Strathfield

Student Handbook

Higher School
Certificate Preliminary
2024

Assessment:

Guidelines and Procedures

Contents
Section 1

1. Overview of Assessment 3

2. General Information
 2.1 Qualifying for HSC 3
2.2 Patterns of study for HSC 3
2.3 Satisfactory completion of a course 3
2.4 Warnings to students 4
2.5 Change of subjects, courses, units 4
2.6 Study of courses not offered at AIA 4
2.7 Illness and misadventure in HSC examinations 4

3. Procedures

3.1 Missed assessment tasks 5

3.2 Zero scores on assessment tasks 5
3.3 Malpractice in examinations and assessment tasks 5
3.4 Lateness of assessment tasks 6
3.5 Use of electronic means in assessment tasks 7

4. Assessment Programs 7

5. School Reviews and Board Appeals 7

5.1 School Reviews 7

5.2 Assessment Marks 8

6. Australian Tertiary Admission Rank 8 7. All My Own Work 8

SECTION 2: preliminary HSC Subjects

APPENDIX
I. Glossary of key words.
II. Assessment Task Flow Chart.
III. Illness, accident or misadventure application
IV. SAMPLE WARNING LETTER – Non-Completion of a Preliminary Course V.
RoSA
VI. General Performance Descriptor
SECTION 1
1. OVERVIEW OF ASSESSMENT

Students are required to complete assessment tasks in all subjects during the Preliminary
and HCS courses. Only assessments based on and undertaken during the HSC courses,
however, count toward the HSC assessment Component. The purpose of Internal School
Assessment is to measure a student’s achievement across a wider range of syllabus
objectives than those tested in formal examinations. For this reason, the nature of
assessment tasks differs from one subject to another. Tasks may include tests, essays,
practical work, projects, written and oral work. Each subject teacher sets at least the
minimum number of assessment tasks necessary to measure syllabus objectives and
students are informed of the type of assessment task, the date, component and relative
weighting of each task well in advance. The Principal in conjunction with advisors, monitor
the placement of assessment tasks throughout the next year.
2. GENERAL INFORMATION

2.1 QUALIFYING FOR THE HIGHER SCHOOL CERTIFICATE

To be eligible to sit for the Higher School Certificate student’s must:

∙ Have satisfactorily completed 12 Units of Preliminary courses
∙ Have satisfactorily completed at least 10 Units of HSC courses
∙ Attend lessons in and make a serious attempt at the preliminary subject exams. ∙
Attend lessons in and make a serious attempt at the HSC subject exams ∙ Make a
genuine attempt at assessment tasks

2.2 PATTERNS OF STUDY FOR THE PRELIMINARY HSC AS DETERMINED BY THE

BOARD OF STUDIES

Each candidate’s pattern of study is to comprise in each year, at least 12 Units

(Preliminary) and 10 Units (HSC) including:

∙ At least 2 Units of English

∙ At least 4 2 Unit subjects
∙ A maximum of 6 units of Science may be included in the Year 11 pattern of study. ∙ From
2019, a maximum of 7 units of Science may be included in the Year 12 pattern of study.
∙ At least 6 Units from Board Developed courses

2.3 SATISFACTORY COMPLETION OF A COURSE – Preliminary Courses

A student will have satisfactorily completed a course if, in the Principal’s view, there is
sufficient evidence that a student has:
∙ Applied him or herself with diligence and sustained effort
∙ Achieved some or all of the course outcomes.

For these reasons, students must ensure that when tasks are missed, correct
procedures are followed (see 3 below) and all absences are explained.

3
2.4 WARNING TO STUDENTS

If a student is at risk of not meeting assessment requirements and/or of not satisfactorily

completing a course, a warning will be given.

The School will:

(a) Advise the student, in writing, in time for the problem to be corrected and alert the
student to possible consequences
(b) Advise the parent or guardian in writing if the student is under 18
(c) Request from the student/parent a written acknowledgement of the warning.

2.5 CHANGE OF SUBJECT, COURSE, AND UNITS

Preliminary Courses
Changes are permitted provided that the Principal is satisfied that a student can
satisfactorily complete the new course before commencing study of the HSC course. No
changes will be permitted after the end of Term 1.

HSC Courses
Changes in subjects and courses cannot take place unless the Principal is satisfied that a
 student:
∙ Has satisfactorily completed the Preliminary (or equivalent) of the subject/course she
or he wishes to enter.
∙ Will be able to complete all HSC course requirements, including assessment.

2.6 STUDY OF COURSES NOT UNDERTAKEN AT AIA

Under some circumstances, students can study subjects for the HSC not offered at AIA (eg.
Distance education, Saturday Schools of Community Languages, TAFE).

In some of these cases, assessment marks are supplied directly to the BOSTES by the
institution (ie. Saturday Schools). Where there is only one candidate, assessment marks
are used only in the case of illness or misadventure in the HSC examination.

2.7 ILLNESS AND MISADVENTURE IN THE PRELIMINARY COURSES

Students may lodge an illness/misadventure appeal if they believe that circumstances

occurring during the Preliminary course, and which were beyond their control, diminished
their overall performance.

If the appeal is upheld, the student will be given an average mark for any missed
assessments based on the average of his/her completed assessments.

The Illness/misadventure appeal provisions are open only to those students who have had
an assessment mark submitted for the course in question.

The right to submit an illness/misadventure appeal and the responsibility for doing so rests
with the student, except where it is impossible for the student to do so, such as in cases of
severe illness.

All illness/misadventure appeals must be submitted within one week of the examination or
submission date.
4
3. PROCEDURES

Students must read these procedures carefully

3.1 MISSED ASSESSMENT TASKS

If a student is absent for an assessment task, the school and preferably your class teacher
should be notified by telephone. It is the student’s responsibility to see his or her teacher as
soon as it is practicable on the morning of his or her return to school to apply for an
alternative assessment task.
An alternative assessment task will be given if the student has a medical certificate or
another reason, (in writing) deemed acceptable by the Principal.
In order to ensure fairness to all students, Medical Certificates must be obtained from a
doctor other than a family member. An alternative task will be given as soon as is
practicable on his/her return. In the event of a student missing an alternative assessment
task the above rules will apply.

In all cases, if a student’s reason is considered unacceptable, 10% will be deducted

for every day the task is late, after the third day, a WARNING LETTER and A ZERO
MARK will be awarded. A maximum of 30 % will be deducted of any late task. On
completing any late task, feedback will be given to the student based on the merit of
the task, a zero mark will be removed and 30% deduction of mark stands.
 3.2 ZERO SCORES FOR ASSESSMENT TASKS

Where there is no valid reason for non-completion of an assessment task, a zero mark will
be recorded for the task. A zero mark can also be awarded for an assessment task as a
result of cheating, a non-serious attempt to complete a task, work found not to be original,
absence from a task without a valid reason or failure to submit an alternative assessment
task. In the case of a zero award, parents and students will be notified. If it appears that a
student is at risk of not meeting the assessment requirements for a course, a warning will
be given. (See 2.4 above)

3.3 MALPRACTICE IN EXAMINATIONS OR ASSESSMENT TASKS

A score of zero will be recorded for a student in an examination or assessment task as a

result of malpractice.

Cheating, plagiarism or copying of another student’s work will be viewed seriously by the
School. The subject teacher will advise the year level coordinator and parents will be
notified.

3.4 LATENESS OF ASSESSMENT TASKS

The grounds for extension time for an assessment task in the Preliminary course are:
(a) Illness, satisfactorily substantiated
(b) Other, at the discretion of the Principal.

It is the responsibility of the student to seek an extension from the Principal through his or
her class teacher.
Students may be given a penalty of 10% reduction in marks for each day late in an
assessment task. The maximum number of late days permitted will be 3 days and a 5
maximum of 30% mark deduction of any task will be applied. After 3 days the penalty
will be a zero mark. On completing any late task, feedback will be given to the
student based on the merit of the task, a zero mark will be removed and 30%
deduction of mark stands.

