-2

uses, evaluates and justifies processes, skills and knowledge required

to effectively respond to and compose texts in different modes, media

and technologies

Objective B

use language to shape and make meaning

according to purpose, audience and

context

EN12-3

analyses and uses language forms, features and structures of texts and

justifies their appropriateness for purpose, audience and context and

explains effects on meaning

EN12-4

adapts and applies knowledge, skills and understanding of language

concepts and literary devices into new and different contexts

Objective C

think in ways that are imaginative,

creative, interpretive and critical

EN12-5

thinks imaginatively, creatively, interpretively, analytically and

discerningly to respond to and compose texts that include considered

and detailed information, ideas and arguments

EN12-6

investigates and explains the relationships between texts

Objective D

express themselves and their relationships

with others and their world

EN12-7

explains and evaluates the diverse ways texts can represent personal

and public worlds

EN12-8

explains and assesses cultural assumptions in texts and their effects

on meaning

Objective E

learn and reflect on their learning through

their study of English

EN12-9

reflects on, assesses and monitors own learning and refines individual

and collaborative processes as an independent learner



Skills in responding to texts and communication of 50%

Ideas appropriate to audience, purpose and context

across all modes


1. Common Module – Extended Response

Module C — Imaginative Response

2019 Term 4 Week 9 25%

2. Module A – Extended Response

Module C – Discursive Response

2020 Term 1 Weeks 10-11 25%

3. Module B – Multimodal Response 2020 Term 2 Week 8 20%


Paper 1 – Common Module

Paper 2 – Modules A, B and C

2020 Term 3 Weeks 30-5 30%

TOTAL 100%


HISTORY EXTENSION Course Description

HSC History Extension involves the study and evaluation of the ideas and processes used by historians to construct

history. In Part 1 of the course, students investigate the question “What is history?” through a selection of readings and

through one case study. In Part II, students design, undertake and communicate their own personal historical inquiry.


A student develops knowledge and

understanding about:

A student:

1. significant historiographical ideas and

processes

HE12-1 analyses and evaluates different approaches to history and

the complexity of factors that shape historical interpretations

A student develops skills in: A student:

2. designing, undertaking and evaluating

historical inquiry

3. communicating their understanding of

historiography and the results of historical

inquiry

HE12-2 plans, conducts and presents a substantial historical

investigation involving analysis, synthesis and evaluation of

information from historical sources of differing perspectives

and historical approaches

HE12-3 communicates through detailed, well-structured texts to

explain, argue, discuss, analyse and evaluate historical issues

HE12-4 constructs an historical position about an area of historical

inquiry, and discusses and challenges other positions


Knowledge and understanding of significant historical ideas and processes 40%

Skills in designing, undertaking and communicating historical inquiry and analysis 60%


1. Historical Process • Proposal • Process Log • Annotated Sources

2. History Project (Essay)


2019 Term 4, Week 7 2020 Term 2, Week 5

2020 Term 2, Week 5

2020 Term 2, Week 5


30%

40%

30%

TOTAL 100%


VOCATIONAL EDUCATION AND TRAINING (VET) COURSES Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate (HSC) or

Record of School Achievement (RoSA). VET courses are designed to deliver workplace-specific skills and

knowledge and cover a wide range of careers and industries. VET courses for secondary students are developed

by NSW Educational Standards Authority (NESA) and are based on national training packages.

VET courses allow students to gain both HSC or RoSA qualifications and a national qualification or a statement

of attainment recognised throughout Australian as part of the Australian Qualification Framework (AQF). These

qualifications are widely recognised by industry, employers and tertiary training providers and universities and

will assist students to progress to various education and training sectors and employment.

Public Schools NSW, Ultimo is accredited as a Registered Training Organisation (RTO) to deliver and assess

VET qualifications to secondary students.

It is mandatory for all students studying a VET course to create a Unique Student Identifier (USI). Students

will require a form of identification for the creation of the USI. Examples include a Medicare Card, Australian

Birth Certificate, Driver’s License or a valid Passport.

Board Developed VET courses are classified as Category B subjects and ONLY ONE can contribute to the

calculation of the Australian Tertiary Admission Rank (ATAR). These courses have an optional HSC

examination. Students wishing to include a VET course in the ATAR calculation must sit the HSC examination

after they have completed a minimum of 4 Preliminary and/or HSC units.

Board Developed VET courses have specified workplace requirements and include 70 hours of industry specific

mandatory work placement or simulated workplace hours as determined by NESA.

Board Endorsed VET Courses do count towards the HSC or RoSA but do not have HSC examinations therefore

can’t count in the calculations of the ATAR. Board Endorsed VET Courses have mandatory or recommended

industry specific work placement.

Assessment in all VET courses is competency based. The student is assessed on what they can do (the skills)

and what they know (the knowledge) that will equip them in the workplace. Students who have successfully

achieved competency will have the skills and knowledge to complete workplace activities in a range of different

situations and environments, to an industry standard of performance expected in the workplace.

Competency-based assessment materials are designed to ensure each learner has achieved all the outcomes

(skills and knowledge) to the level of the qualification. Competency-based training is based on performance

standards that have been set by industry.

Students will receive documentation showing any competencies achieved for the VET course undertaken.

Due to the specific requirements of a VET course it is recommended students speak to the VET Coordinator or

Careers Adviser before choosing the course to ensure they are fully aware of the requirements and the course is

suitable for their individual needs, knowledge and skills.


Public Schools NSW, Ultimo Registered Training Organisation 90072

VOCATIONAL EDUCATION and TRAINING

2020 HOSPITALITY KITCHEN OPERATIONS COURSE DESCRIPTION This may change due to Training Package and NSW Education Standards Authority (NESA) updates.

Notification of variations will be made in due time.

Course: Hospitality - Kitchen Operations 2 or 4 Preliminary and/or HSC units in total

Board Developed Course Category B for Australian Tertiary Admission Rank

(ATAR)

This course is accredited for the HSC and provides students with the opportunity to obtain nationally recognised vocational

training. This is known as dual accreditation.

SIT20416 Certificate II in Kitchen Operations

Based on SIT Tourism, Travel and Hospitality training

package (version 1.2)

Units of Competency

Core

BSBWOR203 Work effectively with others

SITHCCC001 Use food preparation equipment

SITHCCC005 Prepare dishes using basic methods of cookery

SITHCCC011 Use cookery skills effectively

SITHKOP001 Clean kitchen premises and equipment

SITXFSA001 Use hygienic practices for food safety

SITXINV002 Maintain the quality of perishable items

SITXWHS001 Participate in safe work practice

Electives SITHCCC002 Prepare and present simple dishes

SITHCCC003 Prepare and present sandwiches

SITHCCC006 Prepare appetisers and salads

BSBSUS201 Participate in environmentally sustainable

work practices

SITXFSA002 Participate in safe food handling practices

SITHIND002 Source and use information on the hospitality

industry

Students may apply for Recognition of Prior Learning and /or Credit Transfer provided suitable evidence is submitted.

Recommended Entry Requirements

Students selecting this course should be interested in working in a kitchen preparing food. They should be able to lift and carry

equipment, use hand held and larger commercial kitchen equipment. Students will be required to attend events and functions

out of school hours. There will be out of class homework, research activities and assignments.

Examples of occupations in the hospitality industry

trainee chef short order

fast food cook breakfast cook

Mandatory HSC Course Requirements Students must complete 240 indicative hours of course work and a minimum of 70

hours work placement.Students who do not meet these requirements will be `N` determined as required by NESA.