3.5 USE OF ELECTRONIC MEANS FOR PREPARATION AND SUBMISSION OF

ASSESSMENT TASKS (i.e. Computer discs, drives, email, etc)

Increasingly students are using computer technology to prepare and produce their work. If a
student chooses this medium to prepare and document assessment tasks and
assignments, he/she must ensure that a hard copy is made well in advance of the due date.

Similarly as technology can fail, devices do corrupt and hard drives can crash, students
must keep hard copies of their work “in progress”. Failure of technology without evidence of
the stages of the lost work is not acceptable as a reason for late submission.

4. ASSESSMENT PROGRAMS

The School develops assessment programs, which reflect the NESA guidelines concerning
syllabus objectives and weightings of components. At least the minimum number of tasks
necessary to achieve a valid assessment will be set.

Each subject has an assessment program. Students will be informed of.

i) The component and their weightings for each course

 ii) The nature of each task.
iii) The precise date of each task in a schedule that will be distributed at the start of
each term.
iv) The mark value of each task relative to the total number of marks for the course.
v) The administrative arrangements associated with tasks.

Feedback will be given to students for each task and they must check marks when tasks
are returned. Questions relating to an assessment task must be settled at the time the task
is returned. Students are asked to check all marks and ensure any errors are rectified
immediately.

5. SCHOOL REVIEWS AND NESA APPEALS

If a student feels that his or her rank in any assessment task or rank in the final printout is
incorrect, they may apply to the Principal for a review. A request for review of the mark
awarded to a task can be made only at the time it is received. Where possible all reviews
will be resolved within the School.

SCHOOL REVIEW OF ASSESSMENT

Students may request a review based on the rank order placement, the rank order list and
feedback on performance during the course. An assessment review focuses on the
School’s procedures for determining the final assessment mark. Students are not entitled to
seek review of teacher’s judgments on the worth of an individual performance in
assessment tasks. The marks or grades will not be subject to review as part of this process.
6
Assessment reviews will ascertain whether:
(a) The weightings specified by the School conform with the NESA guidelines;
(b) Procedures used by the School conform with the stated policy and program;
(c) There are no computational errors.

ASSESSMENT MARKS

School assessment, which contributes 50% to the HSC in each course, relates to the HSC
course only. While students are assessed in the Preliminary course this assessment does
not contribute to the assessment component for the HSC.

In the Higher School Certificate:

∙ Student achievement is assessed and reported with reference to specified standards of
performance.
∙ Marks awarded to students reflect the standards they have achieved
∙ Comparisons can be made between students based on their achievement of the
standards.
∙ Final examination marks are determined by the proportions of students who achieve
each performance standard. There is no predetermined pattern of marks. This
means over time, while standards remain constant, the proportion of students
achieving each standard may change from year to year.
∙ There are no limits on the number of students who can reach the top standard. ∙
Reporting includes information on the knowledge, skills and understanding typically
demonstrated by students who achieve a performance standard.

6. AUSTRALIAN TERTIARY ADMISSION RANK(ATAR)

 The purpose of Australian Tertiary Admission Rank (ATAR) is to ensure that all marks for
the various courses are placed on a common scale. This allows comparison across
subjects and between courses for the purpose of allocation of University places. It is based
on candidates’ combined scaled examination marks and moderated assessments. The
ATAR is not based on the concept of ‘hard’ and ‘easy’ subjects. It is based on the general
ability of all students in a given course in a given year. The maximum ATAR is 99.95.

ATAR - Requirements
• Completion of at least 10 units of Board Developed Courses including at least: ★ eight units
from Category A courses (no more than two units of Category B courses)
★ two units of English
★ three Board Developed courses of two units or greater
★ four subjects.

The requirements for the Australian Tertiary Admission Rank (ATAR) are determined by the
universities. The ATAR is calculated by the Universities Admissions Centre on behalf of
universities in NSW and the ACT.
Students wishing to have an ATAR calculated must ensure that this is recorded on their HSC
Confirmation of Entry.
Repeating courses or changing courses within a subject area (eg changing from HSC English
(Advanced) and English Extension 1, to HSC English (Standard)) may have implications for the 7
calculation of a student's ATAR.
Students should refer to the Universities Admissions Centre website at www.uac.edu.au.

7. ALL MY OWN WORK

HSC: All My Own Work is a program designed to help HSC students to follow the principles
and practices of good scholarship. This includes understanding, valuing and using ethical
practices when locating and using information as part of their HSC studies.

Students who have completed the program will also know about penalties for cheating and how
to avoid malpractice when preparing their work for assessment.

The HSC: All My Own Work consists of five modules:

1. Scholarship Principles and Practices

2. Acknowledging Sources
3. Plagiarism
4. Copyright
5. Working with others

The program builds on existing programs in schools and provides flexibility in delivery. It also
recognises the rapid growth in information available to students through the internet.

How is HSC All My Own Work related to HSC eligibility?

All students entered for one or more Preliminary or HSC courses will be required to have
satisfactorily completed HSC All My Own Work or its equivalent. Students entered only for
Stage 6 Life Skills courses are exempt from this requirement.
 8
SECTION 2
HSC Preliminary– By

Subject Subject Page 2

Arabic Continuers- 2 Units

Biology – 2 Units 3
5
Business Studies – 2 Units
6
Chemistry – 2 Units
8
English Standard – 2 Units English
9
Advanced – 2 Units English
10
Extension 1 – 1 Unit

Enterprising Computing – 2 Units 11 Legal Studies – 2 Units 12

Mathematics Standard – 2 Units Modern History – 2 Units

Mathematics Advanced – 2 Units PDHPE

13 15 17 19 20
Mathematics Extension 1 – 1 Unit

Studies of Religion – 2 Units 21 Visual Arts – 2 Units 22

PRELIMINARY ASSESSMENT TASKS SCHEDULE -2024

APPENDIX

Year 11 Preliminary
Arabic – 2units
ASSESSMENT PROGRAM

During year 11, students will complete an assessment program, involving three
assessment tasks, which is an essential component of the teaching and learning
cycle. Assessment for, assessment as and assessment of learning are approaches
that enable teachers to gather evidence and make judgements about student
achievement. These are not necessarily discrete approaches and may be used
individually or together and formally or informally.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion
Component Task 1 Task 2 Task 3 Weighting %

Nature of Task Nature of Task Nature of Task

Listening and Reading and Yearly
speaking writing Examination

-Personal Health – food

identity and nutrition –
Education and lifestyles
aspiration

k 2 Term 3, Week Term 3,

Weeks 7

Outcomes Outcomes Outcomes

assessed assessed assessed
1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 1.1, 1.2, 1.3,
1.4, 3.1, 3,2 3.1, 3.2, 3.5, 2.1, 2.2, 2.3,
4.1 3.1, 3.2, 3.3,
3.4, 3.5, 3.6,
4.1

Listening 20 10 30

Reading 20 10 30

Speaking 10 10 20

Writing 10 10 20

Total % 30 30 40 100

Task 1 – Term 2– Week 2, 30% listening and speaking

Students explore aspects of their personal world, for example, sense of self, aspirations for
the future, personal values, opinions, ideas, and relationships with others. At the same time,
this also enables students to study topics from the perspective of other individuals. Task 2 –
Term 3– Week 2, 30% Reading and writing
Part A – Read both texts and then answer the corresponding questions in ENGLISH
Part B – Answer the question by writing approximately 200 words in ARABIC. Task 3
– Term 3– Week 7, 40% Yearly Examination
A 2 hour end of year examination is designed to assess students’ understanding of the 4
components; listening, reading, speaking and writing

2
Year 11 Preliminary
Biology
ASSESSMENT PROGRAM

During year 11, students will complete an assessment program involving three
assessment tasks. Results from these tasks will be used to calculate your school
assessment. The method used for internal assessment is criterion-related.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided at least 2 weeks prior
to each task.
Component 2 3
Task 1 W
Task Task
ei

gh

tin
g

Depth Study Depth Study Yearly

Investigation Investigation Examination
Environment on Ecosystems
Enzyme activity Field Trip
Investigation