External Assessment (optional HSC examination for ATAR purposes) The Higher School Certificate examination for Hospitality Kitchen is only available after completion of 240 indicative hours

and will involve a written examination consisting of multiple-choice items, short answers and extended response items. The

examination is independent of the competency-based assessment undertaken during the course and has no impact on the

eligibility of a student to receive a vocational qualification.

Competency-Based Assessment

Students in this course work to develop the competencies, skills and knowledge described by each unit of competency listed

above. To be assessed as competent a student must demonstrate to a qualified assessor the competency requirements for

performance and knowledge of the units/s of competency.

Appeals and Complaints

Students may lodge a complaint or an appeal about a decision (including assessment decisions) through the VET teacher.

Course Costs: Resources $0 Consumables $140 per year Other $85 approx (Uniform)

Refund Arrangements on a pro-rata basis Please see your VET teacher to enquire about financial assistance

A school-based traineeship and apprenticeship are available in this course, for more information: http://www.sbatinnsw.info/

Exclusions - VET course exclusions can be checked on the NESA website at http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions

http://www.sbatinnsw.info/

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/vet/course-exclusions


INFORMATION PROCESSES AND TECHNOLOGY Course Description Information Processes and Technology is the study of information-based systems. It focuses on information processes

performed by these systems and the information technology that allows them to take place. Social, ethical and non-computer

procedures resulting from the processes are considered. Different types of information systems are studied. Through project

development, students will create their own information system to meet an identified need. For example: a multimedia

project and restaurant ordering system created in MS Access.



1. knowledge and understanding of the nature and

function of information systems

H1.1 applies an understanding of the nature and function of

information technologies to a specific practical situation

H1.2 explains and justifies the way in which information systems

relate to information processes in a specific context

2. knowledge and understanding of

interrelationships among information

processes

H2.1 analyses and describes a system in terms of the information

processes involved

H2.2 develops solutions for an identified need which address all of the

information processes

3. an understanding and appreciation of social and

ethical issues pertaining to information systems,

technologies and processes

H3.1 evaluates the effect of information systems on the individual,

society and the environment

H3.2 demonstrates ethical practice in the use of information systems,

technologies and processes

4. an understanding and appreciation of the

emerging nature of information systems,

technologies and processes within a historical

context

H4.1 proposes ways in which information systems will meet emerging

needs

5. skills in the discriminatory selection and

ethical use of appropriate resources and tools

to support information systems

H5.1 justifies the selection and use of appropriate resources and tools

to effectively develop and manage projects

H5.2 assesses the ethical implications of selecting and using specific

resources and tools

6. skills and techniques to creatively and

methodically plan, design and implement

information systems to address needs

H6.1 analyses situations, identifies a need and develops solutions

H6.2 selects and applies a methodical approach to planning, designing

or implementing a solution

7. skills in management, communication and

teamwork in relation to individual and group

activities

H7.1 implements effective management techniques

H7.2 uses methods to thoroughly document the development of

individual and/or group projects


Project Management 20%

Information Systems and Databases 20%

Communication Systems 20%

Option Strands 40%


1. Project Development Solution – Multi Media Systems 2019 Term 4 Week 8 25%

2. Research Task 2020 Term 1 Weeks 10-11 25%

3. Project Development Solution – Transaction Processing

Systems

2020 Term 2 Week 8 25%

4. Trial HSC Examination 2020 Term 3 Weeks 3-5 25%

TOTAL 100%


JAPANESE BEGINNERS Course Description In the HSC course, students will develop the linguistic and intercultural knowledge and understanding, and the

speaking, listening, reading and writing skills to communicate in Japanese. Topics studied through two interdependent

perspectives, The personal world and Japanese-speaking communities, provide contexts in which students develop

their communication skills in Japanese and their knowledge and understanding of language and culture.

Students’ skills in, and knowledge of, Japanese will be developed through tasks associated with a range of texts and

text types, which reflect the topics. Students will also gain an insight into the culture and language of Japanese-

speaking communities through the study of a range of texts. Objectives HSC Course Outcomes

A student:

Interacting 1.1 establishes and maintains communication in Japanese

1.2 manipulates linguistic structures to express ideas effectively in Japanese

1.3 sequences ideas and information

1.4 applies knowledge of the culture of Japanese-speaking communities to interact

appropriately Understanding texts 2.1 understands and interprets information in texts using a range of strategies

2.2 conveys the gist of and identifies specific information in texts

2.3 summarises the main points of a text

2.4 draws conclusions from or justifies an opinion about a text

2.5 identifies the purpose, context and audience of a text

2.6 identifies and explains aspects of the culture of Japanese-speaking communities in

texts. Producing texts 3.1 produces texts appropriate to audience, purpose and context

3.2 structures and sequences ideas and information

3.3 applies knowledge of diverse linguistic structures to convey information and express

ideas in Japanese

3.4 applies knowledge of the culture of Japanese-speaking communities to the

production of texts


Listening

Objective 1: Interacting

Objective 2: Understanding Texts 30%

Reading


Objective 2: Understanding Texts 30%

Writing


Objective 2: Producing Texts 20%

Speaking


Objective 2: Producing Texts 20%


1. Speaking task - Conversation 2019 Term 4, Week 9 20%

2. Mid course assessment

Listening (15%), Reading (5%) Writing (10%)

2020 Term 1 Weeks 10-11 30%

3. Reading comprehension task 2020 Term 2, Week 9 20%


Listening (15%), Reading (5%), Writing (10%)

2020 Term 3 Weeks 3-5 30%

TOTAL 100%


LEGAL STUDIES Course Description Legal Studies develops students’ knowledge and understanding of the nature and functions of law and law-making, the development

of Australian and international legal systems, the Australian constitution and law reform. It examines an individual’s rights and

responsibilities, how disputes are resolved and examines a contemporary issue concerning the individual and technology. Students

have the opportunity to investigate issues that illustrate how the law operates in practice. This is achieved by investigating, analysing

and synthesising legal information and investigating legal issues from a variety of perspectives.

The HSC course investigates the key areas of law, justice and human rights through a variety of focus studies which consider now

changes in society influence law reform.


A student develops knowledge and

understanding about

A student

1. the nature and institutions of domestic and

international law.

H1 identifies and applies legal concepts and terminology

H2 describes and explains key features of and the relationship between

Australian and international law

2. the operation of Australian and

international legal systems and the

significance of the rule of law.

H3 analyses the operation of domestic and international legal systems

H4 evaluates the effectiveness of the legal system in addressing issues

3. the interrelationship between law, justice

and society and the changing nature of the

law.

H5 explains the role of law in encouraging cooperation and resolving conflict,

as well as initiating and responding to change

H6 assesses the nature of the interrelationship between the legal system and

society

H7 evaluates the effectiveness of the law in achieving justice

A student develops skills in: A student: 4. investigating, analysing and

communicating relevant legal information

and issues.

H8 locates, selects, organises, synthesises and analyses legal information from

a variety of sources including legislation, cases, media, international

instruments and documents

H9 communicates legal information using well-structured and logical

arguments

H10 analyses differing perspectives and interpretations of legal information and

issues




Communication of Legal Studies information, issues and ideas in appropriate forms 20%


1. Knowledge and Understanding

2. Mid Course Assessment

3. Inquiry and Research Trial HSC

Examination


2019 Term 4 Week 7

2020 Term 1 Weeks 10-11

2020 Term , Week 6


20%

30%

20%

30%

TOTAL 100%


MATHEMATICS ADVANCED Course Description

The Mathematics Advanced course is a calculus based course focused on developing student awareness of mathematics as a unique and

powerful way of viewing the world to investigate order, relation, pattern, uncertainty and generality. The Mathematics Extension 1 Year

11 course includes the Mathematics Advanced Year 11 course. The Mathematics Extension 1 Year 12 course includes the Mathematics

Advanced Year 12 course. All students studying the Mathematics Advanced course will sit for an HSC examination.

The study of Mathematics Advanced in Stage 6:

enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely

and precisely

provides opportunities for students to consider various applications of mathematics in a broad range of contemporary contexts

through the use of mathematical modelling and use these models to solve problems related to their present and future needs

provides opportunities for students to develop ways of thinking in which problems are explored through observation, reflection and

reasoning

provides a basis for further studies in disciplines in which mathematics and the skills that constitute thinking mathematically have

an important role

provides an appropriate mathematical background for students whose future pathways may involve mathematics and its applications

in a range of disciplines at the tertiary level.


Students A student

develop knowledge, understanding and skills

about efficient strategies for pattern

recognition, generalisation and modelling

techniques

MA12-1 uses detailed algebraic and graphical techniques to critically construct,

model and evaluate arguments in a range of familiar and unfamiliar

contexts

MA12-2 models and solves problems and makes informed decisions about

financial situations using mathematical reasoning and techniques

MA12-3 applies calculus techniques to model and solve problems

develop the ability to use mathematical

concepts and skills and apply complex

techniques to the modelling and solution of

problems in algebra and functions,

measurement, financial mathematics, calculus,

data, statistics and probability

MA12-4 applies the concepts and techniques of arithmetic and geometric

sequences and series in the solution of problems

MA12-5 applies the concepts and techniques of periodic functions in the solution

of problems involving trigonometric graphs

MA12-6 applies appropriate differentiation methods to solve problems

MA12-7 applies the concepts and techniques of indefinite and definite integrals in

the solution of problems

MA12-8 solves problems using appropriate statistical processes

develop the ability to use advanced

mathematical models and techniques, aided by

appropriate technology, to organise

information, investigate, model and solve

problems and interpret a variety of practical

situations

MA12-9 chooses and uses appropriate technology effectively in a range of

contexts, models and applies critical thinking to recognise appropriate

times for such use

develop the ability to interpret and

communicate mathematics logically and

concisely in a variety of forms.

MA12-10 constructs arguments to prove and justify results and provides reasoning

to support conclusions which are appropriate to the context


Students will value and appreciate:

Mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response to

human needs by societies all around the globe

The importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking

responsibility for their own learning and evaluation of their mathematical development.


Understanding, fluency and communication 50%

Problem-solving, reasoning and justification 50%

Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The Year 11 course

is assumed knowledge and may be assessed.


1. Assessment Task 1 (Restricted Topics)


3. Investigation / Assignment Task 3


2019 Term 4 Week 8

2020 Term 1 Weeks 10-11

2020 Term 2 Week 7


20%

25%

25%

30%

TOTAL 100%


MATHEMATICS EXTENSION 1 Course Description

The Mathematics Extension 1 Year 11 course includes the Mathematics Advanced Year 11 course. The Mathematics

Extension 1 Year 12 course includes the Mathematics Advanced Year 12 course. The Mathematics Extension 2 Year

12 course includes the Mathematics Extension 1 Year 12 course, and therefore also the Mathematics Advanced Year 12

course. All students studying the Mathematics Extension 1 course will sit for an HSC examination.

The study of Mathematics Extension 1 in Stage 6:

enables students to develop thorough knowledge, understanding and skills in working mathematically and in

communicating concisely and precisely

provides opportunities for students to develop rigorous mathematical arguments and proofs, and to use mathematical

models extensively

provides opportunities for students to develop their awareness of the interconnected nature of mathematics, its beauty

and its functionality

provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a

vital role at a tertiary level

provides an appropriate mathematical background for students whose future pathways may involve mathematics and

its applications in such areas as science, engineering, finance and economics.

Objectives Outcomes

Students A student

develop efficient strategies to solve problems

using pattern recognition, generalisation,

proof and modelling techniques

ME12-1 applies techniques involving proof or calculus to model

and solve problems

develop the ability to use concepts and skills

and apply complex techniques to the solution

of problems and modelling in the areas of

trigonometry, functions, calculus, proof,

vectors and statistical analysis

ME12-2 applies concepts and techniques involving vectors and

projectiles to solve problems

ME12-3 applies advanced concepts and techniques in simplifying

expressions involving compound angles and solving

trigonometric equations

ME12-4 uses calculus in the solution of applied problems,

including differential equations and volumes of solids

of revolution

ME12-5 applies appropriate statistical processes to present,

analyse and interpret data

use technology effectively and apply critical

thinking to recognise appropriate times for

such use

ME12-6 chooses and uses appropriate technology to solve

problems in a range of contexts

develop the ability to interpret, justify and

communicate mathematics in a variety of

forms.

ME12-7 evaluates and justifies conclusions, communicating a

position clearly in appropriate mathematical forms



Mathematics as an essential and relevant part of life, recognising that its development and use has been largely in

response to human needs by societies all around the globe

The importance of resilience and self-motivation in undertaking mathematical challenges and the importance of

taking responsibility for their own learning and evaluation of their mathematical development.




Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The

Year 11 course is assumed knowledge and may be assessed.






2019 Term 4 Week 8

2020 Term 1 Weeks 10-11

2020 Term 2 Week 7


20%

25%

25%

30% TOTAL 100%


MATHEMATICS EXTENSION 2 Course Description

The Mathematics Extension 2 Year 12 course includes the Mathematics Extension 1 Year 12 course and the Mathematics Advanced Year 12

course. The Stage 6 Mathematics Advanced, Mathematics Extension 1 and Mathematics Extension 2 courses form a continuum. All students

studying the Mathematics Extension 2 course will sit for an HSC examination.

The study of Mathematics Extension 2 in Stage 6:

enables students to develop strong knowledge, understanding and skills in working mathematically and in communicating concisely and

precisely

provides opportunities to develop strong mathematical manipulative skills and a deep understanding of the fundamental ideas of algebra

and calculus, as well as an awareness of mathematics as an activity with its own intrinsic value, involving invention, intuition and

exploration

provides opportunities at progressively higher levels for students to acquire knowledge, understanding and skills in relation to concepts

within areas of mathematics that have applications in an increasing number of contexts

provides a basis for progression to further study in mathematics or related disciplines and in which mathematics has a vital role at tertiary

level

provides an appropriate mathematical background for students whose future pathways will be founded in mathematics and its

applications in such areas as science, engineering, finance and economics.

Objectives Outcomes

Students A student

develop efficient strategies to solve complex

problems using pattern recognition, generalisation,

proof and modelling techniques

MEX12-1 understands and uses different representations of numbers and

functions to model, prove results and find solutions to problems in a

variety of contexts

develop their knowledge, skills and understanding to

model and solve complex and interconnected

problems in the areas of proof, vectors and

mechanics, calculus and complex numbers

MEX12-2 chooses appropriate strategies to construct arguments and proofs in

both practical and abstract settings

MEX12-3 uses vectors to model and solve problems in two and three

dimensions

MEX12-4 uses the relationship between algebraic and geometric representations

of complex numbers and complex number techniques to prove

results, model and solve problems

MEX12-5 applies techniques of integration to structured and unstructured

problems

MEX12-6 uses mechanics to model and solve practical problems

develop their problem-solving and reasoning skills

to create appropriate mathematical models in a

variety of forms and apply these to difficult

unstructured problems

MEX12-7 applies various mathematical techniques and concepts to model and

solve structured, unstructured and multi-step problems

use mathematics as an effective means of

communication and justification in complex

situations.