Term 1 Term 2 Term 3

Outcomes Outcomes Outcomes

assessed assessed assessed
BIO11/12-1 BIO11/12-1 BIO11/12-1
BIO11/12-2 BIO11/12-2 BIO11/12-2
BIO11/12-3 BIO11/12-3 BIO11/12-3
BIO11/12-4 BIO11/12-4 BIO11/12-4
BIO11/12-5 BIO11/12-5 BIO11/12-5
BIO11/12-6 BIO11/12-6 BIO11/12-6
BIO11/12-7 BIO11/12-7 BIO11/12-7
BIO 11-11 BIO 11-11 BIO 11-11

Knowledge and understanding 10 10 20 40

of - The history, nature and practice of biology,
applications and uses of biology and their
implications for society and the environment, and
current issues, research and development in
biology
-Cell ultrastructure and processes, biological
diversity, environmental interactions, mechanisms
of inheritance and biological evolution

Skills in: 20 20 20 60
- Planning and conducting first-hand
investigations - Gathering and processing
first-hand data
- Gathering and processing relevant information
from secondary sources.
Skills in:
- Communicating information and understanding
- Developing scientific thinking and
problem-solving techniques
- Working individually and in teams
 Total % 30 30 40 100

3
Task 1 – Term 1, Week 9, 30%- Enzymes Depth Study
The purpose of this depth study is to design and conduct a scientific investigation, in-class,
to observe and collect data on the effect of the environment (i.e. temperature, pH or
substrate concentration) on enzyme activity.

Task 2 – Term 2– Week 9, 30% - Field Trip and Report Writing

Students will be undertaking a Field-Study of a local terrestrial ecosystem. They are to
identify data sources, measure abiotic variables, and estimate the size of the population of
plants and animals. Students are also to process and analyse information and present a
report of the investigation. The task would involve construction of food chains and food webs
to show the relationships between different species in the Ecosystem

Task 3 – Term 3, Weeks 7 & 8, 40% – Yearly Examination

The 2 hour end of year examination is designed to assess students’ understanding of the
following topics:

Module 1 CELLS AS THE BASIS OF LIFE

Module 2 ORGANISATION OF LIVING THINGS
Module 3 BIOLOGICAL DIVERSITY
Module 4 ECOSYSTEMS DYNAMICS

4
 Year 11 Preliminary
Business Studies
ASSESSMENT PROGRAM

During year 11, students will complete an assessment program involving four
assessment tasks. Results from these tasks will be used to calculate your overall
school assessment achievement. The method used for internal assessment is
criterion-related.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided prior to each task.
NESA
Requirements

Task Timing Term 1, Week 7 Term 2, Week 9 Term 3, Week 6&7

Syllabus Content Nature of Business Business planning All Topics

Requirements

Task Type Media File and Business Yearly Exam

business report Planning for
SME

Outcomes P2, P7, P9 P4,P8,P9 P1,P2,P3,P4,

P5,P6,P10

Assessment Task 1 Task 2 Task 3 Weight

Component

Knowledge and 10 10 20 40
understanding

Stimulus-based skills 20 20

Inquiry and research 5 10 5 20

Communication of 5 10 5 20
business
information, ideas
and issues in
appropriate forms

Total 20 30 50 100

Task 1 – Term 1 – Week 7, 20% - Media File and business report

Students collect newspaper articles and write a report on their findings.

Task 2 – Term 2 - Week 9, 30% – Business Planning for SME

Students create a business plan of their own SME (a 1500-1800 word report format)
covering all four business functions.

Task 3 – Term 3 – Weeks 6&7, 50% - Yearly Examination

The 2 hour yearly examination incorporating multiple choice, short answer and report is
designed to assess students’ understanding of all the topics.

5
 Year 11 Preliminary
Chemistry
ASSESSMENT PROGRAM
During year 11, students will complete an assessment program involving three
assessment tasks. Results from these tasks will be used to calculate your overall
school assessment achievement. The method used for internal assessment is
criterion-related.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided prior to each task.
Component Task 1 Task 2 Task 3 Weighting
%

Depth Study 1 Depth Study 2 Yearly

Examination
Module 1 Module 2
Properties and Quantitative Chemistry
Structure of Matter
Module 3
Reactive Chemistry

Term 1, Week 8 Term 2, Week 7 Term 3, Week 7

Outcomes Outcomes Outcomes

assessed assessed assessed
CH11/12-1, CH11/12-1, CH11/12- 1 to
CH11/12-2 CH11/12-4 CH11/12-7 and
CH11/12-3, CH11/12-5, CH11-8 to,
CH11/12-6 CH11-11
CH11/12-7 CH11-8
CH11/12-7, CH11-9

Skills in Working 20 30 10 60
Scientifically

Knowledge and 10 10 20 40
Understanding

Total % 30 40 30 100

6
Task 1 – Depth study 1-Term 1, Week 8, 30%
You are an Analytical Chemist for a mineral exploration company. Your job is to
analyse ore samples for their percent composition in order for the company to decide
if an ore body is economically viable. In this depth study you will: • Plan and carry out
a gravimetric analysis of a mixture containing iron filings, sodium sulfate
and copper oxide (the ore sample). Using separation techniques based on physical
properties (ACSCH026)
• Research the use of physical separation techniques in industry including, but not
 limited to;
sieving, sedimentation, evaporation, filtration, distillation and fractional
distillation. • Research the role of an Analytical Chemist in the minerals industry.
• Define the terms ore and mineral.
• Discuss the conditions that make an ore economically viable. • Complete
calculations to obtain the percentage composition by weight of component
elements and/or compounds (ACSCH007)
• Present your practical investigation as a scientific report and the research as an
information
report (written or electronic), Power Point/Prezi presentation or speech.

Task 2 - Term 2 – Week 8, 40% - Depth Study Report

In 1675 Sir Isaac Newton wrote a letter to Robert Hooke and said’ "If I have seen
further, it is by standing upon the shoulders of giants". He was explaining that his
own discoveries were only able to be achieved because of the research of the
scientists that was conducted before his own. In this task students are asked to look
at the research that has contributed to current understanding of Chemistry concepts
through the lens of the Scientists that contributed to that understanding.

Task 3 – Term 3 week 7, 30% – End of Year Examination

The 2 hour end of year examination is designed to assess students’ understanding
of the topics covered during the year.

7
Year 11 Preliminary
English Standard
ASSESSMENT PROGRAM

During the Preliminary course students will complete an assessment program

involving three formal assessment tasks. Results from these tasks will be used to
calculate your Preliminary assessment. The program will conform to the weighting of
course components specified by the NESA and shown in the table below.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided prior to each task.
Task number Task 1 Task 2 Task 3
Nature of task Writi Multimodal Yearly Exam
ng presentatio Close Study of
Folio n Literature &
Readi Contempora other Modules
ng to ry
Write Possibilities

Timing Term Term 2, Term 3, Week 7

1, Week 9
Week
9

Outcomes assessed EN11-1, EN11-1, EN11-1, EN11-3,

EN11-2, EN11-2, EN11- 4, EN11-5,
EN11-3, EN11-3, EN11-7,
EN11-4, EN11-5, EN11-8
EN11-5, EN11-7,
EN11-6, EN11-9
EN11-7,
EN11-9

Components Weighting

Knowledge and understanding 15 20 15 50

of course content

Skills in responding to texts 15 15 20 50

and communication of ideas
appropriate to audience,
purpose and context across all
modes

Total % 30 35 35 100

Task 1 – Term 1 – Week 9, 30% - Writing Folio

Students are required to submit a writing folio consisting of various pieces of writing which
will be given throughout the term.

Task 2 – Term 2 – Week 8, 35% Multimodal Presentation

Students will submit a multimodal presentation based on the texts studied in class.

Task 3 – Term 3 – Week 7, 35% - Yearly Exam

Paper 1 and Paper 2 will test knowledge and skills learnt throughout the Modules. 8

Year 11 Preliminary
English Advanced
ASSESSMENT PROGRAM

During the Preliminary course students will complete an assessment program

involving three formal assessment tasks. Results from these tasks will be used to
calculate your Preliminary assessment. The program will conform to the weighting of
course components specified by the NESA and shown in the table below.

Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided prior to each task.
 Task number Task 1 Task 2 Task 3
Nature of task Writing folio Multimodal Yearly Exam
Reading to Write: Presentation Module B:
Transition to Module A: Critical Study of
Senior English Narratives Literature and
that Shape Common
our World Module and
Module A

Timing Term 1, Week 9 Term 2, Week 8 Term 3, Week 7

Outcomes EA11-1, EA11-2

assessed EA11-1, EA11-2,
EA11-1. EA11-3
EA11-3, EA11-4
EA11-3, EA11-5
EA11-4. EA11-5
EA11-5, EA11-6
EA11-7, EA11-9
EA11-7, EA11-8
EA11-7, EA11-9

Components 10 15 25 Weighti
Knowledge ng %
and
understanding 50
of course
content

Skills in 20 20 10 50
responding to
texts and
communication of
ideas appropriate
to audience,
purpose and
context across all
modes

Total % 30 35 35 100

Task 1 – Term 1 – Week 9, 30% - Writing Folio

Students are required to submit a writing folio consisting of various pieces of writing.

Task 2 – Term 2 – Week 8, 35% - Multimodal Presentation

Students will submit a multimodal presentation based on the texts studied in

class. Task 3 – Term 3 – Week 7, 35% - Yearly Exam

Paper 1 and Paper 2 will test knowledge and skills learnt throughout the Modules. 9

Year 11 Preliminary
English Extension 1
ASSESSMENT PROGRAM

During the Preliminary course students will complete an assessment program

involving three formal assessment tasks. Results from these tasks will be used to
calculate your Preliminary assessment. The program will conform to the weighting of
course components specified by the NESA and shown in the table below.

Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided prior to each task.
Task number Task 1 Task 2 Task 3
Nature of task Writing folio Multimod Yearly
al Examination
Common Presentati
Module: Texts, on Common
Culture and Module: Texts,
Value Common Culture and
Texts: Module: Value
Prose non-fiction: Texts, Texts:
The Prince Culture and Media/film:
Value House of Cards
Texts: and all other
Poetry: texts
Robert
Browning

Timing Term 1, Week 9 k 2Term 3, Week 7

Outcomes EE11-1A, EE11-3C EE11-4C,

assessed EE11-2B, EE11-5D
EE11-6E

Components 10 15 25 Weighti
Knowledge ng %
and
understanding 50
of course
content

Skills in 20 20 10 50
responding to
texts and
communication
of ideas
appropriate to
audience,
purpose

30 35 35 100
and context
across Total %

all modes
Task 1 – Term 1 – Week 9, 30% - Writing Folio

Students are required to submit a writing folio consisting of various pieces of writing

Task 2 – Term 3 – Week 2, 35% - Multimodal Presentation

Students will submit a multimodal presentation based on their research
project. Task 3 – Term 3 – Week 7, 35% - Yearly Exam

Paper 1 and Paper 2 will test knowledge and skills learnt throughout the Module. 10

Year 11 Preliminary
Enterprising Computing
ASSESSMENT PROGRAM

During the Preliminary course students will complete an assessment program

involving four assessment tasks. Results from these tasks will be used to calculate
your Preliminary assessment. The program will conform to the weighting of course
components specified by the Board of Studies and shown in the table below.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided prior to each task.
Component Task 1 Task 2 Task 3 Weighting

Interactive Networking Formal Examination

Media and the Systems and
User Social Computing
Experience

Term 1, Term 2, Term 3,

Week 9 Week 8 Week 7

EC-11-04, EC-11-01, EC-11-01,

EC-11-08, EC-11- 03, EC-11-02,
EC-11-09, EC-11-04, EC EC-11-03,
EC-11-11 11-06, EC-11-05,
EC-11-07, EC-11-06,
EC-11-09 EC-11-07,
EC-11-08,
EC-11-09,
EC-11-10,
EC-11-11

Knowledge 10 10 30 50
and
understandin
g of course
content

Knowledge 15 25 10 50
and skills in
the
design and
development
of
information
systems

Marks 25 35 40 100

Task 1 – Term 1 – Week 9, 25% - Project

Students are required to:
∙ Develop an interactive media and user experience (UX) digital products with
documentation.

Task 2 – Term 2 – Week 8, 35% - Practical: In-Class

∙ Students will complete a Practical in-class on Networking Systems and social
 Computing

Task 3 – Term 3 – Week 7, 40% - Yearly Examination

The 2 hour end of year examination is designed to assess students’ understanding of the all
the topics studied during Terms 1, 2 and 3.

11
Year 11 Preliminary
Legal Studies
ASSESSMENT PROGRAM

During the preliminary legal studies course students will complete an assessment
program involving three assessment tasks. Results from these tasks will be used to
calculate student’s school assessment. The program will conform to the weighting of
course components specified by NESA. The table below lists the assessments tasks
for the preliminary legal studies course 2023.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided at least 2 weeks prior
to each task.
Component Task 1 Task 2 Task 3 Weighting

Extended Research Task Yearly

Response /Oral examination
Presentation

Term 1 Term 3 Term 3

P1, P2, P3, P7, P9 P6, P7, P8, P9 P1,P2,P3,P4,P5
,P6 , P7, P9,
P10

Knowledge and 15 15 30 60%

understanding of
course content

Inquiry and research 5 10 5 20%

Communication 5 10 5 20%
of Legal
Studies
information,
issues and ideas
in
appropriate forms

Marks 25 35 40 100%

Task 1 – Term 1 – Week 8, 25% - Extended Response

Students will be required to write an essay evaluating various sources of contemporary Australian
law. The extended response will be written under examination conditions. Students will be given
the question beforehand to prepare. Students will be allowed to bring in a 50 word ONLY summary
to assist them in structuring the response under examination conditions in class.
Task 2 – Term 3, Week 1, 35% – Law in Practice: Investigating a contemporary
issue/Oral Presentation
Students will be required to conduct research on a contemporary legal issue, gathering
information from a variety of media sources and demonstrating an understanding of selected
relevant legal topics. Students will be required to complete an essay of no longer than 1000
words. Students will also be required to conduct an oral presentation on the contemporary issue.

Task 3– Term 3 – Week 7, 40% - Yearly Examination

Students will be required to sit a two hour yearly examination incorporating multiple
choice, short answer and essay questions designed to assess students
understanding of the syllabus outcomes.

12
Year 11 Preliminary
Mathematics Standard
ASSESSMENT PROGRAM

During the preliminary course students will complete an assessment program

involving five assessment tasks. Results from these tasks will be used to calculate
your school assessment. The program will conform to the weighting of course
components specified by the NSW Education Standards Authority (NESA) and
shown in the table below. Measuring attainment of the assessment components will
involve assessing your ability in relation to aspects of the Mathematics Standard
course such as:
 Understanding, fluency and communicating
 Problem solving, reasoning and justification
Component Weighting

Understanding, fluency and communicating 50

Problem solving, reasoning and justification 50

Total 100

The 2 Unit Mathematics Standard course covers a number of different topics in the required
area. Below is listed the required topics and the essential hours for each topic.
COURSE CONTENT

Topics Hours Required

Algebra 120
MS-A1 Formulae and Equations
MS-A2 Linear Relationships

Measurement
MS-M1 Applications of Measurement
MS-M2 Working with Time

Financial Mathematics
MS-F1 Money Matters

Statistical Analysis
MS-S1 Data Analysis
MS-S2 Relative Frequency and Probability
 13
Assessment Program
Outlined below are a brief description of each assessment task and a schedule of
approximate times for their completion. More specific information will be provided at
least two weeks prior to each task.
Component Task 1 Task 2 Task 3 Total

Assignment/ Open-book test Yearly Examination

Investigation on
Financial
Mathematics,
Measurement
and Algebra

Term 1, Week 9 Term 2, Week 7 Term 3 , Week 8

MS11-2, MS11-1, MS11-1,

MS11-3, MS11-2, MS11-2,
MS11-4, MS11-3, MS11-3,
MS11-5, MS11-4, MS11-4,
MS11-6, MS11-5, MS11-5,
MS11-9, MS11-6, MS11-6,
MS11-10 MS11-7, MS11-7,
MS11-8, MS11-8,
MS11-9, MS11-9,
MS11-10 MS11-10

Understandi 15 15 20 50
ng, fluency
and
communicating

Problem 15 15 20 50
solving,
reasoning and
justification

Weightings 30% 30% 40% 100

Task 1 – Term 1 – Week 8 (30%) - Assignment/Investigation – Financial

Mathematics/Measurement/Algebra

This assignment involves the use and application of financial mathematics,

measurement and algebra to solve practical problems associated with Error in
Measurement, Blood and Alcohol Content, Financial Mathematics and
Measurement. It comprises of four parts:

• Part A and B of the task will be completed in class under the supervision of your teacher
on the due date.
• Part C and D is attached to task notification. You are required to complete it
independently, in your own time and submit it on the due date provided.