MEX12-8 communicates and justifies abstract ideas and relationships using

appropriate language, notation and logical argument



Mathematics as an essential and relevant part of life, recognising that its development and use have been largely in response to human

needs by societies all around the globe

The importance of resilience and self-motivation in undertaking mathematical challenges and the importance of taking responsibility for

their own learning and evaluation of their mathematical development.




Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The Year 11 course is

assumed knowledge and may be assessed.






2019 Term 4 Week 8

2020 Term 1 Weeks 10-11

2020 Term 2 Week 7


20%

25%

25%

30%

TOTAL 100%


MATHEMATICS STANDARD 2 Course Description

The Mathematics Standard Year 11 course is a common course for all students studying the Mathematics Standard syllabus. In Year

12 students can elect to study either the Mathematics Standard 1 Year 12 course or the Mathematics Standard 2 Year 12 course.

All students studying the Mathematics Standard 2 course will sit for an HSC examination.

All students studying the Mathematics Standard course in Stage 6 will have the opportunity to enhance their numeracy skills and

capabilities. The content of the course aligns with Level 3 of the Australian Core Skills Framework.

The study of Mathematics Standard 2 in Stage 6:

enables students to develop their knowledge, understanding and skills in working mathematically and in communicating concisely and

precisely

provides opportunities for student to consider various applications of mathematics in a broad range of contemporary contexts through

the use of mathematical modelling and use these models to solve problems related to their present and future needs

provides opportunities for students to develop an understanding of and skills in further aspects of mathematics for concurrent HSC

studies

provides an appropriate mathematical background for students entering the workforce or undertaking further tertiary training.

OBJECTIVES OUTCOMES

Students: A student:

develop the ability to apply reasoning, and the

use of appropriate language, in the evaluation

and construction of arguments and the

interpretation and use of models based on

mathematics concepts

MS2-12-1 uses detailed algebraic and graphical techniques to critically evaluate and

construct arguments in a range of familiar and unfamiliar texts

MS2-12-2 analyses representations of data in order to make inferences, predictions

and draw conclusions

develop the ability to use concepts and apply

techniques to the solution of problems in

algebra and modelling, measurement,

financial mathematics, data and statistics,

probability and networks

MS2-12-3 interprets the results of measurements and calculations and makes

judgements about their reasonableness, including the degree of accuracy

and the conversion of units where appropriate.

MS2-12-4 analyses two-dimensional and three-dimensional models to solve

practical problems

MS2-12-5 makes informed decisions about financial situations, including annuities

and loan repayments

MS2-12-6 solves problems by representing the relationships between chancing

quantities in algebraic and graphical forms.

MS2-12-7 solves problems requiring statistical processes, including the use of the

normal distribution and the correlation of bivariate data

MS2-12-8 solves problems using networks to model decision-making in practical

problems

develop the ability to use mathematics skills

and techniques, aided by appropriate

technology, to organize information and

interpret practical situations.

MS2-12-9 chooses and uses appropriate technology effectively in a range of

contexts, and applies critical thinking to recognize appropriate times and

methods for such use.

develop the ability to interpret and

communicate mathematics in a variety of

written and verbal forms, including diagrams

and graphs

MS2-12-10 uses mathematical argument and reasoning to evaluate conclusions,

communicating a position clearly to others and justifying a response



Mathematics as an essential and relevant part of life, recognizing that its development and use have been largely in response to

human needs by societies all around the globe.

The importance of resilience in undertaking mathematical challenges, taking responsibility for their own learning and evaluating

their mathematical development.



Problem solving, reasoning and justification 50%

Formal school-based assessment in this course will focus on the course objectives and the Year 12 outcomes. The Year 11 course is

assumed knowledge and may be assessed.






2019 Term 4 Week 8

2020 Term 1 Weeks 10-11

2020 Term 2 Week 7


20%

25%

25%

30%

TOTAL 100%


MODERN HISTORY Course Description The HSC course provides the opportunity for students to investigate in depth a source-based study of World War I. They also

study key features and issues in the history of one country during the 20th century, a personality and an international study in

peace and conflict.


A student develops knowledge and understanding

about:

A student:

● develop knowledge and understanding of a

range of features, people, ideas, movements,

events and developments of the modern world

in their historical context

● develop an understanding of continuity and

change over time.

MH12-1 accounts for the nature of continuity and change in the modern

world

MH12-2 proposes arguments about the varying causes and effects of

events and developments

MH12-3 evaluates the role of historical features, individuals, groups and

ideas in shaping the past

MH12-4 analyses the different perspectives of individuals and groups in

their historical context

MH12-5 assesses the significance of historical features, people, ideas,

movements, events and developments of the modern world

A student develops skills in: A student:

● undertake the process of historical inquiry

● use historical concepts and skills to examine

the modern past

● communicate an understanding of history,

sources and evidence, and historical

interpretations.

MH12-6 analyses and interprets different types of sources for evidence to

support an historical account or argument

MH12-7 discusses and evaluates differing interpretations and

representations of the past

MH12-8 plans and conducts historical investigations and presents

reasoned conclusions, using relevant evidence from a range of sources

MH12-9 communicates historical understanding, using historical

knowledge, concepts and terms, in appropriate and well-structured forms



Historical skills in the analysis and evaluation of sources and interpretations 20%

Historical inquiry and research 20%

Communication of historical understanding in appropriate forms 20%


1. Source-based task

2. Mid course Assessment

3. Historical Analysis


2019 Term 4 Week 9

2020 Term 1 Weeks 10-11

2020 Term 2 Week 10


20%

30%

20%

30%

TOTAL 100%


PERSONAL DEVELOPMENT, HEALTH & PHYSICAL

EDUCATION

Course Description

In the HSC course, students focus on major issues related to Australia’s health status. They also look at factors that affect physical

performance. They undertake optional study from a range of choices. This includes investigating the health of young people or of

groups experiencing health inequities. In other options, students focus on improved performance and safe participation by learning

about advanced approaches to training or sports medicine concepts. There is also an opportunity to think critically about the factors

that impact on sport and physical activity in Australian society.

Aim

The aim of the HSC course is to develop in each student a capacity to think critically about key issues related to health and physical

activity in order to make informed decisions that support and contribute to healthy, active, lifestyles and communities.


A student develops A student

1. knowledge and understanding of the factors that

affect health.

H1 describes the nature, and justifies the choice, of Australia’s health

priorities

H2 analyses and explains the health status of Australians in terms of current

trends and groups most at risk

H3 analyses the determinants of health and health inequities

2. a capacity to exercise influence over personal and

community health outcomes.

H4 argues the case for health promotion based on the Ottawa Charter

H5 explains the different roles and responsibilities of individuals,

communities and governments in addressing Australia’s health

priorities

H6 demonstrates a range of personal health skills that enables them to

promote and maintain health (Option 1)

3. knowledge and understanding about the way the

body moves.

H7 explains the relationship between physiology and movement potential

H8 explains how a variety of training approaches and other interventions

enhance performance and safety in physical activity

H9 explains how movement skill is acquired and appraised

4. an ability to take action to improve participation

and performance in physical activity.

H10 designs and implements training plans to improve performance

H11 designs psychological strategies and nutritional plans in response to

individual performance needs

H12 analyses the influence of sociocultural factors on the way people

participate in and value physical activity and sport (Option 2)

H13 selects and applies strategies for the management of injuries and the

promotion of safety in sport and physical activity (Option 3)

5. an ability to apply the skills of critical thinking,

research and analysis.

H14 argues the benefits of health-promoting actions and choices that

promote social justice

H15 critically analyses key issues affecting the health of Australians and

proposes ways of working towards better health for all

H16 devises methods of gathering, interpreting and communicating

information about health and physical activity concepts

H17 selects appropriate options and formulates strategies based on a critical

analysis of the factors that affect performance and safe participation


Knowledge and understanding of course content.

Skills in critical thinking, research, analysis and communicating.

40%

60%


1. Core 1 – Research based Extended Response

2. Core 2 – Research based Essay Questions

3. Option 1 – Extended Response


2019 Term 4 Week 8

2020 Term 1 Week 6

2020 Term 2 Week 7


25%

25%

20%

30%

TOTAL 100%


PHYSICS Course Description

The Physics course involves the study of matter and its motion through space and time, along with related concepts that

include energy and force. Physics deals with the study of phenomena on scales of space and time – from nuclear particles and

their interactions up to the size and age of the Universe.

The problem-solving nature of physics further develops students’ Working Scientifically skills by focusing on the

exploration of models and the analysis of theories and laws, which promotes an understanding of the connectedness of

seemingly dissimilar phenomena.


Skills



A student:

Questioning and predicting PH12-1 develops and evaluates questions and hypotheses for scientific

investigation

Planning investigations PH12-2 designs and evaluates investigations in order to obtain primary and


Conducting investigations PH12-3 conducts investigations to collect valid and reliable primary

and secondary data and information

Processing data and information PH12-4 selects and processes appropriate qualitative and quantitative data

and information using a range of appropriate media

Analysing data and information PH12-5 analyses and evaluates primary and secondary data and information

Problem solving PH12-6 solves scientific problems using primary and secondary data,

critical thinking skills and scientific processes

Communicating PH12-7 communicates scientific understanding using suitable language

and terminology for a specific audience or purpose KNOWLEDGE AND UNDERSTANDING

Students:

A student:

develop knowledge and understanding of

advanced mechanics and electromagnetism PH12-12 describes and analyses qualitatively and quantitatively circular

motion and motion in a gravitational field, in particular, the projectile motion

of particles

PH12-13 explains and analyses the electric and magnetic interactions due to

charged particles and currents and evaluates their effect both qualitatively

and quantitatively

develop knowledge and understanding of the

role of evidence and prediction in the

development of theories in physics

PH12-14 describes and analyses evidence for the properties of light and

evaluates the implications of this evidence for modern theories of physics in

the contemporary world

PH12-15 explains and analyses the evidence supporting the

relationship between astronomical events and the nucleosynthesis of

atoms and relates these to the development of the current model of the

atom


Students:

develop positive, informed values and attitudes towards physics

recognise the importance and relevance of physics in their lives




Skills in working scientifically

Knowledge and understanding of course content

60%

40%


1. Practical/Skills Task 2019 Term 4 Week 7 20%

2. Depth Studies: First-hand Investigation / analysis 2020 Term 1 Weeks 10 & 11 30%

3. Research Task: research 2020 Term 2 Weeks 6 20%


TOTAL 100%


STUDIES OF RELIGION 1

Course Description Studies of Religion 1 promotes an understanding and critical awareness of the nature and significance of religion and the influence

of belief systems and religious traditions on individuals and within society.


A student develops knowledge and understanding about:

A student develops the skills to:

1 the nature of religion and belief systems in local

and global contexts

H1 explain aspects of religion and belief systems

H2 describe and analyse the influence of religion and belief systems on

individuals and society 2 the influence and expression of religion and

belief systems in Australia H3 examine the influence and expression of religion and belief systems in

Australia

3 religious traditions and their adherents H4 describe and analyse how aspects of religious traditions are expressed by their adherents

H5 evaluate the influence of religious traditions in the life of adherents

4 effective gathering, analysing and synthesising

of information about religion.

H6 organise, analyse and synthesise relevant information about religion from a variety of sources, considering usefulness, validity and bias

5 effective evaluation and application of findings

from research about religion

H7 conduct effective research about religion and evaluate the findings from the research

6 communication of complex information, ideas

and issues in appropriate forms to different

audiences and in different contexts

H8 apply appropriate terminology and concepts relating to religion and belief systems

H9 coherently and effectively communicate complex information, ideas

and issues using appropriate written, oral and graphic forms



Source-based skills 20%


Communication of information, ideas and issues in appropriate forms. 20%


1 Research task

2 Mid course Assessment

3 Trial HSC examination

2020 Term 1 Week 2

2020 Term 1 Weeks 10-11


25%

35%

40%

TOTAL 100 %


VISUAL ARTS Course Description Visual Arts involves students in artmaking, art criticism and art history. Students develop their own artworks, culminating in a

‘body of work’ in the HSC course. Students critically and historically investigate artworks, critics, historians and artists from

Australia as well as those from other cultures, traditions and times. The HSC course provides for deeper and more complex

investigations.



1 knowledge, skills and understanding of how

they may represent their interpretations of

the world in artmaking as an informed point

of view.

2 knowledge, skills and understanding of how

they may represent an informed point of

view about the visual arts in their critical

and historical accounts.

H1 initiates and organises artmaking practice that is sustained, reflective and

adapted to suit particular conditions

H2 applies their understanding of the relationships among the artist, artwork,

world and audience through the making of a body of work

H3 demonstrates an understanding of the frames when working independently

in the making of art

H4 selects and develops subject matter and forms in particular ways as

representations in artmaking

H5 demonstrates conceptual strength in the production of a body of work that

exhibits coherence and may be interpreted in a range of ways

H6 demonstrates technical accomplishments, refinement and sensitivity

appropriate to the artistic intentions within a body of work

H7 applies their understanding of practice in art criticism and art history

H8 applies their understanding of the relationships among the artist, artwork,

world and audience

H9 demonstrates an understanding of how the frames provide for different

orientations to critical and historical investigations of art

H10 constructs a body of significant art histories, critical narratives and other

documentary accounts of representation in the visual arts


Artmaking 50%

Art criticism and Art History 50%


1. VAPD and Developing Body of Work

(ongoing task in class and at home which

will be assessed at various intervals in class)

2019 Term 4 Week 10 20%

2. Extended written response 2020 Term 1 Week 10 20%

3. VAPD and Body of Work (ongoing task in

class and at home)

2020 Term 2 Week 10 30%


TOTAL 100%


CHARGES FOR THE HIGHER SCHOOL

CERTIFICATE COURSE 2019 - 2020

GENERAL SERVICE CHARGE

This charge of $110 contributes to the cost of text books, teaching equipment and

resources, library books and materials that are used to provide high quality teaching and

learning for your child. It is also used to assist with the cost of PDHPE and sporting

equipment and Careers resources are given to students from Year 7 onwards.

It also assists with the cost of providing information to students and your child which

requires photocopying and, at times, postage which is substantial. Examples of such

communication include excursion information, the Daily Bulletin for students, letters and

reports to parents.

COURSE CHARGES

These are necessary to cover costs of consumables used by students in the following

courses. The payment of course charges is compulsory. Please note that there are courses

available which attract no charges.

Biology $35.00

Chemistry $35.00

Design and Technology $45.00

Hospitality $140.00

Information Processing and Technology $25.00

Physics $35.00

Visual Arts $70.00

Visual Design $35.00

Course charges for the Higher School Certificate courses must be paid by the end of Week 1

Term 4, 2019.

INFORMATION TECHNOLOGY ACCESS CHARGE

This charge of $30 is used to improve and maintain the information technology facilities

and resources for our students. Each student will be issued with a secure login password

and 300 megabytes of storage space on the school fileserver.

Payment of this charge will provide a student with a $10 printing allowance. Printing

will be charged at 10c per page.

Students may make additional payments at the administration office to cover the cost of

additional printing once this allowance has been used.

STRESS MANAGEMENT

Students undertaking the HSC course experience higher stress levels than they did in

previous courses. Students experiencing higher stress levels are encouraged to contact

the Counsellor, the Year Adviser or the relevant Deputy Principal to discuss strategies

to manage stress.