Task 2 – Term 2 – Week 7 (30%) – Open-book test

Students will be required to sit for a 50 minutes written test on the topics of: Financial
Mathematics, Measurement, Algebra and Statistical Analysis. Students will be allowed to
prepare and use summary sheets for this task, a formulae and data sheet will be provided.

Task 3 – Term 3 – Week 8 (40%) - Yearly Examination

A 2 hour written examination incorporating objective response and short answer questions
designed to assess students understanding of the course syllabus on the following topics:
Algebra, Measurement, Financial Mathematics and Statistical Analysis.
Students will be provided with a formulae and data sheet.

14
Year 11 Preliminary
Mathematics Advanced
ASSESSMENT PROGRAM

During the preliminary course students will complete an assessment program

involving three assessment tasks. Results from these tasks will be used to calculate
your school assessment. The program will conform to the weighting of course
components specified by the NSW Education Standards Authority (NESA) and
shown in the table below. Measuring attainment of the assessment components will
involve assessing your ability in relation to aspects of the Mathematics Advanced
course.
Component Weighting

Understanding, fluency and communication 50

Problem solving, reasoning and justification 50

Total 100

Information about the assignment or investigation-style task in Mathematics

Advanced
The length and scheduling of the assignment or investigation-style task is at the
discretion of the school. The task should provide opportunities to gather evidence
about the:
∙ achievement of a range of outcomes
∙ application of Working Mathematically components
∙ Demonstration of knowledge and skills in different ways to the HSC
examinations. The task provides application and modelling opportunities.

Year 11 course (120 hours)

The Mathematics Advanced course is organised in topics, with the topics divided
into subtopics.
Topics Subtopics

Functions MA-F1 Working with Functions

Trigonometric Functions MA-T1 Trigonometry and Measure of

Angles MA-T2 Trigonometric Functions
and Identities
 Calculus MA-C1 Introduction to Differentiation

Exponential and MA-E1 Logarithms and Exponentials

Logarithmic Functions

Statistical Analysis MA-S1 Probability and Discrete

Probability Distributions

15
Assessment Program
Outlined below are a brief description of each assessment task and a schedule of
approximate times for their completion. More specific information will be provided at
least two weeks prior to each task.
Components Task 1 Task 2 Task 3 Weighting %

Assignment/ In class - Test Yearly

Presentation Topics: T1, T2 Examination
Topics: F1 Topics: F1, T1,
T2, C1, E1, S1

Term 1, Week 9 Term 2, Week 9 Term 3, Week 7

Outcome(s) Outcome(s) Outcome(s)

assessed assessed assessed
MA11-1 MA11-1 MA11-1
MA11-2 MA11-2 MA11-2
MA11-8 MA11-3 MA11-3
MA11-9 MA11-4 MA11-4
MA11-5 MA11-5
MA11-6 MA11-6
MA11-7 MA11-7
MA11-8 MA11-8
MA11-9 MA11-9

Understanding, 15 15 20 50
Fluency and
Communicating

Problem 15 15 20 50
Solving,
Reasoning and
Justification

Total % 30 30 40 100

Task 1 – Term 1 – Week 9 (30%) – Assignment/Presentation – Working with Functions

Students will complete an assignment to develop their knowledge and understanding of the
concept of functions and their respective graphs. Use of technology, such as graphing
software, is encouraged. Perform a 5-10 minute in-class oral presentation. The assignment
comprises of three parts

Task 2 – Term 2 – Week 9 (30%) – In-class Test - Trigonometry

One period in-class written test incorporating objective response and short answer questions
designed to assess students understanding of the topics MA-T1 Trigonometry and Measure of
Angles, MA-T2 Trigonometric Functions and Identities.
Students will be provided with a formulae and data sheet.

Task 3 – Term 3 – Week 7 (40%) - Yearly Examination

A 2 hour written examination incorporating objective response and short answer

questions designed to assess students understanding of the course. Students
will be provided with a formulae and data sheet.

16
Year 11 Preliminary
Mathematics Extension One- 1unit
ASSESSMENT PROGRAM

During the preliminary course students will complete an assessment program

involving three assessment tasks. Results from these tasks will be used to calculate
your school assessment. The program will conform to the weighting of course
components specified by the NSW Education Standards Authority (NESA) and
shown in the table below. Measuring attainment of the assessment components will
involve assessing your ability in relation to aspects of the Mathematics Advanced
course.
Component Weighting

Understanding, fluency and communication 50

Problem solving, reasoning and justification 50

Total 100

Year 11 course (60 hours)

The Mathematics Extension 1 course is organised in topics, with the topics divided
into subtopics.
Topics Subtopics

Functions ME-F1 Further Work with Functions

ME-F2 Polynomials

Trigonometric Functions ME-T1 Inverse Trigonometric Functions

ME-T2 Further Trigonometric Identities

Calculus ME-C1 Rates of Change

Combinatorics ME-A1 Working with Combinatorics

17
Assessment Program

Outlined below are a brief description of each assessment task and a schedule of
approximate times for their completion. More specific information will be provided at
least two weeks prior to each task.
Components Task 1 Task 2 Task 3 Weighting %

In class test Assignment/ Yearly

Topics: investigation Examination
A1.1,A1.2, F1.3, F1.4 Topics:
F1.2, F1.1, F1.1, F1.2, F1.3,
F1.2, F1.3, F1.4, F2.1, F2.2,
F2.1 A1.1, A1.2, T1,
T2, C1.1, C1.2,
C1.3

Term 1, Week 10 Term 3, Week 4 Term 3, Week 7

Outcome(s) Outcome(s) Outcome(s)

assessed assessed assessed
ME 11-1 ME11-1 ME11-1
ME 11 -2 ME11-2 ME11-2
ME11-5 ME11-6 ME11-3
ME11-6 ME11-7 ME11-4
ME11-7 ME11-5
ME11-6
ME11-7

Understanding, 15 15 20 50
Fluency and
Communicating

Problem 15 15 20 50
Solving,
Reasoning and
Justification

Total % 30 30 40 100

Task 1 – Term 2 – Week 10 (30%) – In-class Test – Combinatorics & Functions

One period in-class written test incorporating objective response and short answer questions
designed to assess students understanding of the topics ME-A1 Working with Combinatorics,
ME-F2 Polynomials, ME-F1 Further work with functions.
Students will be provided with a formulae and data sheet.

Task 2 – Term 3 – Week 4 (30%) – Investigation on Functions and Pendulums

This assignment involves the application of functions to investigate simple and complex
pendulums. The assignment comprises of two parts:
Part A – Investigating Simple Pendulums explores the relationship between the length of a
pendulum and its period.
Part B – Investigating Complex Pendulums explores pendulums swinging in two

directions. Task 3 – Term 3 – Week 7 (40%) - Yearly Examination

A 2 hour written examination incorporating objective response and short answer questions
designed to assess students understanding of the course.
Students will be provided with a formulae and data sheet.

18
 Year 11 Preliminary
Modern History- 2units
ASSESSMENT PROGRAM

During Year 11, students will complete an assessment program involving three
assessment tasks. Results from these tasks will be used to calculate your school
assessment. The method use for internal assessment is criterion-weighted.

Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. A specific task notification will be provided at least two weeks
prior to each task.
Component Task 1 Task 2 Task 3 Weighting

Audio-Visual Investigation Yearly Examination

Task (Podcast Research
or Journal and
Documentary) Essay

Term 1 Week 8 Term 2 Week 8 Term 3

Week 5

MH11-1, MH11-1, MH11-1,

MH11- 2, MH11-2, MH11-2,
MH11-3, MH11-3, MH11-3,
MH11-4, MH11-4, MH11-4,
MH11- 5, MH11-5, MH115-
MH11-6, MH11-6, MH11-6,
MH11-7, MH11-7, MH11-7,
MH11- 8, MH11-8, MH11-9
MH11-9 MH11-9,
MH11-10

Knowledge 20 20 40
and
understanding
of course
content

Historical Skills 5 5 10 20
in the analysis
and evaluation
of
sources an
interpretations

Historical 15 5 20
Inquiry and
Research

Communicati 5 10 5 20
on of
historical
understanding
in appropriate
forms

Marks 30 30 40 100

Task 1 – Term 1 – Week 7, 30% - Audio-visual Presentation

Students learn about the impact of World War I in the shaping of the Modern World.
Using materials and concepts covered in classes as well as their own research, they
will produce a 10-minute podcast or documentary that explores one aspect through
which World War I shaped the world.

Task 2 – Term 2, Week 8 30% – Historical Investigation

Students will engage in a self-directed historical investigation about the construction
of modern histories. Students will document their research process and produce an
essay that explores their individual topic pertaining to the modern world.

Task 3– Term 3 – Week 7 (40%) - Yearly Examination

The 2 hour yearly examination incorporating multiple choice, short answer responses
and extended responses designed to assess students’ understanding of all the
topics covered.
19
Year 11 Preliminary
PDHPE -2 units
ASSESSMENT PROGRAM

During year 11, students will complete an assessment program involving five
assessment tasks. Results from these tasks will be used to calculate your school
assessment. The method used for internal assessment is criterion-related.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided at least 2 weeks prior
to each task.
Component Task 1 Task 2 Task 3 Weighting

Written In class Yearly Examination

Report and biomechanical
oral principles
Presentation written
responses

Term 1 Term 2 Week 7 Term 3

Week 7 Week 7

P1, P2, P3, P7, P8, P9, P1, P2, P3, P4,
P4, P5, P6, P10, P11, P5, P6, P7, P8,
P15, P16 P16, P17 P9,
P12, P13, P15, P17

Knowledge and 10 10 20 40
understanding
of course
content

Skills in critical 20 20 20 60
thinking,
research,
analysis and
communicating

Marks 30 30 40 100

Task 1 – Term 1 – Week 7, 30% - Written report and Oral Presentation Students
learn about health behaviours of young people including positive health status,
protective behaviours and risk factors for health issues relevant to young people.
They predict how risk decreases or increases when multiple factors interact. They
explore current research and information to identify prevalence of, and trends in, the
health behaviours of young people and challenge the accuracy of perceptions of
their health behaviours.

Task 2 – Term 2, Week 7 30% – In class written responses

This task will be undertaken in-class over 50 minute’s duration. In this task you will
be given three clips to view with three questions to complete after viewing. Each clip
will be 2 minutes or under in length. You can take notes during viewing. Answer
questions in the space provided OR on paper provided. Your teacher will advise you
of any variation to these conditions

Task 3– Term 3 – Week 7 (40%) - Yearly Examination

The 2 hour yearly examination incorporating multiple choice, short answer responses
and extended responses designed to assess students’ understanding of all the
topics covered.

20
Year 11 Preliminary
Studies of Religion -2 units
ASSESSMENT PROGRAM

During year 11, students will complete an assessment program involving five
assessment tasks. Results from these tasks will be used to calculate your school
assessment. The method used for internal assessment is criterion-related.
Below is a brief outline of each assessment task and a schedule of approximate time
for their completion. More specific information will be provided at least 2 weeks prior
to each task.
Component Task 1 Task 2 Task 3 Weighting

Oral Research Essay Yearly Examination

Presentation

Term 1 Term 3 Week 2 Term 3

Week 9

P1, P2, P6, P3, P4, P5, P6, P1, P2, P3, P4,
P8, P9 P7, P8, P9 P5, P6, P8,
P9,P10

Knowledge and 5 10 25 40
understanding
of course
content

Source-based skills 5 10 5 20

Investigation 10 10 NA 20
and research

Communication 5 5 10 20
of information,
ideas and
issues in
appropriate forms

Marks 25 35 40 100
Task 1 – Term 1 – Week 9, 25% - Oral Presentation
Students will be required to research and prepare a 10-minute oral presentation on
the search for meaning and purpose in relation to the religious tradition of Judaism

Task 2 – Term 3, Week 2, 35% – Research Essay

Students will conduct extensive research on a one of a number of research

questions related to the religious traditions of Christianity and Islam. Students will
need to prepare their research into a set of logical and well directed arguments. The
research is to be presented in a detailed research plan which will be submitted and
marked. Students will write their responses to the chosen research question in class
which will be marked separately to the plan. It is expected that students write an 800
to 1000 word essay in that period.

Task 3– Term 3 – Week 7 (40%) - Yearly Examination

The 2 hour yearly examination incorporating multiple choice, short answer and essay
is designed to assess students’ understanding of all the topics.

21
Year 11 Preliminary
Visual Arts –2 units
ASSESSMENT PROGRAM.

During the preliminary course students will complete an assessment program

involving three assessment tasks. Results from these tasks will be used to calculate
your school assessment. The program will confirm to the weighting of course
components specified by the NSW Education Standards authority (NESA) and
shown in the table below
Component Weight Component

Artmaking 50% ∙ Investigate artmaking as a practice involving procedures and

judgments.
∙ Explore and apply the conceptual framework of art involving artists,
artwork, world, and audience.
∙ Use one or more frames to develop points of view that inform their
interpretations.
∙ Develop meaning and focus in the representation of ideas in
artworks (in at least two expressive forms in the preliminary
year) evident in the lead-up work in diaries, works under
development, more resolved works, and student explanation.

2-Art 50% ∙ Investigate art criticism and art history as practice involving
Criticism procedures and judgments.
and Art ∙ Explore and utilize the conceptual framework of art involving artist,
History work, world, audience in discussions and art writing.
∙ Use one or more of the frames to develop theoretical positions to
(Art Theory) inform their interpretations and points of view.
∙ Attribute meanings to selected examples interpret critical and
historical accounts evident in research tasks, oral tasks,
reviews, reports, assignments etc.
 Marks 100%

Task 1: Documenting practice –Term 1, W10 –20%

ASSESSMENT TASK 1 (PRACTICAL) Summative.
Students are to submit 3 artworks using different techniques and styles. The works
must have a common theme and display a sophisticated use of line, texture and
tone. Students need to write an analysis of a selected artist’s practice through the
Frames that show demonstration of how this analysis has informed developments in
the student’s artmaking practice.

Task 2 : Artmaking: Submitted Artwork (exhibition) with Oral Presentation - art

criticism/ history - Term 2, W8- 40%

Submission of 3 completed artwork(s) painting or assemblage or sculpture and/or

photo media with oral presentation, which based on their interpretations and
experiences of their culture and identity in a global world. Students also will search
for two artists that inspire them to create the artworks and show evidence of
connection between world / audience relationship demonstrated through the cultural
frame.
22
Task3: Art Criticism / History: Term 3, W7 –40%

Yearly exam: In your answer you will be assessed on how well you: write in a
concise and well-reasoned way, present an informed point of view and use the
plates and any other source material provided to inform your response.