ATTENDANCE AND PUNCTUALITY EXPECTATIONS

REGISTERING ATTENDANCE

Attendance is recorded for the school's attendance register at the start of Period 1 (or

Period 0 whichever is earlier). A class roll is marked in all other periods.

LATENESS

If students are late you must report to the Principal to register your attendance and

obtain a blue Late Arrival to School form which you must return to the Principal the next

day. You should report to a Deputy Principal if the Principal is unavailable. Do not,

however, attend classes without registering or you will be marked absent for that particular

day. Punctuality is important and any lateness is recorded on your attendance record.

Lateness will attract consequences. Frequent or ongoing lateness will be recorded as a

discipline matter and will attract consequences.

TRUANCY

It is your responsibility to attend each and every lesson. If you do not, the fractional

(period) truancy will be recorded on your attendance record. This includes private study

periods. Truancy is a discipline matter and will attract consequences.

EARLY LEAVE

Special

You must take a valid note signed by a parent requesting permission to leave

school early to the Principal before school. Please note that medical and dental

appointments and driving tests should be outside school time.

The Principal will give you a DoE Early Leaver’s Pass to show your teacher when

leaving. You must keep this pass to show to bus drivers or police or anyone else

who has a right to know why you are not in school until 3:10 pm.

Any application for early leave on an excursion must be in writing from a parent and

taken to the Deputy Principal.

Completion of Timetabled Periods

If you have an Early Finish you must leave school when you have completed

timetabled classes unless you are working in the Library, in which case you must

sign on in the Library. You must have returned a signed parental permission note

(Appendix 1) to be allowed to leave the school.

Your finishing times are shown on your timetable which can be shown to anyone

who needs to know why you are not at school between 8.45 am and 3.10 pm.

Absent Teacher

In period 1 you must wait at the room until the roll has been marked. If a

replacement teacher is not assigned to your class you must then sign on in the

Library.

If your teacher is absent in your final timetabled lesson for the day you may go

home if no casual teacher is assigned to your class and provided you have returned a

signed parental permission note (Appendix 1) allowing you to leave the school.

Before leaving, students must check with the relevant Head Teacher that no

replacement teacher has been allocated.

Examinations


During the Year 12 trial HSC examination period, Year 12 attend school only when

they have to sit for an examination unless advised otherwise. In any other

designated assessment period you will be advised whether or not school attendance is

required.

Parents are notified of examination periods and students are issued with a timetable

which parents can use for information about their child’s required times at school.

LEAVE OF ABSENCE

When you are absent you must apply for leave within 7 days. It is your responsibility

to do so with a note from a parent or doctor’s certificate on the day of your return to

school, otherwise your Attendance Record ‘Absent – Unexplained’. Hand this note to

your Period 1 teacher on the day you return to school.

If you are absent for three continuous days or more, a parent should telephone the

school to explain your absence and you must still hand in a note or doctor’s certificate

to your Period 1 teacher on the day you return to school.

The Department of Education expectation is that it is in a student’s best interests to

attend school every day and not take extended leave eg for holidays or travel during

term time. If your parent is of the view that there is an urgent and/or essential reason for

you to be absent for the purpose of travel during term he/she must apply well in advance

to the Principal to request leave beforehand. DoE rules will be used to determine

whether Leave is approved. The major criterion the Principal is required to consider is

whether the absence will be in the student’s best interests. In most cases it is not in the

student’s best interests to miss any school lessons. If approval is given you will be

given a Certificate of Extended Leave - Travel. You will still be marked absent from

school - this is a Departmental policy.

If you take time off school without approval no consideration for assessment missed

will be granted.

PRIVATE STUDY PERIODS

These are for private study. You must be in the Library and a roll is marked.

Absence from the Library during a private study period is truancy.

Every Year 12 student is required to be at school prior to 8.45 am. If you have a

study period occur in Period 1 you are to report to the Library where a roll is taken at

8.45 am.

If you have not returned a signed parental permission note (Appendix 1) you are not

able to leave prior to the end of the normal school day.

You are to remain at school at all times during study periods. You are not to leave

the school, for example, to go to the corner shop – this is out of bounds and it will be

recorded as truancy if you go there. You will also be issued with an after school

detention. The school is legally required to supervise you during the period you are

timetabled to be at school.

REPORTING ON YOUR ATTENDANCE AND PUNCTUALITY

Your attendance will be reported each half term to your parents.

A computer printout of your attendance will be attached to your report for potential

employers to read.

You may not gain a Higher School Certificate if your attendance is unsatisfactory and

you have failed to meet NSW Education Standards Authority requirements as a result.

Unsatisfactory attendance can result in expulsion from school for non-participation.


You will also receive a Merit Certificate for each term that you have perfect

attendance and a Credit Certificate, in addition, if you have perfect attendance in

Terms 1 to 3. These are valuable assets when seeking employment.

THE IMPORTANCE OF LEGIBLE HANDWRITING

It is essential that you write legibly at all times.

Legible writing can be easily read by someone who did not write it. Illegible

includes very small writing.

You need to remember that overall meaning is lost when a marker has to scrutinise

every word and this will impact very negatively on marks, including in the HSC.

TEXTBOOKS

Textbooks and reference books may be distributed for use during some classes.

Some textbooks may be issued on loan to students for use at home.

A record will be kept of which book is issued to you and your name should be

written in the book in the designated place.

You are expected to look after the book, keeping it dry and clean, and carrying it

in a suitable bag.

Under no circumstances should anything be written in the book, not even in

pencil.

You are responsible for any necessary minor repairs and for replacing the plastic

cover when required.

The book must be returned undamaged after use.

If a book is damaged or lost, you will be required to pay for a replacement.

SCHOLARSHIPS, UNIVERSITY COURSE AND ACCESS

SCHEME APPLICATIONS

If you decide to apply for a scholarship, or for some university courses, you may need to

request that the school complete aspects of your application form. You would need to

contact Ms Lim, Careers Adviser, and you must give at least five days’ notice for this

process.

Access scheme applications may only be organised through a Deputy Principal.

You must take any application which needs school endorsement to the Deputy Principal.

While every effort will be made to complete such forms, students who request information

without adequate notice may not be able to be assisted with this process.


APPENDICES


APPENDIX 1

SEFTON HIGH SCHOOL

HECTOR STREET, SEFTON 2162 Telephone (02) 9644 4800

PO Box 416 Chester Hill 2162 Facsimile (02) 9743 7161

Email [email protected]

Website http://www.seftonhigh.nsw.edu.au

Facebook https://www.facebook.com/SeftonHSOfficial/

Dear Parents of Year 12 Student

This letter outlines the circumstances under which students may access flexible hours by arriving at or leaving the school

outside the usual hours during the HSC in Years 11 and 12.

In Year 11 Term 4 and Year 12

A student studying for the HSC course may be undertaking external studies or have elected to complete fewer than 12

units or they may be studying some of their units outside the usual school hours.

Consequently a student in Year 11 Term 4 or Year 12 may begin school after 8.45 am or may finish timetabled

lessons before 3.10 pm (Wednesday, Thursday, Friday), 2.30 pm (Monday) or 12.20 pm (Tuesday) on some days.

You can see when your son/daughter begins and finishes the timetabled lessons on each day by asking to see the

personalised timetable each student is given. Provided students have returned a signed parental permission note, they

may leave school at the end of the timetabled lessons.

In addition, students may leave school where a student is in the class of a teacher who is absent and the school has been

unable to obtain the services of a replacement teacher in the student’s last lesson for the day.

If students do not have a timetabled lesson Period 1 they are required to sign on at the Administration Office at least ten

minutes before their first timetabled period. If students arrive at school during class time, they must go to the Library

to study. They must also sign on there. Students who have an early finish are allowed to sign on in the Library for study

if they wish. Otherwise they must leave the school grounds at the end of their timetabled periods as no supervision will

be available.

Below is a tear off slip which must be signed, returned to school and placed in your son/daughter's file if he/she is

to be allowed to access flexible hours by arriving after 8.45 am if not timetabled for a lesson and/or leaving the school in

the circumstances outlined above. If you have any questions or concerns, please telephone me on 9644-4800.

Note that if students’ attendance and/or punctuality and/or academic performance is causing concern, Sefton High School

retains the right to revoke this privilege at any point throughout the HSC journey.

Yours faithfully

Mr K Humphreys

Principal

----------------------------------------------------------------------------------------------------------------------------- -------------------

The Principal

Sefton High School

P O Box 416

CHESTER HILL NSW 2162

I give permission for my son/daughter to arrive after 8.45 am Given Name Family Name

if not timetabled for a class and/or to leave school in the circumstances outlined above.

Signature of Parent Date

I understand the procedures outlined above and agree to abide by them.

Signature of Student Date

mailto:[email protected]

http://www.seftonhigh.nsw.edu.au/



APPENDIX 2

SEFTON HIGH SCHOOL

APPROVED CALCULATORS FOR

ASSESSMENT TASKS AND EXAMINATIONS* * current at time of printing

ABACUS SX-II MATRIX a JASTEK JasCS1

ABACUS SX-II MATRIX n JASTEK JasCS EVO

CANON F717SGA JASTEK JasCS2 EVO

CASIO fx-82AU RSB FB 350MS

CASIO fx-82AU PLUS SHARP EL-531TH

CASIO fx-82AU PLUS II recommended SHARP EL-531THVH

CASIO FX-85ms SHARP EL-531WH

CASIO fx-100AU SHARP EL-531X

CASIO FX -100 AU PLUS recommended SHARP EL-531XH

CASIO fx-350MS SHARP EL-W531HA

HEWLETT-PACKARD HP10S SHARP EL-W532TH

HEWLETT-PACKARD HP10S+ SHARP EL-W532XH

HEWLETT-PACKARD HP300S+

Instruction booklets or cards (eg reference cards) on the operation of calculators are NOT permitted in

examinations or assessment tasks.

Calculators must have been switched off for entry into examination or assessment tasks.

Features that are NOT permitted include

programmable (any calculator that can have a sequence of operations stored and then executed

automatically is considered programmable and hence not allowed);

capable of storing alphanumeric data input by a user (this does not exclude calculators with memories

that are used to store intermediate numerical results obtained during calculations and required later);

capable of storing, manipulating or graphing functions entered in symbolic form (this includes

calculators with a graphic display capacity);

capable of performing ‘hard-wired’ numerical routines for operations such as differentiation and

definite integration, and the solution of equations;

capable of performing ‘hard-wired’ symbolic manipulations such as addition of algebraic

expressions, binomial expansion and symbolic differentiation;

‘soft’ or hard-wired QWERTY keyboards;

capable of expressing surds in their simplest form.


APPENDIX 3

WRITING A BIBLIOGRAPHY WHAT IS IT?

A bibliography is a list of all the resources you have used in writing a text. The text may be an

assignment, a research project, a major work or any other piece or writing that you have composed using

other resources.

A bibliography includes all the sources used in the preparation of a piece of work - not just those that

have been cited in the text of the work. The bibliography is located at the end of the piece of work.

Your bibliography should identify an item (e.g. book, journal article, film, or internet site) in sufficient

detail so that others may identify it and consult it.

Your bibliography should appear at the end of your essay/report with entries listed alphabetically.

WHY DO YOU HAVE TO USE ONE?

As per the NESA ‘All My Own Work’ program, you should acknowledge sources to:

demonstrate your academic integrity

support your argument by showing the sources of the information from which you have formed

your own ideas

make it easy for readers to find the sources you have used, to check the information you have used

and to use the sources for further information

fulfil your moral and legal obligations to recognise and acknowledge the author(s) of the original

ideas

avoid plagiarism so that you are not falsely claiming someone else's work or ideas as your own.

Additionally, you should respect the moral rights of the person who created the texts you used. The

creators of texts have the moral right to be named as the author, be protected against false attribution

and to have their work treated with respect and not be misrepresented. To observe the moral rights of an

author you should:

attribute any quote, paraphrase, summary or copy of someone else's work or idea

ensure that works are not falsely attributed to an author

reference appropriately.

SPECIAL NOTES

A list of references contains details only of those works cited in the text. A bibliography includes

sources not cited in the text but which are relevant to the subject, listed alphabetically

There are many ways to create a bibliography. You will see one way below, but don’t be surprised if at

some later stage a teacher asks you for a different format or style.

Each type of resource is cited and referenced in a slightly different way. If you have used sources from

the Internet, these should be listed in your bibliography as well.

There is no universal referencing style and you should ask your teachers which style you should follow.

The four most common referencing styles are:

Harvard (author-date)

American Psychological Association (APA)

Modern Language Association (MLA)

Oxford (documentary-note or footnote referencing).


CORRECT ORDER IN BIBLIOGRAPHIES

FOR A BOOK

The details required in order are:

1. Name/s of author/s, editor/s, compiler/s or the institution responsible

2. Year of publication

3. Title of publication and subtitle if any (all titles must be underlined or italicised)

4. Series title and individual volume if any

5. Edition, if other than first

6. Publisher

7. Place of publication

8. Page number(s) if applicable

ONE AUTHOR

Example:

Berkman, RI 1994, Find it fast: how to uncover expert information on any subject,

HarperPerennial, New York.

TWO OR MORE AUTHORS

Examples:

Cengel, YA & Boles, MA 1994, Thermodynamics: an engineering approach, 2nd edn,

McGraw Hill, London.

Cheek, J, Doskatsch, I, Hill, P & Walsh, L 1995, Finding out: information literacy for the 21st

century, MacMillan Education Australia, South Melbourne.

EDITOR(S)

Examples:

Pike, ER & Sarkar, S (eds) 1986, Frontiers in quantum optics, Adam Hilger, Bristol.

Jackson, JA (ed.) 1997, Glossary of geology, 4th edn, American Geological Institute,

Alexandria, Va.

SPONSORED BY INSTITUTION, CORPORATION OR OTHER ORGANISATION

Example:

Institution of Engineers, Australia 1994, Code of ethics, Institution of Engineers, Australia,

Barton, A.C.T.

SERIES

Example:

Bhattacharjee, M 1998, Notes of infinite permutation groups, Lecture notes in mathematics

no.1698, Springer, New York.

EDITION

Example:

Zumdahl, SS 1997, Chemistry, 4th edn, Houghton Mifflin, Boston.

CHAPTER OR PART OF A BOOK TO WHICH A NUMBER OF AUTHORS HAVE

CONTRIBUTED

Example:

Bernstein, D 1995, ‘Transportation planning’, in WF Chen (ed.), The civil engineering

handbook, CRC Press, Boca Raton.

NO AUTHOR OR EDITOR

Example:

Kempe's engineer's year-book 1992, Morgan-Grampian, London.

FOR AN ARTICLE

The details required, in order, are:

1. Name/s of author/s of the article


2. Year of publication

3. Title of article, in single quotation marks

4. Title of periodical (underlined or italicised)

5. Volume number

6. Issue (or part) number

7. Page number(s)

JOURNAL ARTICLE

Example:

Huffman, LM 1996, ‘Processing whey protein for use as a food ingredient’, Food Technology,

vol. 50, no. 2, pp. 49-52.