Objective:
Students will develop knowledge, skills, and understanding of how they may
represent their interpretations of the world in artmaking as an informed point of view.
Students will develop knowledge, skills and understanding of how they may
represent an informed point of view about the visual arts in their critical and historical
accounts
Task number Task 1 Task 2 Task 3

Nature of task Documenting Submitted Yearly

Practice Artworks with Oral Examination
Documentary Presentation Art Criticism and
analysis of a Submission of Art History
selected artist’s completed Written
practice through the artwork(s) with oral Examination
frames a presentation on
submission of 3 the representation
artworks and development
(drawing) of
demonstrating cultural identity-
how this world / audience
analysis has relationship
informed demonstrated
developments in through the cultural
the student’s frame
artmaking Submission of
practice research

Timing Term 1, Week 9 Term 2, Week 8 Term 3, Week 7

Outcomes assessed P1, P4, P5, P6 P1, P2, P3, P4, P7, p9 P8, P9, P10

Components Weighting %
Artmaking 20 30 50

Art Criticism and Art History 10 40 50

Total % 20 40 40 100

23
PRELIMINARY ASSESSMENT TASKS SCHEDULE
SEMESTER1
2024
Arabic Biology Business Chemistry English English English Enterprising Legal Mathematics
continuers 2Units studies 2 Units Standar Advanced Extension 1 Computing Studies Standard
T w 2Units 2units d 2units 2units 2 Units 2 units
2units
E ee
k
R

M 1
1
2 X

7 X

8 X X X

9 X X X X X

10

11

1
T

E 2 X
R 3
M
2 4

6 X X

7 X

8 X X X
 9 X X

PRELIMINARY ASSESSMENT TASKS SCHEDULE

SEMESTER 2
2024
Arabic Biology Business Chemistry English English English Enterprising Legal Mathema M
continuers 2Units studies 2 Units Standard Advanced Extension 1 Computing Studies tics t
T we 2Units 2units 2units 2units 2units 2 Units Standard A
– 2 Units d
E ek 2

M
3 1 X

2 X

7 Yearly Yearly Yearly Yearly Yearly Yearly Yearly Yearly Yearly Y

8 Yearly

10

APPENDIX I

A Glossary of Key Words

Word Definition Word

Account State reasons for, report on Distinguish Recognise or

from, tonote d

Account For Give an account of: narrate a series of events Evaluate Make a judge
or transactions

Analyse Identify components and the relationship Examine Inquire into

between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation Explain Relate cause

between thing
evident; provid

Assess Make a judgement of value, quality, Extract Choose releva

outcomes, results or size
 Calculate Ascertain/determine from given facts, figures Extrapolate Infer from wha
or information

Clarify Make clear or plain Identify Recognise an

Compare Show how things are similar or different Interpret Draw meaning

Construct Make; build; put together items or arguments Investigate Plan, inquire i

Contrast Show how things are different or opposite Justify Support an arg

Critically Add a degree or level of accuracy, depth, Outline Sketch in gene

(analyse/evaluate) knowledge andunderstanding, logic,
questioning, reflection and quality
to(analysis/evaluation)

Deduce Draw conclusions Predict Suggest what

Define State meaning and identify essential qualities Propose Put forward (fo
argument, sug

Demonstrate Show by example Recall Present reme

Describe Provide characteristics and features Recommend Provide reaso

Discuss Identify issues and provide points for Recount Retell a series
and/or against

Summarise Express conc

Synthesise Putting togeth

APPENDIX II

Assessment Task Flow Chart

Task given in writing at least 2 weeks before due date.

Task submitted and

completed (serious attempt). Mark awarded.

Task not submitted, non-serious

attempt or task is late.No doctor’s certificate or

incomplete documentation/
medical certificate
Doctor’s certificate presented
the first day you return to
school – do not wait for next
lesson.

Task submitted.

The task (or alternative task)

will be completed on a date
10% for every day late, max of 30%. Zero mark awarded after third day.

First ‘N’ Award warning letter sent home – teacher/HT

interview student – 2 weeks to complete task.

Task not submitted.

Second ‘N’ Award warning

determined by teacher and Head Teacher – this could be on the same day student return to school.
Zero mark removed and 30% deducted mark stands.
Warning letter stands.
letter sent home – DP/HT interview student and parents. Warns that student will fail unless task is completed.

Student again fails to submit task.

Third ‘N’ Award warning letter ‘N’ Award given for the subject. (Principal)
APPENDIX III

AUSTRALIAN INTERNATIONAL ACADEMY

ILLNESS, ACCIDENT ORMISADVENTURE

APPLICATION
To be completed by student, and handed to teacher for head teacher

STUDENT NAME: ____________________________________________________

SUBJECT: __________________________________________________________
TEACHER’S NAME: _____________________ CLASS: _______________

NATURE OF ASSESSMENT: ___________________________________________

(State whether examination, Topic of unit test, Assignment, Research Activity, Practical Exercise,
Practical Test, Field work, Other.)

DATE TASK DUE: ____________________________________________________

DATE THAT THE TASK WILL BE COMPLETED: ____________________________

NATURE OF ABSENCE: _______________________________________________

(State sufficient details to support your case for consideration to sit for task or substitute task or to
gain an extension.)
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

MEDICAL CERTIFICATE: ____________________________________

(Name of doctor)

OR NATURE OF OTHER VERIFICATION (eg. Funeral notice from newspaper etc.)

__________________________________________________________________

STUDENTS SIGNATURE: ____________________________ DATE: ___________

TEACHERS COMMENT:
___________________________________________________________________
___________________________________________________________________

ASSESSMENT COMMITTEE’S RECOMMENDATION:

___________________________________________________________________
___________________________________________________________________

PRINCIPAL’S SIGNATURE: _____________________________

DATE: ______________
APPENDIX IV

AUSTRALIAN INTERNATIONAL ACADEMY

A Muslim School Established in 1983
Sydney, Strathfield Campus
420 Liverpool Road, Strathfield, NSW 2135
Phone : 96420104 Fax : 96420106
 WARNING LETTER – Non-Completion of a Preliminary Course

Dear [Parent/Guardian]

Re: OFFICIAL WARNING - Non-completion of a Preliminary Course

I am writing to advise that your son/daughter ___________________________ is in

(student name)
danger of not meeting the Course Completion Criteria for the Preliminary course
________________________________.
(course name)

The Board of Studies requires schools to issue students with official warnings in
order to give them the opportunity to redeem themselves. Please regard this letter
as the ______ (eg 1st, 4th) official warning we have issued concerning
__________________________.
(course name)

A minimum of two course-specific warnings must be issued prior to a final ‘N’ (non
completion of course) determination being made for a course.
Course Completion Criteria
The satisfactory completion of a course requires principals to have sufficient
evidence that the student has:

a) followed the course developed or endorsed by the Board; and b) applied

themselves with diligence and sustained effort to the set tasks and experiences
provided in the course by the school; and
c) achieved some or all of the course outcomes.

Where it is determined that a student has not met the Course Completion Criteria,
they place themselves at risk of receiving an ‘N’ determination. An ‘N’ determination
will mean that the course will not be listed on the student’s Record of Achievement
and may affect the student’s eligibility for the Higher School Certificate. It may also
mean that the student is unable to proceed to the Higher School Certificate course if
he/she has not satisfactorily completed the Preliminary Course.
To date, __________________________ has not satisfactorily met _________ of
(student name) (indicate a), b) or c))
theCourse Completion Criteria.
The table overleaf lists those tasks, requirements or outcomes not yet completed or
achieved, and/or for which a genuine attempt has not been made. In order for
__________________________ to satisfy Course Completion Criteria, the following
(student name)
tasks, requirements or outcomes listed overleaf need to be satisfactorily completed
and/or achieved.
Please discuss this matter with_________________________________ and contact
the (student name)
school if further information or clarification is needed.

Yours sincerely

______________________________
Class Teacher/Head Teacher
//

______________________________
Assessment Coordinator
//

______________________________
Principal
//

To satisfy the Course Completion Criteria, the following tasks, requirements or

outcomes need to be satisfactorily completed by
__________________________. (student name)
Task Name(s) / Original Due Action Required by student` Revised date
Course Date (if to be
Requirement(s) / applicable) completed by
Course Outcome(s) (if applicable)

-------------✂-------------✂-------------✂-------------✂-------------✂-------------✂-------------✂--------

Please detach this section and return to the school

Requirements for the Satisfactory Completion of a Preliminary Course

∙ I have received the letter dated _____________ indicating that ______________

(student name)
is in danger of not having satisfactorily completed
______________
______. (course name)
∙ I am aware that this course may not appear on his/her Record of Achievement.
∙ I am also aware that the ‘N’ determination may make him/her ineligible to
proceed to the Higher School Certificate course.
∙ I am also aware that the ‘N’ determination may make him/her ineligible for the
award of the Higher School Certificate.

Parent/Guardian’s signature:_____________________ Date: ___________

Student’s signature:______________________________ Date: ___________

APPENDIX V
NSW Record of School Achievement (RoSA)
What is the Record of School Achievement?

• a cumulative credential replacing the School Certificate

• awarded to students who leave school after completing Stage 5 but before
 completing the HSC
• shows a student’s achievements up until they leave school
• based on moderated, school-based assessments
• offers voluntary literacy and numeracy tests for students leaving school
The credential will:

∙ Provide an ongoing, cumulative record for students

∙ It will record grades for courses students complete in Year 10 and in Year 11 ∙
Report results of moderated, school-based assessment
∙ Introduce optional, online literacy and numeracy testing for school leavers. ∙
Provide the opportunity for students to incorporate extra-curricular
achievements
With the abolition of the School Certificate credential, the pattern of study and
other requirements will continue to be the minimum requirements for the proposed
NSW Record of School Achievement.

Who gets a Record of School Achievement?

• students who are eligible and leave school before receiving the HSC • a student
receiving the HSC can also request a copy of their Record of School
Achievement
• students in Year 11 or 12 not leaving school can access a transcript to use
when seeking casual work (not an official credential)

For a student who has completed Year 10 and is leaving school, the Record of
School Achievement will show a grade of A to E for all courses a student has
satisfactorily completed
These grades will be:
• based on how a student has performed in assessment tasks
• monitored by the Board of Studies
• submitted by the school to the Board of Studies on 30thNovember for every
Year 10 student
For an eligible student leaving at the end of Year 11, the Record of School
Achievement will show:
• an A to E grade which is described in the common grade scale for preliminary
courses
These grades also will be;
• based on assessment tasks
• monitored by the Board of Studies
• submitted by the school to the Board of Studies at the end of October for
Year 11 students who complete Preliminary courses
• extended from the current system used for Year 10 students
APPENDIX VI
General performance descriptors
The general performance descriptors describe performance at each of five grade
levels:
Applying the Common Grade Scale
Each grade summarises the standard (quality) of achievement.
The grade scale describes:
• the depth of knowledge and understanding
• the range of skills that students working at that standard typically
demonstrate.
The Common Grade Scale for Preliminary Courses
Grade Grade Descriptions

A The student demonstrates extensive knowledge of content and understanding of

course concepts, and applies highly developed skills and processes in
a wide variety of contexts. In addition, the student demonstrates
creative and critical thinking skills using perceptive analysis and
evaluation. The student effectively communicates complex ideas and
information.

B The student demonstrates thorough knowledge of content and understanding of

course concepts, and applies well-developed skills and processes in a variety of
contexts. In addition, the student demonstrates creative and critical thinking skills
using analysis and evaluation. The student clearly communicates complex ideas
and information.

C The student demonstrates sound knowledge of content and understanding of

course concepts, and applies skills and processes in a range of familiar
contexts. In addition, the student demonstrates skills in selecting and
integrating information and communicates relevant ideas in an
appropriate manner.

D The student demonstrates a basic knowledge of content and understanding of

course concepts, and applies skills and processes in some familiar
contexts. In addition, the student demonstrates skills in selecting and
using information and communicates ideas in a descriptive manner.

E The student demonstrates an elementary knowledge of content and understanding

of course concepts, and applies some skills and processes with
guidance. In addition, the student demonstrates elementary skills in
recounting information and communicating ideas.
Awarding grades-RoSA
Schools are responsible for awarding each student who completes a Stage 5 course
or a Stage 6 Preliminary course a grade to represent that student’s achievement.
The grade is reported on the student’s RoSA or HSC Record of Achievement.
Teachers make professional on-balance judgements to decide which grade
description best matches the standards their students have achieved. Students with
special education needs may require adjustments to assessment activities to enable
access to the task and equitable opportunity to demonstrate what they know and
can do.
Teachers follow a process of ‘moderation’ to ensure that grades awarded are
consistent with published standards. This means that the grade a student receives in
one school can be compared to the same grade anywhere in NSW. Teachers
moderate their judgements by comparing work samples for their students with
samples aligned to grades A to E.
Assessing and grading student achievement
Assessing student achievement is the process of collecting information on student
performance in relation to the objectives and outcomes of a course.

In setting activities or tasks, teachers give careful consideration to the syllabus

objectives and outcomes being assessed. By measuring student achievement in
relation to these objectives and outcomes, teachers can build up a profile of the
achievement of each student in relation to the course performance descriptors.
Grading student achievement is the process of assigning a letter (A, B, C, D, E) to
summarise the level of a student's achievement in a course. In Mathematics, grades
have been further differentiated to nine levels as follows: A10, A9, B8, B7, C6, C5,
D4, D3, E2. For students undertaking courses without subject-specific course
performance descriptors, (ie. Board Endorsed or Content Endorsed Courses) a
grade from A to E should be assigned using the Common Grade Scale.
For HSC preliminary stage 6 students, the relevant Common Grade Scale
should be used to report student achievement.
In establishing an assessment program, teachers ensure that the types of
assessment activities or tasks used are appropriate to the objectives and outcomes
being assessed. Generally, teachers use a number of different assessment activities
or tasks in order to ensure that student achievement in relation to all the knowledge
and skills objectives is assessed. Principals have the authority to decide on and to
implement disability provisions for school-based assessments and tests.

Where activities or tasks are scheduled throughout a course, greater weight would
generally be given to those activities or tasks undertaken towards the end of the
course. For example, in a 200-hour course extending over Years 9 and 10, the
assessment information collected in Year 10 provides the more complete picture of
student achievement. There are, however, a number of different ways of organising
the teaching/learning program for a course. The scheduling of activities or tasks and
the weights applied should reflect the course organisation. Students should be given
the opportunity to demonstrate their maximum level of achievement relative to the
course performance descriptors. Objectives from the affective domain (ie values and
attitudes) should not be used in determining a student's grade.
Applying the course performance descriptors
Course performance descriptors have been developed for each stage 5 course.
They describe the main features of a typical student's performance at each grade
measured against the syllabus objectives and outcomes for the course.

Teachers make the final judgement of the most appropriate grade on the basis of
available assessment information and with reference to the course performance
descriptors. In applying these descriptors, teachers interpret them in terms of
standards that can be achieved by Stage 5 students within the bounds of the course.
The same course performance descriptors apply to 100-hour and 200-hour courses.
This relates to courses studied across Years 9 and 10, and to courses studied
exclusively in either Year 9 or Year 10.

For HSC preliminary stage 6 students, the relevant Common Grade Scale
should be used to report student achievement.

Making an on-balance professional judgement

When making a judgement of the grade to be awarded, teachers note the following
points:

∙ Teachers will arrive at judgements by taking into account strengths and

weaknesses in performance across a range of contexts and over a period of
time, gathering evidence on a number of assessment activities.
 ∙ When deciding the number and type of assessment activities, the emphasis
should be on the nature and quality rather than on the amount of evidence.
∙ Assessment activities should give students opportunities to show what they
know and can do.
∙ Teachers provide opportunities for students to display their achievements in
different ways and to work in a range of situations.
∙ A single piece of work will not cover all aspects of a grade description. Using a
single piece of work to make a judgement is therefore not as valid and reliable
as an 'on-balance' judgement.
∙ Each grade description should be considered alongside descriptions for
adjacent grades.
The following approach is used to allocate grades:
1. Teachers establish an assessment program that consists of a number of
assessment activities.
2. Ensure that the assessment activities cover the full range of outcomes. 3.
Decide on the relative importance of each assessment activity. 4. Collect
performance information on each student from assessment activities.
5. Assemble the information on each student from the assessment activities to
provide an overall picture of the student's achievement.
6. Match the overall picture of each student's achievements to the most
appropriate column of the course performance descriptor to allocate the
grade.