CONFERENCE PAPER (PUBLISHED)

Example:

Bourassa, S 1999, ‘Effects of child care on young children’, Proceedings of the third annual

meeting of the International Society for Child Psychology, International Society for Child

Psychology, Atlanta, Georgia, pp. 44-6.

NEWSPAPER ARTICLE

Example:

Simpson, L 1997, ‘Tasmania’s railway goes private‘, Australian Financial Review, 13 October,

p. 10.

FOR A NON-BOOK

The details required are the same as for a book, with the form of the item (eg videorecording, tape,

computer file, etc.) indicated after the year.

Example:

Get the facts (and get them organised) 1990, video recording, Appleseed Productions,

Williamstown, Vic.

FOR WEB SITES AND OTHER ELECTRONIC SOURCES

This could include sources from full text compact disk products, electronic journals or other

sources from the Internet. The basic form of the citations follow the principles listed for print

sources (see above)

1. Name/s of author/s

2. Date of publication Note: If you cannot establish the date of publication, use n.d. (no date).

3. Title of publication (underlined or italicised)

4. Edition, if other than first

5. Type of medium, if necessary

6. Date item viewed

7. Name or site address on internet (if applicable)

Examples:

Weibel, S 1995, ‘Metadata: the foundations of resource description’, D-lib Magazine,

viewed 7 January 1997, <http://www.dlib.org/dlib/July95/07weibel.html>.

ASTEC 1994, The networked nation, Australian Science, Technology and Engineering

Council, Canberra, viewed 7 May 1997,

<http://astec.gov.au/astec/net_nation/contents.html>.

If no author is given, the title is used as the first element of a citation.

Example:

Dr Brain thinking games 1998, CD-ROM, Knowledge Adventure Inc., Torrance,

California.

FOR PERSONAL COMMUNICATIONS


Information obtained by interview, telephone call, letter, email, etc. should be documented in the

text.

Examples:

“Details of a personal communication do not need to be included in a reference list” i.e.

You may not need to include personal communications in the list of references at the end of

the essay.

When interviewed on 15 June 1995, Dr Peter Jones explained that …

This was later verbally confirmed (P Jones 1995, pers. comm., 15 June).

REFERENCES IN THE TEXT OF YOUR ESSAY

In an author-date style, a textual citation generally requires only the name of the author(s) and the

year of publication (and specific page(s) if necessary). This may appear at the end of a sentence,

before the full stop.

Examples:

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991).

It is futile to maintain that the chemicals are interchangeable (Moir & Jessel 1991, p. 94).

Alternatively, the author’s surname may be integrated into the text, followed by the year of

publication in parentheses.

Examples:

Moir and Jessel (1991) have shown that it is futile to maintain that the chemicals are

interchangeable.

Moir and Jessel (1991, pp. 93-4) have shown that it is futile to maintain that the chemicals

are interchangeable.

If two or more works by different authors are cited at the same time, separate them with a

semicolon.

Example:

The implications for land degradation have been much debated (Malinowski, Miller &

Gupta 1995; Thomson 1999).

If two or more works by the same author are cited at the same time, do not repeat the author's

name. Separate the years of publication by a comma.

Example:

Subsequent investigation confirmed these results (Watson & Clark 1996, 1998).

If there are more than two works by the same author, published in the same year, add the letters 'a',

'b', etc. to the year to distinguish the works. Also add these letters to the year in the list of

references at the end of the essay.

Example:

Public housing remains a neglected area (ACOSS 1997a, 1997b).

If there are more than three authors, list only the first, followed by 'et al.'

Example:

Other researchers have questioned these findings (Larson et al. 1987).

If you cannot establish the year of publication, use 'n.d.' (no date).

Example:

Recent advances have been made in this area (Bolton n.d.).

If there is no author or authoring body, cite the work by title, in italics.

Example:

In military settings, leadership acquires a different significance (Be, know, do: leadership

the Army way, 2004).


APPENDIX 4

GLOSSARY OF KEY WORDS

Syllabus outcomes, objectives, performance bands and examination questions have key words

that state what students are expected to be able to do. A glossary of key words has been

developed to help provide a common language and consistent meaning in the Higher School

Certificate documents.

Using the glossary will help teachers and students understand what is expected in responses to

examinations and assessment tasks.

Remember these words need to be understood in the context of the subject.

Account Account for; state reasons for, report. Give an account of;

narrate a series of events or transactions.

Analyse Identify components and the relationship between them; draw

out and relate implications

Apply Use, utilise, employ in a particular situation

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

Calculate Ascertain/determine from given facts, figures or information

Clarify Make clear or plain

Classify Arrange or include in classes/categories

Compare Show how things are similar or different

Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite.

Critically (analyse/ evaluate) Add a degree or level of accuracy depth, knowledge and

understanding, logic, questioning, reflection and quality to the

analysis/evaluation

Deduce Draw conclusions

Define State meaning and identify essential qualities

Demonstrate Show by example

Describe provide characteristics and features

Discuss identify issues and provide points for and /or against

Distinguish Recognise or note/indicate as being distinct or different from; to

note differences between

Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationships between things

evident; provide why and /or how

Extract Choose relevant and/or appropriate details

Extrapolate Infer from what is known.

Identify Recognise and name

Interpret Draw meaning from


Investigate Plan, inquire into and draw conclusions about

Justify Support an argument or conclusion

Outline Sketch in general terms; indicate the main features of

Predict Suggest what may happen based on available information

Propose Put forward (for example a point of view, idea, argument,

suggestion) for consideration or action.

Recall Present remembered ideas, facts or experiences.

Recommend Provide reasons in favour

Recount Retell a series of events

Synthesise Putting together various elements to make a whole


APPENDIX 5

X Attach any supporting evidence here with a staple or a pin.

SEFTON HIGH SCHOOL

APPLICATION FOR ASSESSMENT CONSIDERATION

DUE TO ILLNESS

Student’s Name: ............................................................................................. Year: ....................

Parent’s name:.........................................Daytime parent contact number: ......................................................

Due date of task: ............/.........../...........Exam or Assessment task affected: ...................................................

Subject:....................................................Class Teacher’s name: ......................................................................

Describe your reasons for submitting this claim.

(Any supporting evidence should be attached that substantiates you were prevented from satisfying

assessment requirements due to an illness must include a doctor’s certificate).

..............................................................................................................................................................................

..............................................................................................................................................................................

..............................................................................................................................................................................

..............................................................................................................................................................................

..............................................................................................................................................................................

TO BE COMPLETED BY DOCTOR TO VERIFY AWARENESS OF ASSESSMENT

______________________________________ has informed me that he/she has

Student’s Name

an assessment task due to be handed in before 8.30 am for _____________________ Course

on ______________________ Date

an in-class assessment in _______________________ on _____________________ Course Date

formal assessment examinations scheduled for the period _________to __________ Date Date

________________________ ____________________ _____________ ________________ Doctor’s Name Doctor’s Signature Provider Number Date

Parent or Guardian’s Signature:................................................................ Date: ............./.........../...........

INSTRUCTIONS:

This claim form, along with any supporting evidence, such as a doctor’s certificate, should be submitted

to the Head Teacher of the subject area concerned.

This claim form should be submitted the first school day the student returns to school after the examination

or assessment task in question has occurred. (It is to be submitted before the task is due in the case of a known

absence)

Failure to comply with these instructions may result in a zero assessment being recorded.

Office use only

Day & Date claim received by Head Teacher: Mo Tu We Th Fr ............./.........../...........

Head Teacher’s name: ....................................................... Signature:................................................

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